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.


8th Grade Lesson Plans: 4th Six Weeks

TEKS OBJECTIVES:

 

(8)  Earth and space. The student knows characteristics of the universe. The student is expected to:

 

(C)  explore how different wavelengths of the electromagnetic spectrum such as light and radio waves

 

are used to gain information about distances and properties of components in the universe;

 

(D)  model and describe how light years are used to measure distances and sizes in the universe; and

 

(E)  research how scientific data are used as evidence to develop scientific theories to describe the origin

 

of the universe.

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

 

expected to:

 

(A)  describe the historical development of evidence that supports plate tectonic theory;

 

(B)  relate plate tectonics to the formation of crustal features; and

 

(C)  interpret topographic maps and satellite views to identify land  features.

Jan. 2-5, 2012

-Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

-Define light-year.  Model and describe how light years are used to measure distances and sizes in the universe.  Research current NASA missions including their objectives and distances from Earth.

Jan. 6-Feb. 1, 2012

GUIDELINES:

This assignment is for each student to research, construct, and present individually.

Give credit to all images and information other than the textbook.  The assignment along with guidelines follows:

1  – Presentation (PowerPoint or other)

Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

Due:  Jan. 25/26

 2 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the steady state theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

 3 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the oscillating model theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

4 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the big bang theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

5  – Presentation (PowerPoint or other)

Describe the historical development of evidence that supports plate tectonic theory.  (Ch. 10-Sections 1 & 2)

Due:  Jan. 25/26

 Crustal features:   Include:  a model or drawing of the feature, how the feature is formed, and how the feature may be reshaped by weathering.

6 – fault-block mountains                                                       14 – rift valley

8 –  folded mountains                                                             16 – mid-ocean ridge

10 –  volcanoes                                                                       18 – strike-slip fault

12 –  oceanic trench

Identify crustal features formed by plate tectonics.  Show topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

7 – fault-block mountains                                                       15 – rift valley

9 –  folded mountains                                                             17 – mid-ocean ridge

11 –  volcanoes                                                                       19 – strike-slip fault

13 –  oceanic trench

Due:

Group 1-5: Jan. 25/26

Groups 6-13: Jan. 27/30

Groups 14-18: Jan. 31/Feb. 1

Feb. 2-7, 2011

Study Sheets and review for Fourth Six Test over the universe and plate tectonics.

FOURTH SIX WEEKS EXAM:  February 8/9, 2012

The fourth six weeks exam will be over the objectives of:

The Universe-Chapter 24, Section 4 and

Plate Tectonics-Chapter 10, Sections 1-3

Study all notes, vocabulary, and review worksheets.  Extra credit will be given if parents sign the review.