lafayette parish school system 2011-2012 curriculum map ...2011-2012 curriculum map grade:8th...

Lafayette Parish School System 2011-2012 Curriculum Map

Grade:8th Science: Unit 1:Factors that Affect the Earth Time Frame: Aug. 15-Sept. 28 (6 Weeks)

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Unit Description This unit focuses on the Earth’s atmosphere, the processes of the water cycle, and the factors that affect the rate of water movement through the cycle. Weather patterns, historical trends, and the use of data to predict future weather conditions are emphasized. Student Understandings Students should recognize Earth’s climatic conditions and its dependency on the structure and dynamics of its atmosphere. They should be able to identify or diagram the water cycle as it affects climate. Students will use data to make predictions about future weather conditions.

Class Procedures Learning Logs Safety Choose 1 Intro Activity: Think Like a Scientist, Drops on a Penny,

Sink or Float, Whirly Bird Helicopter, (look for an activity that incorporates experimenting and variables)

Pretest: Unit 1 Probe: Wet Jeans

ES-23 (E)

Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration and sublimation as they relate to the water cycle (ESS-M-A10)

LEAP Key concept: Describe the components of the water cycle and recognize that it is powered by the Sun and affects weather patterns. Guiding Question: Can the students identify the Sun as a primary source of energy for the water cycle? Guiding Question: Can students illustrate the water cycle and describe the processes that occur?

Interactive Science Textbook: pgs. 384, 388-393, 406-409, 460-463 Literacy Strategy: Vocabulary Cards

Vocabulary Terms: aquifer, condensation, evaporation, groundwater, infiltration, permeability, porosity, precipitation, runoff, solar energy, sublimation, transpiration, water table, water shed

LCC Activity 1: Water Cycle Details Part A: Teacher Demo, Class Discussion Part B: Play Water Cycle Game (2 days) Literacy Strategy: Story Chain

Students write a story based based on experiences in the water cycle game. Possible character illustration of each process to use as illustration for story.

Also Addresses GLE’s: 43, 44

http://science-class.net/Meteorology/Water_cycle.htm http://www.in.gov/dnr/nrec/files/pwdice.pdf http://ga.water.usgs.gov/edu/watercycle.html http://science.pppst.com/watercycle.html http://kids.earth.nasa.gov/droplet.html http://ga.water.usgs.gov/edu/followadrip.html http://extension.usu.edu/waterquality/htm/educationalprograms/watercyclela



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SE-44 (I)

Describe how unequal heating of Earth’s surface affects movement of air masses and water in the atmosphere and hydrosphere (ESS-M-C6)

LEAP Key concept: Explain how unequal heating of air close to Earth’s surface causes weather patterns. Guiding Question: Can students use weather maps to observe patterns and trends and be able to make weather predictions based on that knowledge?

Interactive Science Textbook: pgs.472-475 Addressed in LCC Activity 1 and 2

http://www.kidsgeo.com/geography-for-kids/0125-air-masses-move.php http://science.pppst.com/weather/index.htm http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/161752/00044688.html http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit5/chapter16/standardized_test_practice.html http://www.state.nj.us/dep/seeds/wssym.htm

ES-24 (I)

Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-M-A10)

LEAP Key concept: Describe the components of the water cycle and recognize that it is powered by the Sun and affects weather patterns. Guiding Question: Can students illustrate the water cycle and describe the processes that occur? Guiding Question: Can students describe how water flows through the ground and its effects on stream levels?

Interactive Science Textbook: pgs.392-393, 400-405, 406-409 LCC Activity 2: Water Movement in the Water Cycle

Part A: Literacy Strategy – Directed Reading – Thinking Activity (DR-TA) Based on article NASA Predicts More Tropical Rain In A Warmer World available as BLM and also online (1 day)

Part B: Water flow through soil and class discussion (2 days)

PH Bk H p. 43, 68-74, 134-140 Also Address GLE’s: 44



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ES-25 (I)

Explain and give examples of how climatic conditions on Earth are affected by the proximity of water (ESS-M-A11)

Guiding Question: Can students describe general climate conditions and what affects those conditions?

Interactive Science Textbook: pgs. 416-418, 670-677 Addressed in LCC Activity 7

SE-45 (E)

Explain how seasonal changes are caused by the tilt of Earth as it rotates on its axis and revolves around the Sun (ESS-M-C7)

Guiding Question: Can the students use models to demonstrate how the tilt of the Earth is a major cause of the seasons? Leap Key Concept: Model or describe the tilt, revolution, and rotation of the Earth and recognize the positions of the Earth and Sun during each of Earth’s four seasons.

Interactive Science Textbook: pgs. 526, 530-537, 548-551 Activity 4:‘Tis the Season (2 days)

Part A: Teacher demo, class discussion Part B: Season Animation using websites, class

discussion Changes 10 Stages 16 PH Bk I pp 31 – 36, 14 – 17 Also Addresses GLE’s 46, 47

http://seasons.pppst.com/index.html https://www.doe.state.la.us/lde/uploads/2539.pdf

SE-46 (C)

Illustrate and explain how the angle at which Sunlight strikes Earth produces changes in the seasons and length of daylight (ESS-M-C7)

Guiding Question: Can the students use models to demonstrate how the tilt of the Earth is a major cause of the seasons? Leap Key Concept: Model or describe the tilt, revolution, and rotation of the Earth and recognize the positions of the Earth and Sun during each of Earth’s four seasons.

Interactive Science Textbook: pgs.526, 530-537, 548-551 Addressed in LCC Activity 4

SE-47 (C)

Compare the relative distances from Earth to the Sun on the first day of summer and the first day of winter (ESS-M-

Guiding Question: Can the students use models to demonstrate how the tilt of the Earth is a major cause of the seasons?

Interactive Science Textbook: pgs.526, 530-537, 548-551 Addressed in LCC Activity 4



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C7) ES-29 (I)

Make predictions about future weather conditions based on collected weather data (ESS-M-A12)

Guiding Question: Can students use weather maps to observe patterns and trends and be able to make weather predictions based on that knowledge?

Interactive Science Textbook: pgs. 479, 490-501 LCC Activity 5: Weather Predicting (4 days)

Part A: Articles on Weather phenomenon, instruments, history of meteorology, etc… Group research and presentation

Part B: Weather Observation Change 11 Stages 18 Vocabulary: Anemometer, barometer, barometric pressure, cirrus, cumulus, front, high pressure system, humidity, isobars, isotherms, low pressure system, meteorologist, relative humidity, stratus, water vapor, weather patterns, wind chill

What is Weather? Brain Pop http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/161752/00044688.html Standardized Test Prep: http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit5/chapter16/standardized_test_practice.html

ES-26 (E)

Describe and illustrate the layers of Earth’s atmosphere (ESS-M-A11)

LEAP Key Concept: Identify and compare the layers of Earth’s atmosphere.

