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City of Angels School Independent Study – Los Angeles Unified School District
INSTRUCTIONAL GUIDE Course ID #360106
Integrated Science – NGSS Based, Middle School 8B Los Angeles Unified School District has selected the Integrated Model published in the CA NGSS Framework for science middle grades. This course is meant to be a guide for educators on how to approach the teaching of CA NGSS in grade seven according to the Preferred Integrated Learning Progression model. The Preferred Integrated Model provides an opportunity for students to engage in real world phenomena, ask questions, and seek answers to those questions without regard to disciplinary boundaries. The cross-cutting concepts of the Next Generation Science Standards serve as lenses for students to engage in science and engineering practices to figure out disciplinary core ideas. Standards and the complete curriculum map for science is available at http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html Content
Students will study the following topics:
• Unit 4: Earth Through Time
• Unit 5: Evolution and Biotechnology
• Unit 6: Waves
• Unit 7: Technology and Human Impact on Earth Systems
Text and Website
• CA HMH Science Dimensions
• Online Textbook available on: www.cityofangelsschool.org OR using Schoology HMH Science App o Student Resources HMH COLLECTIONS, HMH SCIENCE DIMENSIONS
Assignments and Grades In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2 hours per day, Monday through Friday. Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:
A 90-100%
B B 80-89%
C C 70-79%
D D 60-69%
F F 0-59%
The Three Dimensions of the Next Generation Science Standards:
1. Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
2. Disciplinary Core Ideas
LS: Life Science
LS1: From Molecules to Organisms: Structures and Processes
M.S. Science 8B Instructional Guide
Page 2 of 22 www.cityofangelsschool.org Revised 8/13/2020
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
ESS: Earth and Space Science
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
PS: Physical Science
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
ETS: Engineering, Technology and the Application of Science
ETS1: Engineering Design
3. Cross Cutting Concepts
1. Patterns.
2. Cause and effect:
3. Scale, proportion, and quantity.
4. Systems and system models.
5. Energy and matter: Flows, cycles, and conservation.
6. Structure and function.
7. Stability and change.
M.S. Science 8B Instructional Guide
Page 3 of 22 www.cityofangelsschool.org Revised 8/13/2020
Unit 4 Earth Through Time Unit Storyline: In Unit 3, you analyzed evidence about the formation of the solar system, and you will continue investigating Earth’s history in Unit 4. You will analyze rock and fossil evidence about Earth’s history and investigate how the geologic time scale organizes that history. You will then analyze patterns in life forms that have existed on Earth and use evidence to infer evolutionary relationships among species. Anchoring Phenomenon: Layers of rock that formed long ago reveal information about the Earth and the organisms that lived on Earth during the time the rock formed. Guiding Question:
• How do patterns in the rock record provide evidence for the history of earth and life on Earth? Week 1: Unit 4 Earth Through Time
• Lesson 1 Rocks and Fossils Are Evidence of Earth’s History
• Lesson 2 The Geologic Time Scale Organizes Earth’s History
Lesson 1 pp. 310-327 Investigative Phenomenon Unit Project Connection
Rocks and Fossils Are Evidence of Earth’s History
Explain how scientists can determine when different ancient animals lived in the area that is now Dinosaur Provincial Park.
Explore Lesson 1 to learn about the fossil record and methods used to determine the age of fossils.
Objective: Students determine the ages of Earth’s rocks and fossils using relative and absolute dating methods and analyze evidence used to organize Earth’s long history. Vocabulary: fossil, relative dating, absolute dating
Lesson 1 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 310-311 *Optional: Explore First Can You Explain It? p. 311 Answer question #1
Unit 4 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 4 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Describing the Formation of Sedimentary Rocks and Fossils pp. 312-314 Answer questions #2, & 4-5
Explore/Explain 1: Describing the Formation of Sedimentary Rocks and Fossils Answer embedded questions
M.S. Science 8B Instructional Guide
Page 4 of 22 www.cityofangelsschool.org Revised 8/13/2020
Exploration 2: Studying the Ages of Fossils pp. 315-319 Answer questions #6-8, & 10-11 *Optional: Hands-On Lab: Model Rock Layers to Determine Relative Age
Explore/Explain 2: Studying the Ages of Fossils Answer embedded questions *Optional: Hands-On Lab: Model Rock Layers to Determine Relative Age
Day 2 Explore/Explain Exploration 3: Using Absolute and Relative Age pp. 320-322 Answer #13, & 17-18
Explore/Explain 3: Using Absolute and Relative Age Answer embedded questions
Elaborate Take It Further pp. 323-324 Exploring the Ashfall Fossil Beds Answer questions #1-3
Take It Further Exploring Local Geology Answer embedded questions
Evaluate Lesson Self-Check pp. 325-327
Evaluate: Lesson Self-Check
Lesson 2 pp. 328-345 Investigative Phenomenon Unit Project Connection
The Geologic Time Scale Organizes Earth’s History
Explain what evidence is used to construct a geologic timeline of Earth’s history.
