Science
3rd Nine Weeks
Grade 8
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is
committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned
instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the
Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy
learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP
connections are evident throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career
Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish
desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the
standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in
order to facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science
educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in
science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and
communicating information.
*The TOOLBOX contains additional resources for each unit.
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Science
Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
3rd Nine Weeks
Grade 8
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Stability and
change
Plan and carry
out
investigations
Cross Cutting
Concepts
Cause and
Effect
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue
to develop proficiency with the eight science practices. Crosscutting concepts can help students better understand core ideas in science and
engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in
and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective. A next
step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would
be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary
studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct,
and matching those predictions with those observed in the real world.
*The TOOLBOX contains additional resources for each unit.
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Science
3rd Nine Weeks
Grade 8
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025.
To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career
Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards Based Curriculum, Science
Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins with a concerted effort to
implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in
particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated
curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily
instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated
standardized tests. Our collective goal is to ensure our students graduate ready for college and career. Most of the elements found in the state Curriculum
Frameworks were incorporated into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to
offer avenues that could assist teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual SCS curriculum maps for
each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County
has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional
content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that
students in SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
3rd Nine Weeks
Embedded Standards
Grade 8
Learning Outcomes
Resources
CLIP Connections
Tennessee Holt Science
and Technology TE, Chapter 14,
section 2: Acids and Bases and
pH, section 3: Solutions of Acids
and Bases, p. 368-377.
Academic vocabulary: acid,
indicator, base, neutralization
reaction, pH, salt, hydronium ion
Unit 3.1 Acids and Bases, 3 weeks
GLE 0807.9.2 Explain that matter
has properties that are
determined by the structure and
arrangement of its atoms.
GLE 0807.9.9 Explain the basic
difference between acids and
bases.
GLE 0807.Inq.1 Design and
conduct open-ended scientific
investigations.
GLE 0807.Inq.2 Use appropriate
tools and techniques to gather,
organize, analyze, and interpret
data.
GLE 0807.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
GLE 0807.Inq.5 Communicate
scientific understanding using
descriptions, explanations,
and models.
Create a classification system for
common household substances
by observing reactions with an
indicator.
Classify common substances as
acid, base, or neutral by
observing reactions with an
indicator.
Compare and contrast the
properties and uses of acids and
bases.
Use the pH scale to compare the
strengths of a variety of acids and
bases.
Design an experiment to
determine what happens when
an acid is mixed with a base.
Construct a word equation for a
neutralization reaction.
Glencoe Science Tennessee
Science Grade 8 Chapter 11
Section 3: Acidic and Basic
Solutions p. 322-329.
Science Teacher’s Activity A Day
Cabbage juice Indicator pg.16
NGSS Practice 3: Planning and
carrying out investigation.
NGSS Practice 4: Analyzing and
interpreting data.
NGSS Practice 8: Obtaining,
evaluating, and communicating
information.
Reading: Follow precisely a
multistep procedure when
carrying out experiments, taking
measurements, or performing
technical tasks.
Writing: Use precise language
and domain- specific vocabulary
to inform about or explain the
topic
Task: Research the use of acids
to flavor and preserve foods from
different cultures. Present the
findings to class. Discuss what
types of evidence supports your
claim.
*The TOOLBOX contains additional resources for each unit.
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Science
State Standards
3rd Nine Weeks
Embedded Standards
Grade 8
Learning Outcomes
Resources
CLIP Connections
Task: Write a persuasive essay
on how a company can handle an
acid spill on the factory floor.
Task: Create a poem on acids
and bases. Provide students with
a rubric to critique each other’s
work
Unit 3.2 Adapting to the Environment, 4 weeks
GLE 0807.5.4 Explain why
variation within a population can
enhance the chances for group
survival.
GLE 0807.Inq.2 Use appropriate
tools and techniques to gather,
organize, analyze, and interpret
data.
GLE 0807.5.3 Analyze how
structural, behavioral, and
physiological adaptations within a
population enable it to survive in
a given environment.
GLE 0807.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
GLE 0807.5.6 Investigate fossils
in sedimentary rock layers to
gather evidence of changing life
forms.
GLE 0807.5.5 Describe the
importance of maintaining the
earth’s biodiversity.