Interactive Science Textbook: pgs. 426-431, 450-453 LCC Activity 6: Layers of the Atmosphere (2 – 3 days)

Substitute “Up, Up and Away” Activity Changes 10 Stages 16 PH Bk I p. 31 - 36, 14 – 17 Vocabulary: Altitude, exosphere, ionosphere, jet stream, mesopause, mesosphere, nitrogen, oxygen, ozone layer, stratopause, stratosphere, thermosphere, tropopause, troposphere

http://science.pppst.com/spheres.html http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit5/chapter15/standardized_test_practice.htm

ES-27 (I)

Identify different air masses, jet streams, global wind patterns, and other atmospheric phenomena and describe how

Guiding Question: Can students describe general climate conditions and what affects those conditions?

Interactive Science Textbook: pgs. 419, 420-421, 432-437, 450-453, 442-453, 462-463, 464-467, 468-471, 472-479 LCC Activity 7: Air Masses (3 days)

Part A: Teacher Demo of front model Part B: Student research of air masses, high and low

pressure systems, jet streams, global wind patterns, wind belts, Coriolis Effect, El Nino, La Nina, etc…

http://science.pppst.com/weather/elnino.html http://www.learner.org/interactives/weather/watercycle2.html



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they relate to weather events, such as El Niño and La Niña (ESS-M-A12)

Literacy Strategy: Learning Logs - Prompt: Compare and contrast the different kinds of

fronts. Class discussion of land and sea breezes. US: The Atmosphere in Motion Stages 16 Change 10 Cycles 7 PH Bk I p. 54 – 56 Discussion, visual (Local Winds) Also Addresses GLE’s: 43, 44 LCC Activity 8: Hurricanes Vs. Tornadoes (4 days)

- Research contributing factors to hurricanes and tornadoes - Literacy Strategy: Venn Diagram

Compare and contrast hurricanes and tornadoes - Hurricane Tracking games / chart

PH BK 1 pg. 88 – 94 US: Hurricanes on the Louisiana Coast SRCD SRCD: On the Gulf: Coastlines in Danger Also Addresses GLE’s: 28, 44 Vocabulary: Coriolis effect, global winds, land breeze, local winds, sea breeze, trade winds, westerlies, El Nino, hydrosphere, La Nina, temperature

SE-43 (I)

Identify the processes involved in the creation of land and sea breezes (ESS-M-C6)

Guiding Question: Can students use weather maps to observe patterns and trends and be able to make weather predictions based on that knowledge?

Interactive Science Textbook: pgs. 445-449 Addressed in LCC Activity 7

ES-28 (I)

Use historical data to plot the movement of hurricanes and explain events or conditions that affected

Guiding Question: Can students describe contributing factors to hurricanes and tornadoes? Guiding Question: Can students use weather maps to observe patterns and trends and be able to make weather predictions based on

Interactive Science Textbook: pgs. 480-487 LCC Activity 3: Climates (3days)

Part A: Literacy Strategy: Opinionnaire and class discussion

Part B: Climate Research (2 days) Vocabulary:

http://middleschoolscience.com/hurricane.htm http://www.enchantedlearning.com/subjects/weather/hurricane/tracking.shtml

Formatted: Left

Formatted: Left

Formatted: Left



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their paths (ESS-M-A12)

that knowledge? NOTE: GLE does not address tornadoes, yet it is part of the guided question. A Venn diagram to compare and contrast is a good suggestion

Hurricane, tornado, lightning, Saffir Simpson Scale, storm surge, thunderstorm, tropical storm, Fujita Scale Also addresses GLE’s: 31, 32


Grade:8th Science: Unit 2:Earth’s Crust Time Frame: Sept. 29 – Oct 21 (3 Weeks)

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NOTE: Activity order has been changed as per recommendation of ’09-’10 teachers. However, activity numbers remain the same in order to correspond with the comprehensive curriculum. Unit Description This unit introduces the layers that form Earth with a focus on the theory of plate tectonics. The unit includes the identification of minerals and rocks and the study of the rock cycle. Student Understandings Students develop an understanding that rocks are made of minerals and use established procedures to identify mineral samples. Research on the rock cycle shows student understandings of the dynamic processes that result in the formation of other rocks. Ending with an awareness of the four density layers of Earth, students gain an understanding of the theory of plate tectonics.

Pretest: Unit 2 Probe: Is it a Rock? Literacy Strategy: Learning Log Prompts: ”What is the difference between rocks and minerals?” “How can you tell if a substance is a mineral?”

Scroll down to Plates, Earthquakes and Volcanoes: http://middleschoolscience.com/earth.htm

ES-8 (E)

Identify and describe the four density layers of Earth (ESS-M-A1)

Leap Key Concept: Describe the structure of the four density layers of Earth (crust, mantle, outer core, inner core)

Interactive Science Textbook: pgs. 136-139, 144-149 LCC Activity 4: The Layers of Our Earth (2 days)

Substitute Earth Model Investigation based on information from

http://web.ics.purdue.edu/~braile/indexlinks/educ.htm PH F p. 16 – How do Scientists Determine What’s Inside Earth? (1-thick hair gel, 2 pebbles & dirt, 3 thick hair gel w/ marble) PH F p 21 Sharpen Your Skills – notes PH F p 20 Basalt/Granite (Building Inquiry Skills) US – What’s Inside the Earth? Change 4

Vocabulary: asthenosphere, continental crust, crust, inner core, lithosphere, mantle, oceanic crust, outer core

Presentations on the Earth’s Layers: http://science.pppst.com/layers.html Apples as Earth Activity Comparing Apples and Earth http://landlearn.netc.net.au/print/apple_earth.htm Plasticity-Quicksand Science http://www.stevespangler.com/experiment/00000088 http://science-class.net/Geology/earth_structure.htm http://scign.jpl.nasa.gov/learn/plate1.htm




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ES-10 (E)

Illustrate the movement of convection currents (ESS-M-A2)

LEAP Key Concept: Identify effects of convection currents on tectonic plates of Earth’s crust and upper mantle (volcanoes, earthquakes, ocean floor spreading, mountain building, faulting, and folding). Guiding Question: Can students discuss convection currents as an explanation of plate tectonics?