Explore Lesson 2 to learn about the different types of organisms that have existed over Earth’s long history.
Objective: Students gather and use evidence about geologic processes, rocks, and fossils to explain how Earth’s history is organized into the geologic time scale. Vocabulary: geologic time scale
Lesson 2 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 328-329 *Optional: Explore First Can You Explain It? p. 329 Answer question #1
Unit 4 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Describing Geologic Change pp. 330-331 Answer questions #2-3 Exploration 2: Compiling Evidence of Earth’s Past pp. 332-335 Answer questions #5-6, & 8-9
Read and answer embedded questions for each exploration.
Explore/Explain 1: Describing Geologic Change
Explore/Explain 2: Compiling Evidence of Earth’s Past
Day 4 Explore/Explain Exploration 3: Organizing Earth’s History pp. 336-340
Explore/Explain 3: Organizing Earth’s History
M.S. Science 8B Instructional Guide
Page 5 of 22 www.cityofangelsschool.org Revised 8/13/2020
Answer questions #11-12 *Optional: Hands-On Lab: Construct a Timeline
Answer embedded questions *Optional: Hands-On Lab: Construct a Timeline
Elaborate Take It Further pp. 341-342 Careers in Science: Paleoartist Answer questions #1-3
Take It Further Exploring the Great Dying Answer embedded questions
Evaluate Lesson Self-Check pp. 343-345
Evaluate: Lesson Self-Check
Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)
Schoology Science 8B Week 1: Lesson 1 Quiz Lesson 2 Quiz
Week 2: Unit 4 Earth Through Time
• Lesson 3 Fossils Are Evidence of Changes in Life Over Time
• Lesson 4 Fossils and Living Organisms Provide Evidence of Evolution
Lesson 3 pp. 346-365 Investigative Phenomenon Unit Project Connection
Fossils Are Evidence of Changes in Life over Time
Explain what could cause a rock layer with no fossils to be present between rock layers with different types of fossils.
Explore Lesson 3 to describe how the fossil record is used to describe patterns of change in living things on Earth.
Objective: Students apply scientific ideas and analyze data in graphs and images to identify patterns in the number and diversity of life forms throughout the history of life on Earth Vocabulary: extinction
Lesson 3 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 346-347 *Optional: Explore First Can You Explain It? p. 347 Answer questions #1-2
Unit 4 Lesson 3 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Analyzing Evidence About the History of Life pp. 348-353 Answer questions #3, 6, & 8-10
Explore/Explain 1: Analyzing Evidence About the History of Life Answer embedded questions
Day 2 Explore/Explain Exploration 2: Analyzing Patterns in the Numbers of Life Forms Over Time pp. 354-360 Answer questions #12, & 16-17
Explore/Explain 2: Analyzing Patterns in the Numbers of Life Forms Over Time Answer embedded questions
M.S. Science 8B Instructional Guide
Page 6 of 22 www.cityofangelsschool.org Revised 8/13/2020
*Optional: Hands-On Lab: Model Analysis of the Fossil Record
*Optional: Hands-On Lab: Model Analysis of the Fossil Record
Elaborate Take It Further pp. 361-362 Prediction of a Transitional Fossil Answer questions #1-3
Take It Further Reconstruct the Past from Physical Evidence Answer embedded questions
Evaluate Lesson Self-Check pp. 363-365 Evaluate: Lesson Self-Check
Lesson 4 pp. 366-385 Investigative Phenomenon Unit Project Connection
Fossils and Living Organisms Provide Evidence of Evolution
Explain what types of evidence support a relationship between an extinct animal called Confuciusornis and a living crow species.
Explore Lesson 4 to identify patterns of similarities in the fossil record to infer evolutionary relationships among species.
