Science – Grade 8
Unit of Study: TAKS Review, Preparation, & Testing
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 1 - 3 (10 - 12 days)
Big Idea
Unit Rationale
Students are expected to meet the standard of 66% (33/50 questions) on the state
administered TAKS test. While most of the TEKS tested are from the 8th grade, 50% of the
test questions are from 6th and/or 7th grade TEKS. A thorough review of the testable TEKS in
the weeks prior to the TAKS will help students meet expectations on this state assessment.
Students need to be provided a timely review of the testable TEKS from the 6 th, 7th,
and 8th grades in order to be prepared for the state administered TAKS test.
TEKS
TEKS Specificity - Intended Outcome
Concepts
Objective 2 6.5B, 6.10B, 6.10C, 7.8B, 7.12B, 7.12C, 7.12D, 8.6A, 8.6B, 8.6C, 8.11A, 8.11B, 8.11C
” I CAN” statements highlighted in yellow should be displayed for
students.
I can:
 understand the science concepts assessed by the state and meet the
expectations for meeting the recommended standard (66%) for the 8th grade
TAKS test.
Objective 3 6.7B, 7.7C, 8.9A, 8.9B, 8.9C, 8.8A, 8.8B, 8.10A
Objective 4 6.9A, 7.8A, 6.6B, 7.6A, 7.6C, 8.7A, 8.7B
Skills
Objective 5 6.14B, 7.13A, 7.13B, 6.8B, 8.10B, 8.12A, 8.12C, 8.13A, 7.14A, 7.14B, 7.14C, 8.14A,
8.14B, 8.14C
Objective 1 8.1A, 8.2A, 8.2B, 8.2C, 8.2D, 8.2E, 8.3A, 8.3B, 8.3C, 8.4A, 8.4B
I can:
 understand the science skills and processes assessed by the state and meet
the expectations for meeting the recommended standard (66%) for the 8th grade
TAKS test.
Evidence of Learning
1. Given a TAKS released question from a testable middle school TEKS, students answer the question correctly at least 80% of the time.
SAISD © 2008-09 – Fourth Grading Period (Weeks 1 - 3)
Science Grade 8
Page 1 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: TAKS Review & Preparation
CURRICULUM GUIDE
Weeks 1 - 3 - Lesson 1 - TAKS Review (10 - 12 days)
Essential Questions
Essential Pre-requisite Skills
 What are the critical science concepts that will be assessed on the 8 th grade
TAKS test?
 What depth of understanding is needed to meet the standard of 66% on the
TAKS test?
 Students should have learned the essentials science concepts assessed on the 8 th TAKS
test during their science classes in 6th, 7th, and 8th grade.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
 Review 8th grade testable TEKS based upon historical areas of weakness.
 Using hands-on lessons that are focused on the testable concepts.
Vocabulary: (Pertinent to the learning – specific)
 Use the vocabulary words from the middle school (6 8) science TEKS.
So students can…
 Read and understand a TAKS formatted question on
middle school science concepts or process skills.
 Answer TAKS formatted question correctly by applying
content knowledge and process skills.
 Answer TAKS formatted questions for the following:
Objective 2 - Biology
Objective 3 - Chemistry
Objective 4 - Physics
Objective 5 - Earth & Space Science
 Apply the tools of science and the scientific approach to
investigations as defined in
Objective 1.
Resources:
 SAISD Science TAKS Preparation Manual
 TAKS Dailies
Use the verbs in the testable TEKS that describe the
level of understanding and
assessment.
 STAR Grant Review Modules
Evidence of Learning
Differentiation
What do you do for students who need additional
support.
 Use the Quia website so that student can review
science concepts through the use of instructional
games.
http://www.quia.com/web
Interims/TAKS/Benchmarks