GLE 0807.Inq.4 Recognize
possible
sources of bias and error,
alternative explanations, and
questions for further exploration.
GLE 0807.Inq.5 Communicate
scientific understanding using
descriptions, explanations, and
models.
*The TOOLBOX contains additional resources for each unit.
Make inferences about the
habitat of an organism from
information about structural,
behavioral, and physiological
adaptations.
Evaluate the survival value of an
adaptation by analyzing data
from experiments or simulations.
Investigate fossils in sedimentary
rocks to gather evidence of
changing life forms.
Predict ability of an organism to
survive under different
environmental conditions.
Summarize how genetic
variation, natural selection, and
adaptations combine to enhance
Holt Science and Technology TE:
Ch. 13 Section 1: Forming New
Substances and Section 2: Chemical
Formulas and Equations and Section
3: Types of Chemical Reactions and
Section 4: Energy and Rates of
Chemical Reactions p. 332-353
Glencoe Tennessee Science 8’
Chapter 10 Section 1: Chemical
Formulas and Equations p. 278-289
and Section 2: Rates of Chemical
Reactions p. 290-305.
Tennessee Holt Science and
Technology TE
Chapter 4 -sections 2:How Do
Population Changes Happen and
Section 3: Natural Selection in
Action p. 108-117
Chapter 3 - section 4:Adaptations
and Survival p.84-89
Academic vocabulary: chemical
equation, chemical formula, reactant,
product, acid, base, endothermic,
exothermic, compound
NGSS Practice 2: Developing and
using models
NGSS Practice 5: Using
mathematics and computational
thinking
Academic vocabulary: trait,
selective breeding, natural
selection, generation time,
speciation, adaptation, relative
age, species, variation
NGSS Practice 4: Analyzing and
interpreting data
NGSS Practice 6: Constructing
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Science
State Standards
3rd Nine Weeks
Embedded Standards
GLE 0607.T/E.3 Compare the
intended benefits with the
unintended consequences of a
new technology.
Grade 8
Learning Outcomes
Resources
the chances for group survival.
Assess the importance of
maintaining the earth’s diversity.
Use print and electronic
resources to research the effect
of a catastrophic event, selective
pressures, or human activities on
the biodiversity of a biome.
Chapter 5 - section 1:Geological
History and Section 2: Looking at
Fossils p.126-139
Chapter 6 - section 2:
Environmental Solutions p.162169
Glencoe Science Tennessee
Science Grade 8 Chapter 2 p.3863 and Chapter 3 p.64-97.
Science Teacher’s Activity a Day
Life as a Peppered moth pg. 103
Pink Palace Museum Field Trips
Exhibits: Adaptations and MidSouth Mammals
Labs: Journey to the Poles,
Humpback Whales
CTI Theater: Walking with
Dinosaurs 3D, Humpback
Whales 3D, Flight of the
Butterflies 3D
For the classroom:
Suitcase
*The TOOLBOX contains additional resources for each unit.
CLIP Connections
explanations (for science) and
designing solutions (for
engineering)
NGSS Practice 7: Engaging in
argument from evidence
Mathematics: Investigate chance
processes and develop, use, and
evaluate probability models.
Writing: Gather relevant
information from multiple print
and digital sources, using search
terms effectively and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and following
a standard format for citation.
Writing: Support claims with
logical reasoning and relevant,
accurate data and evidence that
demonstrate an understanding of
the topic or text, using credible
sources.
Task: Draw a family tree that
deals with evolution and describe
how the changes occur over time.
Task: Make a concept map that
shows how raccoons, pandas,
and polar bears are related to a
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Science
State Standards
3rd Nine Weeks
Embedded Standards
Grade 8
Learning Outcomes
Resources
exhibits: Skulls/Predator & Prey
Passports: Weddell Seals
CLIP Connections
common ancestor. Provide
explanations on their
connections.
LNC Nature Center Field Trips:
Exhibits: Adaptations, Backyard
Wildlife Center
Programs: Biowild! Habitat
Detectives, Exploring Nature y
our Way
Task: Create a visual display that
represents your habitat. Describe
the processes of your design.
Discuss how you would redesign
it.