Objective: Students analyze empirical evidence and identify patterns of similarities in the fossil record to infer evolutionary relationships among species. Vocabulary: evolution, common ancestry, anatomy, embryology
Lesson 4 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 366-367 *Optional: Explore First Can You Explain It? p. 367 Answer questions #1-2
Unit 4 Lesson 4 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Identifying Similarities Among Organisms pp. 368-375 Answer questions #3-5, 7-8. 11, & 13-14
Explore/Explain 1: Identifying Similarities Among Organisms Answer embedded questions
Day 4 Explore/Explain Exploration 2: Inferring Evolutionary Relationships Among Organisms pp. 376-380 Answer questions #15-18, & 20 *Optional: Hands-On Lab: Make Inferences from Evidence
Explore/Explain 2: Inferring Evolutionary Relationships Among Organisms Answer embedded questions
Elaborate Take It Further pp. 381-382 Careers in Science: Museum Exhibit Designer Answer questions #1-3
Take It Further Classification of Living Things Answer embedded questions
Evaluate Lesson Self-Check, pp. 383-385
Evaluate: Lesson Self-Check
Day 5 Lesson 3 Quiz (from Assessment Guide) Lesson 4 Quiz (from Assessment Guide)
Schoology Science 8B Week 2: Lesson 3 Quiz Lesson 4 Quiz
M.S. Science 8B Instructional Guide
Page 7 of 22 www.cityofangelsschool.org Revised 8/13/2020
Unit 5 Evolution and Biotechnology Unit Storyline: In Unit 4, you analyzed evidence for evolution, and in Unit 5, you will continue learning about evolution as you investigate the relationship between adaptation and natural selection. You will use models to analyze how genes determine traits in individual organisms and how mutation can lead to changes in the traits of offspring. Then you will investigate how these relationships apply to the way artificial selection and genetic engineering influence traits in organisms. Anchoring Phenomenon: The diversity of life on Earth, including the unique plants and animals found only on the Galapagos Islands, can be explained by biological processes. Through biotechnology, humans can further influence the traits of organisms. Guiding Question:
• How do biological processes explain life’s unity and diversity? Week 3: Unit 5 Evolution and Biotechnology
• Lesson 1 Natural Selection Explains How Populations Can Change
• Lesson 2 Natural Selection Requires Genetic Variation
Lesson 1 pp. 394-415 Investigative Phenomenon Unit Project Connection
Natural Selection Explains How Populations Can Change
Explain how the smell of rotting flesh has become an adaptation for the rafflesia flower.
Explore Lesson 1 to understand how species can change over time through natural selection.
Objective: Students develop an understanding of the relationship between adaptation and natural selection and how natural selection requires variation of traits in a population. Vocabulary: evolution, natural selection, variation, allele frequency
Lesson 1 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 394-395 *Optional: Explore First Can You Explain It? p. 395 Answer question #1
Unit 5 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 5 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Explaining the Diversity of Life pp. 396-397 Answer question #4
Read and answer embedded questions for each exploration.
M.S. Science 8B Instructional Guide
Page 8 of 22 www.cityofangelsschool.org Revised 8/13/2020
Exploration 2: Modeling Natural Selection pp. 398-403 Answer questions #5-7, & 10 *Optional: Hands-On Lab: Analyze Salamander Species Distribution
Explore/Explain 1: Explaining the Diversity of Life Explore/Explain 2: Modeling Natural Selection *Optional: Hands-On Lab: Analyze Salamander Species Distribution
Day 2 Explore/Explain Exploration 3: Relating Genetic Variation to the Distribution of Traits pp. 404-406 Answer questions #13-16 Exploration 4: Analyzing Patterns of Natural Selection pp. 407-410 Answer questions #19-23
Read and answer embedded questions for each exploration.
Explore/Explain 3: Relating Genetic Variation to the Distribution of Traits Explore/Explain 4: Analyzing Patterns of Natural Selection
Elaborate Take It Further pp. 411-412 People in Science: Dr. Nancy Knowlton, Marine Biologist Answer questions #1-3
Take It Further Endangered Species Answer embedded questions
Evaluate Lesson Self-Check pp. 413-415
Evaluate: Lesson Self-Check
Lesson 2 pp. 416-433 Investigative Phenomenon Unit Project Connection
Natural Selection Requires Genetic Variation
Explain how a change to one gene can cause a lobster to be blue.
Explore Lesson 2 to understand how processes through which species change over time require genetic variation among populations.
