Daily Guide
Science Grade 8 Core Content From Cells to Organisms
Science
Science Practices
1. Systems: thinking makes it possible to analyze and understand complex phenomena. Systems
6-8 LS1A: All organisms are composed of cells, which carry on the many functions
needed to sustain life
6-8 LS1C: One celled organisms must contain parts to carry out all life functions
6-8 LS1C: Multi-cellular organisms have specialized cells that perform different
functions. These cells join together to form tissues that give organs their structure and
enable the organs to perform specialized functions within organ systems.
6-8 LS1D: Both plant and animal cells must carry on life functions, so they have parts in
common, such as nuclei, cytoplasm, cell membranes, and mitochondria. But plants
have specialized cell parts, such as chloroplasts and cell walls, because they are
producers and do not move.
6-8 LS1E: In classifying organisms, scientists consider both internal and external
structures and behavior
6-8 LS1F: Lifestyle choices and living environments can damage structures at any level
of organization of the human body and can significantly harm the whole organism
RLS #1: Cite specific textual evidence to support analysis of science and technical texts
RLS #3: Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks
RLS #4: Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical context relevant
to grades 6-8 texts and topics
RLS #7: Integrate quantitative or technical information expressed in words in a text
with a version of that information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table)
RLS #9: Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic
WLS #1: Write arguments to support claims with clear reasons and relevant evidence
WLS #2: Write informative/explanatory texts to examine a topic and convey ideas and
information through the selection, organization, and analysis of relevant content
WLS #4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience
WLS #9: Draw evidence from literary or informational texts to support analysis,
reflection, and research
BESD February 14, 2012
concepts begin with the idea of part to whole relationship in the earliest grades, adding the idea of
systems analysis in middle school and emergent properties, unanticipated consequences, and
feedback loops in high school.
2. Inquiry is the bedrock of science and refers to the activities of students in which they develop
knowledge and understanding of scientific ideas, as well as an understanding of how the natural
world works. Students ask and answer questions that facilitate growth in their understanding of the
natural world. Inquiry includes the idea that an investigation refers to a variety of methods that can
be used to answer a scientifically oriented question, including: systematic observations, field studies,
models and simulations, open-ended explorations, and controlled experiments. Construct viable
arguments and critique the reasoning of others.
3. Application includes the ability to use the process of technological design to solve real-world
problems, to understand the relationship between science and technology and their influence on
society, and to become aware of the wide variety of careers in scientific and technical fields. These
abilities are needed for people to apply what they learn in school to meet challenges in their own
lives, to understand and help solve societal problems involving science and technology, and
contribute to the prosperity of their community, state, and nation.
4. The Domains of Science focus on nine Big Ideas in the domains of Physical Science, Life
Science, and Earth and Space Science that all students should fully understand before they graduate
from high school so that they can participate and prosper as citizens in modern society.
Daily Guide
Science
Assessment Considerations
English Language Development Standards
Concepts and Procedures
Students can explain and apply scientific concepts and interpret and carry out
scientific procedures
Problem Solving
Students can solve a range of complex well-posed problems in pure and applied
science making productive use of knowledge and problem solving strategies.
Communicating Reasoning
Students and clearly and precisely construct viable arguments to support their own
reasoning and to critique the reasoning of others.
Modeling and Data Analysis
Students can analyze complex, real-world scenarios and can construct and use
scientific models to interpret and solve problems.
Listening/Speaking Standards
 The student uses listening and observation skills and strategies to gain
understanding.
 The student uses communication skills and strategies to interact/work effectively
with others.
 The student uses communication skills and strategies to effectively present ideas
and one’s self in a variety of situations.
 The student analyzes and evaluates the effectiveness of communication.
Reading
 The student understands and uses different skills and strategies to read.
 The student understands the meaning of what is read.
 The student reads materials for a variety of purposes.
Writing
 The student writes in a variety of forms for different audiences and purposes.
