7th and 8th Grade Science Curriculum - Triton · PDF fileCurriculum – 7th and 8 th Grade Science Page | 11 Describe how Earth processes have shaped the topography of the Earth, and

Curriculum – 7th and 8th Grade Science

Page | 1

7th Grade

Unit 1 – Nature of Science (total days for Unit 1 = 17)

Students gain scientific knowledge by observing the natural and constructed world, performing

and evaluating investigations and communicating their findings. These principles should guide

student work and be integrated into the curriculum along with the content standards on a daily

basis.

Indiana Academic Standards:

Process Standards:

7.1 Make predictions and develop testable questions based on research and prior knowledge.

(L2)

7.2 Plan and carry out investigations as a class, in small groups or independently often over a

period of several class lessons. (L2)

7.3 Collect quantitative data with appropriate tools or technologies and use appropriate units

to label numerical data. (L2)

7.4 Incorporate variables that can be changed, measured or controlled. (L2)

7.5 Use the principles of accuracy and precision when making measurement. (L3)

7.6 Test predictions with multiple trials. (L3)

7.7 Keep accurate records in a notebook during investigations. (L2)

7.8 Analyze data, using appropriate mathematical manipulation as required, and use it to

identify patterns and make inferences based on these patterns. (L2)

7.9 Evaluate possible causes for differing results (valid data). (L3)

7.10 Compare the results of an experiment with the prediction. (L2)

7.11 Communicate findings using graphs, charts, maps and models through oral and written

reports. (L2)

Essential Questions

• What are the types of scientific knowledge?


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• How are scientific investigations conducted?

• How do scientists organize, analyze, and present data?

Standard Based Resources

• Indiana Science Fusion Textbook (Hard Copy and Online)

• Indiana Science Fusion Student Edition with Audio (Differentiated)

• Indiana Science Fusion Lab Manual

• Indiana Science Fusion Virtual Labs

• Think Central (Digital)

• ScienceSaurus (Student Handbook)

• Science News Magazine

Lessons / Topics (total days)

Lesson 1 – Scientific Knowledge (4)

Lesson 2 – Scientific Investigations (4)

Lesson 3 – Representing Data (3)

Instructional Strategies/Differentiated Instruction

• All Groups

o Grouping/Teams

o Class Discussions

o Small Group Discussions

o Choice of End Products (see appendix C)

o Blooms Taxonomy Questioning (see appendix B)

o Alternate Instruction

o Technology Assisted

o Inquiry/Problem Based Learning Activities

• Below Level

o Modified Instructional Time

o Targeted Assistance

o Reduction of Material

o Recall and Application Questions

• At Level

o Analysis and Synthesis Questions

• Above Level


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o Synthesis and Evaluation Questions

Assessments

Unit Pre-Post Exam

Unit Project: Proposal for independent scientific investigation

Lesson Quizzes (1 per lesson)

Essential Question Essay Test(s)

Outline of Key Topics

Lesson 1 – Scientific Knowledge

• The nature of science and empirical evidence

• Theory versus law

• Scientific change

Lesson 2 – Scientific Investigations

• Types of scientific investigations

• Conducting a scientific investigation

• Characteristics of reliable scientific investigations

Lesson 3 – Representing Data

• Tables

• Graphs

• Models

• Precision and Accuracy

Key Vocabulary

Empirical evidence, theory, law, experiment, observation, hypothesis, independent variable,

dependent variable, data, model, precision, accuracy


Page | 4

Unit 2 – Motion and Forces (total days for Unit 2 = 26)

Explain that energy cannot be created or destroyed but only changed from one form into

another or transferred from place to place.


Process Standards:


identify patterns and make inferences based on these patterns.

7.11 Communicate findings using graphs, charts, maps, and models through oral and written

reports.

Standard 1 - Physical Science:

7.1.5 Describe and investigate how forces between objects can act at a distance, such as

magnetic, electrical, or gravitational forces, or by means of direct contact between objects. (L3)

7.1.6 Explain that forces have magnitude and direction and those forces can be added to

determine the net force acting on an object. (L3)

7.1.7 Demonstrate and describe an object’s speed or direction of motion changes when a force

acts upon it. Demonstrate and describe that an object’s speed and direction of motion remain

unchanged if the net force acting upon it is zero. (L1,2,3)

Essential Questions

• How are distance, time, and speed related?

• How does motion change?

• What causes motion?

• What are some types of forces?








Page | 5



• Project Lead The Way ()


Lesson 1 – Motion and Speed (6)

Lesson 2 – Acceleration (4)

Lesson 3 – Forces (6)

Lesson 4 – Types of Forces (5)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project: PLTW


Page | 6




Lesson 1 – Motion and Speed

• Motion

• Speed

• Distance-Time graphs

• Velocity

Lesson 2 – Acceleration

• Acceleration

• Acceleration as a vector

Lesson 3 – Forces

• Introduction to force

• Balance and forces

• Laws of motion

Lesson 4 – Types of Forces

• Contact forces

• Non-contact forces

• Effects of gravity

• Law of Universal Gravitation

Key Vocabulary

Position, reference point, motion, speed, vector, velocity, acceleration, centripetal acceleration,

force, net force, inertia, contact force, non-contact force, magnetic force, electrical force,

gravitational force

Unit 3 – Energy (total days for Unit 3 = 34)


Page | 7

Design Process – As citizens of the constructed world, students will participate in the design

process. Students will learn to use materials and tools safely and employ the basic principles of

the engineering design process in order to find solutions to a problem.

Physical Science – Explain that energy cannot be created or destroyed but only changed from

one form to another or transferred from place to place.

Physical Science – Describe and investigate how forces between objects can act at a distance or

by means of direct contact between objects.

Science, Engineering, and Technology – Design and construct a device that converts energy from

one form to another to perform work.


Design Process:

7.6 Create the solution through a prototype. (L4)

7.7 Test and evaluate how well the solution meets the goal. (L3)

7.8 Evaluate and test the design using measurement. (L5)

Standard 1 – Physical Science:

7.1.1 Explain that when energy is transferred from one system to another, the total quantity of

energy does not change. (L2)

7.1.2 Describe and give examples of how energy can be transferred from place to place and

transformed from one form to another through radiation, convection, and conduction. (L3,6)

7.1.3 Recognize and explain how different ways of obtaining, transforming, and distributing

energy have different environmental consequences. (L6)

7.1.4 Recognize and provide evidence how light, sound, and other waves have energy and how

they interact with different materials. (L4,5)

Standard 4 – Science, Engineering, and Technology:

7.4.1 Understand that energy is the capacity to do work. (L1)

7.4.2 Explain that energy can be used to do work using many processes, for example generation

of electricity by harnessing wind energy. (L1,2,4)


Page | 8

7.4.3 Explain that power is the rate that energy is converted from one form to another. (L1)

7.4.4 Explain that power systems are used to provide propulsion for engineered products and

systems.

Essential Questions

• How is work related to energy?

• How is energy conserved?

• What is the relationship among heat, temperature, and thermal energy?

• What are waves?

• How do waves interact with matter?

• How do energy transformations affect the environment?