Objective: Students use models to understand how the information in genes is used to code for specific proteins that determine traits. They investigate how mutations in DNA can lead to changes in the structure and functions of proteins. Vocabulary: DNA, gene, protein, mutation, adaptation
Lesson 2 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 416-417 *Optional: Explore First Can You Explain It? p. 417 Answer question #1
Unit 5 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
M.S. Science 8B Instructional Guide
Page 9 of 22 www.cityofangelsschool.org Revised 8/13/2020
Explore/Explain Exploration 1: Describing the Relationship Between Genes and Traits pp. 418-423 Answer questions #2-5 *Optional: Hands-On Lab: Model Protein Folding Exploration 2: Exploring the Causes of Genetic Change pp. 424-426 Answer questions #10-11, 14-15, & 17-19
Read and answer embedded questions for each exploration. Explore/Explain 1: Describing the Relationship Between Genes and Traits *Optional: Hands-On Lab: Model Protein Folding Explore/Explain 2: Exploring the Causes of Genetic Change
Day 4 Explore/Explain Exploration 3: Explaining the Relationship Between Genetic Change and Natural Selection pp. 427-428 Answer questions #20, & 22
Explore/Explain 3: Explaining the Relationship Between Genetic Change and Natural Selection Answer embedded questions
Elaborate Take It Further pp. 429-430 Evolution of Drug-Resistant Bacteria Answer questions #1-3
Take It Further Mutation and Phenotype Answer embedded questions
Evaluate Lesson Self-Check pp. 431-433
Evaluate: Lesson Self-Check
Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)
Schoology Science 8B Week 3: Lesson 1 Quiz Lesson 2 Quiz
Week 4: Unit 5 Evolution and Biotechnology
• Lesson 3 Artificial Selection Influences Traits in Organisms
• Lesson 4 Genetic Engineering Influences Traits in Organisms
Lesson 3 pp. 434-451 Investigative Phenomenon Unit Project Connection
Artificial Selection Influences Traits in Organisms
Explain how humans have causes alpacas to become different from their relatives the vicuñas over time.
Explore Lesson 3 to relate the processes of natural selection to artificial selection, in which humans influence the desired traits of organisms.
Objective: Students carry out investigations about how artificial selection influences traits in organisms. Vocabulary: artificial selection, biotechnology
Lesson 3 Textbook Assignment Explore Online
M.S. Science 8B Instructional Guide
Page 10 of 22 www.cityofangelsschool.org Revised 8/13/2020
Day 1 Engage Investigative Phenomenon pp. 434-435 *Optional: Explore First Can You Explain It? p. 435 Answer questions #1-2
Unit 5 Lesson 3 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Analyzing Human Influence on the Inheritance of Traits pp. 436-440 Answer questions #3-5 *Optional: Hands-On Lab: Analyze Selected Traits in Vegetables Exploration 2: Modeling the Genetic Basis for Artificial Selection pp. 441-443 Answer questions #8-9, & 11-15
Read and answer embedded questions for each exploration.
Explore/Explain 1: Analyzing Human Influence on the Inheritance of Traits *Optional: Hands-On Lab: Analyze Selected Traits in Vegetables Explore/Explain 2: Modeling the Genetic Basis for Artificial Selection Answer embedded questions
Day 2 Explore/Explain Exploration 3: Applying Artificial Selection to Solve Problems pp. 444-446 Answer question #16-17, & 19
Explore/Explain 3: Applying Artificial Selection to Solve Problems
Elaborate Take It Further pp. 447-448 Breeding Bacteria Answer questions #1-3
Take It Further Accidental Selection Answer embedded questions
Evaluate Lesson Self-Check pp. 449-451
Evaluate: Lesson Self-Check
Lesson 4 pp. 452-471 Investigative Phenomenon Unit Project Connection
Genetic Engineering Influences Traits in Organisms
Explain how goats can produce spider-silk proteins.
Explore Lesson 4 to describe how humans can influence the desired traits of organisms by directly modifying an organism’s DNA.
Objective: Students analyze the effects of genetic engineering on traits in organisms. Vocabulary: genetic engineering, genetically modified organism (GMO), gene therapy
Lesson 4 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon, pp. 452-453 *Optional: Explore First Can You Explain It? p. 453 Answer questions #1-2
Unit 5 Lesson 4 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
M.S. Science 8B Instructional Guide
Page 11 of 22 www.cityofangelsschool.org Revised 8/13/2020
Explore/Explain Exploration 1: Exploring Genetic Engineering Techniques pp. 454-459 Answer questions #3-4, & 6-7 *Optional: Hands-On Lab: Model the Modification of Bacteria Exploration 2: Evaluating Genetic Modification pp. 460-463 Answer questions #10-14
Read and answer embedded questions for each exploration.
