Trousdale County Schools Weekly Lesson Plan
Teacher: Joseph Randall White
Dates: March 2nd 2015 to March 6th
Pacing Guide Week #26
2015
Subject: 8th Grade Science
Common Core Standard(s) to be taught: (Write the entire standard)

Cite specific textual evidence to support analysis of science and technical texts.

Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.

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).
SPI(s) to be taught: (Write the entire SPI)
Einstein and Newton
SPI 0807.5.1 Use a simple classification key to identify an unknown organism.
SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment.
SPI 0807.5.4 Identify several reasons for the importance of maintaining the earth’s biodiversity.
SPI 0807.5.5 Compare fossils found in sedimentary rock to determine their relative age.
Arch and Tesla
SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil.
SPI 0807.12.2 Describe the basic principles of an electromagnet.
SPI 0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.
SPI 0807.12.5 Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.
SPI 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system.
After Tuesday
SPI 0807.T/E.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0807.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0807.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0807.T/E.4 Differentiate between adaptive and assistive engineered products (e.g., food, biofuels, medicines, integrated pest management).
Daily practice activity for citing text based evidence in conversation and/or writing:

Reading textbook, coach book sections, and participating in open classroom discussion questions.
I Can Statements :

I can identify an adaptation as physical or
behavioral.

I can relative age using fossil layers.

I can cite the reasons we need biodiversity.

I can explain how object react in relation to gravity.

I can differentiate between Mass and Weight

I can understand the engineering and design
process.

I can differentiate between adaptive and assistive
engineering.
Student Agenda:

Continue review of Periodic table and Chemical
reactions units

Videos to present background of materials

Interactive Powerpoint Instruction

Demonstration of scientific principles visually

Quizzes to determine mastery
Assessment Strategies (for Stage 1 teachers ONLY):
Open discussion questioning of classroom topic
Summative assessment quizzes when needed
Classroom group work when necessary
Cumulative Testing of topic
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Instructional Materials (for Stage 1 teachers ONLY):

Textbook

TCAP Coach Book

8th Grade Spectrum Workbook

Powerpoint Presentations

Prezi Presentation

Informational Videos

Laboratory Materials
Instruction: In outline form, describe each day of instruction.
Day 1(A Day)



Bell-ringer (5 minutes- all classes)
Tesla and Archimedes
o Force of Nature Unit Exam
Newton and Einstein
o Classification/ Adaptations/ Fossils
Formative Assessments:
Bell-ringer
In-class discussion
Worksheets
Textbook reading
Interactive Participation
Video
Pop Quiz
Notebook note checking
Testing
Day 2 (B day)

Bell-ringer (5 minutes- all classes)

Tesla and Archimedes
o Force of Nature Unit Exam Grading and Review

Newton and Einstein
o Classification/ Adaptations/ Fossils/ Biodiversity
Bell-ringer
In-class discussion
Worksheets
Textbook reading
Interactive Participation
Video
Pop Quiz
Notebook note checking
Testing
Day 3 (A day)
Bell-ringer
In-class discussion

Bell-ringer (5 minutes- all classes)
Worksheets

Tesla and Archimedes
Textbook reading
o Embedded Technology and Basic Engineering
Interactive Participation

Newton and Einstein
Video
o Biodiversity
Pop Quiz
Notebook note checking
Testing
Day 4 (B day)
Bell-ringer
In-class discussion

Bell-ringer (5 minutes- all classes)
Worksheets

Tesla and Archimedes
Textbook reading
o Embedded Technology and Basic Engineering
Interactive Participation

Newton and Einstein
Video
o Biodiversity Unit Review
Pop Quiz
Notebook note checking
Testing
Day 5 (A Day)
Bell-ringer
In-class discussion

Bell-ringer (5 minutes- all classes)
Worksheets

Tesla and Archimedes
Textbook reading
o Embedded Technology and Basic Engineering
Interactive Participation

Newton and Einstein
Video
o Biodiversity Unit Exam
Pop Quiz
Notebook note checking
Testing
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.

Quiz grades will be monitored as well as classroom responses at the end of each day in order to assess students’
knowledge at that particular time.

If it occurs that content needs to be re-taught then before unit exam we will spend more time on reviewing specific areas
where students are struggling.
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Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.

Powerpoint – Additional visual representation of subject matter in simplistic terms chosen by the instructor.

Laboratory materials – Scales, Rulers, and Flasks.

Prezi Presentation - Additional visual representation of subject matter in simplistic terms to supplement the textbook.

Video - Additional visual representation of subject matter in simplistic terms to supplement the textbook.
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