College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
2006 TAKS Release TAKS Test
What do you do for students who master the learning
quickly?
 Tutor small groups of students over science concepts
tested on the 8th grade TAKS test.
SAISD © 2008-09 – Third Grading Period (Weeks 1 - 3)
Science Grade 8
Page 2 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: The Cell
CURRICULUM OVERVIEW
Fourth Grading Period – Weeks 5 - 9 (18 - 20 days)
Big Idea
Unit Rationale
Cells are the basic units of life. Living organisms consist of one or more cells that
perform various cellular processes. Cellular processes allow the organism to maintain a
homeostatic internal environment in spite of external forces.
In order for students to understand living organisms, they must first understand how the
cell is a complex system which consists of various organelles performing key functions.
.
TEKS
TEKS Specificity - Intended Outcome
Biology TEKS 4 The student knows that cells are the basic structures of all living
things and have specialized parts that perform specific functions, and that viruses are
different from cells and have different properties and functions. The student is
expected to:
Concepts
(A) identify the parts of prokaryotic and eukaryotic cells;
(B) investigate and identify cellular processes including homeostasis, permeability,
energy production, transportation of molecules, disposal of wastes, function of
cellular parts, and synthesis of new molecules;
Biology TEKS 5 The student knows how an organism grows and how specialized
cells, tissues, and organs develop. The student is expected to:
” I CAN” statements highlighted in yellow should be displayed for students.
I can:

identify and describe the levels of organization found in multicellular
organisms: cells, tissues, organs, and organ systems (5C)

distinguish between a prokaryotic and eukaryotic cell (4B)

describe the central principles in cell theory (4B)

describe the structure and function of basic cell types and organelles (4A,B)

compare and contrast plant and animal cells (5A)

explain the importance of the surface area to volume ratio as a factor limiting
cell size (4B)

investigate and identify cellular processes including homeostasis and
permeability (4B)
(A) compare cells from different parts of plants and animals
(C) sequence the levels of organization in multi-cellular organisms to relate the
parts to each other and to the whole.
8.3 The student uses critical thinking and scientific problem solving to make informed
decisions. The student is expected to:
Skills
(A) analyze,review, and critique scientific explanations, including hypothesis and
theories, as to their strengths and weaknesses using scientific evidence and
information;
I can:



demonstrate safe practices during field and laboratory investigations (8.1A)
analyze and critique the principles in the cell theory (8.3A)
collect and record various cell types using the microscope (8.4A)
8.4 The student knows how to use a variety of tools and methods to conduct scientific
inquiry. The student is expected to:
(A) collect, record and analyze using a variety of tools including…microscopes
Evidence of Learning
1.
2.
Given materials and equipment, students design a cell poster analogy depicting the roles and functions of organelles with at least 80% accuracy.
Given pond water and onion slices, students prepare wet mount slides, view in the microscopes, and identify various parts and organisms with at least 80% accuracy.
SAISD © 2008-09 – Fourth Grading Period (Weeks 5 - 9)
Science Grade 8
Page 3 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: The Cell
CURRICULUM GUIDE
Weeks 5 - 7- Lesson 1 – Plant & Animal Cells (12 days)
Essential Questions