Explore/Explain 1: Exploring Genetic Engineering Techniques *Optional: Hands-On Lab: Model the Modification of Bacteria Explore/Explain 2: Evaluating Genetic Modification
Day 4 Explore/Explain Exploration 3: Evaluating Gene Therapy pp. 464-466 Answer questions #19-22
Explore/Explain 3: Evaluating Gene Therapy Answer embedded questions
Elaborate Take It Further pp. 467-468 People in Science: Dr. Lydia Villa-Komaroff, Molecular Biologist Answer questions #1-3
Take It Further Cockroaches vs. Pandas Answer embedded questions
Evaluate Lesson Self-Check pp. 469-471
Evaluate: Lesson Self-Check
Day 5 Lesson 3 Quiz (from Assessment Guide) Lesson 4 Quiz (from Assessment Guide)
Schoology Science 8B Week 4: Lesson 3 Quiz Lesson 4 Quiz
M.S. Science 8B Instructional Guide
Page 12 of 22 www.cityofangelsschool.org Revised 8/13/2020
Unit 6 Waves Unit Storyline: In Unit 6, you will return to the theme of energy as you investigate and model waves and how they transfer energy and interact with matter. At the end of Unit 6, you will develop a model of the Earth-sun-moon system, leveraging your experience with a solar system model from Unit 3, to explain Earth’s seasons. Anchoring Phenomenon: An understanding of the properties and behaviors of waves, such as ocean waves and sound waves, can be used to explain natural phenomena and to help solve problems. Guiding Question:
• What are the characteristics, properties, and behaviors of waves? Week 5: Unit 6 Waves
• Lesson 1 Waves Transfer Energy
• Lesson 2 Waves Interact with Matter
Lesson 1 pp. 480-497 Investigative Phenomenon Unit Project Connection
Waves Transfer Energy Explain how falling dominoes compare to a wave.
Explore Lesson 1 to learn about the properties of different types of waves and to help you choose a wave type.
Objective: Students investigate and model the relationship between wave behavior and the properties of waves, such as wavelength, frequency, and amplitude. Vocabulary: wave, medium, amplitude, wavelength, frequency
Lesson 1 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 480-481 *Optional: Explore First Can You Explain It? p. 481 Answer question #1
Unit 6 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 6 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Exploring Waves pp. 482-484 Answer questions #2-3, & 6 Exploration 2: Comparting Longitudinal and Transverse Waves pp. 485-488
Read and answer embedded questions for each exploration.
Explore/Explain 1: Exploring Waves
M.S. Science 8B Instructional Guide
Page 13 of 22 www.cityofangelsschool.org Revised 8/13/2020
Answer questions #7-8, & 10-11 *Optional: Hands-On Lab: Model Two Types of Waves
Explore/Explain 2: Comparting Longitudinal and Transverse *Optional: Hands-On Lab: Model Two Types of Waves
Day 2 Explore/Explain Exploration 3: Identifying Properties of Waves pp. 489-492 Answer questions #12, 15, & 17 *Optional: Hands-On Lab: Investigate Waves
Explore/Explain 3: Identifying Properties of Waves Answer embedded questions *Optional: Hands-On Lab: Investigate Waves
Elaborate Take It Further pp. 493-494 People in Science: James West, Research Scientist Answer questions #1-3
Take It Further Earthquakes and Waves Answer embedded questions
Evaluate Lesson Self-Check pp. 495-497
Evaluate: Lesson Self-Check
Lesson 2 pp. 498-515 Investigative Phenomenon Unit Project Connection
Waves Interact with Matter
Explain how features and objects on the sea floor can be visualized using mechanical waves.
Explore Lesson 2 to help brainstorm situations in which people interact with waves.
Objective: Students explain how the behavior of mechanical waves corresponds to the properties of waves and the medium through which the wave is traveling. Vocabulary: mechanical wave, absorption, transmission, reflection, refraction
Lesson 2 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 498-499 *Optional: Explore First Can You Explain It? p. 499 Answer questions #1-2
Unit 6 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Investigating Mechanical Waves pp. 500-503 Answer questions #3-4, & 7-8 *Optional: Generate Mechanical Waves Exploration 2: Analyzing How Waves Interact with a Medium pp. 504-506 Answer questions #10-15
Read and answer embedded questions for each exploration.
Explore/Explain 1: Investigating Mechanical Waves *Optional: Generate Mechanical Waves
M.S. Science 8B Instructional Guide
Page 14 of 22 www.cityofangelsschool.org Revised 8/13/2020
Explore/Explain 2: Analyzing How Waves Interact with a Medium
Day 4 Explore/Explain Exploration 3: Explaining the Behavior of Waves at Media pp. 507-510 Answer questions #16-19, 22
Explore/Explain 3: Explaining the Behavior of Waves at Media Answer embedded questions
Elaborate Take It Further pp. 511-512 Designing Soundproof Rooms Answer questions #1-4
Take It Further Engineering to Prevent Earthquake Damage Answer embedded questions
Evaluate Lesson Self-Check pp. 513-515
Evaluate: Lesson Self-Check
Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)
Schoology Science 8B Week 5: Lesson 1 Quiz Lesson 2 Quiz
Week 6: Unit 6 Waves
• Lesson 3 Light Can Be Modeled as a Wave
• Lesson 4 Energy from Sunlight Causes Earth’s Seasons
Lesson 3 pp. 516-539 Investigative Phenomenon Unit Project Connection
Light Can be Modeled as a Wave
Explain why the same room lit with the same flashlight can look different depending on which surface the light is shining on.
Explore Lesson 3 to get more information about light waves and their behaviors.