Interactive Science Textbook: pgs. 150-157, LCC Activity 5: Convection Currents (1 day)

Teacher demo both parts

PH F p 25 Change 5 Vocabulary: convection currents, magma, plasticity

http://education.sdsc.edu/optiputer/flash/convection.htm http://www.cdm.org/i/Resources/Articles/Magic-School-Bus-Convection.pdf http://www.tectonic-forces.org/pt04.htm http://www.absorblearning.com/media/attachment.action?quick=12p&att=2775 Make convection currents- from Kids Crossing Hands-on Activities: www.eo.ucar.edu/kids

ES-9 (C)

Explain the historical development of the theories of plate tectonics, including continental drift and sea-floor spreading (ESS-M-A2)

Interactive Science Textbook: pgs. 164-179 LCC Activity 6: Plate Tectonics

Part A: (1 day) Plate Tectonic Summary Chart

Modeling Lab (1 day) PH F p 31 Puzzle Activity Stages 7, Change 5 US - Continents Adrift Vocabulary: continental drift, convergent boundary, divergent boundary, mid-ocean ridge, Pangea, plate tectonics, rift, seafloor spreading, subduction, transform fault, trench, Wegner Also addresses GLE 11

http://science-class.net/Geology/plate_tectonics.htm http://pubs.usgs.gov/publications/text/historical.html http://pubs.usgs.gov/gip/dynamic/dynamic.html - Dynamic Earth

ES-11 (E)

Illustrate the movements of lithospheric plates as stated in the plate

LEAP Key Concept: Identify effects of convection currents on tectonic plates of Earth’s crust and upper mantle (volcanoes, earthquakes, ocean floor spreading, mountain building, faulting, and folding).


http://science-class.net/Geology/plate_tectonics.htm http://glencoe.mcgraw-hill.com/sites/0078778026/student_vie




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tectonics theory (ESS-M-A2)

Guiding Question: Can students discuss convection currents as an explanation of plate tectonics?

w0/unit3/chapter10/standardized_test_practice.html http://pubs.usgs.gov/publications/text/understanding.html www.pbs.org.wgbh/aso/tryit/tectonics http://www2.nature.nps.gov/geology/usgsnpsanimate/pltecan.html

ES-12 (I)

Identify the edges of plate boundaries as likely areas of earthquakes and volcanic action (ESS-M-A3)

Guiding Question: Can students compare causes and locations of earthquakes and volcanoes?

Interactive Science Textbook: pgs. 188-191 LCC Activity 3: Earthquakes and Volcanoes

Part A: (1 day) a. Literacy Strategy: Student Questions for

Purposeful Learning (SQPL) b. Read article Understanding Plate Motions

http://pubs.usgs.gov/gip/dynamic/understanding.html Teacher note: see also My Plate’s Faster Than Your Plate http://edmall.gsfc.nasa.gov/inv99Project.Site/Pages/trl/inv4-4.html

Part B: (1 day) a. Literacy Strategy: Graphic organizer – Ring

of Fire

PH F p 74 – Tsunamis, wave introduction, parts of waves, types of waves Change 6 Vocabulary: aftershock, epicenter, focus, magnitude, Mercalli Scale, p-waves, Richter Scale, seismic waves, seismograph, surface waves, s-waves, tsunami, crater, dormant, extinct, lava, magma chamber, Ring of Fire Also addresses GLE 13

http://science.pppst.com/platetectonics.html http://pubs.usgs.gov/publications/text/understanding.html http://www.platetectonics.com/book/index.asp Virtual Seismologist Activity http://www.sciencecourseware.org/Virtual Earthquake/




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ES-13 (E)

Describe the processes responsible for earthquakes and volcanoes and identify the effects of these processes (e.g., faulting, folding) (ESS-M-A3)

LEAP Key Concept: Describe natural disasters, predict their effects, and classify them as constructive or destructive forces (earthquakes, hurricanes, volcanic eruptions, tsunamis, etc.). Guiding Question: Can students compare causes and locations of earthquakes and volcanoes?

Interactive Science Textbook: pgs. 179-187, 192-199 Addressed in LCC Activity 3

http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit3/chapter10/internet_lab.html http://science.pppst.com/earthquakes.html

ES-16 (I)

Compare the physical characteristics of rock and mineral specimens to observe that a rock is a mixture of minerals (ESS-M-A5)

LEAP Key Concept: Identify the characteristic of and classify major rocks and minerals. Guiding Question: Can students classify a given rock or a mineral by its appearance and other physical characteristics?

Interactive Science Textbook: pgs. 222-225 LCC Activity 2: Rocks and the Rock Cycle

Part A: (1 day) a. Categorizing rocks

Part B: (1 day) Uses and economic values of rocks (start in class/finish at home)

Part C: (1 day) a. Literacy Strategy: Graphic organizer - rock cycle

Part D: (1 day) a. Ride the Rock Cycle Game http://geologyonline.museum.state.il.us/tools/lessons/6.4/lesson.pdf

b. Literacy Strategy: Story Chain – based on experiences in game

Stages 8 US - Basics of Geology All About Rocks and Minerals Vocabulary: grain, igneous, intrusive, extrusive, sedimentary, compaction, cementation, metamorphic, foliated Also addresses GLE 18 Also addressed in GLE 17

http://science.pppst.com/rocks.html

Classifying and Identifying Rocks Relevance in everyday life- http://mii.org http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/brainpop_movies.html#




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ES-18 (E)

Describe how sedimentary, igneous, and metamorphic rocks form and change in the rock cycle (ESS-M-A6)

LEAP Key Concept: Describe or illustrate the rock cycle and differentiate among igneous, metamorphic, and sedimentary rock. Guiding Question: Can students explain what changes the identity of one rock formation to another?

Interactive Science Textbook: pgs. 210-221, 230-233 Addressed in LCC Activity 2 Vocabulary: chemical weathering, deposition, erosion, physical weathering

http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/164213/00044683.html

ES-17 (E)

Describe the properties of minerals (e.g., color, luster, hardness, streak) (ESS-M-A5)

LEAP Key Concept: Identify characteristics of and classify major rocks and minerals. Guiding Question: Can students classify a given rock or a mineral by its appearance and other physical characteristics?

Interactive Science Textbook: pgs. 206, 222-225, 226-229, 230-233 . LCC Activity 1: Mineral Identification: Use Mineral

Webquest (See LCC) a. Virtual Mineral ID Lab b. Literacy Strategy: Vocabulary Cards

Vocabulary Terms: cleavage, color, crystal system, fracture, hardness, luster, Mohs Hardness Scale, streak, texture

Also addresses GLE 16

http://sciencespot.net/Pages/classearth.html


Grade:8th Science: Unit 3: Geologic History of Earth Time Frame: Oct 24 – Nov 18 (4 Weeks)

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Unit Description This unit focuses on fossils and the evidence of past geologic eras that fossils provide. The methods used to understand the changes experienced by Earth and other planets since their formation are also emphasized. The activities in this unit are also intended to explore Earth’s historical data and geological principles used to study Earth’s composition, age, and processes that affect Earth’s form. Student Understandings Students understand that Earth is always changing, yet ever the same, involving the processes that shape the surface today and throughout geologic time. Students learn that rock layers in outcrops can be correlated and read, revealing the geologic history of an area and the beginnings of life. Students develop an understanding that various types of geologic and biological evidence provide an awareness of the development of life.

