8th Grade Lesson Plans: Sixth Six Weeks

STAAR Test review will continue until the day of the test.

ECOSYSTEMS – CHAPTERS 18, 12, and 20

 

TEKS OBJECTIVES:

11)  Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

(A)  describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;

(B)  investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

(C)  explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

(D)  recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

FROG DISSECTION

 TEKS OBJECTIVES:

(1)  Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A)  demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B)  practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(3)  Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B)  use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C)  identify advantages and limitations of models such as size, scale, properties, and materials; and

(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4)  Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A)  use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B)  use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

 

 

April 9-10, 2012

Discuss the following relationships: 3 types of symbiosis, predator/prey, levels of organization.   Virtual lab, “Model Ecosystems,”  investigating biological pyramids.

April 11-12, 2012

Discuss population changes in an ecosystem.  Complete Antarctic food web.

April 13 & 16, 2012

Discussion and lab on environmental impact on oceans.

April 17-18, 2012

STAAR review and activity on body systems

April 19-20, 2012

STAAR review and activity on Punnet squares

April 23-25, 2012

STAAR review and activity on the structure of atoms

April 26-27, 2012

STAAR science and social studies tests.

April 30-May 8, 2012

Construct Glogster posters on assigned topics about interactions within ecosystems and present these to the class.

May 9-16, 2012

Frog dissection emphasizing organs that make up systems and their function and interdependence.

May 17-22, 2012

Study Sheets and review for spring semester exams

 

SPRING SEMESTER EXAMS:   May 23-25

Schedule will be announced later.

The spring semester exam will be over the objectives of the unit on ecosystems and the frog dissection.

It will also include some questions from the 5th Six Weeks on the scientific method, oceans, weather, and landforms plus a few questions from the 4th Six Weeks unit on gathering data from the universe and plate tectonics.

Study all notes, vocabulary, and review worksheets.

Extra Credit will be given for reviews signed by a parent.

8th Grade Lesson Plans: 5th Six Weeks

8th GRADE OBJECTIVES AND GUIDELINES

SCIENTIFIC METHOD – SPRING SEMESTER PROJECT

TEKS OBJECTIVES:

(1)  Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A)  demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B)  practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(2)  Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A)  plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B)  design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C)  collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D)  construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E)  analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3)  Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B)  use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C)  identify advantages and limitations of models such as size, scale, properties, and materials; and

(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4)  Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A)  use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B)  use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

February 10-March 5, 2011

Begin Spring Semester Project. Students will design an investigation including identifying the problem, stating a hypothesis, and listing steps for their investigation. After teacher approval, students will conduct the investigation, collect data, analyze data, and draw conclusions. Students will present their work to the class for their spring semester project.

Presentations of Spring Semester Project will be due February 27.  Presentations will be worth 2 test grades!

OCEANS, WEATHER, and LANDFORMS – CHAPTERS 15, 16, & 18

TEKS OBJECTIVES:

(10)  Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:

(A)  recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;

(B)  identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and

(C)  identify the role of the oceans in the formation of weather systems such as hurricanes.

9)  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:

(C)  interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

March 6-26, 2011

GUIDELINES:

Each group member is to type in a different color (even slides).  Include a key.

Give credit to all images and information other than textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group1 – Presentation describing how convection currents are formed in the atmosphere and how winds

are produced.

Due: March 21/22

Group 2 – Presentation describing how convection currents are formed in the ocean and how ocean

currents are produced.

Due: March 21/22

Group 3 – Presentation describing high pressure areas.  Include a weather map with high pressure

symbols.

Due: March 21/22

Group 4 – Presentation describing low pressure areas.  Include a weather map with low pressure

symbols.

Due: March 21/22

Group 5 – Presentation describing a cold front.  Include a weather map with cold front

symbols.

Due: March 21/22

Group 6 – Presentation describing a warm front.  Include a weather map with warm front

symbols.

Due: March 23/26

Group 7 – Presentation describing an occluded front.  Include a weather map with occluded front

symbols.

Due: March 23/26

Group 8 – Presentation describing a stationary front.  Include a weather map with stationary front

symbols.

Due: March 23/26

Group 9 – Presentation describing the role of the oceans in the formation of hurricanes.

Due: March 23/26

Group 10 – Presentation describing the formation of thunderstorms and tornadoes.

Due: March 23/26


March 27-28, 2011

-Land and erosional features:  TAKS activity

Identify the feature.

Describe the feature.

Research what causes the feature.

Hypothesize possible future erosional changes in the feature.

FIFTH SIX WEEKS EXAM:  April 4-5

The six weeks exam will be over the objectives on oceans, weather, and the scientific method.  Study all reviews and notes.  Extra credit will be given to those who have their review signed by a parent.

Scientific Method-Chapter 1

Oceans-Chapter 18

Weather-Chapter 16

Atmosphere-Chapter 15

Study all notes, vocabulary, and review worksheets.