 The student writes clearly and effectively
Science Assessment Plan
Assessment Title
BESD February 14, 2012
Time Frame
Standards Assessed
Daily Guide
BESD February 14, 2012
Science
Daily Guide
Science
Burlington-Edison School District Science Daily Guide
(Review and refer to District Curriculum/Pacing Guides for each subject to get additional descriptions, timelines, standards, unit focus, etc.)
Reading
(Harcourt, Comprehension Toolkit, Fountas and
Pinnell Phonics, Regie Routman, Daily Café)
District
Assess
BESD February 14, 2012
Writing
(Write Source, D. Matteson)
SCIENCE
Daily Guide
Science
Core Content: From Cells to Organisms
STANDARD
6-8 LS1A: All organisms are composed of cells, which
carry on the many functions needed to sustain life
Timeline:
Learning Targets
I can draw and describe
observations made with a
microscope showing that plants
and animals are made of cells,
and explain that cells are the
fundamental unit of life
Resources and
Materials
Vocabulary
cell, organism,
function
I can describe the functions
performed by cells that sustain
living organisms
Microscope practice
Cheek cells, elodea cells,
prepared slides
“Is it Living” probe,
Characteristics of living
things – “That’s life”
reading in Organisms
student guide (6,7)
6-8 LS1C: One celled organisms must contain parts to
carry out all life functions
I can draw and describe
observations made with a
microscope showing that a
single-celled organism contains
parts used for all life functions
unicellular
Protist samples and
prepared slides
(microscope drawings),
Protist reading in
Organisms student guide
(133-134), Protist cartoon
6-8 LS1C: Multi-cellular organisms have specialized
cells that perform different functions. These cells join
together to form tissues that give organs their
structure and enable the organs to perform specialized
functions within organ systems.
I can relate the structure of a
specialized cell to the function
that the cell performs
multicellular,
structure, tissue,
organ
Cheek cell activity, nerve
cells, foldable?
I can describe the components
and functions of the digestive,
Circulatory, and respiratory
systems in humans and how
these systems interact
NA
NA
I can use labeled diagrams or
models to illustrate similarities
and differences between plant
organelle, nucleus,
cytoplasm, cell
membrane, cell wall,
Cells reading in Organisms
student guide (83-85) to
describe functions,
6-8 LS1D: Both plant and animal cells must carry on life
functions, so they have parts in common, such as
nuclei, cytoplasm, cell membranes, and mitochondria.
BESD February 14, 2012
Notes
I can explain the relationship
between tissues that make up
individual organs and the
functions the organ performs
**Taught in 7/8 health
Daily Guide
Science
But plants have specialized cell parts, such as
chloroplasts and cell walls, because they are producers
and do not move
and animal cell structures and
describe their functions
mitochondria,
ribosome, ER, golgi
body, lysosome
comparing onion, elodea,
human cheek, and human
nerve cells (microscope
drawings), cell-house
poster, foldable?
6-8 LS1E: In classifying organisms, scientists consider
both internal and external structures and behavior
I can use a classification key to
identify organisms, noting use of
both internal and external
structures as well as behaviors
dichotomous key,
classification, internal,
external, structure,
behavior
Organism picture cards
from kit (classify into
groups), “What’s in a
name” reading in
Organisms student guide,
classification notes and
practice, dichotomous key
practice with aliens, etc.
6-8 LS1F: Lifestyle choices and living environments can
damage structures at any level of organization of the
human body and can significantly harm the whole
organism
I can evaluate how lifestyle
choices and environments affect
parts of the human body and the
organism as a whole
NA
NA
**Taught in 7/8 health
Reading Literacy Standards:
RLS #1: Cite specific textual evidence to support analysis of science and technical texts
RLS #3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks
RLS #4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 6-8 texts and topics
RLS #7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model,
graph, or table)
RLS #9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic
Writing Standards:
WLS #1: Write arguments to support claims with clear reasons and relevant evidence
WLS #2: Write informative/explanatory texts to examine a topic and convey ideas and information through the selection, organization, and analysis of relevant content
WLS #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WLS #9: Draw evidence from literary or informational texts to support analysis, reflection, and research
Assessment:
BESD February 14, 2012