Pretest: Unit 3 Probe: Mountaintop Fossil Intro: The Great Fossil Find

ES-31 (E)

Compare fossils from different geologic eras and areas of Earth to show that life changes over time (ESS-M-B1)

Leap Key Concept: Explain the significance of fossils and why similar fossils are found on two or more separate continents. Leap Key Concept: Provide or select examples of changes over time that have allowed various species to survive or that illustrate similarities in structures of animals. Fossil evidence may be used. Guiding Question: Can students describe how certain fossils are indicators of ancient environments and how the evolutionary developments of life forms are inferred from the fossil record?

Interactive Science Textbook: pgs. 240-245 Literacy Strategy: Learning Log

- Prompt: Where have you seen fossils? How does the study of fossils help us to understand Earth’s history?

LCC Activity 3: Reconstructing Gondwanaland (2 days)

- Part A: Literacy Strategy: SQPL Ariticle – Geodiversity Gondwana

- Part B: Construction of Gondwana and class discussion

Vocabulary: Cenozoic Era, epoch, geologic era, geologic period, Mesozoic Era, Paleozoic Era, fossil, absolute age, amber, cast, evolve, half life, index fossil, Law of Superposition, mold, original horizontality, paleontologist, petrified fossil, radioactive decay, relative age, rock strata, sedimentary rock, unconformity

http://science-class.net/Geology/geologic_time.htm http://science.pppst.com/fossils.html http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/164155/00076703.html http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit4/chapter14/standardized_test_practice.html



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ES-34 (E)

Apply geological principles to determine the relative ages of rock layers (e.g., original horizontality, superposition, cross-cutting relationships) (ESS-M-B3)

Guiding Question: Can students describe how the relative age of a rock is determined? Guiding Question: Can students suggest how to correlate discontinuous rock columns from around the world?

Interactive Science Textbook: pgs. 246-251 LCC Activity 1: Relative Dating, Just Not Your Cousin

- Part A: Random Letter Cards (1 day) - Part B: Index Fossils (1 day)

Also Addresses GLE 31 LCC Activity 2: Getting to the Core it

- Candy Coring - Note: Students with peanut allergies need to be

considered PH Bk G Chapter 5 Stages 9 Clues 10 Also Addresses GLE 35

http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit4/chapter13/standardized_test_practice.html http://glencoe.mcgraw-hill.com/sites/0078778026/student_view0/unit4/chapter13/section_2_self-check_quiz-eng_.html http://www.geosociety.org/educate/LessonPlans/Relative_Age.pdf

ES-35 (E)

Describe how processes seen today are similar to those in the past (e.g., weathering, erosion, lithospheric plate movement) (ESS-M-B3)

Guiding Question: Can students explain how scientists know what conditions existed on Earth long ago?

Interactive Science Textbook: pgs. 174-179, 246-251, 314-315, 344-345 Addressed in LCC Activity 6

Adventures at Dry Creek www.ucmp.berkeley.edu/education/explotime.html

ES-30 (I)

Interpret a geologic timeline (ESS-M-B1)

Guiding Question: Can students describe the types of evidence that are available to scientists to interpret the history of Earth?

Interactive Science Textbook: pgs. 240-245, 256-259 LCC Activity 4: Earth’s Timeline (3 days) US: Prehistoric Earth (SRCD) US: Rocks, Fossils and Earth History Also Addresses GLE’s 31, 32

http://science.pppst.com/geologicaltime.html



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LCC Activity 6: What Came First? (2 days)

- Part A: Students collect illustrations (such as pictures of themselves as a baby and through the years)

- Part B: Formation of Louisiana Show video “Vanishing Wetlands, Vanishing Future” from Barataria Terrebonne National Estuary

Also Addresses GLE’s 33, 35

ES-32 (I)

Interpret a timeline starting with the birth of the solar system to the present day (ESS-M-B2)

Guiding Question: Can students describe the types of evidence that are available to scientists to interpret the history of Earth?


ES-33 (I)

Use historical data to draw conclusions about the age of Earth (e.g., half-life, rock strata) (ESS-M-B2)

Leap Key Concept: Identify processes and data used to estimate the age of Earth. Guiding Question: Can students describe how geologists are able to discern the geologic history of a region by using rock layers? Guiding Question: Can students distinguish between relative and absolute dating and describe how actual geologic ages can be measured using known rates of radioactive decay?

Interactive Science Textbook: pgs. 246-255 LCC Activity 5: Half of What?

- Part A: Radioactive Decay Investigation - Part B: Penny Half Life Activity can be used – use

the version you prefer

ES-48 (C)

Communicate ways that information from space exploration and technological research have advanced

LEAP Key Concept: Identify the motivation for and value of space exploration. Guiding Question: Can students demonstrate their knowledge of the relationships between improvements in

LCC Activity 7: Technology and Today’s Understandings of Earth

- Will be addressed in Unit 7 and 8 Also Addresses GLE 49



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understanding about Earth, the solar system, and the universe (ESS-M-C8)

technology and subsequent discoveries in space?

ES-49 (C)

Identify practical applications of technological advances resulting from space exploration and scientific and technological research (ESS-M-C)

LEAP Key Concept: Identify the motivation for and value of space exploration. Guiding Question: Can students demonstrate their knowledge of the relationships between improvements in technology and subsequent discoveries in space?

LCC Activity 7: Technology and Today’s Understandings of Earth

- Will be addressed in Unit 7 and 8 Also Addresses GLE 48


Grade:8th Science: Unit 4: Landforms and Topography Time Frame: Nov 28- Jan 10 (4 Weeks)


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Unit Description This unit focuses on human actions and natural processes that shape the landforms of Louisiana, with explanations of how weathering and erosion agents affect Earth’s surface. Reading topographical maps and the topography of the continents and ocean floor are also addressed. Student Understandings Students should understand that the landforms and coastal areas of Louisiana present evidence of natural processes as well as the influences of human actions. Students learn that both mechanical and chemical weathering account for significant changes on Earth’s surface. Students develop an understanding of the role of organic processes in soil formation and the relationship between plant types and soil compatibility of soil. They should understand the concept of relief by using and creating topographical maps. Students will compare and contrast ocean floor features to those found on the continents.