On or Off Site: Nature2U (11
topics)
Coon Creek Science Center Field
Trips
Field Excursions: Can you Dig
It? Intro to Coon Creek,
Exploring Coon Creek: Field
Paleontology
Unit 3.3 Classification, 2 weeks
GLE 0807.5.1 Identify various
GLE 0807.Inq.3 Synthesize
criteria used to classify organisms information to determine cause
into groups.
and
effect relationships between
evidence and explanations.
GLE 0807.5.2 Use a simple
classification key to identify a
specific organism.
GLE 0807.Inq.5 Communicate
scientific understanding using
*The TOOLBOX contains additional resources for each unit.
Justify groupings of selected
organisms (or information/photo
cards of organisms) by identifying
the sorting criteria.
Use print and electronic
resources to identify the criteria
used for biological classification
of selected organisms.
Tennessee Holt Science and
Technology TE, Chapter 2
section 1: Sorting It All Out and
Section 2: Domains and
Kingdoms p. 46-59
Glencoe Science Tennessee
Science Grade 8 Chapter 1 p.637.
Academic vocabulary:
classification, organism, cell,
kingdom, genus, binomial
nomenclature, taxonomy,
dichotomous key, Fungi, Plantae,
Animalia
NGSS Practice 2: Developing
and using models
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Science
State Standards
3rd Nine Weeks
Embedded Standards
descriptions, explanations,
and models.
Learning Outcomes
Construct a classification key to
identify a selected group of
organisms.
Use a classification key to identify
an unknown organism.
Infer how classification systems
and keys are useful to biologists.
Grade 8
Resources
Science Activity a Day
Taxonomic categories:
Addressing Classification pg. 129
Pink Palace Museum Field Trips
Exhibits: Adaptations
CLIP Connections
NGSS Practice 7: Engaging in
argument from evidence
Writing: Support claims with
logical reasoning and relevant,
accurate data and evidence that
demonstrate an understanding of
the topic or text, using credible
sources.
Task: Determine what problem
solving techniques a scientist
would need in order to discover
how dolphins learn.
Task: Find magazine pictures of
ferns and flowering plants that
grow in North America. Use
resources books to identify the
plants. Create a visual and label
the pictures.
*The TOOLBOX contains additional resources for each unit.
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Science
3rd Nine Weeks
Grade 8
TOOLBOX
Unit 3.1 Acids and Bases, 3 weeks
Unit 3.1
Acids and
Bases
Plans
Students see a demonstration of a color change using universal pH indicator. Students change the concentrations of an acid and a base and use universal
indicator to test the pH of the resulting solutions. Students see an animation showing that water molecules interact and separate into the H3O+ ion and the OH−
ion. Students see that the pH of a solution is related to the concentration of these ions in water. This lesson plan is available at
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson8
Students use citric acid and sodium carbonate solutions to see that adding a base to an acidic solution makes the solution less acidic. Students then use a base to
help them identify which of two acidic solutions is more concentrated. This lesson plan is available at
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson9
Unit 3.1 Aids
and Bases
Background
for Teachers
Unit 3.1
Acids and
Bases
A one-page summary defining acids and bases is available at http://www.acidsandbases.org/
A more complete explanation of the properties and reactions of acids and bases is available at http://www.chemtutor.com/acid.htm
Student friendly background information about acids and bases http://www.chem4kids.com/files/react_acidbase.html
Directions for a lab investigation into the properties of acids and bases using cabbage juice indicator is available at
http://www.inquiryinaction.org/classroomactivities/activity.php?id=27
In this activity, students will use their knowledge of color changes with red cabbage indicator to neutralize an acidic solution with a base and then neutralize a basic
solution with an acid. Find directions for this lab at http://www.inquiryinaction.org/classroomactivities/activity.php?id=28
A hands-on activity that relates acid-base chemistry to engineering is described at
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_air/cub_air_lesson06_activity1.xml
Student
Activities
A virtual acids and bases activity where the student clicks a test tube and the avatar sticks pH paper in the test tube and it changes color. The student should
compare the color of the indicator strip to the pH scale across the top of the screen and then use clues to infer which substance is in the test tube.
http://www.harcourtschool.com/activity/acids/
Study Jam Video on acid and bases http://studyjams.scholastic.com/studyjams/jams/science/matter/acids-and-bases.htm
Students are given a list of notes to place in the acids and bases Venn diagram.
http://www.leydenscience.org/pswp2/Gen%20Fun/Unit%208%20&%209/Acids%20and%20Bases%20VENN%20Diagram.pdf
*The TOOLBOX contains additional resources for each unit.