Lesson 1 – Work, Energy, and Power (5)

Lesson 2 – Conservation of Energy (5)

Lesson 3 – Thermal Energy and Heat (4)

Lesson 4 – Waves and Energy (5)

Lesson 5 – Interactions of Waves and Matter (5)

Lesson 6 – Effects of Energy Transfer (5)


• All Groups


Page | 9

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project: PLTW




Lesson 1 – Work, Energy, and Power

• Work

• Energy

• Power

Lesson 2 – Conservation of Energy

• Forms of energy

• Energy transformation


Page | 10

• Conservation of energy

• Energy efficiency

Lesson 3 – Thermal Energy and Heat

• Thermal energy

• Heat

• Changes of state

• Methods of thermal energy transfer

Lesson 4 – Waves and Energy

• What is a wave

• Mechanical waves

• Electromagnetic (EM) waves

• Wave properties

Lesson 5 – Interactions of Waves and Matter

• Sound and matter

• Light and matter

• Color and illusion

Lesson 6 – Effects of Energy Transfer

• Renewable and non-renewable resources

• Fossil fuels

• Alternative energy sources

Key Vocabulary

Work, energy, power, energy transformation, law of conservation of energy, efficiency, thermal

energy, heat, calorie, conduction, conductor, insulator, convection, radiation, medium,

longitudinal wave, transverse wave, mechanical wave, electromagnetic wave, amplitude,

wavelength, wave period, frequency, wave speed, reflection, absorption, transmission,

transparent, translucent, opaque, refraction, scattering, renewable resource, nonrenewable

resource, fossil fuel

Unit 4 – Earth’s Structures (total days for Unit 4 = 43)


Page | 11

Describe how Earth processes have shaped the topography of the Earth, and have made it

possible to measure geological time.


Process Standards:



Standard 2 – Earth and Space Systems:

7.2.1 Describe how the Earth is a layered structure composed of lithospheric plates, a mantle,

and a dense core. (L5,6)

7.2.2 Recognize that the Earth possesses a magnetic field that is detectable at the surface with

a compass. (L2)

7.2.4 Explain how convection currents in the mantle cause lithospheric plates to move causing

fast changes like earthquakes and volcanic eruptions, and slow changes like creation of

mountains and formation of new ocean floor. (L6,7,8,9)

7.2.5 Describe the origin and physical properties of igneous, metamorphic, and sedimentary

rocks and how they are related through the rock cycle. (L2,9)

7.2.6 Describe physical and chemical characteristics of soil layers and how they are influenced

by the process of soil formation, including the action of bacteria, fungi, insects, and other

organisms. (L4)

7.2.7 Use geological features such as karst topography and glaciation to explain how large-scale

physical processes have shaped the land. (L3)

Essential Questions

• What are minerals, how do they form, and how can they be used?

• What is the rock cycle?

• How do water and ice change the Earth’s surface?

• How does soil form?

• What are Earth’s layers?

• What is plate tectonics?

• How do mountains form?


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• What are earthquakes?

• How do volcanoes change Earth’s surface?










Lesson 1 – Minerals (4)

Lesson 2 – The Rock Cycle (6)

Lesson 3 – Processes that Shape the Land (4)

Lesson 4 – Soil Formation (4)

Lesson 5 – Earth’s Layers (3)

Lesson 6 – Plate Tectonics (6)

Lesson 7 – Mountain Building (3)

Lesson 8 – Earthquakes (3)

Lesson 9 – Volcanoes (5)


• All Groups

o Grouping/Teams

o Class Discussions






Page | 13



• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project: to be determined




Lesson 1 – Minerals

• Matter and minerals

• Formation of minerals

• Types of minerals

• Properties of minerals

Lesson 2 – The Rock Cycle

• Rock and processes that change rock

• The classes and properties of rock

• Rock cycle

Lesson 3 – Processes that Shape the Land

• Erosion and deposition by surface water

• Erosion and deposition by ground water


Page | 14

• Erosion and deposition by ice

Lesson 4 – Soil Formation

• Soil formation

• Soil horizons

• Soil characteristics

Lesson 5 – Earth’s Layers

• Earth’s compositional layers

• Earth’s physical layers

Lesson 6 – Plate Tectonics

• Theory of plate tectonics

• Tectonic plates

• Types of plate boundaries

• Causes of tectonic plate motion

Lesson 7 – Mountain Building

• Deformation and folding

• Faulting

• Mountains

Lesson 8 – Earthquakes

• What earthquakes are and why they happen

• Where earthquakes happen

• Effects of earthquakes

Lesson 9 – Volcanoes

• Volcanoes

• Volcanic landforms

• Where volcanoes form

Key Vocabulary

Mineral, element, atom, compound, matter, crystal, streak, luster, cleavage, weathering,

erosion, deposition, igneous rock, sedimentary rock, metamorphic rock, rock cycle, uplift,


Page | 15

subsidence, rift zone, floodplain, delta, alluvial fan, groundwater, sinkhole, karst topography,

glacier, glacial drift, crust, mantle, convection, core, lithosphere, asthenosphere, mesosphere,

Pangaea, convergent boundaries, divergent boundaries, transform boundaries, tectonic plates,

plate tectonics, deformation, folding, fault, shear stress, tension, compression, earthquake,

focus, epicenter, elastic rebound, volcano, magma, lava, vent, hot spot

Unit 5 – The Changing Earth (total days for Unit 5 = 17)

Describe how Earth processes have shaped the topography of the earth and have made it

possible to measure geological time.


Page | 16


Process Standards:



7.9 Evaluate possible causes for differing results (valid data).


7.2.3 Characterize the immensity of geologic time and recognize that it is measured in eras and

epochs. (L3)

7.2.8 Compare and contrast fossils with living organisms in a given location to explain how Earth

processes have changed environments over time. (L1,2,3)

Essential Questions

• What do fossils tell us about Earth’s history?

• How do scientists measure the ages of rock?

• How do we learn about Earth’s history?










Lesson 1 – Fossils and Changing Environments (4)

Lesson 2 – Relative Dating and Absolute Dating (4)

Lesson 3 – Geologic Change over Time (4)



Page | 17

• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project: to be determined




Lesson 1 – Fossils and Changing Environments

• Fossils

• Fossils as evidence of Earth’s changing environments and climates

Lesson 2 – Relative Dating and Absolute Dating

• Rock layers in relative dating

• Fossils and geological columns in relative dating


Page | 18

• Absolute dating

• Index fossils

Lesson 3 – Geologic Change over Time

• Records of Earth’s geological history

• Earth’s changing landforms

• Evidence for changes in Earth’s climate

• The geological time scale

Key Vocabulary

Fossil, trace fossil, relative dating, law of superposition, unconformity, geologic column,

absolute dating, radioactive decay, half-life, radiometric dating, continental drift, climate, ice

core, geologic time scale, eon, era, period, epoch

Unit 6 – The Cell (total days for Unit 6 = 28)

Understand the cellular structure of living organisms, both single-celled and multicellular.



