8th Grade Science
Unit 3: Earth’s Surface
Lafayette Parish School System
2013-2014
LPSS Science Teacher Leader Cadre
Debora Ajala – EA Martin
Phobe Boutte – LJ Alleman
Charlene Jackson – Scott
Jodie LeBlanc – Judice
Bill Lee – Paul Breaux
Bridget Trahan – LPSS Science Lead Teacher
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 8th Science Unit 3: Earth’s Surface
Time Frame: November 12 – December 20
(5 Weeks)
Unit Description and Student Understandings: 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. 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. 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. 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.
Guiding Questions:
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11.
Can students describe the forces that have formed and shaped Louisiana?
Can students describe factors that have impacted Louisiana’s coastal region?
Can students describe erosion processes and their agents?
Can students describe weathering processes and their agents?
Can students explain how soil is formed?
Can students interpret contour lines and topographic profiles?
Can students describe the importance of soil compatibility and plant type as it relates to Louisiana crops and vegetation?
Can students identify point and non-point sources of pollution?
Can students distinguish among several effects of water erosion and preventative measures?
Can students articulate the importance of conserving water?
Can students analyze the effects of human activities on the environment?
Key Concepts:
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Identify characteristics of major landforms and determine the effects of constructive or destructive forces on them (mountains, valleys, river systems,
plateaus, and plains)
Identify effective measures for the prevention of soil and coastal erosion
Identify roles, types, and agents of weathering and erosion, including coastal erosion
Describe the components of soil and explain the significance of the presence of organic materials and soil layers
Identify major sources of pollution, describe their likely effects, and classify them as point or non-point sources
Analyze and identify the impact of human activities and technology on populations, habitats, and Earth systems
Vocabulary:
Interactive Science textbook CH 8 Lessons 1, 3 pg. 285
Interactive Science textbook CH 9 Lessons 1-3 pg. 313
Interactive Science textbook CH 10 Lessons 1, 2, 4, and 6 pg. 343
Interactive Science textbook CH 11 Lessons 2 pg. 395
Interactive Science textbook CH 19 pg. 655
8th Grade Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 8th Science Unit 3: Earth’s Surface
Time Frame: November 12 – December 20
(5 Weeks)
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
Probe: Beach Sand
ES-19 (I)
Determine the results of
constructive and destructive
forces upon landform
development with the aid of
geologic maps of Louisiana
(ESS-M-A7)
ES-20 (I)
Describe how humans’ actions
and natural processes have
modified coastal regions in
Louisiana and other locations
(ESS-M-A8)
SE-53 (C)
Distinguish among several
examples of erosion (e.g.,
stream bank, topsoil, coastal)
and describe common
preventative measures (SE-MA10)
ES-14 (E)
8th Grade Science 2013-2014
Interactive Science Textbook:
Chapter 8 Lesson 1 pgs. 282-291
Chapter 9 Lesson 1 pgs. 314-321
Chapter 10 Lesson 1 pgs. 344-347
Chapter 10 Lesson 2 pgs. 351-357
LCC Activity 1: Shaping the Land: Constructive and Destructive
forces (3 days)
- Part A: Video: Hurricane on the Bayou
- Part C,D: Teacher Demo
- http://www.nola.com/speced/lastchance/multimedia
/flash.ssf?flashlandloss1.swf
Video: The Rise and Disappearance of SW LA – how it
evolved, devolved and human impact upon the
coastline.