Pretest:Unit4Probe:BeachSand

ES-19

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Determine the results of constructive and destructive forces upon landform development with the aid of geologic maps of Louisiana (ESS-M-A7)

LEAP Key Concept: Identify characteristics of major landforms and determine the effects of constructive or destructive forces on them (mountains, valleys, river systems, plateaus, and plains).

Guiding Question: Can students describe the forces that have formed and shaped Louisiana?

Guiding Question: Can students describe factors that have impacted Louisiana’s coastal region?

Interactive Science Textbook: pgs. 140-141, 184-187, 282, 286-291, 304-307, 314-315, 344-345, 351-357, 368-371 LiteracyStrategy:VocabularySelfAwarenessChart(SeeVocabularyBelow)LCCActivity1:ShapingtheLand:ConstructiveandDestructiveforces(3days)

‐ PartA:Video:HurricaneontheBayou‐ PartC,D:TeacherDemo

PHBkGp.14–18US–LandformsandLivingPatterns(SRCD)LouisianaGeologicalMapAlsoAddressesGLE’s20,28and53Vocabulary:Alluvialfan,atmosphere,beach,biosphere,caves,coastalplains,delta,delta,divide,drainagebasin,delta,divide,drainagebasin,floodplain,gully,hydrosphere,interiorplains,landformregion,lithosphere,meander,




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mountain,mountainrange,oxbowlake,plains,plateau,rapids,rill,river,stalactites,stalagmites,stream,tributary,valley,v‐shapedvalley,waterfalls,wetlands

ES-20 (I)

Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations (ESS-M-A8)

Guiding Question: Can students describe erosion processes and their agents?


Interactive Science Textbook: pgs. 372-381 LCCActivity2:WaterImpactAlsoAddressesGLE’s19,51Vocabulary:Airpollution,ecosystem,environmentalscience,landpollution,non‐pointsourcepollution,non‐renewableresources,pointsourcepollution,renewableresources,waterpollution

ES-28 (I)

Use historical data to plot the movement of hurricanes and explain events or conditions that affected their paths (ESS-M-A12)


Interactive Science Textbook: pgs. 408-487 AddressedinLCCActivity1

SE-53 (C)

Distinguish among several examples of erosion (e.g., stream bank, topsoil, coastal) and describe common preventative measures (SE-M-A10)

LEAP Key Concepts: Identify effective measures for the prevention of soil and coastal erosion.


Guiding Question: Can students describe erosion processes and their agents?


Interactive Science Textbook: pgs. 333, 346-347, 348-357, 378-381, 358-363, 364-367 AddressedinLCCActivity1




3

ES-14 (E)

Distinguish between chemical and mechanical (physical) weathering and identify the role of weathering agents (e.g., wind, water, ice, gravity) (ESS-M-A4)

LEAP Key Concept: Identify roles, types, and agents of weathering and erosion, including coastal erosion. Guiding Question: Can students describe weathering processes and their agents?

Interactive Science Textbook: pgs. 316-321, 346-347, 361-363 LCCActivity4:WhetheritWeathers‐Chemically?*SubstitutePrenticeHallBookG–“RockShake”p46–47LCCActivity5:WhetherorNot(2days)

‐ PartA:LiteracyStrategy–Vocabularycardsalongwithclassdiscussion

‐ PartB:PreviouslycoveredinActivity4‐ PartC:LiteracyStrategy–LearningLog

ExamplesoferosionanddepositionAlsoAddressesGLE’s:51,53

SE-51 (I)

Analyze the consequences of human activities on global Earth systems (SE-M-A4)


Interactive Science Textbook: pgs. 652, 678-683, 684-687 AddressedinLCCActivities2and5

ES-15 (E)

Illustrate the role of organic processes in soil formation (ESS-M-A4)

LEAP Key Concept: Describe the components of soil and explain the significance of the presence of organic materials and soil layers. Guiding Question: Can students explain how soil is formed?

Interactive Science Textbook: pgs. 322-325, 328-329 LCCActivity6:SoilCharacteristics

‐ PartA&BSubstitute“SoilScenario”basedontheSoilScienceEducationhomepage

‐ PartC:Substitute“SoilSafari”fromDiscoveryEducation

AddressesGLE52SE-52 (C)

Describe the relationship between plant type and soil compatibility (SE-M-A9)

Guiding Question: Can students explain how soil is formed?

Interactive Science Textbook: pgs. 326-327, 330-332 AddressedinLCCActivity6




4

ES-21 (I)

Read and interpret topographic maps (ESS-M-A9)

Guiding Question: Can students interpret contour lines and topographic profiles?

Interactive Science Textbook: pgs. 282, 292-299, 300-303, 304-307 LCCActivity7:Ooh,WhataReliefItIs(3days)

‐ PartAandB:substitute“UsingaTopographicMap”fromPrenticeHallResourcePro

‐ ClassdiscussionofTopographicMaps‐ TopographicMapActivity(2days)

Vocabulary:Contour,contourinterval,degree,elevation,equator,globe,GPS(GlobalPositioningSystem),hemisphere,key,legend,latitude,longitude,map,mercatormapprojection,primemeridian,relief,scale,symbols,topographicmap

ES-22 (E)

Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9)

Guiding Question: Can students interpret contour lines and topographic profiles?

Interactive Science Textbook: pgs. 398-399 LCCActivity8:OceanFloor(3days)

‐ LiteracyStrategy:KWLChart‐ Graphofoceanfloorandcomparisontodry

landfeatures


Grade:8th Science: Unit 5: Earth’s Forces Time Frame: Jan 11 – Jan 25 (2 Weeks)

GLE#

GLEs Evidence/AssessmentofLearning InstructionalStrategies AdditionalResources

1

Unit Description This unit focuses on demonstrating the magnetic fields of bar magnets and making comparisons to those of Earth; demonstrating Newton’s laws of motion; defining gravity and its relationship to mass and distance between objects; and explaining relationships between force, mass, and acceleration. Student Understandings Students develop an understanding of magnets and magnetism and how this force exists in nature. Students demonstrate Newton’s laws of motion and how it relates to gravity. Students develop an understanding of the force of gravity and its effect on the behavior of objects on or near Earth, as well as in space.

Pretest: Unit 5 Probe: Talking About Gravity Literacy Strategy: Vocabulary Awareness Chart Vocabulary Terms: aurora, compass, geographic north, magnetic declination, magnetic domain, magnetic field, magnetic field lines, magnetic north, solar wind

PS-4 (I)

Demonstrate that Earth has a magnetic field by using magnets and compasses (PS-M-B2)

Guiding Question: Can students use a compass to determine the direction of a magnetic field? Guiding Question: Can students explain how two magnetic fields combine?