Page | 19

Process Standards:


7.10 Compare the results of an experiment with the prediction.

Standard 3 – Life Science:

7.3.1 Explain that all living organisms are composed of one or more cells and that the many

functions needed to sustain life are carried out within such cells. (L1,2)

7.3.2 Understand that water is a major component within cells and is required to carry out

many cellular functions. (L2)

7.3.3 Explain that although the way cells function is similar in all living organisms, multicellular

organisms also have specialized cells, whose specialized functions are directly related to their

structure. (L3)

7.3.4 Compare and contrast similarities and differences between specialized subcellular

components within plant and animal cells, including organelles and cell walls that perform

essential functions and give a cell its shape and structure. (L3)

7.3.5 Explain that cells in multicellular organisms repeatedly divide to make more cells for

growth and repair. (L4)

7.3.6 Explain that after fertilization, a small cluster of cells divides to form the basic tissues of an

embryo which further develops into all the specialized tissues and organs within a multicellular

organism. (L5)

7.3.7 Describe how various organs and tissues serve the needs of cells for nutrient and oxygen

delivery and waste removal. (L4,5)

Essential Questions

• What are living things made of?

• What are the building blocks of organisms?

• What are the different parts that make up a cell?

• How do organisms maintain homeostasis?

• How are living things organized?



Page | 20









Lesson 1 – The Characteristics of Cells (4)

Lesson 2 – Chemistry of Life (4)

Lesson 3 – Cell Structure and Function (5)

Lesson 4 – Homeostasis and Cell Processes (6)

Lesson 5 – Levels of Cellular Organization (4)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level



Page | 21

Assessments

Unit Pre-Post Exam

Unit Project(s): DNA: From Genes to Proteins (DeltaSci Module) / Investigating the Plague




Lesson 1 – The Characteristics of Cells

• The cell

• The cell theory

• Two types of cells

Lesson 2 – Chemistry of Life

• Atoms and molecules

• Four main molecules

• Cell membranes

Lesson 3 – Cell Structure and Function

• Eukaryotic cells

• Parts of Eukaryotic cells

• Plant and animal cells

Lesson 4 – Homeostasis and Cell Processes

• Homeostasis

• Cell energy and cell cycle

• Material exchange in cells

Lesson 5 – Levels of Cellular Organization

• Cells to organisms

• Cellular structure and function

• Systems work together


Page | 22

Key Vocabulary

Cell, organism, cell membrane, cytoplasm, organelle, nucleus, prokaryote, eukaryote, atom,

molecule, lipid, protein, carbohydrate, nucleic acid, phospholipid, cytoskeleton, mitochondrion,

ribosome, endoplasmic reticulum, Golgi complex, cell wall, vacuole, chloroplast, lysosome,

homeostasis, photosynthesis, cellular respiration, mitosis, passive transport, diffusion, osmosis,

active transport, endocytosis, exocytosis, organism, tissue, organ, organ system, structure,

function

8th Grade

Unit 1 – Nature of Science (total days for Unit 1 = 19)

Students gain scientific knowledge by observing the natural and constructed world, performing

and evaluating investigations and communicating their findings. These principles should guide

student work and be integrated into the curriculum along with the content standards on a daily

basis.


Page | 23


Process Standards:


(L3)

8.2 Plan and carry out investigations as a class, in small groups or independently often over a

period of several class lessons. (L3)

8.3 Collect quantitative data with appropriate tools or technologies and use appropriate units

to label numerical data. (L1,3,4)

8.4 Incorporate variables that can be changed, measured or controlled. (L3)

8.5 Use the principles of accuracy and precision when making measurement. (L3)

8.6 Test predictions with multiple trials. (L3)

8.7 Keep accurate records in a notebook during investigations. (L3)


identify patterns and make inferences based on these patterns. (L3,4)

8.9 Evaluate possible causes for differing results (valid data). (L3)

8.10 Compare the results of an experiment with the prediction. (L1,3)

8.11 Communicate findings using graphs, charts, maps and models through oral and written

reports. (L4)

Essential Questions

• What are the characteristics of science?

• How do scientists develop explanations?

• How do scientists discover things?

• How do scientists show the results of investigations?

• How do scientists and society work together?





Page | 24







Lesson 1 – What is Science? (3)

Lesson 2 – Scientific Knowledge (2)

Lesson 3 – Scientific Investigations (3)

Lesson 4 – Representing Data (3)

Lesson 5 – Science and Society (3)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments


Page | 25

Unit Pre-Post Exam

Unit Project: Proposal for independent scientific investigation




Lesson 1 – What is Science?

• Definition of science

• Scientific explanations:

o Theories

o Laws

• Traits of Scientists

• Science and Pseudoscience

Lesson 2 – Scientific Knowledge

• Developing explanations – hypotheses

• Supporting theories

• Evaluating evidence

Lesson 3 – Scientific Investigations

• Conducting a scientific investigation

• Types of scientific investigations

• Characteristics of good scientific investigations

Lesson 4 – Representing Data

• Tables

• Graphs

• Models

Lesson 5 – Science and Society

• Impact of science on society

• Science and decision-making


Page | 26

Key Vocabulary

science, empirical evidence, pseudoscience, experiment, observation, hypothesis,

independent variable, dependent variable, data, model, society, economics, politics

Unit 2 – Matter (total days for Unit 2 = 28)

Physical Science - Describe how atomic structure determines chemical properties and how

atoms and molecules interact.

Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a

problem based on their specific properties and characteristics.


Standard 1 - Physical Science:


Page | 27

8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately

one hundred elements. (L3,4,5)

8.1.2 Understand that elements are organized on the periodic table based on atomic number.

(L5)

8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of

substances. (L6)

8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that

atom interacts with other atoms. (L4.6)

8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with

diagrams the relationship between atoms and compounds and/or molecules. (L3,6)

8.1.6 Explain that elements and compounds have characteristic properties such as density,

boiling points and melting points that remain unchanged regardless of the sample size. (L1,3)

8.1.7 Explain that chemical changes occur when substances react and form one or more

different products, whose physical and chemical properties are different from those of the

reactants. (L2,6)

8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the

product are the same as in the reactants and that the total mass of the reacting system is

conserved. (L2,6)

Essential Questions

• What are the physical and chemical properties of matter?

• What are physical and chemical changes of matter?

• How do pure substances and mixtures compare?

• What makes up an atom?

• How are elements arranged on the periodic table?

• How do atoms interact?







Page | 28






Lesson 1 – Properties of Matter (4)

Lesson 2 – Physical and Chemical Changes (4)

Lesson 3 – Pure Substances and Mixtures (4)

Lesson 4 – The Atom (3)

Lesson 5 – The Periodic Table (4)

Lesson 6 – Interactions of Atoms (4)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments


Page | 29

Unit Pre-Post Exam

Unit Project:




Lesson 1 – Properties of Matter

• Physical properties

• Chemical properties

• Comparing physical and chemical properties

• Using properties to identify unknown substances

Lesson 2 – Physical and Chemical Changes

• Physical change

• Chemical change

• Comparing physical and chemical change

• Law of Conservation of Mass

Lesson 3 – Pure Substances and Mixtures

• How particles combine

• Pure substances: elements and compounds

• Mixtures

Lesson 4 – The Atom

• Atomic Theory

• The parts of the atom

Lesson 5 – The Periodic Table

• Information on the Periodic Table

• The arrangement of elements on the Periodic Table

Lesson 6 – Interactions of Atoms


Page | 30

• Chemical bonds and chemical changes

• Chemical equations

• Modeling chemical bonds

Key Vocabulary

Physical property, chemical property, physical change, chemical change, law of conservation of

mass, atom, element, compound, mixture, pure substance, heterogeneous, homogeneous,

proton, neutron, nucleus, electron, electron cloud, atomic number, mass number, periodic table,

chemical symbol, average atomic mass, metal, nonmetal, metalloid, group, period, chemical

bond, molecule, chemical equation, chemical formula, reactant, product, valence electron

Unit 3 – Energy in the Earth System (total days for Unit 3 = 24)

Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving

the processes that result in the wind, ocean currents, and the water cycle.

