Standards: E. 2 – Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms



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8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including temperature, dissolved oxygen, pH, nitrates and phosphates, turbidity and bio-indicators.

Water quality

I can statements

Resources

Vocabulary

I can interpret the physical, chemical, and biological measurements collected from the hydrosphere that indicates poor water quality.

I can explain turbidity, pH, and temperature and how it relates to water quality.

I can explain how bio-indicators are used to monitor water quality.

I can relate how excess nitrates and phosphates can result in eutrophication and affect water quality.
www.noaa.gov
NCSU Science House Water quality lab

http://portal.ncdenr.org/web/wq


NC Science video Collection

www.pbslearningmedia.org



pH

Nitrates

Phosphates

Turbidity

Bio-indicator

Temperature

Dissolved Oxygen

Sewage


Eutrophication



8.E.1.4 Conclude that the good health of humans requires monitoring of the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, and stewardship.




I can statements

Resources

Vocabulary

Human impact on water

I can list human activities that can contribute to water pollution.

I can propose solutions to water pollution.

I can outline laws that have been passed to protect water quality.

I can give examples of water conservation.



Oil Spill Investigation Lab p.23
Research a water quality issue in NC

http://www.conservation.nc.gov/



Point Source

Non-point Source

Pollution

Water Quality

Pesticides

Herbicides

Stewardship

Water Treatment





Ecosystems

9-11% (Approx. 15 days)

Standards:

8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.

8.L.3.1 Explain how factors such as food, water, shelter, and space affect populations in an ecosystem.

Biotic and Abiotic factors

I can statements

Resources

Vocabulary

I can differentiate between biotic and abiotic factors.

I can identify the limiting factors that influence the population density of organisms.




Video Clip: Abiotic vs Biotic (1 minute intro)
Analyzing an Ecosystem (Interactive to practice identifying abiotic & biotic factors)
Oh Deer (Limiting factors simulation)
How many penguins does it take? (Limiting factors and carrying capacity simulation)



Producers

Consumers

Decomposers

Abiotic Factor

Biotic Factor

Habitat


Limiting Factor

Ecosystem

Community

Population

Species

Population Density

8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including coexistence and cooperation, competition (predator/prey), parasitism, mutualism.

Interactions of Organisms

I can statements

Resources

Vocabulary

I can classify organisms as producers, consumers, and decomposers.

I can identify producers, consumers, and decomposers in a food chain or web.

I can illustrate how energy flows from the sun to producers to consumers to decomposers.

I can explain how organisms are affected by symbiotic relationships.

I can give examples of symbiotic relationships.


Producers, Consumers & Decomposers interactive lesson (identification/energy flow)
Symbiotic relationships (video clips and handout)
Exploring Symbiosis (pairing symbiotic relationships activity)

Symbiotic Relationship

Mutualism

Parasitism

Commensalism

Predation

Competition

Food Web




8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide, and oxygen).

Terrestrial and aquatic food chains and food webs

I can statements

Resources

Vocabulary

I can explain how an aquatic food chain and a terrestrial food chain can be interconnected.

I can illustrate a food chain.

I can differentiate between a food web and a food chain.

I can explain the processes involved in the nitrogen cycle.

I can illustrate the carbon cycle.

I can model how energy flows through an ecosystem using an ecological pyramid.



Food Chain gizmo (requires subscription, free trial available)
Food webs interactive
Nitrogen Cycle simulation for classroom
Carbon Cycle interactive with questions
Ecological pyramid foldable


Aquatic Food Chain

Terrestrial Food Chain

Nitrogen Cycle

Carbon Cycle

Autotroph

Heterotroph

Ecological Pyramids




Molecular Biology

8-10% (Approx. 15 days)

Standards:

8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms.

Cell Structure

I can statements

Resources

Vocabulary

I can identify the major organelles

I recognize the functions of major organelles.

I can describe differences in energy transformation between plant and animal cells.

I can model how cells grow and divide.



Cell organelles web quest

https://www.sascurriculumpathways.com/portal/Launch?id=49


Cell Explorer Interactive:

http://unctv.pbslearningmedia.org/resource/lsps07.sci.life.stru.celldiagram/cell-explorer/





Cell membrane

Cell wall

Nucleus

Chloroplast

Mitochondria

Ribosome

Cytoplasm

Prokaryote

Eukaryote

Mitosis


Meiosis

8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

Cellular energy

I can statements

Resources

Vocabulary

I can summarize how food provides energy to organisms through cellular respiration.

I can explain how photosynthesis transforms light energy into chemical energy.

I can describe how glucose is used for building cellular structures.

I can identify organic compounds and their use for growth and survival.
Cellular Respiration:

http://unctv.pbslearningmedia.org/resource/rr10.sci.living.str.cellresp/cellular-respiration/


Cell Membrane: Just Passing Through Interactive:

http://unctv.pbslearningmedia.org/resource/tdc02.sci.life.cell.membraneweb/cell-membrane-just-passing-through/

Glucose

Protein


Sugar

Carbohydrate

Lipid

ATP


Cellular respiration

Photosynthesis





8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).