Interactive Science Textbook: pgs. 516-519 LCC Activity 1: Magnetism (2 days)

Part A: Notes on magnets and observation of magnets Literacy Strategy: Split-Page Notes

Part B: Magnetic Field teacher demonstration Part C: Earth’s Magnetic Field

http://solar.physics.montana.edu/YPOP/Spotlight/Magnetic/what.html http://www.windows.ucar.edu/tour/link=/earth/Magnetosphere/earth_magnetic_reversals.html PH N p 27 Forces 11

PS-5 (E)

Define gravity and describe the relationship among the force of gravity, the mass of objects, and the distance between objects (PS-M-B2)

LEAP Key Concept: Compare and contrast forces and explain the causes and effects of gravity. Guiding Question: Can students describe the changes in the force of gravity as the distance between two masses?

Interactive Science Textbook: pgs. 502, 510-511 LCC Activity 2: Gravity (2 days)

Part A: Literacy Strategy: Opinionnaire Part B: Air Resistance teacher demonstration

/video http://www.seed.slb.com/en/scictr/lab/galileo/index.htm http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_15_feather_drop.html

Animationoffallingelephantandfeatherwww.glenbrook.k12.il.us/GBSSCI/PHYS/mmedia/newtlaws/efar.html



GLE#


2

Part C: Think about gravity – class discussion Part D: Groups answer questions and report to

class on findings on gravity Also Addresses GLE 7 Also addressed in LCC Activity 3 LCC Activity 4: Modeling Newton’s Laws of Motion (PS 5, 7 and ESS 39) (3 days)

Part A: Information about Newton’s Laws: Literacy Strategy: Reciprocal Teaching

Part B: Newton’s 3 Laws of Motion Teacher demonstrations

Part C: Orbital Speed http://www.enchantedlearning.com/subjects/astronomy/planets/http://www.spacegrant.hawaii.edu/class_acts/OrbitsTe.html Also Addresses GLE 7 & 39

UniversalGravitationProblemshttp://www.glenbrook.k12.il.us/gbssci/phys/Class/circles/u613a.html

PS7 (I)

Explain the relationships among force, mass, and acceleration (PS-M-B5)

LEAP Key Concept: Describe the relationship among force, mass, and acceleration. Guiding Question: Can students describe the changes in the force of gravity as the distance between tow masses changes? Guiding Question: Can students describe Newton’s Second Law of Motion and explain how it relates to gravity?

Interactive Science Textbook: pgs. 502, 506-509, 520-523 Addressed in LCC Activity 2 & 4

PS6 (I)

Predict how the gravitational attraction

LEAP Key Concept: Determine or illustrate with arrows the motion of an object subjected to balanced or unbalanced

Interactive Science Textbook: pgs. 502, 510-511, 520-523 LCC Activity 3: Newton’s Law of Universal



GLE#


3

between two masses will increase or decrease when changes are made in the masses or in the distance between the objects (PS-M-B2)

forces; Indicate direction and magnitude or distance. Guiding Question: Can students describe Newton’s Second Law of Motion and explain how it relates to gravity?

Gravitation (2 days) Part A: Research of scientific investigations,

discussion of Newton’s Law of Universal Gravitation

Part B: Literacy Strategy: Graphic Organizer on gravity

Also Addresses GLE 5

ES39 (I)

Relate Newton’s laws of gravity to the motions of celestial bodies and objects on Earth (ESS-M-C3)

Guiding Question: Can students demonstrate examples of Newton’s Laws of Motion?



Grade:8th Science: Unit 6: Astronomy And Space Exploration Time Frame: Jan 26– March 23 (6 Weeks)


1

Unit Description This unit focuses on astronomy and space exploration: how the study of the Solar System’s structure, movements, and the continuing developments in technology enable us to understand Earth and its place in the solar system—in the Milky Way galaxy. Student Understandings The student will understand the basics of astronomy (i.e., bodies and events associated with the solar system, stars, and the universe, as well as Earth’s particular characteristics and how it is affected by the Sun, the Moon, etc.). The student will understand discoveries made by modern astronomy and the technology that has been developed for space exploration. Students will learn about those who paved the way for space flight and the knowledge gained from manned and unmanned space explorations.

Pretest:Unit6Probe:MoonPhases

ES-32 (C)

Interpret a timeline starting with the birth of the solar system to the present day (ESS-M-B2)

Guiding Question: Can students order persons, events and discoveries in the history of astronomy and space exploration?

Interactive Science Textbook: pgs. 594-599, 260-264 LiteracyStrategy:VocabularyCards–Ongoing(SeeVocabularybelow)LCCActivity1:InthisLittleCorner(2days)

‐ PartA:LiteracyStrategy:VocabularySelfAwarenessChart

‐ PartB:ResearchTopic–introduceactivity,assigntopicssuggestedtimeforresearch(2weeks)–seealsotopicslistedinActivity3

Vocabulary:BigBangTheory,ellipticalgalaxy,irregulargalaxy,MilkyWay,spiralgalaxy

ES-38 (E)

Use data to compare the planets in terms of orbit, size, composition, density, rotation, revolution, and atmosphere (ESS-M-C2)

LEAP Key Concept: Compare and classify the planets of our solar system (appearance, size, type, composition, orbits, and distance from our Sun). LEAP Key Concept: Identify major characteristic of stars the Moon, meteors, planets, and the solar system.

Interactive Science Textbook: pgs. 586, 594-599, 600-607, 608-615, 616-619 LCCActivity3:PlanetaryComparison(3days)

a. Foldable–Planetdataresearch–assignthesetopicsduringactivity1

b. LiteracyStrategy:LearningLog‐Prompt:Listfivewaystheinnerplanetsaredifferentfromtheouterplanets.




2

Guiding Question: Can students compare relative distances, motions, and sizes of astronomical bodies? Guiding Question: Can students use data to verify the dates of Earth’s perihelion and aphelion?

c.Enrichment/extensionactivity:studentbuildsa10thplanethttp://www.scienceyear.com/randomise/index.html?page=/planet10/Cycles5,6&7PHBkJp.12–34Vocabulary:Ellipse,innerplanets,orbit,outerplanets,revolution,rotation,satellite

ES-42 (I)

Interpret a scale model of the solar system (ESS-M-C5)

LEAP Key Concept: Compare and classify the planets of our solar system (appearance, size, type, composition, orbits, and distance from our Sun). Guided Question: Can students compare relative distances, motions, and sizes of astronomical bodies?