Earth and Space Systems – Describe how human activities have changed the land, water, and

atmosphere.


Standard 2: Earth and Space Systems:

8.2.1 – recognize and demonstrate how the sun’s energy drives convection in the atmosphere

and in bodies of water, which results in ocean currents and weather patterns. (L1-5)


Page | 31

8.2.2 – Describe and model how water moves through the earth’s crust, atmosphere, and

oceans in a cyclic way, as liquid, vapor, and solid. (L1)

8.2.3 – Describe the characteristics of ocean currents and identify their effects on weather

patterns. (L1,5)

8.2.4 – Describe the physical and chemical composition of the atmosphere at different

elevations. (L1,2)

Essential Questions

• What are the parts of the Earth system?

• What is the atmosphere?

• How does energy move through Earth’s system?

• What is wind?

• How does water move in the ocean?








• ScenceNews Magazine



Lesson 1 – Earth’s Spheres (4)

Lesson 2 – The Atmosphere (2)

Lesson 3 – Energy Transfer (4)

Lesson 4 – Wind in the Atmosphere (4)

Lesson 5 – Ocean Currents (5)



Page | 32

• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project:




Lesson 1 – Earth’s Spheres

• Earth system and geosphere

• Hydrosphere and cryosphere

• Atmosphere and biosphere

• Earth’s spheres interact

Lesson 2 – The Atmosphere


Page | 33

• Composition, air pressure, and temperature of the atmosphere

• Structure of the atmosphere

• Life and the atmosphere

Lesson 3 – Energy Transfer

• Temperature, heat, thermal energy, and thermal expansion

• Radiation

• Convection

• Conduction

Lesson 4 – Wind in the Atmosphere

• The movement of air

• Global winds

• Local winds

Lesson 5 – Ocean Currents

• Surface currents in the ocean

• Deep currents in the ocean

• Upwelling

• Ocean circulation

Key Vocabulary

Earth system, geosphere, hydrosphere, cryosphere, atmosphere, biosphere, air pressure,

thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, thermal

energy, thermal expansion, radiation, convection, conduction, wind, Coriolis effect, jet stream,

ocean current, surface current, upwelling, convection current, deep current


Page | 34

Unit 4 – Weather and Climate (total days for Unit 4 = 26)

Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving

the processes that result in wind, ocean currents, and the water cycle.

Earth and Space Systems – Describe how human activities have changed the land, water, and

atmosphere.





8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere

and in bodies of water, which results in ocean currents and weather patterns. (L1,3,5)


Page | 35

8.2.2 Describe and model how water moves through the Earth’s crust, atmosphere, and oceans

in a cyclical way, as liquid, vapor, and solid. (L1,2,3,5)

8.2.3 Describe the characteristics of ocean currents and identify their effects on weather

patterns. (L3,5)

8.2.5 Describe the conditions that cause Indiana weather and weather-related events such as

tornadoes, lake effect snow, blizzards, thunderstorms, and flooding. (L2,3,4,6)


8.4.1 Understand how the strength of attractive forces between particles in a material helps to

explain many physical properties of the material, such as why different materials exist as gases,

liquids, or solids at a given temperature. (L6)

Essential Questions

• How does water change state and move around on Earth?

• What is weather and how can we describe different types of weather?

• How do the water cycle and weather patterns affect local weather?

• How can humans protect themselves from hazardous weather?

• How is climate affected by energy from the sun and variations on Earth?

• What are the weather and climate like in Indiana?










Lesson 1 – The Water Cycle (4)

Lesson 2 – Elements of Weather (2)


Page | 36

Lesson 3 – What Influences Weather (3)

Lesson 4 – Severe Weather and Weather Safety (4)

Lesson 5 – Climate (5)

Lesson 6 – Indiana Weather and Climate (3)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project:





Page | 37

Lesson 1 – The Water Cycle

• Water cycle and change of state

• Water in the atmosphere

• Water in the oceans and on land

• Transport of matter and energy

Lesson 2 – Elements of Weather

• Elements of weather

• Measuring elements of weather

Lesson 3 – What Influences Weather

• How the water cycle influences weather

• How patterns in the atmosphere affect weather

• How patterns in the ocean affect weather

Lesson 4 – Severe Weather and Weather Safety

• Hazardous weather

• Safety and weather

Lesson 5 – Climate

• Climate versus weather

• Solar energy and climate

• Other factors that affect climate

• Climate zones

Lesson 6 – Indiana Weather and Climate

• Indiana weather

• Indiana climate

Key Vocabulary

Water cycle, evaporation, transpiration, sublimation, condensation, precipitation, weather,

humidity, relative humidity, dew point, visibility, air mass, front, thunderstorm, lightning,


Page | 38

thunder, hurricane, storm surge, tornado, climate, latitude, topography, elevation, lake-effect

snow, blizzard

Unit 5 – Human Impact on Earth (total days for Unit 5 = 20)

Explain how the sun’s energy heats the air, land, and water, driving the processes that result in

wind, ocean currents, and the water cycle.

Describe how human activities have changed the land, water, and atmosphere.



8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as

air, soil, light, noise and water pollution. (L2,3,4,5)

8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing

consumption and the development of alternatives can reduce the rate of their depletion. (L1,5)

8.2.8 Explain that human activities, beginning with the earliest herding and agricultural

activities, have drastically changed the environment and have affected the capacity of the


Page | 39

environment to support native species. Explain current efforts to reduce and eliminate these

impacts and encourage sustainability. (L2,3,4,5)

Essential Questions

• What are Earth’s natural resources?

• What impact can humans have on land resources and soil quality?

• What impact can human activity have on water quality?

• What impact can human activities have on air quality?

• How can Earth’s resources be used wisely?