United Streaming (Discovery Education) – Landforms and
Living Patterns (SRCD)
Louisiana Geological Map
Also Addresses GLE’s 20, 28 and 53
Interactive Science textbook:
Chapter 10 Lesson 4 pgs. 364-367
Chapter 10 Lesson 6 pgs. 372-377
LCC Activity 2: Water Impact
Also Addresses GLE’s 19, 51
Interactive Science Textbook:
Chapter 9 Lesson 3 pg. 333
Chapter 10 Lesson 1 pgs. 344-347
Chapter 10 Lesson 2 pgs. 348-357
Chapter 10 Lesson 4 pgs. 364-367
Chapter 10 Lesson 6 pgs. 376-377
Addressed in LCC Activity 1
LCC Activity 4: Erosion Prevention
Interactive Science Textbook:
Chapter 9 Lesson 1 pgs. 310-321
Differentiation
(Enrichment/Remediation Strategies)
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 8th Science Unit 3: Earth’s Surface
Time Frame: November 12 – December 20
(5 Weeks)
Distinguish between chemical
and mechanical (physical)
weathering and identify the role
of weathering agents (e.g.,
wind, water, ice, gravity) (ESSM-A4)
SE-51 (I)
Analyze the consequences of
human activities on global
Earth systems (SE-M-A4)
ES-15 (E)
Illustrate the role of organic
processes in soil formation
(ESS-M-A4)
SE-52 (C)
Describe the relationship
between plant type and soil
compatibility (SE-M-A9)
ES-21 (I)
Read and interpret topographic
maps (ESS-M-A9)
ES-22 (E)
Compare ocean floor
topography to continental
topography by using
8th Grade Science 2013-2014
Chapter 10 Lesson 1 pgs. 346-347
LCC Activity 4: Whether it Weathers-Chemically?
LCC Activity 5: Whether or Not (2 days)
- Part A: Literacy Strategy – Vocabulary cards along with
class discussion
- Part B: Previously covered in Activity 4
- Part C: Literacy Strategy – Learning Log
Examples of erosion and deposition
Also Addresses GLE’s: 51, 53
Interactive Science Textbook:
Chapter 10 Lesson 6 pgs. 372-382
Addressed in LCC Activities 2 and 5
Interactive Science Textbook:
Chapter 9 Lesson 2 pgs. 322-329
LCC Activity 6: Soil Characteristics
- Part A & B Substitute “Soil Scenario” based on the Soil
Science Education homepage
- Part C: Substitute “Soil Safari” from Discovery
Education
Addresses GLE 52
Interactive Science Textbook:
Chapter 9 Lesson 2 pgs. 326-327
Chapter 9 Lesson 3 pgs.330-333
Addressed in LCC Activity 6
LCC Activity 1: Soil Sleuths
Interactive Science Textbook:
Chapter 8 Lesson 3 pgs. 292-299
LCC Activity 7: Ooh, What a Relief It Is (3 days)
- Part A and B: substitute “Using a Topographic Map”
from Prentice Hall Resource Pro
- Class discussion of Topographic Maps
Topographic Map Activity (2 days)
Interactive Science Textbook:
Chapter 11 Lesson 2 pgs. 398-399
LCC Activity 8: Ocean Floor (3 days)
- Literacy Strategy: KWL Chart
Graph of ocean floor and comparison to dry land features
Lafayette Parish School System
2013-2014 Curriculum Map
Grade: 8th Science Unit 3: Earth’s Surface
Time Frame: November 12 – December 20
(5 Weeks)
topographic maps (ESS-M-A9)
SE50 (E)
Illustrate possible point and
non-point source contributions
to pollution and natural or
human-induced pathways of a
pollutant in an ecosystem (SEM-A3)
SE51 (E) Analyze the
consequences of human
activities on global Earth
systems (SE-M-A4)
Probe: Dead Zone
Interactive Science Textbook:
Chapter 19 Lesson 1 pgs. 656-661
Chapter 19 Lesson 2 pgs. 662-669
LCC Activity 2: Where Does the Water Run?
www.scorecard.org
www.epa.gov/tri/
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
Interactive Science Textbook:
Chapter 19 Lesson 3 pgs. 670-677
Chapter 19 Lesson 4 pgs. 678-683
(Lesson 3 done in Unit 5 for climate, but revisit to relate climate
change and pollution)
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
 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.
UNIT 3 BENCHMARK ASSESSMENT
8th Grade Science 2013-2014
Environmental Hazards: Louisiana
DECEMBER 20
www.deq.louisiana.gov/portal/
Personal Water Usage
http://ga.water.usgs.gov/edu/sq3.html
Natural Resources & Christmas Trees
http://www.mii.org/pdfs/have/EverythingWe
Have.pdf pgs 22 & 23