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Eighth Grade
Curriculum
Guide
Dr. Bobby G. Webb, Ed. D.
Superintendent
Shelby County Schools
June 2007
Shelby County Schools offers educational and employment opportunities
without regard to race, color, national origin, religion, sex, or disability.
Science Curriculum Committee
Amy Adams
William Bourie
Vicky Carter
Mark Gray
Suzanne Hatsell
Melinda Keller
Donna Ladd
Estella Malone
Cherri McCray
Martha Poole
Dorothy Stewart
Tim Strickland
Thomasena Stuckett*
Lindsay Talarico*
Lorraine Jones, Chair*
2007 Revision Committee
Tim Strickland
Ann Wroblewski
Thomasena Stuckett, Chair
*Also served on the 2004 Revision Committee. All others participated in the 2003 creation of the
curricula.
Eighth Grade Science, June 2007 2
Table of Contents
Section................................................................................................................................ Page Numbers
Introduction Section………………………………………………………………………………..….4-8
Introduction………………………………………………………………………………………..5
Philosophy and Rationale………………………………………………………………………….6
Modifications for IEPs………………………………………………………………………..…7-8
TN State Standards……..………………………………………………………………………….........9
Eighth Grade Accomplishments……………………………………………………………..…….10-11
State Performance Indicators………………………………………………………………………12-18
Course Outline……………………………………………………………………………………..19-27
Course Outline…………………………………………………………………………………..20
First Nine Weeks………………………………………………………………………………..21
Second Nine Weeks………………………………………………………………………….22-23
Third Nine Weeks……………………………………………………………………………24-25
Fourth Nine Weeks…………………………………………………………………………..26-27
Scope and Sequence………………………………………………………………………………..28-34
First Nine Weeks………………………………………………………………………………...29
Second Nine Weeks……………………………………………………………………………..30
Third Nine Weeks……………………………………………………………………………31-32
Fourth Nine Weeks…………………………………………………………………………..33-34
Curriculum Map……………………………………………………………………………………35-39
August-September-October……………………………………………………………………………36
November-December-January…………………………………………………………………………37
February-March………………………………………………………………………………………..38
April-May……………………………………………………………………………………………...39
Sexual and Asexual Reproduction Addendum…………….……………………………………….40-44
Genetic Engineering Addendum……………………………………………………………………45-54
Complete/Incomplete Metamorphosis Addendum…………………………………………………55-61
Symbiotic Relationships Addendum………..………………………………………………………62-66
Technology…………………………………………………………………………………………67-74
SCS Videos …………………………………………………………………………………..68-73
Websites………………………………………………………………………………………….74
Themes and Essential Questions……………………………………………………………………75-76
Eighth Grade Science, June 2007 3
Introduction
Eighth Grade Science, June 2007 4
Introduction
The science courses for eighth grade contain components of life, physical, and earth/space sciences.
They are designed to engage thought processes necessary to build a foundation, which encourages all
students to further enhance their understanding of an appreciation for the basic concepts of science.
The students will research, examine, experiment, and draw conclusions about various science themes
through hands-on demonstrations and laboratory activities. The Science Safety Manual Grades 6-12
guidelines must be adhered to whenever experiments, laboratory activities, and hands-on
demonstrations are performed.
A scope and sequence, health outline, unit and lesson plans, supplemental activities and exercises, and
website addresses are located in this document. This information is intended to be a guide for the
themes, topics, and laboratory activities to be covered throughout the year. Additional resources are
available within the curriculum and should be incorporated into each teacher’s program.
The concept of portfolio assessment is relatively new to Shelby County Schools. There are various
ways that it can be used for assessment. Examples include the use of science notebook entries,
expository writing, individual research and reports, current events, journal entries, lab reports, work
samples, activity sheets, self-critiques, and unit project summaries. Performance-based assessment is
another relatively new method to assess students’ understanding. It can be an enjoyable learning
experience for students. Laboratory investigations or activities which require simple tasks provide an
alternative to other assessment methods.
In the following document you will encounter these abbreviations in the course outline and curriculum
map:
• CD = Interactive Exploration CD-ROM
• Demo = Demonstrations
• IL = Inquiry Lab
• LE = Learning Expectation
• LYCE = Labs You Can Eat
• PI = Performance Indicators
• TE = Teacher Edition
• WB = Whiz Bang Demonstrations
Eighth Grade Science, June 2007 5
The Philosophy of Science
Grades 6 – 8
The courses are designed to accentuate the thought processes and enhance the scientific competencies
so that the student can fully develop his maximum potential. The course work is designed to utilize
and heighten cognitive abilities through knowledge and concept attainment. Laboratory experiences
will emphasize problem solving, information gathering, observing, analyzing, and decision-making. It
is crafted to examine the nature of scientific enterprise; to evaluate the historical and current
relationship of science and society; and to broaden the horizons of each student.
Rationale
The desire of Shelby County Schools is to provide comprehensive science courses that engage each
student in the understanding of basic scientific processes and principles; provide hands-on experiences;
and promote self-directed inquiry skills. The programs are further crafted to clarify the primary
significance of science as a “real world” catalyst for life changes.
Eighth Grade Science, June 2007 6
Modifications for IEP
The students within Shelby County Schools who require modifications due to their Individualized
Education Program (IEP) are legally entitled to curriculum adjustment. An IEP is a legal document
which must be followed in accordance with the laws set forth by the federal government, state statutes
and Shelby County Schools’ policy.
All educators must examine the student’s IEP to determine exactly what modifications are necessary to
meet the student’s educational needs. For example, many IEPs require extended time for student
reading, writing, test taking, and other assignments. However, it is not a question of whether the IEP
should be followed; rather, it is a question of how best to effectively implement the required
modifications of the IEP to benefit the student. Educators should read each student’s IEP and review
curriculum plans. Interviewing the students individually provides and excellent means of finding
techniques to maximize the student’s educational progress. School resource departments are also
invaluable resources.
Below are a few examples of modifications that can be used not only for science, but also across the
curriculum:
Assignment Sheets
Refer to Figure 1.2 for an example of an assignment sheet. An assignment sheet is an extremely
effective modification tool. It allows students to take responsibility for their assignments. The
assignment number is placed on each appropriate assignment. This modification is also effective and
important for non-resource students.
Testing Modifications
Testing modifications require the educator to alter testing procedures to fit specific individual needs.
This modification does not have to be a major reformatting of the testing procedure. One example is to
utilize a matching or visual answer format. Some IEPs require reduced items or the reduction of the
number of choices on multiple-choice questions. Changing a testing format does not necessarily
suggest that an essay test be transformed into a multiple-choice test. Providing a list of concepts with
the question is one type of modification. Students can choose from a list and explain it in their own
words. Giving an individual more information to assist guiding the train of thought is also helpful.
Adding a few matching or visual items to the questions can accomplish this. The number of questions
does not necessarily need to vary. The modified tests can virtually be the same in content.
Figure 1.2: Example copy of an assignment sheet
Assignment Sheet: Biology
Name: Period:
Assign. # Assignment Title Date Assigned/Date Due
1 The Plant Cell 08/07/03 / 08/12/03
2 The Animal Cell O8/10/03 / 08/17/03
3
Eighth Grade Science, June 2007 7
Possible Modifications for IEPs
Regular Program Participation
Classroom Accommodations/Modifications:
___ Preferential seating
___ Provide copies of material to be copied from book or board
___ Provide copies of notes (from another student)
___ Peer tutoring
___ Behavior/performance contracting
___ Acknowledge effort put forth
___ Allow limited movement within classroom
___ Other:______________________________________________
Assignment Accommodations/Modifications:
___ Assignment book
___ Abbreviated assignments or reduced number of assignments
___ Study guide
___ Cursive/manuscript handwriting
___ Extra grade opportunities (Redo items missed, extra credit)
___ Compacting
___ Grade on effort/individual ability in addition to test scores
___ Extended time
___ Other:_______________________________________________
Classroom Testing Accommodations/Modifications:
___ Extended time
___ Directions/test to be read for the student
___ Use of calculator
___ Word processor
___ Modify grading scale
___ Oral testing
___ Modify test format
___ Abbreviated concepts tested
___ Reduce test items per page
___ Allow tests to be taken in special education setting
___ Other:_______________________________________________
Eighth Grade Science, June 2007 8
Tennessee
State Standards
Eighth Grade Science, June 2007 9
Eighth Grade Accomplishments
Life Science
Interactions Between Living Things and Their Environment:
8.2.3 Identify the major biomes of the world.
*Characterize the major biomes according to specific environmental features and identify the
organisms commonly found in these areas.
Heredity and Reproduction:
8.4.2 Examine differences between dominant and recessive traits.
a. Use the results of a test cross to distinguish between dominant and recessive traits.
b. Construct and interpret Punnett Squares to determine the genotype and phenotype of
offspring.
8.4.3 Investigate the relationship among DNA, genes, chromosomes, and the genetic code of life.
a. Create a model of the DNA molecule.
b. Draw or construct a model representing the relationship among DNA, genes, and
chromosomes.
c. Construct a simple model that represents the basic process by which reproductive cells are
produced (meiosis).
8.4.4 Explore careers related to biotechnology.
*Research and present information on careers related to biotechnology.
Diversity and Adaptation Among Living Things
8.5.2 Identify characteristics used by scientists to classify organisms into different categories.
a. Infer the relatedness of different organisms using a system of classification.
b. Compare different organisms according to similarities and differences in their structures and
function.
Earth and Space Science
Earth Features:
8.9.1 Understand the characteristics of the earth’s layers and the location of major plates.
a. Differentiate among earth layers according to their physical properties.
b. Illustrate the major plate boundaries.
8.9.2 Describe the forces and processes that shape the earth.
a. Demonstrate how plate movements cause major geological events.
b. Compare and contrast processes that shape the earth in the past with those shaping the earth
today (e.g., plate movements, human activity, mountain building).
Earth Resources:
8.10.1 Investigate the characteristics of minerals and their uses.
a. Distinguish between common minerals found in rock samples using test kits, descriptive
charts, etc.
b. Describe how various minerals are used.
8.10.2 Describe the rock cycle.
a. Label a diagram depicting the processes of the rock cycle.
b. Explain how fossils are used to understand the earth’s past.
8.10.3 Investigate how human activities affect the earth’s land, oceans, and atmosphere.
a. Analyze and evaluate the impact of man’s use of earth’s resources.
b. Research how technological advances have impacted the environment (e.g., the use of
fertilizers, fossil fuels).
Eighth Grade Science, June 2007 10
8.10.4 Examine different types of energy resources and their importance to man.
a. Describe the different sources of energy used by man.
b. Analyze aspects of energy consumption by society.
8.10.5 Analyze approaches to conserving energy and natural resources.
*Evaluate the effectiveness of various conservation strategies on the earth’s energy and natural
resources.
Physical Science
Forces and Motion:
8.11.1 Distinguish between speed and velocity.
a. Determine the speed of an object based on the distance and amount of time traveled.
b. Differentiate between speed and velocity.
8.11.2 Demonstrate an understanding of Newton’s three laws of motion.
*Describe how Newton’s three laws of motion explain the movement of objects.