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Science
3rd Nine Weeks
Grade 8
TOOLBOX
Unit 3.1
Acids and
Bases
Other
Resources
An online game in which students use their knowledge of acids and bases to manage a juice bar for a variety of alien customers can be played at
http://www.lawrencehallofscience.org/kidsite/portfolio/alien-juice-bar/
Link for Alien Juice Bar activity handout http://www.reitzmemorial.org/Downloads/alienjuicebar.pdf
This webpage host an interactive Java Applet simulation that allows the student to test the pH of things like coffee, spit, and soap to determine whether each is
acidic, basic, or neutral. Also it helps the student user to visualize the relative number of hydroxide ions and hydronium ions in solution. The user is able to switch
between logarithmic and linear scales. This website’s applet will give students a simulated, visual learning experience they might otherwise not be able to engage
in due to time restraints or lack of material. http://phet.colorado.edu/en/simulation/ph-scale
McGraw-Hill Brain Pop Video and Quiz for Acids and Bases http://highered.mcgraw-hill.com/sites/dl/free/0078617650/164037/00053406.html
A virtual lab where students can use pH paper to test the pH of 12 common solutions. Students complete a data table and journal questions. The lab answers the
question, "What is the pH of common solutions?" This is a good virtual lab to pair with a hands-on one to clear misconceptions or reinforce concepts.
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html
The GEMS module Of Cabbages and Chemistry contains a series of engaging lessons in which students explore acids and bases using red cabbage juice as an
indicator. Students discover acids and bases through their own experiments and interpretations. The Teacher’s Guide (about $25) containing this unit plan is
available from Lawrence Hall of Science http://www.lhsgems.org/GEM195.html and the guide with a complete kit of materials (about $380) is available from
Carolina. Of Cabbage and Chemistry Kit. P. 111
Unit 3.2 Adapting to the Environment, 4 weeks
Unit 3.2
Adapting to
the
Environment
Plans
A free lesson plan from Biology Alliance about natural selection http://www.nku.edu/~bowlingb2/NaturalSelection.html.
Exploring Environmental Issues: Biodiversity was developed by Project Learning Tree in partnership with the World Wildlife Fund. Students learn that decisions
about growth and development, energy use and water quality, and even human health, all rest to some extent on perspectives about biodiversity. This module can
be downloaded at no cost. http://www.plt.org/biodiversityhttp://www.plt.org/biodiversity
This online simulation allows students to manipulate factors that influence species survival (adaptation, overproduction, variation, and competition).
http://phet.colorado.edu/en/simulation/natural-selection. This is a complete lesson. Your computer must meet minimal requirements. The videos included are links
to YouTube.
*The TOOLBOX contains additional resources for each unit.
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Science
3rd Nine Weeks
Grade 8
TOOLBOX
Unit 3.2
Adapting to
the
Environment
Background
for Teachers
Unit 3.2
Adapting to
the
Environment
Student
Activities
A simple explanation of natural selection, genetic variations, and adaptations is available at http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_14. Use the
links on the left side of the page. A more complex explanation of the Theory of Natural Selection http://www.biology-online.org/2/10_natural_selection.htm
A quick explanation of the types of adaptations is available at “How Stuff Works” - http://science.howstuffworks.com/dictionary/biology-terms/adaptation-info.htm
Another summary about adaptations http://www.biologyreference.com/A-Ar/Adaptation.html.
A one page summary about biodiversity http://www.nwf.org/Wildlife/Wildlife-Conservation/Biodiversity.aspx
In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects and organism's ability to survive in certain
environments. http://www.biologycorner.com/worksheets/peppermoth_paper.html.
In this hands-on activity, students become the subjects in a demonstration of natural selection. Students select candies from a bowl and have an opportunity to
think about what traits brought about the “survival” of some candies. http://www.ucmp.berkeley.edu/education/lessons/candy_dish.html.
This is a natural selection simulation. In this activity students demonstrate how natural selection operates, using different colored paper chips to represent prey and
a piece of fabric as a background (the environment). The predator (student) will hunt (select chips) to show that the best adapted, by color, are NOT chosen, and
others which are poorly adapted (by standing out) ARE chosen (removed).http://www.indiana.edu/~ensiweb/lessons/ns.chips.html.