Lesson 1 – Natural Resources (3)

Lesson 2 – Human Impact on Land (3)

Lesson 3 – Human Impact on Water (3)

Lesson 4 – Human Impact on Atmosphere (3)

Lesson 5 – Protecting Earth’s Water, Land, and Air (3)


• All Groups

o Grouping/Teams

o Class Discussions




Page | 40

o Blooms Taxonomy Questioning




• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project:

Lesson Quizzes (1 per lesson)Essential Question Essay Test(s)


Lesson 1 – Natural Resources

• Natural resources

• Renewable and nonrenewable resources

• Material and energy resources

Lesson 2 – Human Impact on Land

• How humans use land

• Land degradation

Lesson 3 – Human Impact on Water

• Water as a resource

• Water pollution

• Water quality

• Water supply and flow


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Lesson 4 – Human Impact on Atmosphere

• Air and air pollution

• Effects of human activities on atmosphere

• Air quality and health

• Air pollution and Earth

Lesson 5 – Protecting Earth’s Water, Land, and Air

• Conservation and stewardship

• Preservation and conservation of water

• Land management and conservation

• Reducing air pollution

Key Vocabulary

Natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource,

energy resource, urbanization, land degradation, deforestation, desertification, water pollution,

thermal pollution, eutrophication, potable, reservoir, Greenhouse effect, particulate, air

pollution, smog, acid precipitation, air quality, conservation, stewardship

Unit 6 – Life over Time (total days for Unit 6 = 15)

Life Science – Understand the predictability of characteristics being passed from parents to

offspring.

Life Science – Explain how a particular environment selects for traits that increase the likelihood

of survival and reproduction by individuals bearing those traits.





8.3.1 Explain that reproduction is essential for the continuation of every species and is the

mechanism by which all organisms transmit genetic information. (L1)

8.3.5 Identify and describe the difference between inherited traits and physical and behavioral

traits that are acquired or learned. (L1)


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8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and

differences. Use the data collected to organize the organisms into groups and predict their

relatedness. (L2,3)

8.3.7 Recognize and explain that small genetic differences between parents and offspring can

accumulate in successive generations so that descendants may be different from their

ancestors. (L1)

8.3.8 Examine traits of individuals within a population of organisms that may give them an

advantage in survival and reproduction in a given environment or when the environment

changes. (L1)

8.3.9 Describe the effect of environmental changes on populations of organisms when their

adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a

species can ultimately result. (L1)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective

breeding. (L1)


8.4.3 Investigate the properties (mechanical, chemical, thermal, magnetic, and optical) of

natural and engineered materials. (L1)

Essential Questions

• What is the theory of evolution by natural selection?

• What evidence supports the theory of evolution?

• How are organisms classified?











Page | 43

Lesson 1 – Theory of Evolution by Natural Selection (4)

Lesson 2 – Evidence of Evolution (3)

Lesson 3 – Classification of Living Things (3)


• All Groups

o Grouping/Teams

o Class Discussions



o Blooms Taxonomy Questioning(see appendix B)




• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project(s):




Lesson 1 – Theory of Evolution by Natural Selection


Page | 44

• Charles Darwin’s observations

• Natural selection

• Extinction and environmental change

Lesson 2 – Evidence of Evolution

• Fossil evidence

• Structural evidence

• Genetic evidence

• Embryological evidence

Lesson 3 – Classification of Living Things

• Classification and shared characteristics

• Naming organisms and levels of classification

• Domains

• Kingdoms, branching diagrams, and dichotomous keys

Key Vocabulary

Evolution, artificial selection, natural selection, variation, adaptation, extinction, fossil, fossil

record, species, genus, domain, bacteria, Archaea, Eukarya, Animalia, Plantae, Protista, Fungi,

dichotomous key


Page | 45

Unit 7 – Reproduction and Heredity (total days for Unit 7 = 23)

Understand the predictability of characteristics being passed from parents to offspring.

Explain how a particular environment selects for traits that increase the likelihood of survival

and reproduction by individuals bearing those traits.



8.3.1 Explain that reproduction is essential for the continuation of every species and is the

mechanism by which all organisms transmit genetic information. (L1,3)

8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual

reproduction. (L3)

8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by

chromosomes. (L1,2,3,4)

8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and

chromosomes. (L1,4)


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8.3.5 Identify and describe the difference between inherited traits and physical and behavioral

traits that are acquired or learned. (L4)

Essential Questions

• How do cells divide?

• How do cells divide for sexual reproduction?

• How do organisms reproduce?

• How are traits inherited?

• How are patterns of inheritance studied?










Lesson 1 – Mitosis (4)

Lesson 2 – Meiosis (4)

Lesson 3 – Sexual and Asexual Reproduction (3)

Lesson 4 – Heredity (4)

Lesson 5 – Punnett Squares and Pedigrees (3)


• All Groups

o Grouping/Teams

o Class Discussions





Page | 47




• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam

Unit Project(s):




Lesson 1 – Mitosis

• Why cells divide

• Genetic material and cell division

• Mitosis

Lesson 2 – Meiosis

• Sex cells

• Meiosis

• Steps of Meiosis

• Meiosis versus Mitosis

Lesson 3 – Sexual and Asexual Reproduction

• Asexual reproduction


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• Sexual reproduction

• Comparing asexual and sexual reproduction

Lesson 4 – Heredity

• Mendel’s work

• DNA’s role in inheritance

• Genes, traits, and characteristics

Lesson 5 – Punnett Squares and Pedigrees

• Punnett squares

• Pedigrees

Key Vocabulary

DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, homologous chromosomes,

meiosis, asexual reproduction, sexual reproduction, fertilization, heredity, gene, allele,

genotype, phenotype, dominant, recessive, incomplete dominance, codominance, probability,

ratio, Punnett square, pedigree


Page | 49

Unit 8 – DNA and Modern Genetics (total days for Unit 8 = 10)

Understand the predictability of characteristics being passed from parents to offspring.

Explain how a particular environment selects for traits that increase the likelihood of survival

and reproduction by individuals bearing those traits.



8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and

chromosomes. (L1,4)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective

breeding. (L1)

Essential Questions

• What is DNA?

• How does biotechnology impact our world?





Page | 50






• DNA Resource (Delta Science Module)

• DNA Learning Center (Online Website)


Lesson 1 – DNA Structure and Function (4)

Lesson 2 – Biotechnology (3)


• All Groups

o Grouping/Teams

o Class Discussions







• Below Level





• At Level


• Above Level


Assessments

Unit Pre-Post Exam


Page | 51

Unit Project(s): Protein Synthesis Activity




Lesson 1 – DNA Structure and Function

• DNA structure

• DNA replication

• Mutations

• DNA transcription and translation

Lesson 2 – Biotechnology

• Applications of biotechnology

• Biotechnology and society

Key Vocabulary

DNA, nucleotide, replication, mutation, RNA, ribosome, biotechnology, artificial selection,

genetic engineering, clone


Page | 52

Literacy integration Plan

Will incorporate an extensive reading and writing plan based on an approach by Creech and

Hale, in collaboration with the Strategic Literacy Initiative at WestEd. (*see appendix A for

complete details)

Literacy Plan Outline

1st Quarter:

Metacognitive Logs – a yearlong literacy routine.

Science in the News – a yearlong literacy routine.

2nd Quarter:

Read a nonfiction science book, then write a children’s science book.

3rd Quarter:

Read a biography of a scientist, then write and present a historical vignette based on

that historical figure.

4th Quarter:

Read a work of fiction – science related, then participate in a journaling and “book club”

sharing activity.


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Appendix A – “Literacy in Science: A Natural Fit”

Reading is an essential part of science literacy, but what, when, and how can we incorporate

reading in the science classroom? Like many of my colleagues, I avoided relying on the textbook

by engaging students in lectures, hands-on activities, demonstrations, and videos.