Interactive Science Textbook: pgs. 594-599 LCCActivity2:ScaleModeloftheSolarSystem(2days)

‐ PartA:SolarSystemModel–choosemodeldescribedonpage91partAorpage92partB

‐ PartB:LiteracyStrategy:WordGridChange1Stages2Change2PHT8and9AstronomyHRDiagramActivityAddressesGLE38

ES-39 (I)

Relate Newton’s laws of gravity to the motions of celestial bodies and objects on Earth (ESS-M-C3)

Guiding Question: Can students demonstrate Newton’s Second Law of Motion. Guiding Question: Can students compare relative distances, motions, and sizes of astronomical bodies?

Interactive Science Textbook: pgs. 512-515 LCCActivity4:PlanetaryOrbits

SubstituteIntegratedScience8VideoBlock3 Stages5:Stars AlsocoversActivity7PartB,Activity8,and

Activity9PartAandBVocabulary:Acceleration,force,gravity,inertia,LawsofMotion,mass,Newton,universalgravitation

ES-40 (E)

Identify and illustrate the relative positions

LEAP Key Concept: Identify the relative positions of the Earth, Sun, and Moon during a solar eclipse and lunar eclipse.

Interactive Science Textbook: pgs. 526, 538-543, 548-551 LCCActivity5:PhasesoftheMoonandEclipses




3

of Earth, the Moon, and the Sun during eclipses and phases of the Moon (ESS-M-C4)

LEAP Key Concept: Identify and sequence the passes of the Moon. Guiding Question: Can students describe and predict the patterns of change that result in Moon phases and eclipses. Guiding Question: Can students identify angular relationships between Earth, the Sun, and Moon that result in the various phases of the moon? Guiding Question: Can student identify the alignments of Earth, the Sun, and Moon that result in solar and lunar eclipse?

‐ PartA:ModelingMoonPhases(2days)PartB:ModelingEclipses(1day)MoonPhase

‐ webquest–adjusttocurrentdatehttp://www.frsd.k12.nj.us/rfms6/six2/hewitt/moon.htmVocabulary:Crater,crescent,fullmoon,gibbous,hightide,lowtide,lunareclipse,maria,moonphases,naturalsatellite,neaptide,newmoon,penumbra,solareclipse,springtide,umbra,waning,waxing

ES-41 (I)

Describe the effects of the Moon on tides (ESS-M-C4)

Interactive Science Textbook: pgs. 526, 544-547, 538-551 LCCActivity6:Tides:What’stheMoonGoToDoWithIt?(1day)

‐ Discussionoftidesusingmodelsandtidetables

ES-37

(E)

Use a Hertzsprung-Russell diagram and other data to compare the approximate mass, size, luminosity, temperature, structure, and composition of the Sun to other stars (ESS-M-C1)

LEAP Key Concept: Use Hertzberg-Russell diagram to determine brightness and temperature of stars, including our Sun. LEAP Key Concept: Identify major characteristic of stars the Moon, meteors, planets, and the solar system. Guiding Question: Can students describe how scientists determine the size, composition, and temperature of astronomical bodies.

Interactive Science Textbook: pgs. 622626-628, 632-637, 646-649, LCCActivity7:StarColorsandTemperatures(2days)

‐ PartA:LiteracyStrategy:VocabularySelf‐AwarenessChart–addterms

‐ PartB:CoveredinIS8VideoshownforActivity4

‐ PartC:Electromagneticspectrumandwavesdiscussion

‐ http://amazing‐space.stsci.edu/resources/explorations/light/

LCCActivity8:FingerprintingtheStars(1day)‐ A.LiteracyStrategy:LearningLog




4

Prompt:Howdoscientistsknowthecompositionofstars?

‐ B.classdiscussionofspectralstudiesofstarsVocabulary:Absolutemagnitude,apparentmagnitude,astronomicalunit,astronomy,binarystar,blackhole,constellation,eclipsingbinary,giant,HertzsprungRussellDiagram,lightyear,mainsequencestar,nebula,parallax,protostar,pulsar,quasar,radiotelescope,reflectingtelescope,refractingtelescope,spectrograph,supergiant,supernova,whitedwarf

ES-36 (E)

Describe the life cycle of a star and predict the next likely stage of the Sun (ESS-M-C1)

Interactive Science Textbook: pgs. 622, 638-645, 646-649 LCCActivity9:HertzsprungRussellDiagram(1day)

‐ PartA:HRStarDataandHRdiagram(BLM)‐ PartB:Starevolution–discussedinIS8Video

shownforActivity4‐ http://www.astro.ubc.ca/~scharein/a311/Sim

/hr/HRdiagram.html

Vocabulary(SpecifictoSun):Aphelion,autumnalequinox,axis,equinox,perihelion,seasons,solstice,vernalequinox

ES48 (C)

Communicate ways that information from space exploration and technological research have advanced understanding about Earth, the solar system, and the universe (ESS-M-C8)


Interactive Science Textbook: pgs. 554, 564-573, 580-583 LCCActivity10:SpaceTechnology

‐ NOTE:topicsforthisactivityshouldhavebeenassignedinActivity1

‐ Studentpresentationsofresearch‐ LiteracyStrategy:GraphicOrganizer‐ LiteracyStrategy:Splitpagenotes

AlsoAddressesGLE49




5

ES-49 (C)

Identify practical applications of technological advances resulting from space exploration and scientific and technological research (ESS-M-C8)


Interactive Science Textbook: pgs. 574-583 AddressedinLCCActivity10

ES-45 (E)

Explain how seasonal changes are caused by the tilt of Earth as it rotates on its axis and revolves around the Sun (ESS-M-C7)

LEAP Key Concept: Model or describe the tilt, revolution, and rotation of the Earth and recognize the positions of the Earth and Sun during each of Earth’s four seasons. Guiding Question: Can students explain the cause of Earth’s seasons?

Interactive Science Textbook: pgs. 526, 530-537, 548-551

TLafayette Parish School System

2011-2012 Curriculum Map Grade:8th Science: Unit 7: Properties of Matter

Time Frame March 24- April 2 (1 ½) Weeks) GLE#


1

Unit Description This brief unit focuses on the structure of atoms, the atomic structure of elements and ions, and the basic use of the periodic table. Student Understandings Students should understand the structure of atoms, how that structure varies from element to element, and the relationship of atomic structure to the behavior of ions.

Pretest: Unit 7 Probe: Is It Made of Molecules? Vocabulary self awareness chart, vocabulary cards Vocabulary Terms: atom, atomic mass, atomic number, charge, electron, ion, neutron, nucleus, orbital, proton, chemical bond, compound, covalent bond, element, family, ionic bond, Mendeleev, molecule, period, valence electron

PS-1 (I)

Determine that all atoms of the same element are similar to but different from atoms of other elements (PS-M-A2)

LEAP Key Concept: Identify elements in common objects (clothing, food, tools, rocks, soil, water) Guiding Question: Can students determine the composition of elements using the periodic table? Guiding Question: Can students describe the properties of selected elements.