8.11.3 Identify factors that influence the amount of gravitational force between objects.
a. Distinguish between mass and weight.
b. Describe the relationship among distance, size, mass, and gravitational force of objects.
8.11.4 Identify simple machines and their uses.
*Differentiate among the six types of simple machines and their applications.
Interactions of Matter:
8.13.1 Understand the difference between acids and bases and how indicators are used.
*Determine whether a substance is an acid or base using an indicator.
8.13.2 Differentiate between physical and chemical changes.
a. Determine whether an interaction between substances results in a physical or a chemical
change.
b. Recognize that oxygen, in combination with another substance, results in a chemical change.
8.13.3 Understand what a chemical equation represents.
a. Identify the reactants and/or products in chemical reaction.
b. Explain why the mass of the reactants is the same as the mass of the products during a
chemical change.
c. Describe how variables such as temperature and concentration affect the rate of reaction.
Eighth Grade Science, June 2007 11
State
Performance
Indicators
Eighth Grade Science, June 2007 12
Eighth Grade Benchmarks
LIFE SCIENCE
Content Standard: 2.0 Interactions Between Living Things and Their Environment
Performance Indicators State:
As documents through state assessment,
At Level 1, the student is able to
8.2.spi.1 distinguish among commensalism, parasitism, and mutualism.
At Level 2, the student is able to
8.2.spi.2 identify the earth’s major biomes.
8.2.spi.3 choose the appropriate biome for an organism, given a description.
At Level 3, the student is able to
8.2.spi.4 identify biotic and abiotic factors in a biome.
Eighth Grade Science, June 2007 13
Eighth Grade Benchmarks
LIFE SCIENCE
Content Standard: 4.0 Heredity and Reproduction
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.4.spi.1 differentiate between complete and incomplete metamorphosis.
8.4.spi.2 distinguish between sexual and asexual methods of reproduction.
At Level 2, the student is able to
8.4.spi.3 differentiate between dominant and recessive traits.
8.4.spi.4 predict the genotypes of offspring in a monohybrid cross using a Punnett Square.
8.4.spi.5 select models or illustrations that are representations of DNA.
At Level 3, the student is able to
8.4.spi.6 associate a change in a DNA molecule with a mutation.
8.4.spi.7 identify types of genetic engineering (i.e. gene splicing and cloning) and evaluate the
impact of genetic engineering on society.
Eighth Grade Science, June 2007 14
Eighth Grade Benchmarks
EARTH AND SPACE SCIENCE
Content Standard: 9.0 Earth Features
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.9.spi.1 label a cross section of the earth.
At Level 2, the student is able to
8.9.spi.2 identify the major plates of the world.
8.9.spi.3 recognize the relationship between continental drift and plate tectonics.
At Level 3, the student is able to
8.9.spi.4 deduce plate movements as the major cause of geological events.
Eighth Grade Science, June 2007 15
Eighth Grade Benchmarks
EARTH AND SPACE SCIENCE
Content Standard: 10.0 Earth Resources
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.10.spi.1 identify factors that cause rocks to break down.
8.10.spi.2 distinguish between renewable and nonrenewable resources.
At Level 2, the student is able to
8.10.spi.3 identify various energy sources.
8.10.spi.4 distinguish among sedimentary, igneous, and metamorphic rocks and interpret a simple
rock cycle diagram.
8.10.spi.5 infer that human activities may be helpful or harmful to the environment.
At Level 3, the student is able to
8.10.spi.6 identify rocks and minerals given a table of physical properties.
Eighth Grade Science, June 2007 16
Eighth Grade Benchmarks
PHYSICAL SCIENCE
Content Standard: 11.0 Forces and Motion
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.11.spi.1 recognize that forces cause changes in speed and/or the direction of motion.
8.11.spi.2 identify simple machines.
At Level 2, the student is able to
8.11.spi.3 recognize the relationship between mass, force and acceleration.
8.11.spi.4 identify the relationship between the mass of objects, the distance between them and the
amount of gravitational attraction
8.11.spi.5 choose the most appropriate simple machine to use for a specific task.
At Level 3, the student is able to
8.11.spi.6 identify Newton's three laws of motion and relate the first two laws to the concepts of
inertia and momentum.
8.11.spi.7 solve problems pertaining to distance, speed, velocity, and time, given illustrations,
diagrams, graphs, or scenarios.
Eighth Grade Science, June 2007 17
Eighth Grade Benchmarks
PHYSICAL SCIENCE
Content Standard: 13.0 Interaction of Matter
As documented through state assessment,
At Level 1, the student is able to
8.13.spi.1 distinguish between physical and chemical changes.
At Level 2, the student is able to
8.13.spi.2 identify a substance as an acid or a base, given its pH.
8.13.spi.3 recognize that the mass of the reactants is the same as the mass of the products, given
simple chemical equations
At Level 3, the student is able to
8.13.spi.4 determine how temperature and concentration might affect the rate of a chemical
reaction..
8.13.spi.5 classify a reaction is exothermic or endothermic.
Eighth Grade Science, June 2007 18
Course Outline
Eighth Grade Science, June 2007 19
First Nine Weeks Third Nine Weeks
I. Science In Our World-Chapter 1 I. Matter in Motion–Chapter 16
A. Science and Scientists A. Measuring Motion
B. Scientific Methods/Models B. What Is a Force?
C. Tools, Measurement, and Safety C. Friction/Gravity
II. Heredity - Chapter 2 II. Forces in Motion-Chapter 17
A. Mendel and His Peas A. Gravity and Motion
B. Meiosis B. Newton’s Laws of Motion
C. Sexual and Asexual III. Work and Machines-Chapter 18
Reproduction (see addendum) A. Work and Power
III. Genes and Gene Technology-Chapter 3 B. What Is a Machine/Types?
A. What Do Genes Look Like? IV. The Properties of Matter-Chapter 15
B. How DNA Works A. What Is Matter?
C. Genetic Engineering (see B. Describing Matter
addendum) V. Chemical Bonding-Ch. 19
IV. Classification -Chapter 4 A. Electron/Chemical Bonding
A. Classification: Sorting It All Out B. Types of Chemical Bonds
B. The Six Kingdoms VI. Chemical Reactions-Chapter 20
C. Symbiotic Relationships (see A. Forming New Substances
addendum) B. Types of Chemical Reactions
D. Complete/Incomplete C. Energy /Rates Reactions
Metamorphosis (see
addendum) Fourth Nine Weeks
I. Chemical Compounds-Chapter 21
Second Nine Weeks A. Ionic and Covalent Bonds
I. The Earth Ecosystems-Chapter 5 B. Acids, Bases, and Salts
A. Land Ecosystems C. Organic Compounds
B. Marine II. Atomic Energy-Chapter 22
C. Freshwater Ecosystems A. Radioactivity
II. Minerals of the Earth’s Crust- Chapt.7 B. Energy from the Nucleus
A. What Is a Mineral? III. Earthquakes-Chapter 12
B. Formation /Mining of Minerals B. What Are Earthquakes?
III. Rocks: Minerals Mixtures- Chapter 8 C. Earthquake Measurement
A. Understanding Rocks D. Earthquakes
B. Types of Rock Society/Discoveries
IV. Energy Resources-Chapter 9 IV. Family Life Curriculum
A. Natural Resources V. Volcanoes-Chapter 13
B. Fossil Fuels/Alternate Resources A. Volcanic Eruptions
V. Plate Tectonics-Chapter 11 B. Volcanoes’ Effects on Earth
A. Inside the Earth C. What Causes Volcanoes?
B. Restless Continent VI. Exploring the Oceans-Chapter 14
C. The Theory of Plate Tectonics A. Earth’s Oceans/Ocean Floors
D. Deforming the Earth’s Crust B. Life and the Ocean
C. Resources from the Ocean
D. Ocean Pollution
Eighth Grade Science, June 2007 20
First Nine Weeks Outline
I. Science In Our World - Chapter 1
A. Describe three methods of investigation.
B. Identify benefits of science in the world around you.
C. Describe jobs that use science.
D. Identify the steps used in scientific methods.
E. Formulate testable hypotheses.
F. Explain how scientific methods are used to answer questions and solve problems.
G. Use models to represent the natural world.
H. Identify the limitations of models.
I. Describe theories and laws.
J. Collect, record, and analyze information using various tools.
K. Explain the importance of the International System of Units.
L. Calculate area and density.
M. Identify lab safety symbols and demonstrate safe practices during lab investigations.
II. Heredity - Chapter 2
A. Explain the experiments of Gregor Mendel.
B. Explain how genes and alleles are related to genotypes and phenotypes.
C. Use the information in a Punnett square.
D. Explain the difference between mitosis and meiosis.
E. Describe how Mendel’s ideas are supported by the process of meiosis.
F. Explain the difference between male and female sex chromosomes.
G. Sexual/Asexual Methods of Reproduction Addendum
III. Genes and Gene Technology - Chapter 3
A. Describe the basic structure of the DNA molecule.
B. Explain how DNA molecules can be copied.
C. Explain some of the exceptions to Mendel’s heredity principles.
D. Explain the relationship between genes and proteins.
E. Outline the basic steps in making a protein.
F. Define mutation and give an example.
G. Evaluate the information in a pedigree.
H. Genetic Engineering Addendum
IV. Classification - Chapter 4
A. List the seven levels of classification.
B. Explain the importance of scientific names for species and how these names are written.
C. Describe how dichotomous keys help in identifying organisms.
D. Explain how classification schemes for kingdoms developed with discoveries of greater
numbers of organisms.
E. List the six kingdoms and provide two characteristics of each.
F. Symbiotic Relationships Addendum.
G. Complete/Incomplete Metamorphosis Addendum.
Eighth Grade Science, June 2007 21
Second Nine Weeks Outline
I. The Earth Ecosystems - Chapter 5
A. Define biome and describe three different forest biomes.
B. Distinguish between temperate grasslands and savannas.
C. Describe the importance of permafrost to the arctic tundra biome.
D. Distinguish between the different areas of the ocean.
E. Explain the importance of plankton in marine ecosystems.
F. Describe coral reefs and intertidal areas.
G. List the characteristics of rivers, streams, and the littoral pond zone.
H. Distinguish between two types of wetlands.
II. Minerals of the Earth’s Crust - Chapter 7
A. Explain the four characteristics of minerals.
B. Classify minerals according to the two major compositional groups.
C. Classify minerals using common mineral-identification techniques.
D. Explain special properties of minerals.
E. Describe what makes a mineral crystal a gem.
F. Describe the environment in which minerals are formed.
G. Compare and contrast the different types of mining.
III. Rock: Mineral Mixtures - Chapter 8
A. Describe two ways rocks were used by early humans, and describe two ways they are
used today.
B. Describe how each type of rock changes into another as it moves through the rock
cycle.
C. List two characteristics of rock that are used to help classify it.
D. Explain how the cooling rate of magma affects the properties of igneous rocks.
E. Distinguish between igneous rock that cools deep within the crust and igneous rock that
cools at the surface.