Objective: Students model how different materials can cause light waves to refract, transmit, or be absorbed to explain the properties of light. Vocabulary: electromagnetic wave
Lesson 3 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 516-517 *Optional: Explore First Can You Explain It? p. 517 Answer question #1
Unit 6 Lesson 3 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Exploring the Nature of Light pp. 518-521 Answer questions #2-4, & 6-7 Exploration 2: Modeling Light Waves pp. 522-524
Read and answer embedded questions for each exploration.
Explore/Explain 1: Exploring the Nature of Light
M.S. Science 8B Instructional Guide
Page 15 of 22 www.cityofangelsschool.org Revised 8/13/2020
Answer questions #9-10, & 12-13 Exploration 3: Analyzing Human Perception of Light Waves pp. 525-528 Answer #17-19, 21
Explore/Explain 2: Modeling Light Waves Explore/Explain 3: Analyzing Human Perception of Light Waves Answer embedded questions
Day 2 Explore/Explain Exploration 4: Exploring Interactions of Light and Matter pp. 529-534 Answer questions #22-23, & 27 *Optional: Hands-On Lab: Make a Penny Disappear
Explore/Explain 4: Exploring Interactions of Light and Matter *Optional: Hands-On Lab: Make a Penny Disappear
Elaborate Take It Further pp. 535-536 What Color Should the Doghouse Be? Answer questions #1-5
Take It Further What Causes a Rainbow? Answer embedded questions
Evaluate Lesson Self-Check p. 537-539
Evaluate: Lesson Self-Check
Lesson 4 pp. 540-559 Investigative Phenomenon Unit Project Connection
Energy from Sunlight Causes Earth’s Seasons
Explain why winter is colder than summer. Explore Lesson 4 to further understand how light can be modeled as a wave.
Objective: Students develop a model of the Earth-sun system to explain Earth’s seasons and the changing patterns seen in the night sky over the course of a year. Throughout the lesson, students investigate why winter is colder with shorter days than summer is. Vocabulary: season
Lesson 4 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 540-541 *Optional: Explore First Can You Explain It? p. 541 Answer questions #1-2
Unit 6 Lesson 4 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Analyzing Energy from the Sun in the Earth System pp. 542-548 Answer questions #3-4, 6, & 11 *Optional: Hands-On Lab: Model Sunlight Distribution
Explore/Explain 1: Analyzing Energy from the Sun in the Earth System Answer embedded questions *Optional: Hands-On Lab: Model Sunlight Distribution
M.S. Science 8B Instructional Guide
Page 16 of 22 www.cityofangelsschool.org Revised 8/13/2020
Day 4 Explore/Explain Exploration 2: Analyzing an Earth-Sun Model to Explain Seasons pp. 549-554 Answer questions #14, & 17-20 *Optional: Hands-On Lab: Model Patterns of Sunlight throughout Earth’s Revolution
Explore/Explain 2: Analyzing an Earth-Sun Model to Explain Seasons Answer embedded questions *Optional: Hands-On Lab: Model Patterns of Sunlight throughout Earth’s Revolution
Elaborate Take It Further pp. 555-556 Land of the Midnight Sun Answer questions #1-3
Take It Further Exploring Ways Organisms Adjust to the Seasons Answer embedded questions
Evaluate Lesson Self-Check pp. 557-559
Evaluate: Lesson Self-Check
Day 5 Lesson 3 Quiz (from Assessment Guide) Lesson 4 Quiz (from Assessment Guide)
Schoology Science 8B Week 6: Lesson 3 Quiz Lesson 4 Quiz
M.S. Science 8B Instructional Guide
Page 17 of 22 www.cityofangelsschool.org Revised 8/13/2020
Unit 7 Technology and Human Impact on the Earth Systems Unit Storyline: In Unit 7, you will analyze patterns in human populations and resource use and then investigate how human use of resources has affected Earth systems. Then you will combine these analyses with your study of waves from Unit 6 as you investigate how humans use waves to record data and to communicate. Finally, you will explore how technologies, including digital technologies, can be used to monitor, model and sustain biodiversity. Anchoring Phenomenon: Humans can use technology to monitor biodiversity in ecosystems, which provide populations with necessary services and resources. Guiding Questions:
• What human activities harm Earth’s biodiversity, and what human activities help sustain local and global biodiversity?
• How does communication technology encode information, and how can digital technologies be used to help sustain biodiversity?
Week 7: Unit 7 Technology and Human Impact on the Earth Systems
• Lesson 1 Changes in Human Population Affect Resource Use
• Lesson 2 Human Activities Affect Biodiversity and Ecosystem Services
Lesson 1 pp. 568-589 Investigative Phenomenon Unit Project Connection
Changes in Human Population Affect Resource Use
Explain what could cause patterns of population density in northern Africa.