Unfortunately, as each year passed, my students read less while I worked harder.

I wanted students to become the scientifically literate citizens envisioned in the National

Science Education Standards: students who read science, enjoy reading science, and even

experience the passion I feel for the natural world. However, with 65% of incoming freshmen at

my school reading below the sixth-grade level, it was clear that our science curriculum,

especially the textbook, did not include motivating or accessible reading for most students. To

bring reading back into our science classrooms, my colleague, Ann Akey, and I designed four

quarterly reading projects with yearlong literacy routines that we use successfully with our

ninth-grade students, including English language learners.

An inquiry approach to literacy and science

We created these projects as part of a three-year professional inquiry into literacy in science

with our colleagues at the Strategic Literacy Initiative at WestEd. The two yearlong literacy

routines we developed are based on Reading Apprenticeship, an instructional framework

offered by the Strategic Literacy Initiative (Schoenbach et al. Promoting student literacy

through inquiry A Natural Fit in LITERACY Janet Creech and Gina Hale February 2006 1999) to

support middle and high school student literacy in content areas. Reading Apprenticeship

encourages reading in classrooms as an active problem-solving process. Students and teachers

engage in a shared inquiry into literacy by taking mental risks as they read together and discuss

their reading processes, confusions, and methods of resolution. Creating a classroom climate


Page | 54

that supports inquiry is essential to both science and literacy learning. This connection to

inquiry made the Reading Apprenticeship approach a natural fit in our science classrooms

(Schoenbach et al. 2003).

Yearlong metacognitive conversation

To begin our classroom inquiries into science literacy, we talk about our thinking processes

every day as we delve into lab procedures, graphs, data tables, and all the different “texts” of

science. I model talking aloud about my own thinking processes and encourage students to

“think aloud” about how they make sense of what they are doing. Through this metacognitive

conversation, students learn that text includes labs, data, and their own work, and that reading

is an active problem-solving process.

As this way of working becomes comfortable and routine, I teach students to record their

thinking by writing down their confusions, questions, connections, clarifications, and

summaries in “Metacognitive Reading Logs.”[Editor’s note: The tools and projects described in

this article, including Metacognitive Logs, were created by the author and can be downloaded

from the Reading Apprenticeship website at http://wested.org/stratlit.]

As a yearlong literacy routine, these logs take on different forms depending on their purpose.

Some are as simple as a vertical line drawn down the center of a piece of binder paper with an

“I read” heading on the left and an “I thought” heading on the right. At other times logs may

contain a series of sentence stems to choose among and complete such as “I was confused by”

or “This reminded me of.”

Often students are asked to write questions, short summaries, or personal connections to what

they are reading. Some logs have a printed format, some are kept in spiral notebooks, and

others are simply written on the edges of the reading handout itself. This routine metacognitive

writing and conversation supports students throughout the year as they encounter more

difficult texts and complex reading tasks. Once we establish this foundation, we are ready to

expand our reading experiences.

Four non-textbook reading projects

We begin our reading projects in the first quarter with “Science in the News” (SIN), which we

also continue throughout the year—along with the Metacognitive Logs—as a yearlong literacy

routine. In the second quarter we introduce a nonfiction reading project and accompanying

children’s science book writing project. In the third quarter students read a biography of a

scientist and present Interactive Historical Vignettes (Roack and Wandersee 1993). In the fourth

quarter, students read fiction books and participate in book clubs (Steineke 2002). Although we


Page | 55

sequenced these projects to take advantage of students’ growing skills, motivation, and

stamina, any of these projects can be used independently of the others (Figure 1).

Science in the News

To help students read, evaluate, and discuss scientific issues and findings that appear in popular

media, we developed SIN, a format to help students have an informed scientific perspective.

Figure 2 summarizes the student objectives of SIN.

We assigned the first SIN as homework, providing a structured report format and instructions

to find a science article in a newspaper or magazine (Figure 3). We thought our highly

structured report format would help students read deeply. Looking at student work samples,

however, we realized that even with relatively accessible text, such as the daily newspaper,

students were not able to read and respond to the science without more help. The report

format was not enough support; we had to teach our students how to read science in the news.

I started by finding an article to read and discuss in class. In small groups, students read the

article and completed a SIN reading together, discussing how they approached highlighting the

methods and results and how they constructed summaries. Teams shared their results with the

whole class while I recorded their reading strategies on an overhead. Later we read anonymous

student work samples, evaluating them using our new understandings of how to read SIN.

Our efforts paid off. With practice, students are able to do the SIN reading activities

independently. Teams discuss the science in the reading, instead of how to read the science.

Working together, students become expert readers of science in the news. More importantly,

we are learning that science literacy is not a fixed object; people are not good readers or

nonreaders, but evolving readers. Figure 4 (p. 26) shows the grading rubric for this project.

Read a nonfiction book and write a children’s science book

First quarter Second quarter Third quarter Fourth quarter

Metacognitive Logs (Yearlong literacy routine)


Page | 56

In the fall our classes make a trek to the school library’s nonfiction science section. We give

students a chart that describes where science topics can be found and let students look for a

book that interests them. Once they find one, we negotiate. Because our goals for this project

are to build fluency, stamina, and motivation as well as general science knowledge, our focus is

helping students find books that genuinely interest them and that are not too difficult. As a

result, I start to see science-based library books appearing at Sustained Silent Reading—20

minutes of reading a day, a school wide policy—instead of magazines and newspapers.

FIGURE 1

FIGURE 2

Monthly Science in the News objectives.

◆ Highlight the research methods or procedures.

◆ Highlight in a different color the results or conclusions.

◆ Use highlighting to summarize procedures and results.

◆ Report the name and expertise of a researcher or scientist involved.

◆ Draw a picture or diagram of an important aspect of the research.

◆ Compose a brief summary of the big idea.

◆ Ask a question of the researchers or the author.

During the next four to five weeks students complete most of their reading outside of class with

the support of teacher-generated Metacognitive Logs designed specifically for nonfiction text. I

collect and check these logs weekly to give students written encouragement on their progress.

Science in the News (Yearlong literacy routine)

Introduction to metacognitive

conversation, Metacognitive

Logs, Science in the News

Read a nonfiction science

book

Write a children’s science

book

Read the biography of a

scientist

Present a historical vignette

Read a fiction book with good

science

Book club discussions


Page | 57

When they finish reading, students demonstrate their understanding of the topic by writing and

illustrating a children’s science book on the same subject.

Tapping into students’ interests produces some amazing results and encourages student

engagement. One English language learner filled her book with photos and descriptions of her

own beloved parrots. Another student, who produced little other work during the year, wrote a

book about lizards, which he proudly shared. Many students chose their children’s book

projects (from their science class!) to include in their schoolwide assessment portfolios as

evidence for meeting reading and writing expectations.

Read a scientist’s biography and present an interactive historical vignette

Empowering students with personal knowledge about real scientists and the work they do is

our primary goal for the biography project. For instance, during a class discussion of the

Tacoma Narrows Bridge failure, a student who had just finished Joseph Strauss’ biography for

his reading project eagerly explained that Strauss, who designed the Golden Gate Bridge,

planned for the bridge to flex up and down several feet to prevent a failure like the Tacoma

Narrows disaster.