F. Identify common igneous rock formations.
G. Describe how the two types of sedimentary rock form.
H. Explain how sedimentary rocks record Earth’s history.
I. Describe two ways a rock can undergo metamorphism
J. Explain the mineral composition of rocks’ changes as they undergo metamorphism.
K. Describe the difference between foliated and non-foliated metamorphic rock.
IV. Energy Resources - Chapter 9
A. Determine how humans use natural resources.
B. Contrast renewable resources with nonrenewable resources.
C. Explain how humans can conserve natural resources.
D. Classify the different forms of fossil fuels.
E. Explain how fossil fuels are obtained.
F. Identify problems with fossil fuels.
G. List ways to deal with fossil-fuel problems.
H. Describe alternatives to the use of fossil fuels.
I. List advantages and disadvantages of using alternative energy resources.
Eighth Grade Science, June 2007 22
V. Plate Tectonics - Chapter 11
A. Identify and describe the layers of the Earth by composition.
B. Identify and describe the layers of the Earth by their properties.
C. Define tectonic plate.
D. Explain how scientists know about the structure of the earth’s interior.
E. Describe Wegener’s theory of continental drift, and explain why it was not accepted at
first.
F. Explain how sea-floor spreading provides a way for continents to move.
G. Describe how new oceanic crust forms at mid-ocean ridges.
H. Explain how magnetic reversals provide evidence for sea-floor spreading.
I. Describe the three forces thought to move tectonic plates.
J. Describe major types of folds and how they differ.
K. Name and describe the most common types of mountains.
.
Eighth Grade Science, June 2007 23
Third Nine Weeks Outline
I. Matter in Motion - Chapter 16
A. Identify the relationship between motion and a reference point.
B. Identify the two factors upon which speed depends.
C. Determine the difference between speed and velocity.
D. Analyze the relationship of velocity to acceleration.
E. Interpret a graph showing acceleration.
F. Give examples of different kinds of forces.
G. Determine the net force on an object.
H. Compare balanced and unbalanced forces.
I. Explain why friction occurs.
J. List the types of friction and give examples of each.
K. Explain how friction can be both harmful and helpful.
L. Define gravity.
M. State the law of universal gravitation.
N. Describe the difference between mass and weight.
II. Forces in Motion- Chapter 17
A. Explain how gravity and air resistance affect the acceleration of falling objects.
B. Explain why objects in orbit appear to be weightless.
C. Describe how an orbit is formed.
D. Describe projectile motion.
E. State and apply Newton’s laws of motion.
F. Compare the momentum of different objects.
G. State and apply the law of conservation of momentum.
III. Work and Machines - Chapter 18
A. Determine when work is being done on an object.
B. Calculate the amount of work done on an object.
C. Explain the difference between work and power.
D. Explain how a machine makes work easier.
E. Describe and give examples of the force- distance trade-off that occurs when a machine
is used.
F. Calculate mechanical advantage.
G. Explain why machines are not 100 percent efficient.
IV. The Properties of Matter - Chapter 15
a. Name two properties of all matter.
b. Describe how volume and mass are measured.
c. Compare mass and weight.
d. Explain the relationship between mass and inertia.
e. Give examples of matter’s different properties.
f. Explain what happens to matter during physical and chemical changes.
g. Compare physical and chemical properties.
h. Describe how density is used to identify different substances.
Eighth Grade Science, June 2007 24
V. Chemical Bonding - Chapter 19
A. Describe chemical bonding.
B. Identify the number of valence electrons in an atom.
C. Predict whether an atom is likely to form bonds.
D. Describe ionic, covalent, and metallic bonding.
E. Describe the properties associated with substances containing each type of bond.
VI. Chemical Reaction- Chapter 20
A. Identify the clues that indicate a chemical reaction might be taking place.
B. Interpret and write simple chemical formulas.
C. Interpret and write simple balanced chemical equations.
D. Explain how a balanced equation illustrates the law of conservation of mass.
E. Describe four types of chemical reactions.
F. Classify a chemical equation as one of the four types of chemical reactions.
G. Compare exothermic and endothermic reactions.
H. Explain activation energy.
I. Interpret an energy diagram.
J. Describe the factors that affect the rate of a reaction.
Eighth Grade Science, June 2007 25
Fourth Nine Weeks Outline
I. Chemical Compounds-Chapter 21
A. Describe the properties and uses of acids and bases.
B. Classify compounds as ionic or covalent based on their properties.
C. Describe the properties and uses of acids and bases.
D. Explain the difference between strong acids and bases, and weak acids and bases.
E. Identify acids and bases using the pH scale.
F. Describe the properties and uses of salts.
G. Explain why so many organic compounds are possible.
II. Atomic Energy Chapter 22
A. Compare alpha, beta, and gamma rays.
B. Describe the penetrating power of the three types of nuclear radiation.
C. Calculate ages of objects using half-life.
D. Identify uses of radioactive materials.
E. Describe the process of nuclear fission.
F. Describe the process of nuclear fusion.
G. Describe the advantages and disadvantages of energy from the nucleus.
III. Earthquakes-Chapter 12
A. Determine where earthquakes come from and what causes them.
B, Identify different types of earthquakes.
C. Describe how earthquakes travel through the Earth.
D. Describe how earthquakes are detected.
E. Demonstrate how to locate earthquakes.
F. Describe how the strength of an earthquake is measured.
G. Explain earthquake hazard.
H. Compare methods of earthquake forecasting.
I. List ways to safeguard buildings against earthquakes.
J. Outline safety procedures.
K. Summarize seismic discoveries on other cosmic bodies.
IV. Family Life Curriculum
V. Volcanoes-Chapter 13
A. Distinguish between non-explosive and explosive volcanic eruptions.
B. Explain how the composition of magma determines the type of volcanic eruption that
will occur.
C. Classify the main types of lava and volcanic debris.
D. Compare the different types of volcanoes.
E. Describe the formation and movement of magma.
F. Explain the relationship between volcanoes and plate tectonics.
G. Summarize the methods scientists use to predict volcanic eruptions.
VI. Exploring the Oceans-Chapter 14
A. Name the major divisions of the global ocean.
B. Describe the history of the Earth’s oceans.
C. Summarize the properties and other aspects of ocean water.
D. Summarize the interaction of the ocean and the atmosphere.
E. Identify the two major regions of the ocean floor.
F. Classify subdivisions and features of the two major regions of the ocean floor.
G. Identify and describe the three groups of marine organisms.
Eighth Grade Science, June 2007 26
H. Identify, describe, and classify the benthic and pelagic environments.
I. List two methods of harvesting the ocean’s living resources.
J. List nonliving resources in the ocean.
K. Describe the ocean’s energy resources.
L. List different types of ocean pollution.
M. Explain how to prevent or minimize different types of ocean pollution.
Eighth Grade Science, June 2007 27
Scope &
Sequence
Eighth Grade Science, June 2007 28
Nine Weeks: First
Standards: 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 2.1, 2.2, 2.3, 2.4
Unit Chapter Topics Laboratories / Activities Demonstrations/
Technology
Scientific Method/ Science in Our World Using Scientific Methods Trial by Fire TE
Measurement CH1 p. 26 p.10
WB: The Dollar-Bill
Bridge
Lab Safety CNN: SIA A
Biologist’s Dolphin
Investigation
Segment 1
Remembering
Richard Feyman
Segment 3
www.go.hrw.com
Keyword: HTNSW8
Life Science Heredity CH 2 Bug Builders, Inc. p. 50 Modeling Meiosis
Tracing Traits p. 606 TE p. 46
CNN:STS Biodiesel
Segment 6
Bioengineered Plants
Segment 8
Sexual/Asexual See Addendum
Reproduction
Genes CH 3 Base-Pair Basics p. 74 Demo TE p. 65
CNN: STS
Developing the
Perfect Pepper
Segment 9
CD3 Exploration 8
DNA Pawprints
Genetic Engineering See Addendum
Classification CH 4 Shape Island p. 96 www.go.hrw.com
Voyage of the USS Keyword: HTNCLS
Adventure p. 608
Symbiotic Relationships See Addendum
Complete/Incomplete See Addendum
Metamorphosis
Eighth Grade Science, June 2007 29
Nine Weeks: Second
Standards: 10.1, 10.2, 10.3, 10.4, 10.5, 10.6,
Unit Chapter Topics Laboratories / Activities Demonstrations/
Technology
Earth Science Earth’s Ecosystem CH 5 Too Much of a Good Demo TE p. 84
Thing p.122 Life in the www.go.hrw.com
Desert p.610 Discovering Keyword: HTNECO
Mini Ecosystems p. 611
Rocks: Mineral Mixtures LYCE: Famous Rock Demo: Dissolution
CH 8 Groups of Mineral TE p. 193
Round and Round in CD 2 Explorations 6,
Circles p.202 Rock On!
Crystal Growth, p.620 CNN: SIA Meteor
Let’s Get Sedimental, Collision Geologist
p.623 Segment 6
Metamorphic Mash, www.go.hrw.com
p.625 Keyword: HTNRCK
Energy Resources CH 9 Demo: Simulating
What is the Sun’s Reservoirs, p. 217
Favorite Color? P. 211 CNN: SIA, Forming
Make a Water Wheel, p. the Future of Energy
230 Efficiency, Segt 7
Power of the Sun, p. 626 CNN: STS
BioDiesel Segment 6
CNN: SIA Wind
Power, Segment 14
MC China’s Solar
Nomads, Segment
10
CD1 Explorations 6,
The Generation Gap
Plate Tectonics CH 11 www.go.hrw.com
Keyword: HTNENR
LYCE: Rescue Near the
Center of the Earth Demo: TE p. 287
WB: Thar She Blows! CNN: SIA Studying
LYCE: Cracks in the Sea Floor Tectonics,
Hard-Boiled Earth Segment 10
LYCE: Dough Fault of www.go.hrw.com
Your Own Keyword: HTNTEC
Oh, the Pressure! p.294
Eighth Grade Science, June 2007 30
Nine Weeks: Third
Standards: 8.11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 13.1
Unit Chapter Topics Laboratories / Activities Demonstrations/
Technology
Physical Science Matter in Motion CH 16 WB Curious Cubes Demo TE Model
Detecting Acceleration p.420; 429;431;437
p.442 CD 2 Exploration 4,
Built for Speed p. 638 Force In the Forest
Relating Mass and CD 3 Exploration 3,
Weight p.639 Stranger Than
Friction
CNN:STS Segment 7
Science of Bowling
SIA: Segment 16, 25
www.go.hrw.com
Keyword: HTNMOT
Forces in Motion CH 17 Inertia-Rama! P.468 CD 2 Exploration 5,
A Marshmallow Catapult Extreme Skiing
p.640 www.go.hrw.com
Blast Off! p.641 Keyword: HTNFOR
Quite A Reaction p.642 CNN: SIA ,Force in
IL On the Fast Track the Circus, Segment
WB Newton’s Eggciting
Experiment
WB Inertia Can Hurt Ya
WB Fountain of
Knowledge
Work and Machines CH Powerful Workout p. 496 CNN: MC, Who
18 Inclined to Move p. 644 Built Egyptian
Building Machines p.645 Pyramids? Seg. 7
WB Pull-Ease, Please! CNN: STS Snake
Robots, Segment 13
www.go.hrw.com
Keyword: HTNWRK
The Properties of Matter White Before Your Eyes Demos TE p. 394,
CH15 p.410 396, 401
Volumania! P.634 CNN: SIA, Neutrino
Determining Density Breakthrough,
p.636 Segment 4
Layering Liquids p.637 www.go.hrw.com
IL Whatever Floats Your Keyword:
Boat HTNMAT
Eighth Grade Science, June 2007 31
Physical Science Chemical Bonding CH19 Covalent Marshmallows Demo: TN p.
