Science-Grade 8-Yearly Overview

Abu Dhabi City-Campus

Teacher: Lize van Rensburg MYP 3 Grade: 8
#

2013-2014
Subject Group: Science
Global Context + Objectives Content

Subject: Science
Extension + Practical Activities

Statement of Inquiry +Unit Question

Unit Title: Mysteries of

Key + Related concepts

Science
Statement of Inquiry

The development of scientific inquiry based on evidence can be used to create models and systems
Unit Questions
D. Is it possible to prove all scientific phenomena? Do we believe everything we see or hear? C. How

Global Context Key Concept:

Scientific and Technical Innovation

Development
Related Concepts Objectives B. Inquiring and Designing C. Processing and Evaluating D. Reflecting on the Impacts of Science
Approaches to Learning:
Organization, Collaboration, Communication, Transfer

Evidence

do hypothesis and predictions help us to understand the world around us?

F. What tools can we use to prove scientific theory? Time Line: 2 weeks, Time scale:5
lessons/7hrs

Use scientific knowledge to make predictions and investigate hypothesiss Explain the hypothesis using scientific reasoning and include in explanations the scientific concepts, theories of why or how something might happen the way they have been hypothesized or predicted Plan and conduct an investigation to gather evidence based on open ended questions with several independent variables Process, conclude and evaluate qualitative and quantitative data

Inquiry based research on scientific phenomena (Criteria B) Laboratory experiments (Criteria D)

Class expectations. Safety rules and practices. Lab practical: safety activities, analysis + evaluation. Hazard signs Lab practical: Group safety role play. How to draw graphs and correct usage. Lab practical; generate data for handling and correct representation Report writing and graphical representation. Lab practical: volume Lab practical: density.

Interdisciplinary Links : Mathematics or History.

Learner Profile: Inquirer, thinker, reflective

NGCSS performance Outcomes Formative assess+summative quiz

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Statement of Inquiry +Unit Questions

Unit title:

Key + Related Concepts

Global Context + Objectives

Content

Extension + Practical Activities

Human-Environment means of communication

Statement of Inquiry

Sensory receptors are critical for us gathering information and interacting with our environment
Unit Question

Global Context Key Concept

Communication
Related Concepts

Identities and relationships

Objectives C. Processing and Evaluating D. Reflecting on the Impacts of Science

Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.(MS-LS1- 8)

Lab activity in which students observe and make models of sensory organs

Interaction, a lost Environment

D. Can artificial organs

substitute for dysfunctional or sensory organ?

C. How can we

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieve.

Approaches to Learning:

compensate for a dysfunctional or lost sensory organ?

F. Which sensory receptor

Thinking, Social, Communication, Research Skills.

is most vital for HumanEnvironment communication?

One World Essay: Investigate and write an essay about the role of artificial replacement organs in helping people with disabled sensory organs in their life to have normal lives. Evidence should include internet research as well as personal interviews with people and organizations receiving or working with artificial replacement organs to assess the effect of these organs on the adaptation and productivity of handicapped persons in their societies.

Quarter . Time Line : 6 weeks/15

lessons/21hrs

Interdisciplinary Links: Biology, Computer Science, English, Engineering and technology.

Learner Profile: Caring, Reflective, Communicator

NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content
The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth.
(MS-LS4-1)

Extension + Practical Activities

Unit title:

From past to present

Statement of Inquiry The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1- 4) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. (HS.ESS1.C GBE) (secondary to MS-ESS2-3) ETS1-2: Evaluate competing design solutions

Fossils provide evidence of change over time.

Unit Question
D. Is it possible to bring

Global Context

Identities and relationships

Key Concept

back living organisms that are now extinct from their fossil remains?

Change
Related Concepts

Evidence
C. How can we use

records and reconstruction of history to understand the history of life on Earth?

F. What evidence do

Objectives B. Inquiring and Designing C. Processing and Evaluating D. Reflecting on the Impacts of Science

using a systematic process to determine how well they meet the criteria and constraints of the problem.
LS4-1: Analyze and interpret data for patterns

Research and PowerPoint presentations on evidence of the existence, diversity, extinction and change of many life forms from fossil records. Individual class project - designing and making models of fossils.

Approaches to Learning:

fossils provide for the existence and diversity of many life forms?