Human body health

I can statements

Resources

Vocabulary

I can explain how a healthy diet and exercise is related to good health.

I can explain the relationship between respiration and digestion.

I can list factors that contribute to the overall metabolic rate of the body.

I can identify poor life style choices that can affect long term health.
Analyze Nutrient Intake:

https://www.sascurriculumpathways.com/portal/Launch?id=454


All Systems are Go Interactive:

http://unctv.pbslearningmedia.org/resource/lsps07.sci.life.stru.bodysystems/all-systems-are-go/
Respiration

Digestion

Circulation

Metabolism

Homeostasis





Laboratory Investigations:

Page Numbers

Rainbow Water

15

Separating Mixtures

16-17

  • Evaporation




  • Filtration




  • Magnetic Attraction




Naked Eggs

18

AIMS White Powders (AIMS Chemistry Book)

19

Baggy Blasters

20

Hot Chocolate

21

Density Column

22

Oil Spill

23

Float Your Boat

24

Drops on a Penny

25


Rainbow Water

  • Students measure volume and predict results.

Materials for class:

  • Lab Sheet

  • 3 Large beakers filled with colored water (red, blue, yellow)

Materials per group:

  • 6 Test tubes

  • 1 test tube rack

  • 1 Small Graduated cylinder

  • Beakers

Printable lab sheet with instructions, data table and follow up questions:



http://www.dentonisd.org/cms/lib/tx21000245/centricity/Domain/3987/Volume_Rainbow_Lab.pdf

Separating Mixtures Lab Investigations

Saltwater evaporation

Materials:

  • Water

  • Salt

  • 2 Beakers

  • 1 Small graduated cylinder

  • Balance

  • 1 Aluminum tin

  • 1 Small beaker

  • 1 Sharpie marker


Procedure Option 1:

  1. Mix saltwater (1:10 water to salt)

  2. Pour the same volume of each solution into beaker and aluminum tin.

  3. Place both containers with saltwater solution the same location.

  4. Predict rate of evaporation for each container.

  5. Mark/ record the initial time and volume.

  6. Mark/ record the volume of each container after 10, 20 and 30 min.


Beaker

Time (min.)

Volume

0
























Aluminum Tin

Time (min.)

Volume

0























Procedure Option 2: Conduct a demonstration lab adding saltwater solution to a hot plate or coffee maker to evaporate water, leaving salt residue.

Separating Mixtures Lab Investigations

Iron filings mixture and magnets

Materials per group:

  • 4 Tablespoons of Iron filings

  • 1 Cup of potting soil

  • 1 Container for mixing

  • 1 Clear plastic bottle with lid

  • 1 Coffee filter

  • 1 Ziploc Baggy

  • Plastic spoon




  1. Add iron filings to soil and mix well.

  2. Pour half of the mixture into a clear plastic bottle, replace lid.

  3. Pour the other half onto a coffee filter and place into a Ziploc baggy.

  4. Use a magnet to separate iron filings from soil.



Water filtration

Materials per group:

  • 1 C water from pond or creek with debris

  • 1 Empty water bottles with lids

  • 6 T Sand

  • 6 T Gravel

  • 1 Coffee filter

  • Scissors


Procedure:

  1. Cut top half from bottle. Place upside down in bottom half of bottle.

  2. Design a water filter system to remove debris from water sample.






Naked Eggs

  • Students will observe chemical changes and chemical reactions as the vinegar (acetic acid) dissolves the calcium carbonate in the eggshell.

  • Instructions: http://www.exploratorium.edu/cooking/eggs/activity-naked.html

  1. Place raw eggs in vinegar to soak for 72 hrs.

  2. Place in refrigerator

  3. Predict changes after 24, 48 & 72 hrs. and record into data table

  4. Complete data table

  5. Compare predictions with observations.




Dates

Time

Predictions

Procedures, Investigations & Observations




0










24 hrs










48 hrs










72 hrs







Compare predictions with observations:




AIMS White Powders (AIMS Chemistry Book)

  • Students predict and observe chemical reactions and record evidence

Materials needed per group:

  • 1 Spot Plate (labeled 1-4 & A-E)

  • 5 Small aluminum tins labeled with names of powders (add 2 t of each powder)

  • 5 Plastic spoons

  • 1Bottle of Iodine with eye dropper

  • 1 beaker of vinegar with eyedropper

  • 1 beaker of water with eye dropper




  1. Predict reaction or no reaction for each mixture.

  2. In the chart below, record your predictions.

  3. Add samples to each spot and observe.

  4. Based on your observations, record reaction or no reaction in each square.

  5. Compare predictions with observations.







1

water

2

vinegar

3

iodine

4

No liquid

A

Salt













B

Baking soda













C

Cornstarch













D

Baking Powder













E

Sugar













F

No powder















Baggy Blasters

  • Students observe exothermic, endothermic chemical reactions with gas production.

  • Complete 5E lesson: http://atlantis.coe.uh.edu/texasipc/units/changes/chemistry.pdf


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