Explore Lesson 1 to understand how human population growth and per capita resource use affect overall resource use.
Objective: Students use models to analyze patterns in population growth and per capita consumption of natural resources over time. Throughout the lesson, students collect evidence about population trends in order to explain the patterns of population density in northern Africa. Vocabulary: population, per capita consumption
Lesson 1 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 568-569 *Optional: Explore First Can You Explain It? p. 569 Answer question #1
Unit 7 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 7 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions
M.S. Science 8B Instructional Guide
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*Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Analyzing Human Population Data pp. 570-574 Answer questions #2-5, & 7-10 Exploration 2: Investigating Rates of Resource Use pp. 575-578 Answer questions #11-14 *Optional: Hands-On Lab: Model Resource Use
Read and answer embedded questions for each exploration.
Explore/Explain 1: Analyzing Human Population Data Explore/Explain 2: Investigating Rates of Resource *Optional: Hands-On Lab: Model Resource Use
Day 2 Explore/Explain Exploration 3: Analyzing Per Capita Consumption pp. 579-584 Answer questions #20-24 *Hands-On Lab: Model Factors in Resource Use
Explore/Explain 3: Analyzing Per Capita Consumption Answer embedded questions *Hands-On Lab: Model Factors in Resource Use
Elaborate Take It Further pp. 585-586 Careers in Science: Conservation Scientist Answer questions #1-3
Take It Further Find Your Resource Use Answer embedded questions
Evaluate Lesson Self-Check pp. 587-589
Evaluate: Lesson Self-Check
Lesson 2 pp. 590-613 Investigative Phenomenon Unit Project Connection
Human Activities Affect Biodiversity and Ecosystem Services
Explain why most of the water from the Colorado River no longer reaches the ocean.
Explore Lesson 2 to relate resource use and other human activities to the biodiversity of ecosystems.
Objective: Students use evidence to support an argument for how increases in human population and per capita consumption have impacted Earth’s systems. Throughout the lesson, students gather evidence to explain why most of the water from the Colorado River no longer reaches the ocean. Vocabulary: pollution
Lesson 2 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 590-591 *Optional: Explore First Can You Explain It? p. 591 Answer questions #1-2
Unit 7 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
M.S. Science 8B Instructional Guide
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Explore/Explain Exploration 1: Relating Rates of Resource Use to Impacts on Earth’s Systems pp. 592-596 Answer questions #3-4. & 7-11 Exploration 2: Analyzing the Impact of Human Use of Water pp. 597-601 Answer questions #14-16, & 20-21 *Optional: Hands-On Lab: Analyze Your Impact
Read and answer embedded questions for each exploration.
Explore/Explain 1: Relating Rates of Resource Use to Impacts on Earth’s Systems Explore/Explain 2: Analyzing the Impact of Human Use of Water *Optional: Hands-On Lab: Analyze Your Impact
Day 4 Explore/Explain Exploration 3: Analyzing the Impact of Human Use of Land Resources pp. 602-605 Answer questions #22, 24, & 26-28 Exploration 4: Analyzing the Impact of Human Use of Plants and Animals pp. 606-608 Answer questions #29-30
Read and answer embedded questions for each exploration.
Explore/Explain 3: Analyzing the Impact of Human Use of Land Resources Explore/Explain 4: Analyzing the Impact of Human Use of Plants and Animals
Elaborate Take It Further pp. 609-610 The Atmosphere as a Resource Answer questions #1-3
Take It Further The Need for More Resources Answer embedded questions
Evaluate Lesson Self-Check pp. 611-613
Evaluate: Lesson Self-Check
Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)
Schoology Science 8B Week 7: Lesson 1 Quiz Lesson 2 Quiz
Week 8: Unit 7 Technology and Human Impact on Earth Systems
• Lesson 3 Humans Use Waves to Collect and Communicate Information
• Lesson 4 Engineer It: Using Digital Technologies to Sustain Biodiversity
Lesson 3 pp. 614-637 Investigative Phenomenon Unit Project Connection
Humans Use Waves to Collect and Communicate Information
Explain how a video from the Internet can appear the same every time you watch it without loss of quality.
Explore Lesson 3 to learn about analog and digital signals and how different technologies use these signals.
M.S. Science 8B Instructional Guide
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Objective: Students explore the differences between analog and digital signals and evaluate the reliability of these two signals. Students explain how electromagnetic waves are used and modified to carry information for communication. Vocabulary: signal, encode, analog signal, digital signal, noise
Lesson 3 Textbook Assignment Explore Online
Day 1 Engage Investigative Phenomenon pp. 614-615 *Optional: Explore First Can You Explain It? p. 615 Answer question #1
Unit 7 Lesson 3 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Analyzing Waves in Communication pp. 616-620 Answer questions #2-3, & 7 *Optional: Hands-On Lab: Encode a Message Exploration 2: Analyzing Analog and Digital Information pp. 621-625 Answer questions #8-13, 15, & 18
Read and answer embedded questions for each exploration.