p. 520 507CNN: STS Brittle
Book Repair
Segment 18
www.go.hrw.com
Keyword: HTNBND
Chemical Reactions CH 20 Putting Elements Demo: TE p. 539
Together p. 546 WB Fire and Ice
IL: Curses Foiled Again! CNN: STS The
Finding a Balance p. 648 Chemistry of Dry
Cleaning Segment 19
www.go.hrw.com
Keyword: HTNREA
Eighth Grade Science, June 2007 32
Nine Weeks: Fourth
Standard: 8.13.1, 13.2, 13.3, 13.4, 13.5, 8.2.4, 8.2.3,
Unit Chapter Topics Laboratories / Activities Demonstrations/
Technology
Physical Science Chemical Compounds Cabbage Patch Indicators Demo: TE p. 557,
CH 21 p. 572 Observing Crystals
Making Salt p. 652 Demo: TE p. 550 A
LYCE: Can You Say Fruit Juice Indicator
Seviche? Demo: TE p. 561
Demo: TE p. 567
CNN: STS Flavor
Cells Segment 3
CNN: SIA Creating
a Coat of Armor
Segment 22
www.go.hrw.com
Keyword: HTNCMP
Atomic Energy CH 22 Domino Chain Reactions Demo: TE p. 582
p. 596 Demo: TE p. 590
CNN: EOE, Fusion
for Power? Segment
21
Earth Science Exploring the Oceans Probing the Depths, p. CD 2, Explorations
CH 14 382 2, Sea Sick
Investigating an Oil Spill, CNN: MC Segment 9
p. 632 CNN: SIA Segment
IL: Surf’s Up! 17,18
WB Fowl Play WW.go.hrw.com
Keyword: HTNOCE
www.go.hrw.com
Keyword: HTNRAD
CNN: MC Protecting
New Mexico’s
Petroglyphs
www.go.hrw.com
Keyword: HTNFOS
See SCS Sex Respect and
HIV/AIDS Curriculum
Life Science Family Life Curriculum Guides
Eighth Grade Science, June 2007 33
Earth Science Earthquakes CH12 Quake Challenge p. 322 Demo, Faults and
Earthquake Waves, p.628 Earthquakes, p.305
WB, When Building
Boogie
Demo: Mapping
with Seismic Waves,
TE p. 320
CNN: SIA, Earth
quake Architect,
Segment 11
www.go.hrw.com
Keyword: HTNEQK
Volcanoes CH 13 Some Go “Pop”, Some WB How’s Your
Do Not, p.346 Volcano Lava Life?
Verdict, p.630 CD 1 Exploration 4,
LYCE: Hot Spots What’s the Matter?
CNN: SIA, Volcano
Hunters, Segment 13
WB Demos, What
Makes a Vent Event?
www.go.hrw.com
Keyword:HTNVOL
Eighth Grade Science, June 2007 34
Curriculum
Map
Eighth Grade Science, June 2007 35
.
Organizing August September October
Concepts
Life Science Review Lab safety Describe the basic List the seven levels of
equipment and usage L1 structure of the DNA classification. Explain
Standard 2.0 L2 List, explain, and molecule. Explain how the importance of
Interactions Between apply steps of scientific DNV molecules can be scientific names for
Living Things and method. copied. Explain some species and how these
Their Environment. Analyze data, measure of the exceptions to names are written.
using metric tools, and Mendel’s heredity Describe how
Standard 4.0 apply safe lab practices. principles. Explain the dichotomous keys help
Heredity and relationship between in identifying
Reproduction. Explain the experiments genes and proteins. organisms. Explain
of Gregor Mendel. Outline the basic steps how classification
Explain how genes and in making a protein. schemes for kingdoms
alleles are related to Define mutation and developed with
genotypes and give an example. discoveries of greater
phenotypes. Use the Evaluate the number of organisms.
information in a Punnett information in a List the six kingdoms
square. Explain the pedigree. Identify and provide two
difference between types of genetic characteristics of each.
mitosis and meiosis. engineering and Symbiotic
Explain the difference evaluate the impact of Relationships
between male and female genetic engineering on addendum.
sex chromosomes. society. Genetic Complete/Incomplete
Distinguish between Engineering Metamorphosis
sexual and asexual addendum. Addendum.
methods of reproduction.
Sexual/Asexual methods
of reproduction
addendum
Eighth Grade Science, June 2007 36
Organizing November December January
Concepts
Define biome and Describe two ways Determine how humans
Life Science describe three different rocks were used by use natural resources.
Standard 2.0 forest biomes. early humans, and Contrast renewable
Interactions Between Distinguish between describe two ways they resources with
Living Things and temperate grasslands and are used today. nonrenewable
Their Environment. savannas. Describe the Describe how each resources. Explain how
importance of permafrost type of rock changes humans can conserve
Earth Science to the arctic tundra into another as it natural resources.
Standard 10.0 biome. Distinguish moves through the rock Classify the different
Earth Resources between the different cycle. List two forms of fossil fuels.
areas of the ocean. characteristics of rock Explain how fossil
Earth Science Explain the importance of that are used to help fuels are obtained.
Standard 9.0 plankton in marine classify it. Explain how Identify problems with
Earth Features ecosystems. Describe the cooling rate of fossil fuels. List ways
coral reefs and intertidal magma affects the to deal with fossil-fuel
Physical Science areas. List the properties of igneous problems. Describe
Standard 11.0 characteristics of rivers, rocks. Distinguish alternatives to the use
Forces and Motion streams, and the littoral between igneous rock of fossil fuels. List
pond zone. Explain the that cools deep within advantages and
four characteristics of the crust and igneous disadvantages of using
minerals. Classify rock the cools at t he alternative energy
minerals according to the surface. Identify resources. Identify and
two major compositional common igneous rock describe the layers of
groups. Classify minerals formations. Describe the Earth by
using common mineral- how the two types of composition. Identify
identification techniques. sedimentary rock form. and describe the layers
Explain special properties Explain how of the Earth by their
of minerals. Describe sedimentary rocks properties. Define
what makes a mineral record Earth’s history. tectonic plate. Explain
crystal a gem. Describe Describe two ways a how scientists know
the environment in which rock can undergo about the structure of
minerals are formed. metamorphism. earth’s interior.
Compare and contrast the Explain the mineral Describe Wegener’s
different types of mining. composition of rocks’ theory of continental
changes as they drift, and explain why
undergo it was not accepted at
metamorphism. first. Explain how sea-
Describe the difference floor spreading
between foliated and provides a way for
non-foliated continents to move.
metamorphic rock. Describe how new
oceanic crust forms at
mid-ocean ridges.
Eighth Grade Science, June 2007 37
Organizing February March
Concepts
Physical Science Explain how magnetic Compare the momentum of different
Standard 11.0 reversals provide objects. State and apply the law of
Forces and Motion evidence for sea-floor conservation of momentum.
spreading. Describe the Determine when work is being done
Physical Science three forces thought to on an object. Calculate the amount
Standard 13.0 move tectonic plates. of work done on an object. Explain
Interactions of Matter Describe major types of the difference between work and
folds and how they differ. power. Explain how a machine
Name and describe the makes work easier. Describe and
most common types of give examples of the force-distance
mountains. Identify the trade-off that occurs when a machine
relationship between is used. Calculate mechanical
motion and a reference advantage. Explain why machines
point. Identify the two are not 100% efficient. Name two
factors upon which speed properties of all matter. Describe
depends. Determine t he how volume and mass are measured.
difference between speed Compare mass/weight. Explain
and velocity. Analyze the relationship between mass/inertia.
relationship of velocity to Give ex. Of matter’s diff. Properties.
acceleration. Interpret a Explain what happens to matter
graph showing during physical/chemical changes.
acceleration. Interpret a Compare physical/chemical
graph showing properties. Describe how density is
acceleration. Give used to identify different sub.
examples of different Describe chemical bonding. Identify
kinds of forces. the number of valence electrons in
Determine the net force an atom. Predict whether an atom is
on an object. Compare likely to form bonds. Describe ionic,
balanced and unbalanced covalent, and metallic bonding.
forces. Explain why Describe the properties associated
friction occurs. List the with substances containing each type
types of friction and give of bond. Identify the clues that
examples of each. Explain indicate a chemical reaction might
how friction can be both be taking place. Interpret and write
harmful and helpful. simple chemical formulas. Interpret
Define gravity. State the and write simple balanced chemical
law of universal equations. Explain how a balanced
gravitation. Describe the equation illustrates the law of
difference between mass conservation of mass. Describe four
and weight. Explain the types of chemical equation as one of
gravity and air resistance the four types of chemical reactions.
affect the acceleration of Compare exothermic and
falling objects. State and endothermic reactions. Explain
apply Newton’s laws of activation energy.
motion.
Eighth Grade Science, June 2007 38
Organizing April May
Concepts
Describe the properties Compare alpha, beta, and gamma rays.
Physical Science and uses of acids and Describe the penetrating power of the three
Standard 13.0 bases. Classify types of nuclear radiation. Calculate ages of
Interactions of Matter compounds as ionic or objects using half-life. Identify uses of
covalent based on their radioactive materials. Describe the process of
Earth Science properties. Describe the nuclear fission. Describe
Standard 10.0 properties and uses of advantages/disadvantages
Earth Resources acids and bases. Explain of energy from the nucleus. Determine where
the difference between earthquakes come from and what causes
strong/week acids and them. Identify different types of earthquakes.
Life Science: bases. Identify acids and Describe how earthquakes travel through the
Family Life bases using the pH scale. Earth. Describe how earthquakes are
Curriculum Describe the properties detected. Demonstrate how to locate
and uses of salts. Explain earthquakes. Describe how the strength of an
why so many organic earthquake is measured. Explain earthquake
Earth Science compounds are possible. hazard. Compare methods of earthquake
Standard 9.0 forecasting. List ways to safeguard buildings
Earth Features TCAP REVIEW against earthquakes. Outline safety
TCAP TESTING procedures. Summarize seismic discoveries
on other cosmic bodies. Distinguish between
Family Life Curriculum non-explosive and explosive volcanic
eruptions. Explain how the composition of
magma determines the type of volcanic
eruption that will occur. Classify the main
types of lava and volcanic debris. Compare
the different types of volcanoes. Describe the
formation and movement of magma. Explain
the relationship between volcanoes and plate
tectonics. Summarize the methods scientists
use to predict volcanic eruptions. Name the
major divisions of the global ocean. Describe
the history of the Earth’s oceans. Summarize
the properties and other aspects of ocean
water. Summarize the interaction of the
ocean and the atmosphere. Identify the two
major regions of the ocean floor. Classify
subdivisions and features of the two major
regions of the ocean floor. Identify and
describe the three groups of marine
organisms. Identify, describe, and classify
the benthic and pelagic environments. List
two methods of harvesting the ocean’s living
resources. List nonliving resources in the
ocean. Describe the ocean’s energy
resources.