Interactive Science Textbook: pgs. 102-109 LCC Activity 2: Atoms of Elements to Ions

Part A: (1 day) a.Literacy Strategy: Learning logs - Construct and compare Bohr Model and electron model of lithium b.Discuss atomic model history and create timeline.

Part B: (4 days) a.Element research-foldable, brochure, etc. (2 day research, 1 day presentation) b.Discuss ion formation: (1 day) Energy 7 PHV K Periodic Trends Discovery Channel Video-Discovering the Periodic Table AlsoaddressesGLEs2&3

PS-2 (I)

Recognize that elements with the same number of protons may or may not have

Guiding Question: Can students determine the composition of elements using the periodic table? Guiding Question: Can students describe

Interactive Science Textbook: pgs. 102-109, 110-117, 118-125, 126-129 LCC Activity 3: The Atoms Family

a. Bonding (1 day)

TLafayette Parish School System

2011-2012 Curriculum Map Grade:8th Science: Unit 7: Properties of Matter

Time Frame March 24- April 2 (1 ½) Weeks) GLE#


2

the same charge (PS-M-A2)

the properties of selected elements. b. Word Grid-start in class/finish at home c. Short Video Clip (see PH materials)-

Unit 1, Side 1 “The Mint” PH Book K Lewis Dot Diagrams PHV K Ionic Bonding Bonding Also Addressed in LCC Activity 2

PS-3 (E)

Define ions and describe them in terms of the number of protons, electrons, and their charges (PS-M-A2)

LEAP Key Concept: Differentiate among protons, electrons, neutrons, ions, and molecules. Guiding Question: Can students predict how elements will form ions and react with other elements?

Interactive Science Textbook: pgs. 110-117 LCC Activity 4: It All Adds Up (substitute Bonding With a Classmate)

a. Bonding with a Classmate (1 day) Bond with a Classmate Cards

http://www.sciencespot.net/Media/chembond.pdf Bond with a Classmate Worksheet http://www.sciencespot.net/Media/chembondwkst.pdf

Addressed in LCC Activity 2 & 3

Balancing Chemical Equations http://funbasedlearning.com/chemistry/chembalancer/default.htm Balancing Chemical Equations http://www.sciencespot.net/Media/blncact.pdf Model Lesson: Chemical Reactions https://www.doe.state.la.us/Ide/uploads/2546.pdf CC Resources “Sodium and Chlorine Reaction.” http://jchemed.chem.wisc.edu/JCESoft/CCA/CCAO/Movies/NACL1.html


Grade:8th Science: Unit 8: Pollution and its Effects Time Frame: April 18 – May 18 (3 weeks)


1

Unit Description This unit focuses on human activities that affect Earth’s systems and resources, such as point source and non-point source pollution. The importance of clean water and factors that would be considered methods of protecting water resources are also addressed in this unit. Student Understandings Students will be able to describe the effects of soil composition on plant growth. The students will understand that natural and human-induced pollution serves as a major threat to our water and air. Local issues provide motivation for an investigation of pollutants, and students will learn to focus on issues related to the quality of life, and the degradation of habitats.

Pretest Unit 8 Probe

SE52 (C)

Describe the relationship between plant type and soil compatibility (SE-M-A9)

Guiding Question: Can students describe the importance of soil compatibility and plant type as it relates to Louisiana crops and vegetation?

Interactive Science Textbook: pgs. 326-327, 330-332 LCC Activity 1: Soil Sleuths **Previously Addressed in Unit 4, Activity 6

SE50 (E)

Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3)

LEAP Key Concept: Identify major sources of pollution, describe their likely effects, and classify them as point or nonpoint sources. Guiding Question: Can students identify point and non-point sources of pollution.

Interactive Science Textbook: pgs. 652, 656-661, 662-669, 684-687 LCC Activity 2: Where Does the Water Run? LCC Activity 3: Campus Pollution Patrol **Schedule Lafayette Consolidated Government Department of Environmental Quality guest speakers. The presentation uses the Enviroscape Model and addresses GLE’s 50 and 51

Environmental Hazards: Louisiana www.scorecard.org www.epa.gov/tri/ www.deq.louisiana.gov/portal/

SE51 (E)

Analyze the consequences of human activities on global Earth systems (SE-M-A4)

LEAP Key Concept: Analyze and identify the impact of human activities and technology on populations, habitats, and Earth systems. Guiding Question: Can students

Interactive Science Textbook: pgs. 652, 678-683, 684-687 LCC Activity 5: Every Drop Counts (2 Days)

Part A: A Drop in the Bucket http://extension.usu.edu/waterquality/files/uploads/PDF/A%20drop%20in%20the%20bucket.pdf

Personal Water Usage http://ga.water.usgs.gov/edu/sq3.html




2

distinguish among several effects of water erosion and preventative measures? Guiding Question: Can students articulate the importance of conserving water? Guiding Question: Can students analyze the effects of human activities on the environment?

Part B: Water Conservation Literacy Strategy: Learning Log Prompt: What would happen if greater and greater volumes of our drinkable water became polluted? & What are some things that I can do to personally conserve the amount of water I use?

United Streaming: “Sources of Life: Water in Our Environment” LCC Activity 6: Can We Fix It? (4 Days)

Part A: Assign student groups research on potential environmental problems in Louisiana. Groups should produce a newsletter about the problem and possible solutions.

Part B: Presentation to class. Literacy Strategy: Vocabulary Self Awareness Chart Air pollution, ecosystem, environmental science, pollutant, land pollution, non-point source pollution, non-renewable resources, point source pollution, renewable resources, water pollution

Natural Resources & Christmas Trees http://www.mii.org/pdfs/have/EverythingWeHave.pdf pgs 22 & 23




3

SE53 (C)

Distinguish among several examples of erosion (e.g., stream bank, topsoil, coastal) and describe common preventive measures (SE-M-A10)

LEAP Key Concept: Analyze and identify the impact of human activities and technology on populations, habitats and Earth systems. LEAP Key Concepts: Identify effective measures for prevention of soil and coastal erosion. Guiding Question: Can students distinguish among several effects of water erosion and preventative measures?

Guiding Question: Can students analyze the effects of human activities on the environment?

LCC Activity 4: Erosion Prevention **Previously addressed in Unit 4, Activity 1

lafayette parish school system 2011-2012 curriculum map ...2011-2012 curriculum map grade:8th...

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