When we initially introduced the biography project, we reencountered a familiar problem. We

lacked motivating and accessible text to read. Our library had a scant collection of dusty,

unused volumes of “classics.” Over the next three years, we added biographies of women

scientists, such as A Feeling for the Organism:

FIGURE 3

Science in the News report student handout.

Name: ____________________________________________________________Period:

____________________________________________________________Month:

____________________________________________________________Topic:

_____________________________________________________________Due date:

__________________________________________________________Internet use (circle one):

No Yes (any reputable source) Yes (Newsbank only)

Directions:

1. Find an article about scientific research/observations that was published in a newspaper,

magazine or journal during the month listed above. The article must be at least 200 words long.


Page | 58

2. Read the article and write down what the scientists were trying to find out (what question

were they trying to answer)?

3. Underline, in two different colors, the following information (color in the boxes to make a

key).

❑ The methods the scientists were using (procedure) and the type of data collected.

❑ What the scientists found out (results and conclusion).

4. Answer the questions below.

5. Staple the article, or a copy of it, to the back of this page.

6. Turn in this assignment on or before the due date listed above.

Questions:

1. a) Title of the article _______________________________________________b) Topic of the

article ______________________________________________c) Author(s)

______________________________________________________d) Source of article (name of

newspaper, magazine, address/URL and name of internet site)

_____________________________________________________

2. a) Write the full name and title (if given) of a person quoted in the article. (If no one is

quoted, choose a different article.)

b) Why was this person quoted? What is his/her expertise?

3. How did scientists obtain the evidence on which this article is based? What steps did they

follow, what types of tools did they use, and what type of data did they collect?

4. Draw a diagram of the important information explained in this article. Label your drawing

with words/descriptions.

5. Write a summary of this article. Your summary must be at least four complete sentences in

your own words. Do not use direct quotes from the article.

6. Do some more thinking about this article. Write at least one “on my own” question that you

would like to ask the author or the scientists involved.

26 The Science Teacher


Page | 59

The Life and Work of Barbara McClintock (Keller 1983); scientists of color, such as Charles Drew:

Life-Saving Scientist (Shapiro 1997); contemporary researchers, such as The Beak of the Finch

(Weiner 1994) about the work of Peter and Rosemary Grant; and the accessible biography

series Great Minds of Science and Scientists Who Changed the World. For a full list of the books

we have added, visit http://wested.org/stratlit and click on “Resources,” then “Resources for

Teachers,” and finally “Extensive Reading in Science.”

Once we had enough texts involving scientist biographies that students could and would read

independently, students could do most of the reading outside of class. We developed new

Metacognitive Log prompts to help students make connections to the influence of culture and

society on scientific thought. Once students finish their reading, they write 250-word vignettes

about a major event in the scientist’s life. They dress like their scientists, bring props

representing the scientists’ work, and read their vignettes in small groups. The “scientists” ask

their peers in these small groups to discuss opinions about their work and discoveries.


Page | 60

As students present I walk around and listen. Within groups, students keep track of each

other’s presentations

Question is related to article and thoughtful.by using a checklist to assure that all required

aspects of the scientist’s life are covered. Students are asked to use this checklist to prompt the

speaker if omissions occur, thus creating a collaborative approach to discovering the scientist’s

achievements with the reporting student serving as resident expert.

This is my favorite literacy activity of the year. I give extra credit if students make and wear a

life-size mask of the scientist’s face for their presentation. Later, I hang the masks around the

room to create a gallery of scientific greats “participating” in class for the remainder of the

school year. Allowing students to assume identities of scientists is a powerful tool to help them

connect to the process of scientific discovery and the impact of political and religious beliefs on

Beginning Developing Proficient

Selection of

article

Not about science.

No authority quoted.

Source of article not stated.

Fewer than 200 words.

Includes science content.

Authority quoted.

Source stated.

200 words or more.

Includes scientific research.

Authority quoted.

Reliable source stated.

200 words or more.

Understanding

of article

Highlighting misses important points and/or includes extraneous material.

Summary misses key points and/or includes nonessentials.

Most highlighting correctly identifies important points.

Summary shows understanding of most key points.

Highlighting shows understanding of scientific methodologies and results.

Summary shows understanding of all key points.

Completion One or more section not attempted and/or partial responses to prompt.

All sections attempted.

Responses do not always address prompt.

All sections completed.

Responses address all aspects of theprompt.

Quality Responses show limited understanding of the article.

Responses are not written in complete sentences.

Responses are unorganized, hurried, scattered, or messy, with little evidence for active engagement in the project.

Question is unrelated to or answered in the article.

Responses show partial understanding of the article.

Most responses are written in complete sentences.

Responses are poorly organized and show some engagement, with attempts at responding thoughtfully.

Question is related to article but tangential or vague.

Responses show evidence of completeunderstanding of the article.

All responses are written in complete sentences.

Responses are organized, show attention to detail, thoughtfulness, and active engagement in the project.

Question is related to article and thoughtful.


Page | 61

the history of scientific thought, as related to Content Standard G, The History and Nature of

Science (NRC 1996, p. 200).

Read a fiction book with good science content and participate in a book club

Do you remember reading something that hooked you on science—a novel, or even a comic

book? This last project elicits raised eyebrows—popular fiction in a

FIGURE 5

Examples of book club options.

Low reading level book choices

A Bone From A Dry Sea Peter Dickinson

Julie of the Wolves Jean George

The Missing Gator of Gumbo Limbo Jean George

There’s An Owl in the Shower Jean George

Shark Beneath the Reef Jean George

Clan Apis Jay Hosler

Medium reading level book choices

The Core Dean Wesley Smith

The Dechronization of Sam Magruder George

Simpson

The Perfect Storm Sebastian Junger

Singularity William Sleator

The House of the Scorpion Nancy Farmer

High reading level book choices

The Andromeda Strain Michael Crichton

Jurassic Park Michael Crichton

Toxin Robin Cook

Rendezvous with Rama Arthur C. Clarke

science class? When considering what students should read, we uncovered a closely guarded

secret: Science people love to read good fiction about science. When reading fiction, we engage

with the ideas of science in imaginative and enjoyable ways that we might not when reading for

information. [Editor’s note: For more on science fiction in science class, see “Science Fiction and

Scientific Literacy,” p. 38, in this issue of The Science Teacher.] We wanted students to have

access to this experience while providing opportunities for them to evaluate and discuss the

scientific ideas they encountered. Our critical reading and discussion goals make the book clubs

our most demanding project, which is why we save it for last.

Book clubs are discussion groups of four to five students who have chosen to read the same

book. To facilitate book choice, I bring copies of the books to class for students to look through

and talk about. They rank first, second, and third choices on an individual, reading-level

appropriate list. I use their choices to arrange book club groups. The book clubs meet twice a

week during 100-minute blocks, plan their own reading schedules, and discuss their books. Each

student assembles and decorates a reading journal specifically designed for fiction narrative.


Page | 62

New Metacognitive Log prompts help students make connections to situations or characters in

the novel and analyze the science presented in the story.