Eighth Grade Science, June 2007 39
Asexual & Sexual
Reproduction
Addendum
http://upload.wikimedia.org/wikipedia/en/thumb/f/f0/DNA_Overview.png/220px-DNA_Overview.png
Eighth Grade Science, June 2007 40
Background Information
Asexual Reproduction: Formation of new individuals from a single parent. Meiosis is the method of
copying the genetic information.
Examples of asexual reproduction:
• Plants
o Bulbs: A new plant is formed from the bulb that is underground. The bulb will form a
new plant from the fleshy storage leaves of the bulb and grow up.
♣ Examples: onions and lilies
o Corms: Similar to bulbs with the exception of an absence of a fleshy leaf. The corm is
also in the ground and will produce a shoot.
♣ Example: gladiolas
o Plantlets: An unusual method of reproduction where new plants grow on the edge of the
leaf. The new plant will fall off and take root.
♣ Example: Duckweed
o Rhizomes: Plants will grow underground stems that will systematically grow new roots
and a new shoot above ground. The new shoot lives independently of the original stem.
♣ Example: Bermuda Grass
o Runners (Stolons): Similar to rhizomes. These form when a plant grows a stem
horizontally above ground. The stem will not have leaves, but at a node will form roots
where a new plant will grow.
♣ Example: Strawberry Plant
o Tubers: Similar to rhizomes. A plant that will form a bud (eye) and create a stem that
will take root and form a new plant.
♣ Example: Irish potato
• Animals
o Binary Fission: A type of fragmentation reproduction where the parent splits to form
new offspring
♣ Example: Most prokaryotic cells
o Budding: The offspring develops as a growth on the body of the parent.
♣ Example: Coral and Yeast
o Fragmentation: A method of reproduction where the parent will break into several
pieces. Each piece will develop into a new offspring.
♣ Example: Starfish
o Parthenogenesis: a method of reproduction that literally translates as “virgin birth.” The
unfertilized egg will develop into a new organism without ever being fertilized. This
method of reproduction is found in some species of fish, some frogs and lizards, and
several insects.
♣ Examples: Aphids, Komodo dragons
Sexual Reproduction: formation of a new organism from two parents. Meiosis will create sperms cells
in males and egg cells in females that contain only half of the parent’s genetic information. Each
parent will contribute half of the genetic information to the formation of the new organism.
Eighth Grade Science, June 2007 41
Activity Module
Subject: Asexual and Sexual Reproduction Grade: 8th
Unit: Life Science Time: One class period
Materials: Diagrams, Worksheet, Projector, Internet, Textbook
Objectives:
8.4 Heredity and Reproduction
• 8.4.spi.2 Distinguish between sexual and asexual methods of reproduction
Introduction: After reviewing meiosis and mitosis, this activity will give students a more concrete
example of asexual and sexual reproduction.
Procedure:
• List several different organisms on the board.
• Ask students to identify those that reproduce through sexual or asexual methods of
reproduction.
• Tell them it is all right to guess, but they must justify their answer.
During Instruction – Once the different types of reproduction have been discussed, ask students to
review their answers and make the appropriate changes to their lists. Discuss the correct method of
reproduction with students.
Assessment – Use the following Describing Wheel graphic organizer to allow students to organize
their results.
Eighth Grade Science, June 2007 42
Eighth Grade Science, June 2007 43
Resources:
Asexual Reproduction:
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/A/AsexualReproduction.html
Methods of Asexual Reproduction:
http://kentsimmons.uwinnipeg.ca/16cm05/16labman05/lb4pg6.htm
Binary Fission: http://www.iscid.org/encyclopedia/Binary_Fission
Image Location:
http://upload.wikimedia.org/wikipedia/en/thumb/f/f0/DNA_Overview.png/220px-DNA_Overview.png
Describing Wheel Diagram:
http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf
Graphic Organizer Webpage:
http://www.eduplace.com/graphicorganizer/
Eighth Grade Science, June 2007 44
Genetic Engineering
Addendum
http://www.cartoonstock.com/lowres/for0169l.jpg
Eighth Grade Science, June 2007 45
Background Information
Genetic Engineering is a term used to describe the manipulation of genes. This type of manipulation is
not a normal reproduction method for the organism. The idea of genetic engineering is to obtain
characteristics from two individuals and combine them into an offspring that possesses the desired
characteristics of both persons.
Methods of Genetic Engineering:
• Cloning: A type of genetic engineering where the DNA of an organism is copied and put into a
new cell. The new organism created is the same as the original. There are other types of
cloning that only clone portions of DNA. Others may only clone individual cells.
o Example: Dolly the sheep.
• Selective Breeding: A type of genetic engineering where organisms with specific
characteristics are combined with another organism possessing those same characteristics in
order to produce an offspring with identical characteristics of both parents.
o Example: Breeding Dogs to get a desired characteristic. For example, breeding a
yellow Labrador Retriever with another yellow Labrador Retriever to get an offspring
that is also yellow.
• Gene Splicing: Cutting the DNA of a gene and inserting the base pairs into an organism to gain
the desired characteristics of the DNA inserted.
o Example: Inserting human DNA into the DNA of a bacterium so that the bacterium
will produce human insulin.
Impact of Genetic Engineering on Society
Genetic engineering’s impact on society is a debated topic. This next excerpt is from the Union of
Concerned Scientists website.
Many previous technologies have proven to have adverse effects that were unexpected
by the genetic engineers. For example, the pesticide, Dichloro-Diphenyl-
Trichloroethane (DDT), has been found in fish and the thin shells of fish-eating birds
like eagles and ospreys. Also, chlorofluorocarbons have been found to float into the
upper atmosphere and destroy ozone, a chemical that shields the earth from dangerous
radiation. What harmful effects might turn out to be associated with the use or release of
genetically engineered organisms?
This is not an easy question. Being able to answer it depends on understanding complex
biological and ecological systems. So far, scientists know of no generic harms
associated with genetically engineered organisms. For example, it is not true that all
genetically engineered foods are toxic, or that all engineered organisms are likely to
proliferate in the environment. Nevertheless, specific engineered organisms may be
harmful by virtue of the novel gene combinations they possess. This means that the
risks of genetically engineered organisms must be assessed case by case as these risks
can differ greatly from one gene-organism combination to another.
So far, scientists have identified a number of ways in which genetically engineered
organisms could potentially adversely impact both human health and the environment.
Once the potential harms are identified, the question becomes, “How likely are these
Eighth Grade Science, June 2007 46
harmful effects to occur?” The answer to this question falls into the arena of risk
assessment.
In addition to posing harmful risks that we can envision and attempt to assess, genetic
engineering may also pose risks that we simply do not know have enough knowledge to
identify. The recognition of this possibility does not by itself justify stopping the
technology, but does put a substantial burden on those who wish to go forward in
demonstrating the benefits of this process.
The following are examples of the potentially adverse effects that genetically
engineered organisms may have on human health. Most of these examples are
associated with the growth and consumption of genetically engineered crops. Different
risks would be associated with genetically engineered animals and, like the risks
associated with plants, would depend largely on the new traits introduced into the
organism.
• New Allergens in the Food Supply
• Antibiotic Resistance
• Production of New Toxins
• Concentration of Toxic Metals
• Enhancement of the Environment for Toxic Fungi
• Unknown Harms to Health
New Allergens in the Food Supply
Transgenic crops could bring new allergens into foods that sensitive individuals would
not know to avoid. An example is transferring the gene for one of the many allergenic
proteins found in milk into vegetables like carrots. Mothers who know to avoid giving
their sensitive children milk would not know to avoid giving them transgenic carrots
containing milk proteins. This problem is unique to genetic engineering because it alone
can transfer proteins across species boundaries into completely unrelated organisms.
Genetic engineering routinely moves proteins into the food supply from organisms that
have never been consumed as foods. Some of those proteins could be food allergens,
since virtually all known food allergens are proteins. Recent research substantiates
concerns about genetic engineering rendering previously safe foods allergenic. A study
by scientists at the University of Nebraska shows that soybeans genetically engineered
to contain Brazil-nut proteins cause reactions in individuals allergic to Brazil nuts.
Scientists have limited ability to predict whether a particular protein will be a food
allergen, if consumed by humans. The only sure way to determine whether protein will
be an allergen is through experience. Thus importing proteins, particularly from
nonfood sources, is a gamble with respect to their allergenicity.
Antibiotic Resistance
Genetic engineering often uses genes for antibiotic resistance as "selectable markers."
Early in the engineering process, these markers help select cells that have taken up
foreign genes. Although they have no further use, the genes continue to be expressed in
Eighth Grade Science, June 2007 47
plant tissues. Most genetically engineered plant foods carry fully functioning antibiotic-
resistance genes.
The presence of antibiotic-resistance genes in foods could have two harmful effects.
First, eating these foods could reduce the effectiveness of antibiotics to fight disease
when these antibiotics are taken with meals. Antibiotic-resistant genes produce enzymes
that can degrade antibiotics. If a tomato with an antibiotic-resistance gene is eaten at the
same time as an antibiotic, it could destroy the antibiotic in the stomach.
Second, the resistance genes could be transferred to human or animal pathogens,
making them impervious to antibiotics. If transfer were to occur, it could aggravate the
already serious health problem of antibiotic-resistant disease organisms. Although
unmediated transfers of genetic material from plants to bacteria are highly unlikely, any
possibility that they may occur requires careful scrutiny in light of the seriousness of
antibiotic resistance.
In addition, the widespread presence of antibiotic-resistance genes in engineered food
suggests that as the number of genetically engineered products grows, the effects of
antibiotic resistance should be analyzed cumulatively across the food supply.
Production of New Toxins
Many organisms have the ability to produce toxic substances. For plants, such
substances help to defend stationary organisms from the many predators in their
environment. In some cases, plants contain inactive pathways leading to toxic
substances. Addition of new genetic material through genetic engineering could
reactivate these inactive pathways or otherwise increase the levels of toxic substances
within the plants. This could happen, for example, if the on/off signals associated with
the introduced gene were located on the genome in places where they could turn on the
previously inactive genes.
Concentration of Toxic Metals
Some of the new genes being added to crops can remove heavy metals like mercury
from the soil and concentrate them in the plant tissue. The purpose of creating such
crops is to make possible the use of municipal sludge as fertilizer. Sludge contains
useful plant nutrients, but often cannot be used as fertilizer because it is contaminated
with toxic heavy metals. The idea is to engineer plants to remove and sequester those
metals in inedible parts of plants. In a tomato, for example, the metals would be
sequestered in the roots; in potatoes in the leaves. Turning on the genes in only some
parts of the plants requires the use of genetic on/off switches that turn on only in
specific tissues, like leaves.
Such products pose risks of contaminating foods with high levels of toxic metals if the
on/off switches are not completely turned off in edible tissues. There are also
environmental risks associated with the handling and disposal of the metal-
contaminated parts of plants after harvesting.
Eighth Grade Science, June 2007 48
Enhancement of the Environment for Toxic Fungi
Although for the most part health risks are the result of the genetic material newly
added to organisms, it is also possible for the removal of genes and gene products to
cause problems. For example, genetic engineering might be used to produce
decaffeinated coffee beans by deleting or turning off genes associated with caffeine
production. But caffeine helps protect coffee beans against fungi. Beans that are unable
to produce caffeine might be coated with fungi, which can produce toxins. Fungal
toxins, such as aflatoxin, are potent human toxins that can remain active through
processes of food preparation.
