8th Grade Unit Plant

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					                                 8th Grade Unit Plan
                                  Nardin Academy
                                      2009 - 2010

 UNIT 1: SCIENTIFIC METHOD AND                          UNIT 5: MATTER AND EARTH
       MONARCH PROJECT                                          MATERIALS
  UNIT 2: MOTION, FORCES AND                         UNIT 6: INTERACTIONS OF MATTER
             ENERGY
   UNIT 3: ENERGY IN MOTION                                      UNIT 7: GENETICS
    UNIT 4: FORMS OF ENERGY




UNIT 1: Basic Science Skills and Monarch Project – Chapters 1 and 2
  1. Technology
  2. International System of Units – Mass, Volume and Density
  3. Graphing
  4. Scientific Method Review
  5. Global Needs
  6. Monarch Project = see below*

UNIT 2: Motion, Forces and Energy – Chapter 3, 4 and 5
  1. Describing Motion
  2. Acceleration
  3. Motion and Forces
  4. Newton’s 3 Laws of Motion
  5. Nature and Conservation of Energy

UNIT 3: Energy in Motion – Chapters 9,10,11 and 12
  1. Heat and States of Matter
  2. Waves
  3. Sound and Light
  4. Earth’s Interval Processes

UNIT 4: Forms of Energy
   1. Electricity
   2. Magnetism
   3. Electromagnetic Radiation
   4. Energy Sources
   5. Weather and Climate

UNIT 5: Matter and Earth Materials
  1. Classification of Matter
  2. Properties of Atoms and the Periodic Table
  3. Earth Materials
  4. Earth’s Changing Surface

UNIT 6: Interactions of Matter
  1. Chemical Bonds
  2. Chemical Reactions
  3. Solutions, Acids and Bases
  4. Nuclear Changes
  5. Stars and Galaxies
UNIT 7: Genetics
  1. Variety within species and sources of variation
  2. Punnett Squares and Monohybrid Crosses

                                              MONARCH PROJECT
Performance Indicator:
     MST4.LE7.A: Students describe how living things, including humans depend upon the living and nonliving
       environment for their survival.
     MST4.LE7.B: Students describe the effects of environmental changes on humans and other populations.
     MST1.S13.A: Students design charts, table, graphs, and other representations of observations in conventional and
       creative ways to help them address their research question or hypothesis.

Core Curriculum:
       MST4.LE7.B.8.0: TECHNOLOGY INTEGRATION: Engage in technology integration opportunities to
       research or describe the effects of environmental changes on various populations.
    MST7.1.A.10: Work collaboratively to analyze a problem or issue facing the local, national, or global community.
    MST4.LE7.A.4 : Demonstrate understanding of the factors that affect population sizes in an ecosystem.
    MST4.LE7.A.5 : Dinstinguish between the ways in which organisms interact with each other ; competitive,
       harmful or beneficial.
    MST4.LE7.A.8 : Communicate that the environment may contain dangerous levels of substances that are harmful
       to organisms.
    MST4.LE7.A.9 : Understand that in order to keep the environment and organisms healthy soil, water and air need
       to be monitored and kept safe.


Standard 1: Analysis, Inquiry Design:

        Mathematical Analysis: M1.1 a,b and c and M2.1 b
        Scientific Inquiry: S1.3, S 2.1 a,b,c,d

Science concepts: Graphing, metric system, scientific method, use of triple beam balance, charting, recording data, life
cycle of insects, impact of humans on the environment, plant life, soil composition, and scientific classification

English: writing a paper, using a bibliography

Bloom’s Taxonomy: This project incorporates every level of Bloom’s Taxonomy.



Purpose:
        Through this series of lessons related to the life cycle and ecology of Monarch butterflies, students will engage in
         inquiry processes which will help them ask questions, plan and conduct investigations, use appropriate tools and
         techniques to gather data, think critically and logically about relationships between evidence and explanations,
         construct and analyze alternative theories, and communicate scientific ideas.
        Students will work cooperatively in small groups.
        Students will participate in an on-going national research project with Ecology professor Orley “Chip” Taylor of
         the University of Kansas. Students will send in the results of the Class Research Project to contribute to the
         program MONARCH WATCH – an effort by the University of Kansas to track the Monarch’s migration and
         conserve its habitats.
                   Population Biology Research Project
                 Collaboration with the University of Kansas


Hypothetical Questions:

       How much leaf tissue (in Mass) does a Monarch larva consume through all of its larval stages?
       Since male Monarchs are larger and heavier than females, do male larvae eat more leaf tissue? Students will learn
        how to determine the sex of the butterflies.

Procedure:

   1.   Monarch eggs and/or caterpillars will be gathered in nature by Ms. Africano.
   2.   Place eggs/caterpillars in plastic containers with holes in top.
   3.   Label each jar with:
             NAME OF CATERPILLAR
             YOUR NAME(s)
                DATE THAT THE CATERPILLAR WAS PLACED IN CONTAINER
                DATE OF CHRYSALIS STAGE
                DATE OF BUTTERFLY HATCHING.

   4.   IN GROUPS OF 2:
             Use a triple-beam balance and weigh (in grams)
                         1. ALL milkweed that is fed to the caterpillar or goes into the container
                         2. Weigh all milkweed that comes OUT of the jar.
             Record the data on the data sheet in Science Journal.
             You must keep accurate records in order to determine how much the caterpillar is eating
                 altogether.
             Measure approximate length of caterpillar (in centimeters) every two days. Record the measured length
                 (in centimeters) on the data sheet in Science Journal.
   5.   Journal writing: Students will keep a journal of their project. The journal will include sketching,
        observations, information gathered on milkweeds and monarchs. Students will be given a rubric for grading their
        journal entries.
   6.   Excel Data Sheets and Graphs: the data will be entered into Excel and graphs will be
        produced.


You will turn in your journals, data sheets, Excel data sheets and Excel graphs at the end of the
project.