Thinking, Communication, Research Skills.

in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
LS4-2: Apply scientific ideas to construct an

explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
LS4-3: Analyze displays of pictorial data to

compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Quarter. Time Line : 5 weeks/12
lessons/18hrs

Interdisciplinary Links: Chemistry, Physics, Math, Engineering and technology.

Learner Profile: Inquirer, Thinker, Reflective,

Communicator

NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content
LS4.B: Natural Selection Natural selection leads
to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-4) In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS-LS4-5)

Extension + Practical Activities

Unit title:

Survivors
Statement of Inquiry

The development of traits helped animals to adapt in their environment and kept the balance in the ecosystems.
Unit Question
D. Do you think animals

LS4.C: Adaptation Adaptation by natural selection

acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS4-6)

Global Context Key Concept

Development
Related Concepts

Orientation in space and time

Objectives C. Processing and Evaluating D. Reflecting on the Impacts of Science

can adapt to severe changes in the environment?

C. How did the natural

Balance , Environment

ETS1.A: Defining and Delimiting Engineering Problems The more precisely a

design tasks criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

Students will present power points about some kinds of animals adaptations that helped the species to survive the environmental changes.

selection lead to the predominance of certain traits in a population?

F. What types of

Approaches to Learning:

LS4-4: Construct an explanation based on

Thinking, SelfManagement Skills.

adaptation did the animal develop to survive?

evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment.
LS4-5: Gather and synthesize information

about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
LS4-6:

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Quarter. Time Line : 4 weeks/10lessons/14hrs Interdisciplinary Links: Biology and technology. Learner Profile: Inquirer, Thinker, Caring NGCSS performance Outcomes:

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Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content
ESS2.D: Weather and Climate
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5) The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)

Extension + Practical Activities

Unit title:

Ecosystems
Statement of Inquiry

Humans can have critical impact on the ecosystem and its resources.
Unit Question
D. Are drastic climate

Global Context Key Concept

Globalization and sustainability

Objectives A. Knowledge and Understanding C. Processing and Evaluating D. Reflecting on the Impacts of Science

changes and disasters caused by humans?

Change and Balance

Related Concepts

ESS3.D: Global Climate Change

5
C. Are drastic climate

Environment and Resources

changes and disasters caused by humans?

F. What is the Impact of

Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earths mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MSESS3-5)

One World Essay: Investigate and write a report about the carbon footprint of individuals and companies. Use an online calculator to measure your carbon footprint and compare it to the average in your country and the world. Include tables and graphs to show your findings. Suggest and discuss actions you can take to reduce your carbon footprint.

Approaches to Learning:

Humans on the Ecosystem?

Thinking, Social, Communication Skills.

ESS3.C: Human Impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earths environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3-3) Learner Profile: Knowledgeable, Caring, openminded

Quarter. Time Line : 6 weeks/15

lessons/21hrs

Interdisciplinary Links: English, technology.

NGCSS performance Outcomes:

Page 5 of 6

Statement of Inquiry +Unit Questions

Key + Related Concepts

Global Context + Objectives

Content
LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Extension + Practical Activities

Unit title:
Biodiversity

Statement of Inquiry

Biodiversity ensures a healthy ecosystem with plenty of resources for all living things.
Unit Question
D. Is human activity

Global Context

Globalization and sustainability

Key Concept

Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-LS2-5) Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

LS4.D: Biodiversity and Humans

responsible for the lack of biodiversity and scarcity of resources?

Balance
Related Concepts

6
C. Can changes in biodiversity influence humans resources

Resources

Objectives A. Knowledge and Understanding C. Processing and Evaluating

Changes in biodiversity can influence humans resources, such as food, energy, and medicines, as well as ecosystem services that humans rely onfor example, water purification and recycling. (MS-LS25)

ESS3.C: Human Impacts on Earth Systems

Approaches to Learning:

F. What is the effect of

biodiversity on how healthy an ecosystem is?

Thinking, Social, Research, Communication Skills.

Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MSESS3-4)

ETS1.A: Defining and Delimiting Engineering Problems

One World Essay: Research and investigate and write a brochure about the impact of humans on air and its quality. Define and discuss sources of air pollution. Discuss in details one effect of human activities on air and the positive actions that can be taken. Use your brochure as part of a schoolcampaign to raise awareness and involvement of students in environmental issues.

The more precisely a design tasks criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1) Quarter Time Line : 6 weeks/15
lessons/21hrs

Interdisciplinary Links: English, technology.

Learner Profile: Knowledgeable, Caring.

NGCSS performance Outcomes:

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