Unknown Harms to Health
As with any new technology, the full set of risks associated with genetic engineering
almost certainly have not been identified. The ability to imagine what might go wrong
with this technology is limited by the incomplete understanding of physiology, genetics,
and nutrition.
The following are potential environmental harms:
• Increased Weediness
• Gene Transfer to Wild or Weedy Relatives
• Change in Herbicide Use Patterns
• Squandering of Valuable Pest Susceptibility Genes
• Poisoned Wildlife
• Creation of New or Worse Viruses
• Unknown Harms to the Environment
Increased Weediness
One way of thinking generally about the environmental harm that genetically
engineered plants might do is to consider that they might become weeds. For example,
Johnson grass has the capacity to choke crops in fields and kudzu blanketing trees often
invade the Everglades. In each case, the plants are growing unaided by humans in
places where they are having unwanted effects. In agriculture, weeds can severely
inhibit crop yield. In unmanaged environments, like the Everglades, invading trees can
displace natural flora and upset entire ecosystems.
Some weeds result from the accidental introduction of alien plants, but many are
introduced intentionally for agricultural and horticultural purposes. Some of the plants
introduced in the United States have become serious weeds, inhibiting healthy plant
growth. A new combination of traits produced as a result of genetic engineering might
enable crops to thrive unaided in the environment where they would be considered as
new or more harmful weeds. One example would be a rice plant engineered to be salt-
tolerant that escaped cultivation and invaded nearby marine estuaries.
Gene Transfer to Wild or Weedy Relatives
Novel genes placed in crops will not necessarily stay in agricultural fields. If relatives
of the altered crops are growing near the field, the new gene can easily move via pollen
Eighth Grade Science, June 2007 49
into those plants. The new traits might confer on wild or weedy relatives of crop plants,
and making them weeds as well.
Change in Herbicide Use Patterns
Crops genetically engineered to be resistant to chemical herbicides are tightly linked to
the use of particular chemical pesticides. Adoption of these crops could lead to changes
in the mix of chemical herbicides used across the country to the extent that chemical
herbicides differ in their environmental toxicity. These changing patterns could result in
greater levels of environmental harm. In addition, widespread use of herbicide-tolerant
crops could lead to the rapid evolution of resistance to herbicides in weeds, either as a
result of increased exposure to the herbicide or as a result of the transfer of the herbicide
trait to weedy relatives of crops. Since herbicides differ in their environmental effects,
loss of some herbicides may be detrimental to the environment overall.
Squandering of Valuable Pest Susceptibility Genes
Many insects contain genes that render them susceptible to pesticides. Often these
susceptibility genes predominate in natural populations of insects. These genes are a
valuable natural resource because they allow pesticides to remain as effective pest-
control tools. The more benign the pesticide, the more valuable the genes that make
pests susceptible to it.
Certain genetically engineered crops threaten the continued susceptibility of pests to
one of nature's most valuable pesticides: the Bacillus thuringiensis or Bt toxin. These
"Bt crops" are genetically engineered to contain a gene for the Bt toxin. Because the
crops produce the toxin in most plant tissues throughout the life cycle of the plant, pests
are constantly exposed to it. This continuous exposure selects the rare resistance genes
in the pest population and in time will render the Bt pesticide useless, unless specific
measures are instituted to avoid the development of such resistance.
Poisoned Wildlife
Addition of foreign genes to plants could also have serious consequences for wildlife in
a number of circumstances. For example, engineering crop plants, such as tobacco or
rice, to produce plastics or pharmaceuticals could endanger mice or deer who consume
crop debris left in the fields after harvesting. Fish that have been engineered to contain
metal-sequestering proteins (such fish have been suggested as living pollution clean-up
devices) could be harmful if consumed by other fish or raccoons.
Creation of New or Worse Viruses
One of the most common applications of genetic engineering is the production of virus-
tolerant crops. Such crops are produced by genetic engineering by placing components
of virus into the plant genomes. For reasons not well understood, plants producing viral
components on their own are resistant to subsequent infection by those viruses. Such
plants, however, pose other risks of creating new or worse viruses through two
mechanisms: recombination and transcapsidation.
Eighth Grade Science, June 2007 50
Recombination can occur between the plant-produced viral genes and closely related
genes of incoming viruses. This process may produce viruses that can infect a wider
range of hosts or that may be more virulent than the parent viruses.
Transcapsidation involves the encapsulation of the genetic material of one virus by the
plant-produced viral proteins. Such hybrid viruses could transfer viral genetic material
to a new host plant that it could not otherwise infect. Except in rare circumstances, this
would occur only once, because the viral genetic material carries no genes for the
foreign proteins within which it was encapsulated and would not be able to produce a
second generation of hybrid viruses.
Unknown Harms to the Environment
As with human health risks, it is unlikely that all potential harms to the environment
have been identified. Scientists must continue to research and study the organism and
the environment into which it is released. At this point, biology and ecology are too
poorly understood to be certain that these harmful effects are made known.
Risk Assessment
Risk assessments can be complicated. Because even rigorous assessments involve
numerous assumptions and judgment calls, they are often controversial when they are
used to support particular government decisions. For example, the approval of the first
genetically engineered squash by the United States Department of Agriculture involved
a controversial risk assessment.
Under the current U.S. regulatory framework for biotechnology, some sort of risk
assessment is routinely produced before decisions are made to allow commercialization
of products under the Federal Plant Pest Act; the Federal Insecticide, Fungicide, and
Rodenticide Act (FIFRA); and the Toxic Substances Control Act (TSCA). In the case of
the Plant Pest Act, risk assessments are done according to the procedure specified by
the National Environmental Policy Act (NEPA). Under NEPA, risk assessments could
lead to full-blown environmental impact statements, but so far all evaluations of
engineered agricultural organisms have led to the legal conclusion that no
environmental impact statement is needed.
Risk assessments are done by scientists and policymakers in relevant agencies (USDA
or EPA) with information provided by the companies seeking the approvals. The public
often has a brief opportunity to review and comment on the risk assessments.
There is no standard set of questions that risk assessments must answer because of the
great range of potential impacts of biotechnology products. A risk assessment for a
microbial pesticide, for example, would be substantially different from a risk assessment
for genetically engineered salmon. Like all efforts at risk evaluation, risk assessments
done for regulation depend on the base of scientific knowledge for generation of list of
possible harms to be assessed.
Eighth Grade Science, June 2007 51
Subject: Genetic Engineering Grade: 8th
Unit: Life Science Time: One class period
Materials: Diagrams, Worksheet, Projector, Internet, Textbook
Objectives:
8.4 Heredity and Reproduction
• 8.4.spi.7 Identify types of genetic engineering (i.e., gene splicing and cloning) and evaluate the
impact of genetic engineering on society.
Procedure -
• Ask students to come up with a genetic cross between two animals from a given list
(The list is given to ensure that unsuitable combinations are kept at a minimum.
• Once the students have completed the combination and produce a new animal, have
them to set that organism aside.
• Have students to repeat this process in order to create a new plant.
During Instruction – Be sure to give the students the information on each type of genetic engineering.
Assessment – Have the students list the potential impact of their new animal and plant. Be sure to
make them answer the following:
1. What are the potential benefits to the human and population and the world’s economy? What
are the potential threats? Provide reasoning for your answer.
2. Why should scientists spend time and money to develop your genetically engineered organism,
other than “It would be cool!”
3. Is it okay for scientists to make new combinations of animals? Why or Why not?
Eighth Grade Science, June 2007 52
Genetic Engineering Worksheet
Instructions: Be sure to answer the questions in complete sentences.
1. If a farmer combines a regular corn plant with a disease resistant corn plant, what type of
genetic engineering would this represent?
2. Scientists took the DNA from a armadillo and inserted it into the DNA of a cat to get a
‘catadillo’. How is this possible?
3. A mad scientist in his lab was swamped with his crazy experiments and decided to make a copy
of him to help out in the laboratory. How could he have created this replica of himself?
4. If a pesticide company designs a new pesticide that kills 99% of all the harmful insects that
infest cotton, what will happen to the other 1% of the insects? Is this a beneficial or a
detrimental? Why?
5. What are the potential problems for using genetically engineered cows that have been altered to
contain less fat?
6. What are some consequences of genetically engineering a pig that will have the same DNA as a
human so it can be used to harvest organs?
7. Where would you draw the line on genetic engineering?
Eighth Grade Science, June 2007 53
Resources
Genetic Engineering:
http://en.wikipedia.org/wiki/Genetic_engineering
Types of Genetic Engineering:
http://www.biofact.com/cloning/
Types of Genetic Engineering:
http://www.animalliberation.org.au/clone1.php
Gene Splicing:
http://library.thinkquest.org/19037/therapy2.html
Cloning:
http://www.ornl.gov/sci/techresources/Human_Genome/elsi/cloning.shtml
Cloning Cartoon:
http://www.cartoonstock.com/lowres/for0169l.jpg
Information on Impact of Genetic Engineering:
http://www.ucsusa.org/food_and_environment/genetic_engineering/risks-of-genetic-
engineering.html#1_Potential_Harms_to_Health
Eighth Grade Science, June 2007 54
Complete & Incomplete
Metamorphosis
Addendum
Image from Microsoft Clipart
Eighth Grade Science, June 2007 55
Background Information
Complete Metamorphosis
In complete metamorphosis the organism goes through four distinct changes: egg, larva, pupa, and
adult. The organism completely transforms from one form to another completely different form. The
organism hatches from the egg and is usually “wormlike,” such as caterpillars, grubs and maggots. The
larvae may molt and grow but they do not change. The larvae will create a pupa that allows protection
as the organism undergoes metamorphosis. The organism will then emerge from the pupa completely
different than before. About 88% of all insects undergo complete metamorphosis.
Examples:
• Caterpillar into a butterfly: A caterpillar lays an egg and the egg hatches into a caterpillar. The
caterpillar is the larva form. The caterpillar will eat and grow until it gets large enough to make
a pupa, which is the cocoon. The caterpillar will transform in the cocoon, now called a
chrysalis, then into a butterfly. When the butterfly emerges from the cocoon it has completed
the metamorphosis.
•
Incomplete Metamorphosis
In incomplete metamorphosis the organism goes through three changes. These are not as discernable
as the organisms that undergo complete metamorphosis. The stages are egg, nymph and adult. The
organism hatches from the egg and looks like a small version of the adult. This small version stage is
called the nymph stage. The organism grows and molts several times as they grow, but each time they
still look like the adult. Finally in the adult stage, the mature organism will have a few differences
from the nymph, such as the addition of wings. About 12% of all insects undergo incomplete
metamorphosis.
Eighth Grade Science, June 2007 56
Example of incomplete metamorphosis:
• The life cycle of a grasshopper is an example of incomplete metamorphosis. The grasshopper
will hatch from an egg and be in the nymph phase. The young nymph will molt a several times
and grow into a larger adult each time.