Students bring these journals with them to their book club and use them as the basis for group

discussions that often lead to new insights about the far-reaching impact of science in their

lives. As they contribute to scientific and literary conversations with their peers, students see

themselves as successful readers of science. (For examples of books, see Figure 5.)

Making progress

Three years into our inquiry, one thing is clear: Our students have become more capable and

more willing science readers. Although many students read well below grade level, they could

still become science readers. Similarly, while we are not reading teachers, we can teach

students to read science. Our goals in beginning this inquiry were to improve student’s

attitudes toward science reading and give students the tools to become lifelong science

readers.

We made significant progress toward establishing the kind of scientific literacy that “expands

and deepens over a lifetime, not just during the years in school” (NRC 1996, p. 22). By the end

of the school year, reading becomes an established routine in my classroom, and students’

attitudes about reading change dramatically. When I announce the first book project in the fall,

the general response is “What, we have to read the whole book?” By the time the last project

rolls around in late spring, students say, “Read another book? Okay, I can do that.” ■

Janet Creech ([email protected]) is a teacher at Woodside High School, 199 Churchill Avenue

Woodside, CA 94062; and Gina Hale ([email protected]) is a professional development

associate at WestEd, 300 Lakeside Drive, 25th Floor, Oakland, CA 94612.

References

Keller, E.F. 1983. A feeling for the organism: The life and work of Barbara Mc Clintock. New

York: W.H. Freeman.

National Research Council (NRC). 1996. National science education standards. Washington, DC:

National Academy Press.

Reading Apprenticeship. http://wested.org/stratlit. Strategic Literacy Initiative at WestEd.

Roack, L.E., and J.H. Wandersee. 1993. Short story science. The Science Teacher 60(6): 18–21.


Page | 63

Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz. 1999. Reading for understanding: A guide

to improving reading in middle and high school classrooms. San Francisco, CA: Jossey-Bass

Publishers.

Schoenbach, R., J. Braunger, C. Greenleaf, and C. Litman. 2003. Apprenticing adolescents to

reading in subject-area classrooms. Phi Delta Kappan October: 133–138.

Shapiro, M.J. 1997. Charles Drew: Life-saving scientist. Austin, TX: Raintree Steck-Vaughn.

Steineke, N. 2002. Reading and writing together: Collaborative literacy in action. Portsmouth,

NH: Heinemann.

Weiner, J. 1994. The beak of the finch. New York: Alfred A. Knoph.

Appendix B – Blooms Taxonomy Questioning


Page | 64


Page | 65

Appendix C – Abbreviated list of Possible Student Products


Page | 66

A. Artistic products

• architecture

• murals

• decoration

• sculpture

• filmstrips

• slide shows

• comic strips

• yearbook

• advertisements

• drawing

• graphic design

• photography

• engraving

• etching

• batik

• exhibits

• cartoons

• book covers/designs

• fabric design

• maps

• mobiles

• fashion design

• jewelry

• diorama

• furniture design

• wood carvings

• political cartoons

• horticultural design

• landscaping

• terrariums

• mosaic

• collage

• silk screens

• movies

• videos

• computer graphics

• aquariums

• painting

• web pages

• package design

• postcards

• posters

• puzzles

• car designs

• maps

• sewing

• puppets

• set design

• tin ware

• pottery

• iron work

• weaving

• calligraphy

• tessellations

• multimedia

presentations

B. Performance Products

• skits

• role playing

• simulations

• theatrical

performance

• vocal

• athletic events

• dance

• mime

• puppet shows

• dramatic

monologues

• comic performances

• demonstrations

• films/videos

• reader's theater

• poetry readings

• improvisations

• musical

performance

• experiments

• interpretive song

• composition

• chorale

• concerts

• parades

• reenactments

C. Spoken Products

• debates

• speeches

• radio plays

• advertisements

• poetry readings

• storytelling

• poetry for two

voices

• interviews

• oral histories

• newscasts

• teaching a lesson

• lecture

• mock trials

• songs

• sales promotions

• simulations

• demonstrations

• phone

conversations

• eulogies

• announcements

• comedy routines

• master of ceremony

• D. J. shows

• panel discussions

• celebrity roasts

• narrations

• dedication

ceremony

• weather reports

• rap songs town crier

• guided tours

• oral reports

• book talks

• chronicles

• forums

• sign language

• puppet shows

• book reviews

• audiotapes

• informercials


Page | 67

D. Visual Products

• videos

• slide/digital photo

shows

• sculptures

• table settings

• advertisements

• puppets

• calendars

• musical scores

• book jackets

• layouts

• models

• pottery

• proclamations

• computer programs

• timelines

• diagrams/charts

• sketches

• graphs

• collages

• ice sculptures

• demonstrations

• cartoons

• travel brochures

• athletic skills

• blueprints

• lists

• multimedia

presentations

• graphic design

• paintings

• maps diagrams

• mobiles

• set design

• experiments

• caricatures

• silk screening

• graphic organizer

• photography

• fashion design

E. Models/Construction Products

• drama sets

• sculpture

• relief map

• habitat

• bridges

• inventions

• food

• vehicles

• fitness trails

• microscopes

• microscope slides

• aqueducts

• terrariums

• greenhouses

• gardens

• dioramas

• shelters

• collections

• ceremonies

• learning centers

• pottery

• working models

• ant farms

• buildings

• toys

• games

• books

• solar collectors

• bird houses

• bulletin boards

• circuit boards

• paper engineering

• puppet theaters

• computer programs

• computers

• documentaries

• exhibitions

• interviews

• scale models

• 3-D figures

• graphs

• furniture

• instruments

• robots

• machines

• rockets

• play facilities

• quilts

• multimedia

presentation

• hydroponic farms

• masks

• robots

• gifts

• catalogs

• mazes

F. Leadership Products

• speeches

• plans

• school patrols

• leading rallies

• consensus building

• role playing

• mock trials

• musical

performance

• elections

• debates

• campaigns

• protests

• open forums

• fund raising

• student council

/government

• organizing a

business

• organizing a group

• editorials

• service learning projects

• editing a newspaper

• directing a play

• club or class webmaster

G. Written Products

• pamphlets

• brochures

• books

• speeches

• parables

• advertisements

• laws

• graphs

• grants

• analyses

• epics

• web pages

• budgets

• blue prints

• census reports

• folktales


Page | 68

• captions

• charts

• radio programs

• instructions

• interview questions

• outlines

• simulations

• recipes

• legends

• definitions

• bibliographies

• rhymes

• limericks

• articles (newspaper,

journal, etc.)

• diaries/journals

• poetry

• marketing plans

• comic strips

• jokes/riddles

• slogans

• songs/lyrics

• questionnaires

• invitations

• story boards

• greeting cards

• autobiographies

• flow charts

• amendments

• family trees

• position statements

• banners

• plays/skits

• letters/postcards

• crossword puzzles

• summaries

• consumer reports

• lists

• notes

• graphic organizers

• story problems

• public service

announcements

• ethnography

• maps

• timelines

• multimedia

presentations

• discussion group

questions

Documents

7th and 8th Grade Science Curriculum - Triton · PDF fileCurriculum – 7th and 8 th Grade Science Page | 11 Describe how Earth processes have shaped the topography of the Earth, and