Peppered Moth Virtual Simulation. This peppered moth activity allows for both content review and conceptual exploration of the process of natural selection. This
site provides an explanation of the moth life cycle, the industrial revolutions effect, and the scientific theories and explanations of peppered moths. The best part is
a game/lab that allows students to play the role of a bird and hunt moths. The students become a part of the natural selection process thus allowing them to gain a
better understanding of the process. http://peppermoths.weebly.com/ http://www.biologycorner.com/worksheets/pepperedmoth.html
In this activity students will use fictitious creatures to simulate the process of natural selection. The tutorial explains how Charles Darwin’s theory of natural
selection drives heritable traits in a population. When begin the game you will have to choose three creatures to start your population. Students will determine high
biodiversity helps a species survive. http://www.sciencechannel.com/games-and-interactives/charles-darwin-game.htm
Readworks.org articles about Natural Selection and survival: Lexile 1110 http://www.readworks.org/passages/naturally-selected-survive
Readworks.org article about Wetlands and Habitat Loss: Lexile 1220 http://www.readworks.org/passages/wetlands-and-habitat-loss
http://www.readworks.org/passages/changes-biodiversity
This website has multiple activities that help students to identify animal adaptations. http://interactivesites.weebly.com/animal-adaptations.html .
*The TOOLBOX contains additional resources for each unit.
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Science
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Grade 8
TOOLBOX
Unit 3.2
Adapting to
the
Environment
Other
Resources
Unit 3.3
Classification
Plans
Background
for Teachers
Other
Resources
Ihttp://www.accessexcellence.org/AE/AEPC/WWC/1995/beansbirds.php
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm
population growth http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/population-growth.htm
Evolution Primer #4: How Does Evolution Really Work? This video explains how the process of natural selection operates in populations of rainforest hummingbirds
in fewer than 7 minutes. This video can be accessed through your Gaggle Tube or downloaded from You Tube.
http://keepvid.com/?url=www.youtube.com%2Fwatch%3Fv%3DrltZfejDVuw
Making of the Fittest: Natural Selection and Adaptation HHMI provides an explanation of the rock pocket mouse as a living example of Darwin’s process of natural
selection. The video is about 9 minutes and can be accessed through your Gaggle Tube or downloaded from You Tube or the following site, which has other
related resources http://www.hhmi.org/biointeractive/making-fittest-natural-selection-and-adaptation.
Lesson Plan on Animal Classification using Discovery Education. http://www.discoveryeducation.com/teachers/free-lesson-plans/animal-classification.cfm
The Open Door website is maintained by science teachers and it includes information for science educators about Groups of Animals:
http://www.saburchill.com/chapters/chap0002.html
Website has good information about Taxonomy and Classification (missing Domain)
http://www2.estrellamountain.edu/faculty/farabee/BIOBK/BioBookDivers_class.html
Encyclopedia of Life has pictures, articles, maps, information about the species of life on Earth http://eol.org/info/discover_articles.
The article, “What is Biological Classification?” has extensive information about this subject at this link http://eol.org/info/taxonomy_phylogenetics
This is a fun activity for practicing using a dichotomous key using common household/classroom stuff. http://sciencespot.net/Media/sillysci.pdf
In this activity, http://bowenpeters.weebly.com/uploads/8/1/1/9/8119969/dichotomous_key_snack_copy.pdf students complete two activities. In the first activity,
students use the Creature Identification Key to identify 12 aliens. In the second activity, students pretend to be the aliens and write the dichotomous key that
identifies earthly animals.
This site has multiple activities to assist students with the classifying organisms. Students have multiple games that identify the different characteristics of the
classification system. http://interactivesites.weebly.com/animal-classification.html
This is a SMARTboard lesson about classifying plants. Links to videos and activities are available on this website http://www.brighthubeducation.com/middleschool-science-lessons/92920-smart-board-lesson-on-plant-classification/.
Website that allows students to work in groups or by themselves to learn more about classification and dichotomous keys.
http://ww2.mdsg.umd.edu/interactive_lessons/key/
Education Portal's video "Taxonomy: Classification and Naming of Living Things" gives an overview of taxonomy and explains the hierarchical system of
classification.
*The TOOLBOX contains additional resources for each unit.
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