•
Eighth Grade Science, June 2007 57
Subject: Complete/Incomplete Metamorphosis Grade: 8th
Unit: Life Science Time: One class period
Materials:
Diagrams, Worksheet, Projector
Objectives:
8.4 Heredity and Reproduction
• 8.4.spi.1 Differentiate between complete and incomplete metamorphosis
Teaching:
Introduction – Begin the lesson by drawing on previous knowledge. Ask the students if they have
ever seen a caterpillar? Then ask them what change a caterpillar will undergo. Ask about other
organisms, such as a fly or a mosquito. In each case, give them the opportunity to draw on previous
knowledge. Finally ask the students if they have ever found a cicada (locust) shell? If you have a
locust shell handy this would be a great starting point to begin a discussion regarding incomplete
metamorphosis.
During Instruction- Continually reinforce the difference between the two types of metamorphosis.
Have student to create the students to brainstorm and identify as many insects as possible that undergo
complete or incomplete metamorphosis. Have them use a graphic organizer to display their answers
and make comparisons between the organisms.
Assessment – You may use the worksheet as a reinforcement tool.
Eighth Grade Science, June 2007 58
Eighth Grade Science, June 2007 59
Eighth Grade Science, June 2007 60
Resources:
Complete Metamorphosis: http://www.backyardnature.net/metacomp.htm
Complete and Incomplete Metamorphosis:
http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=2024
Diagram of Complete Metamorphosis
http://www.enchantedlearning.com/subjects/butterfly/label/lifecycle/label.shtml
Diagram of incomplete metamorphosis:
http://www.entm.purdue.edu/entomology/ext/Outreach/lessonPlans/Metamorphosis.pdf
Worksheet of Metamorphosis:
http://www.speedway.k12.in.us/hs/projects/SStevens/Biology%20I/Worksheets%20and%20Activities/
Animals/Chapter%2028%20Extra%20Credit%20Worksheets.pdf
Eighth Grade Science, June 2007 61
Symbiotic Relationships
Addendum
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/CleaningSymbiosis.jpg
Eighth Grade Science, June 2007 62
Background Information
Commensalism literally means 'at table together'. This is a symbiotic relationship between two species
in which one species benefits and the other does not benefit or exposed to any harm. Often, the host
species provides a home and/or transportation for the other species.
Examples:
• Bird’s nest in a tree: The bird gains shelter from the tree but the tree is not harmed by the
presence of the nest. Students always point out woodpeckers as a bird that harms trees, but
every analogy has exceptions.
• Remora fish and a shark: The Remora fish lives on the underbelly of a shark where it eats the
scraps that comes from the shark’s kill. The shark does not gain any benefit from the Remora,
nor is it harmed.
• Torsalo “Human Bot Fly” and flies: The Human Bot Fly will capture flies and attach their eggs
to the belly of the fly. The fly transfers the eggs to the host. The actual fly is not harmed. It
becomes a transport mechanism for the Human Bot Fly.
• Orchids and trees: Tropical orchids will grow where the branch and the trunk meet. Orchids
will use the tree for support. The tree does not benefit or is harmed from this relationship.
Mutualism is any relationship between two species of organisms that benefits both species. This is the
relationship most people think of when they use the word "symbiosis."
Examples:
• Bees and flowers: Bees aid in the pollination of flowers by rubbing up against the anthers of a
flower that have the sperms cells (called pollen). The pollen sticks to the bees and are
transferred from flower to flower ensuring pollination. The bees benefit by eating the nectar.
• Bacteria and humans: Humans have bacteria that live in the intestines that break down
remaining food. The bacteria benefit by having a place to live and a supply of food. Humans
benefit by having the bacteria break down the food further to extract more nutrients from it.
• Crocodile and Egyptian Plover: When a crocodile gets food stuck in their teeth that cannot be
removed it will open its mouth and allow the Egyptian Plover (bird) to fly in and remove the
food from its teeth. The Egyptian Plover gets food and the crocodile gets a teeth cleaning.
• Lichens (Algae and Fungi): Lichens are a classic example of mutualism. The algae are
photosynthetic organisms that produce the food for the fungi. The fungi provides structure for
the algae to live. The algae gains shelter and the fungi gains sustenance.
Parasitism is the relationship between two species of plants or animals in which one benefits at the
expense of the other.
Examples:
• Ticks and animals: Ticks will feed off the blood of their hosts. The tick benefits by gaining a
food supply, but the hosts experiences blood loss.
• Tapeworms and animals: Tapeworms will live in the intestines of their host. They feed off the
blood of the host, depleting the blood supply of the host.
• Heartworms and dogs: Heartworms infect the heart of the dogs by attaching themselves and
feeding off the blood supply of the host. This blood loss harms the dog.
• Mistletoe and trees: Mistletoe grows on trees by robbing the tree of nutrients. The mistletoe
gains a place to live and a food source, whereas the loss of nutrients causes harm to the tree.
Eighth Grade Science, June 2007 63
Subject: Symbiotic Relationships Grade: 8th
Unit: Life Science Time: One class period
Materials:
Outline, Diagrams, Worksheet, Projector
Additional Resources:
Images from the Internet.
Objectives:
8.2 Interactions Between Living Things and Their Environment
• 8.2.spi.1 Distinguish among commensalisms, parasitism, and mutualism.
Teaching:
Introduction – Begin the lesson by drawing on previous knowledge. Ask the students if they have
ever seen a small little fish that swims on the underbelly of a shark? Ask them what they think they
are doing? Does it harm the shark? Why doesn’t the shark eat the fish? Go on to define
commensalisms, mutualism and parasitism. Use examples provided to talk about the different
symbiotic relationships.
During Instruction – continually reinforce the difference between the symbiotic relationships by
asking questions and giving examples.
Assessment – You can use the worksheet either as a note-taking sheet or as an assessment of
knowledge.
This is a link to another worksheet if you want to use it as an assessment.
Symbiotic relationship worksheet:
http://www.rdale.k12.mn.us/classroom_connections/web_folders/kent_johnson/worksheets/LSCI/Book
ECh1/SymbRelrvw.pdf
Eighth Grade Science, June 2007 64
Symbiotic Relationships
Instructions: Define Each Term.
Commensalisms:
Mutualism:
Parasitism:
Examples of Symbiosis
Instructions: Mark each as a “C” for Commensalisms, “M” for Mutualism and “P” for Parasitism
____ Remora and ____ Bees and Flowers ____ Ticks and Animals
Shark
____ Mistletoe and ____ Lichens (Algae and ____ Bacteria and Humans
Trees Fungi)
____ Bird’s Nest and ____ Tapeworms and ____ Crocodile and Egyptian
Tree Animals Plover (bird)
____ Orchids and ____ Heartworms and Dogs ____ Torsalo “Human Bot
Trees Fly” and Flies
Graph of Symbiotic Relationships
Instructions: Place a “+” in the blank where an organism benefits from the relationship, Place a “-“ in
the blank where an organism is harmed by the relationship and place a “0” where the organism is
unaffected by the relationship. Compare the relationships involving each organism.
Commensalisms Mutualism Parasitism
Organism 1
Organism 2
Review Questions
1. Describe the relationship a mosquito has with a human. How is that different from the
relationship between bacteria and humans?
2. An animal, such as a bird, can be a part of all three symbiotic relationships. Describe various
situations where this may occur.
3. If I describe a relationship as “+ and -“, what type of relationship does this represent?
Eighth Grade Science, June 2007 65
Resources:
Symbiotic Relationships
Commensalisms:
http://www.botany.uwc.ac.za/sci_ed/grade10/ecology/symbiosis/commen.htm
Torsalo “Human Bot Fly” and Flies:
http://www.cals.ncsu.edu/course/ent591k/torsalo.html
Mutualism: http://www.nearctica.com/ecology/pops/mutual.htm
Parasitism: http://www.britannica.com/eb/article-9058426/parasitism
Symbiosis:
http://pzweb.harvard.edu/ucp/curriculum/ecosystems/s5_lessonplan.htm
Symbiotic relationship worksheet:
http://www.rdale.k12.mn.us/classroom_connections/web_folders/kent_johnson/worksheets/LSCI/Book
ECh1/SymbRelrvw.pdf
Eighth Grade Science, June 2007 66
Technology
Resources
Eighth Grade Science, June 2007 67
This list was compiled from Medianet on the Shelby County Home Page. This is a partial list.
Many more are available at the Board of Education Video Library.
Lab Safety
Title School Lab Safety (06284)
Physical Color; Sound; 20 minutes
Produced 1980
Synopsis: This film points to more than fifty of the most common lab injuries and stresses the
necessary precautions that should be taken by students and teachers.
Title Scientific Measurement (05542)
Physical Color; Sound; 18 minutes
Produced 1987
Audience Intermediate (Grades 3-5), High (Grades 9-12) (IH)
Synopsis This video examines a variety of measurements and shows how instrumental measurement is
to science and research.
Life Science
Title Heredity And Genetics (06976)
SPI 8.4.3, 8.4.4
Physical Color; Sound; 20 minutes
Produced 1990
Synopsis: Demonstrated with abundant examples of successive generations of animals, and
conceptually explained with animation are: The basic principles of Mendelian dominant and recessive
genetics; how the transmission of heritable traits is effected in plants and animals, both sexually and
asexually; why the characteristics of offspring from sexual reproduction are not identical with their
parents because of the random combinations of chromosomes during meiosis; and why the inherited
characteristics of offspring from asexual reproduction by mitosis are identical with their parents.
Title Meiosis (2nd Ed) (05779)
SPI 8.4.2, 8.4.3
Physical Color; Sound; 15 minutes
Produced 1980
Synopsis: This program takes the viewer up close to illustrate the complex process of meiosis. The
role of meiosis in sexual reproduction in both plants and animals is highlighted.
Title Protein Synthesis Series: DNA: The Molecule Of Heredity (06190)
SPI 8.4.3.6
Physical Color; Sound; 10 minutes
Produced 1993
Synopsis: The synthesis of protein begins with the DNA molecule found in the nucleus of all cells.
Computer animation provides clear demonstrations that make this complex subject easily understood.
Eighth Grade Science, June 2007 68
Title Cycles of Life: Exploring Biology Series: Part 8: DNA: The Blueprint of Life (03861)
SPI 8.4.3.6
Physical Color; Sound; 30 minutes
Produced 1997
Synopsis: This video provides insights and descriptions relating to the discovery of the DNA molecule
and explores the research that led to the model of DNA structure. It also discusses efforts to decipher
the DNA code and its implications. The final segment is the story of a boy with a rare disease caused
by a missing gene and explains how doctors and a research team replaced the boy's missing gene, one
of the first times that genes have been inserted permanently into the blood-producing cells of a human.
Title Essentials of Biology Series: Classification: Bringing Order to Diversity (08624)
SPI 8.5.2
Physical Color; Sound; 23 minutes
Produced 1996
Synopsis: This program explains the way scientists organize and categorize the tremendous diversity
of life, and the difference between the kingdoms: Monera, Protista,Fungi, Plantae and Animalia. It also
looks at the most important phyla and classes of plants and animals. After watching, the viewer will
understand the differences between invertebrates and vertebrates, and monocots and dicota.
Title Cycles of Life: Exploring Biology Series: Part 13: Fungi, Plants and Animals (03866)
SPI 8.5.2
Physical Color; Sound; 30 minutes
Produced 1997
Synopsis This video explains the basic biological classification system and gives an evolutionary
overview of the characteristics found in three of the five kingdoms: fungi, plants, and animals.