Explore/Explain 1: Analyzing Waves in Communication *Optional: Hands-On Lab: Encode a Message Explore/Explain 2: Analyzing Analog and Digital Information
Day 2 Explore/Explain Exploration 3: Encoding Information in Waves pp. 626-628 Answer questions #19-21 Exploration 4: Explaining How Noise Affects Signals pp. 629-632 Answer questions #23-24, & 26-28 *Optional: Hands-On Lab: Transmit and Record a Signal
Read and answer embedded questions for each exploration.
Explore/Explain 3: Encoding Information in Waves Explore/Explain 4: Explaining How Noise Affects Signals *Optional: Hands-On Lab: Transmit and Record a Signal
Elaborate Take It Further pp. 633-634 Careers in Engineering: Cell Tower Technician Answer questions #1-4
Take It Further Communication Devices Answer embedded questions
Evaluate Lesson Self-Check pp. 635-637
Evaluate: Lesson Self-Check
M.S. Science 8B Instructional Guide
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Lesson 4 pp. 638-659 Investigative Phenomenon Unit Project Connection
Engineer It: Using Digital Technologies to Sustain Biodiversity
Explain how a motion-triggered digital camera can contribute to biodiversity monitoring.
Explore Lesson 4 to learn about different methods and technologies used to monitor and model biodiversity.
Objective: Students explore digital and analog technologies and their possible uses for monitoring and modeling biodiversity. Throughout the lesson, students learn about technologies that will assist them in evaluating possible design solutions for monitoring marine biodiversity in a coastal area and to determine if building coastal seawalls (to protect coastal buildings) will affect marine biodiversity. Vocabulary: Review vocabulary from Lessons 1-3
Lesson 4 Textbook Assignment Explore Online
Day 3 Engage Investigative Phenomenon pp. 638-639 *Optional: Explore First Can You Explain It? p. 639 Answer questions #1-2
Unit 7 Lesson 4 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook
Explore/Explain Exploration 1: Monitoring Biodiversity pp. 640-644 Answer questions #3, 5-7, & 9-10 Exploration 2: Analyzing Solutions for Monitoring and Sustaining Biodiversity pp. 645-648 Answer questions #12-14, & 17-18
Read and answer embedded questions for each exploration.
Explore/Explain 1: Monitoring Biodiversity Explore/Explain 2: Analyzing Solutions for Monitoring and Sustaining Biodiversity
Day 4 Explore/Explain Exploration 3: Developing Solutions for Monitoring Biodiversity pp. 649-654 Answer questions #22, & 24-26 *Optional: Hands-On Lab: Brainstorming and Evaluating Solutions for Monitoring Biodiversity
Explore/Explain 3: Developing Solutions for Monitoring Biodiversity Answer embedded questions *Optional: Hands-On Lab: Brainstorming and Evaluating Solutions for Monitoring Biodiversity
Elaborate Take It Further pp. 655-656 People in Science: Kathryn Purcell, Biologist Answer questions #1-4
Take It Further Motion Sensors Answer embedded questions
Evaluate Lesson Self-Check pp. 657-659
Evaluate: Lesson Self-Check
M.S. Science 8B Instructional Guide
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Day 5 Lesson 3 Quiz (from Assessment Guide) Lesson 4 Quiz (from Assessment Guide)
Schoology Science 8B Week 8: Lesson 3 Quiz Lesson 4 Quiz
Week 9: Final Project Choose one of the following projects to complete. Your teacher will provide you with the appropriate project worksheets, or you can find them online on Schoology HMH.
• Unit 4 Project: Construct a Family Tree o Choose an animal, and research possible relatives of that animal, including living and extinct
species. Then create a family tree that explains how these species are related based on anatomical similarities that can be observed in fossils and living organisms.
• Unit 5 Project: Explore Biotechnology and Crops o Gather research from multiple sources about a plant for which humans have influenced desired
traits. Then synthesize this research to determine how humans have influenced the traits of that plant species over time.
• Unit 6 Project: Design Wave Interactions o Choose a type of wave that you interact with, identify a situation in which the effects of the
wave would need to be minimized, and develop a model of how you could minimize the wave in that situation.
• Unit 7 Project: Monitor Biodiversity o Identify a problem related to monitoring biodiversity in a chosen ecosystem, and then research,
brainstorm, and develop a proposal for a solution that satisfies the design criteria and constraints.