Title Cycles of Life: Exploring Biology Series: Part 12: Viruses, Bacteria and Protistans (03865)
SPI 8.5.2
Physical Color; Sound; 30 minutes
Produced 1997
Synopsis: This video examines bacterial and viral threats to the community through food. Bacteria are
defined and an animation illustrates their swift reproductive processes. It also explains why viruses are
not considered to be part of the five kingdoms of life.
Title Ecosystems: Nature In Balance (06534)
SPI 8.2.3
Physical Color; Sound; 13 minutes
Synopsis: This program shows what an Ecosystem is and how it works. Illustrating the concepts of
food chains and food webs, it shows viewers how energy from the sun travels from plants to animals
and finally down to bacteria and fungi.
Eighth Grade Science, June 2007 69
Title Environmental Series: Biomes, Terrestrial Ecosystems (08400)
SPI 8.2.3
Physical Color; Sound; 20 minutes
Produced 1995
Synopsis: Discover the what's, where's, and why's of our plant's ecosystems-biomes. With
extraordinary examples from around the world, explore the delicate vegetation of the tundra, the
ecological adaptations of desert life, and the rich biologic diversity of tropical rain forests.
Physical Science
Title Matter and Its Properties Series: Measuring Matter (03565)
SPI 8.11.2, 8.11.3
Physical Color; Sound; 18 minutes
Produced 1999
Synopsis: This program explores the many different ways matter can be measured: physical
dimensions, temperature and density. All measurements are made in metric units. Through measuring
different substances, students see how measurements can accurately describe the characteristics of
matter and why these measurements are important.
Title Matter and Its Properties Series: Changes in Matter (03568)
SPI 8.13.1
Physical Color; Sound; 18 minutes
Produced 1999
Synopsis: This program examines the various changes in matter and how they affect everyday life. The
different characteristics of physical and chemical changes are shown through everyday examples.
Title Physical Science In Action Series: Forces (07346)
SPI 8.11.1, 8.11.2, 8.11.3
Physical Color; Sound; 23 minutes
Produced 2000
Synopsis: A force is defined as a push or a pull. It sounds simple, but without forces the world would
be a very different place. In fact, Sir Isaac Newton theorized that there are actually forces at work
which keep things exactly as they are at any given moment! Confused? Well, get the lowdown in
Forces, where students will learn about Newton's Laws and about the forces that surround us all the
time, including friction, gravity, air and water pressure, and electromagnetism. The concept of
unbalanced forces is explored at length, using fun, real-life demonstrations - like a tug-of-war between
two Jeeps and the building of a house of cards. Students will also see two fascinating, hands-on
demonstrations that investigate the surprising force of air pressure.
Title Physical Science In Action Series: Friction (07347)
SPI 8.11.1
Physical Color; Sound; 23 minutes
Produced 2000
Synopsis: In this program, students will embark on a fun journey to learn the basics about friction and
how we try to control and use it in our everyday lives. Students will learn about sliding, rolling and
fluid friction, as well as integral concepts such as lubrication and wind resistance. Exciting, real-life
Eighth Grade Science, June 2007 70
settings provide the backdrop. Discover how friction is measured and why it must be understood by
those who design and build airplanes and race cars.
Title Physical Science In Action Series: Gravity (07348)
SPI 8.11.6
Physical Color; Sound; 23 minutes
Produced 2000
Synopsis: This program uses exciting visuals and clear, colorful graphics to take students beyond the
basics of gravity and explains how it is really a force of attraction between objects. They'll discover
that all objects—no matter how large or small—have gravitational force, and that the amount of that
force depends on the mass of the objects and the distance between them. The contributions of Newton
and Galileo are discussed, and gravity's connection with weight, orbits, acceleration and terminal
velocity is explored.
Title Simple Machines: Inclined Planes and Levers (3rd Ed.) (05332)
SPI 8.11.4
Physical Color; Sound; 17 minutes
Produced 1982
Synopsis: What is a machine? What makes a machine simple or complex? Beginning with a simple
machine that some of us see everyday (The ramp of a parking garage). This film illustrates the
principles that apply to machines such as the lever and the plane.
Title Simple Machines Series: Pulleys (2nd Ed.) (04721)
SPI 8.11.4
Physical Color; Sound; 12 minutes
Produced 1984
Synopsis: Straight-forward diagrams of the individual segments of a pulley are combined with
humorous, practical applications of fixed and moving pulleys as our Intrepid Caveman adapts these
simple machines to stone-age life.
Title Simple Machines Series: Wheels And Axles (2nd Ed (04732)
SPI 8.11.4
Physical Color; Sound; 12 minutes
Produced 1984
Synopsis: Demonstrates how wheels and axles make it possible for things to roll, making heavy work
easier. Delightful examples make clear the exchange between force and distance made possible by
using wheels and axles.
Title Physical Science Series: Chemical Bonding (03584)
SPI 8.13.3
Physical Color; Sound; 17 minutes
Produced 1998
Synopsis: This video is vocabulary rich and uses key terminology such as chemical bond, chemical
bonding, nucleus, protons, electrons, neutral charge, energy level, valence electrons, ionic bond, ion,
ionization, ionization energy, electron affinity, crystal lattice, covalent bond, electron-dot diagram,
metallic bond, and malleability. Numerous colorful graphics greatly enhance student understanding of
the key concepts involved with learning about chemical bonding.
Eighth Grade Science, June 2007 71
Title Essentials of Chemistry Series: Compounds: Electromagnetic Attraction in Molecules
(08626)
SPI 8.13.3
Physical Color; Sound; 23 minutes
Synopsis: This program shows how compounds are formed by either ionic or covalent bonding; the
difference between various groups of compounds such as acids, bases, hydrocarbons, chemical
formulas; and chemical equations and exothermic, endothermic and neutralization reactions.
Title Physical Science in Action Series: Elements, Compounds & Mixtures (07343)
SPI 8.13.3
Physical Color; Sound; 23 minutes
Produced 2000
Synopsis: The Earth contains a limited number of elements such as sulfur, copper and gold substances
that are the purest forms of matter. But when these elements are combined, the possibilities are
limitless. This program examines how these substances combine to make up the world in which we
live. Students are guided on a fun journey using a number of real-life examples to explore the
properties of elements, as well as concepts such as chemical bonding and heterogeneous/homogeneous
mixtures. Take a canoe trip to see how water can be tested for pollutants, visit a glassblowing studio
and view a fun hands-on demonstration that showcases how the ingredients of a mixture can be
separated.
Title Acids, Bases and Salts (2nd Ed.) (04733)
SPI 8.13.1
Physical Color; Sound; 20 minutes
Produced 1983
Synopsis: This video explains how acids are proton donors and bases are proton acceptors, and
discusses neutralization and salts.
Earth Science
Title Basics of Geology Series: All About Rocks and Minerals (07405)
SPI 8.10.6
Physical Color; Sound; 23 minutes
Produced 1998
Synopsis: This program gives an in-depth look at the formation and importance of rocks and minerals.
It includes two sections: Formation, which covers the formation of the three types of rock, the rock
cycle and fossils; and Importance to Humans, which covers the study and the uses of rocks and
minerals.
Title Earth Science Series: Minerals: Building Blocks Of The Earth (06383)
SPI 8.10.6
Physical Color; Sound; 19 minutes
Produced 1992
Synopsis: Shows the collection and identification of minerals from the earth's crust, how the
arrangement of atoms determines the unique properties of minerals and how these non-renewable earth
resources provide us with the raw materials.
Eighth Grade Science, June 2007 72
Title Earth Science: Plate Tectonics: Solving the Puzzle (03905)
SPI 8.9.3
Physical Color; Sound; 20 minutes
Produced 1996
Synopsis: A study of major faults around the world takes us from the Great Rift Valley of Africa to
the island arcs of Japan and New Zealand. The program describes evidence of continental drift, and
gives insight into recent findings about the action of plate tectonics. It provides a clear visual
exposition of the types of plate boundaries and the action occurring at each time, including spreading
of the sea floor and subduction.
Title Essentials of Earth Science Series: Geology of the Earth: Of Forces, Rocks and Time
(08611)
SPI 8.9.3
Physical Color; Sound; 28 minutes
Produced 1996
Synopsis: This video outlines the forces that contribute to shaping the earth's surface: Movement of
crustal plates, volcanic activity, physical and chemical weathering and erosion. Three major rock
groups are detailed: igneous, sedimentary and metamorphic. Dramatic volcanic and glacial footage of
the Oregon coast and canyons of Arizona and Utah is shown.
Eighth Grade Science, June 2007 73
Websites
It is recommended that the teachers review these sites before using. The authors are not responsible
for links within sites.
Scientific Method
http://www.quia.com/jg/65726.html (scientific method)
Scientists
http://www.blupete.com/Literature/Biographies/Science/Scients.htm
Life Science
http://www.thirteen.org/edonline/lessons/genes genespath.html
http://www.accessexcellence.org (Genetics)
http://www.genome.gov/
http://www.ornl.gov/TechResources/Human_Genome/elsi/elsi.html (Human Genome Project)
http://gslc.genetics.utah.edu/
http://www.dnalc.org/ (DNA Learning Center at Cold Spring Harbor Laboratory)
http://www.mtsd.org/district/technology/Technology_Integration/kingdoms.html (Six Kingdoms)
http://www.memphis-schools.k12.tn.us/admin/tlapages/collies_quest.htm (Biomes)
Physical Science
http://www.mcscience.org/lessons/propertychanges.html (Properties of Matter/Flashcards)
http://www.nth.newtrier.k12.il.us/academics/faculty/gressel/mendelevwebquest (Chemistry)
http://www.ufrsd.net/staffwww/stefanl/Webquest/Atoms/index.htm#introduction
http://www.woodrow.org/teachers/bi (Woodrow Wilson Institute)
http://ericir.syr.edu/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Science (Biology
Resources )
http://www.tc.cornell.edu:80/Services/Edu/MathSciGateway/biology.asp (Biology Links)
http://www.quia.com/servlets/quia.activities.se.PlaySE? (Laws of Motion)
Earth Science
http://www.sd67.bc.ca/schools/sss/Science/webquest/index.htm (Earthquakes)
http://www.ceri.memphis.edu/general (New Madrid Fault)
Credit for Clip Art
www.discovery.school.com
Eighth Grade Science, June 2007 74
Themes &
Essential
Questions
Eighth Grade Science, June 2007 75
Life Science Theme
What is the nature of living things that allows them to live and adapt in their environment?
Essential Questions
1. How does DNA function to assist an organism in its environment?
2. How do interactions of organisms in their biomes affect their survival?
Physical Science Theme
What is the nature of matter and energy?
Essential Questions
1. How does the structure and function of the atom influence matter and energy?
2. How do energy transformations affect motion?
Earth Science Theme
How does the study of the relationship between structure and function of the earth help us understand
more about ourselves, our environment, and our universe?
Essential Questions
1. How does the impact of geological processes change the environment and the survival of living
things on the earth?
2. How does plate tectonics affect life processes?
Eighth Grade Science, June 2007 76
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