Essential Pre-requisite Skills
What are the main components of the cell theory?
How are animal cells and plant cells the same?
How are animal cells and plant cells different?
What evidence supports the statement, “Plants and animals are made from the same ingredients?"
The student can:
 differentiate between structure and function (6.10A)
 determine that all organisms are composed of cells that carry on
functions to sustain life (6.10B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
5E Model of Instruction (link)
Engage
 Facilitate as students design a concept map including the following terms: cell, tissue, organ, organ system,
and organism. Have students place terms in order of increasing complexity. Come up with examples for each
term. Instruct students to include a non-linguistic representation for each example written. (5C)
 Using the Pro-scope (STAR technology), prepare a wet mount from a student’s cheek cell. Discuss step by step
procedure in preparing a wet-mount. Use procedure described in Human Cheek Cell (link). Have students
sketch the image shown on the screen. Ask students for function of structures seen. (5C & 8.4A)
 Reinforce specific vocabulary pertinent to the learning (see box below)
(5C)
Explore
 Monitor as students practice using the microscope at several stations using the following: Microscope
Observations (link). Be sure to demonstrate proper use of microscope.
**Teacher Notes: Region 20 has great specimen for microscope activities. (4B & 8.4A)
 Facilitate as students distinguish between an animal cell and plant cell.
Animal Cell (link) & Plant Cell (link).
(5A)
Explain
 Facilitate Cell slideshow (link)
(5A)
 Rotation Stations
Students will work in groups of 2 - 3 to perform lab.
Students will analyze, collect and record all findings
on data table provided. (4B & 8.4A)
 Students will color code an animal cell and plant cell,
comparing and contrasting structures. (5A)
 Cornell Note Taking (link)
(5A)
 Have students write a song or poem to summarize cell theory. (4B)
SAISD © 2008-09 – Fourth Grading Period (Weeks 5 - 9)
 Graphic Organizer
In their science journal students will design a concept
map using both linguistic and non-linguistic
representation. They should compare the different
examples associated with each term and discuss
similarities in functions. (5C)
 Journaling
In their science journal students will write descriptions of
wet mount procedure and review proper use of a
microscope. Also, include a sketch of a human cheek
cell. (5C & 8.4A)
 Marzano's Six Steps to Effective Vocabulary
Instruction (link)
(5C)
 Students will create a short poem or song to explain
key points of cell theory. (4B)
Science Grade 8
Page 4 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Monitor as students use NOVAs (STAR technology) in reviewing cells with various games and web activities
(4A & B; 5A):
Cell Millionaire (link).
Cell Jeopardy (link).
Cell Battleship (link).
Cell Hangman (link).
Elaborate
 Have students create a Cell Analogy Project (link) . Discuss meaning of analogy and provide examples.
Facilitate in-depth discussion with the class over structure and function of the different organelles found in the
cells. (4B)
Evaluate
 Review the game of Taboo (link) with students. A term is placed at the top of the card and five taboo words are
below. The student pairs off with another student and gives clues for the top term. None of the “taboo word can
be used as clues. Have students create taboo cards for each of the organelles. Once cards are made allow
students to work in pairs to review organelles and functions.
Vocabulary: (Pertinent to the learning – specific)
 cell
 cell membrane
 cytoplasm
 organelle
 nucleus
 eukaryote
 prokaryote
 cell wall
 chloroplast
 Students works in teams to review cells and their
structures and functions use the NOVAs (STAR
technology)
 Project for Concept Reinforcement
(4B)
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partners.
Debrief with class.
Resources:
Internet Sites
Access Excellence
Biology Corner
Science Class-net
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Use modified KWL organizers to review what the
students know, what they have learned and what they
still need to learn
Interims/TAKS/Benchmarks
No 8th grade Interim Assessment item available
What do you do for students who master the learning
quickly?
 Have students look at various types of cells muscle cells,
red blood cells, amoebas etc. Have them explain why
they believe that the cells have different shapes and
what those differences may indicate.
SAISD © 2008-09 – Fourth Grading Period (Weeks 5 - 9)
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
10th grade 2006 Release Test
Correct Answer: D
Science Grade 8
Page 5 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Science – Grade 8
Unit of Study: The Cell
CURRICULUM GUIDE
Weeks 7 & 8 - Lesson 2 – Cellular Homeostasis (8 days)
Essential Questions
 How do cells maintain homeostasis?
 What are different ways molecules are able to pass through the cell
membrane?
 What is the key difference between osmosis and diffusion?
Essential Pre-requisite Skills
The student can:
 differentiate between structure and function (6.10A)
 determine that all organisms are composed of cells that carry on functions to sustain life
(6.10B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction (link)
Engage
 Students will examine the various egg samples teacher has prepared. Describe how each egg was prepared and
have students hypothesize what has happened. Egg-cellent Ideas (link) (4B)
**Teacher Notes: Several days of preparation is needed prior to the egg demo discussion.
 Students will note the importance of cell size when maintaining homeostasis. Here are a few easy quick demos to
introduce this topic Cell Membrane Surface Area Demos . (link) (4B)
Explore
 Students will create a cubic model of the cell to demonstrate the surface area to volume ratio.
Modeling Limits to Size (link) has a good template for cube cells.
Modeling Surface Area to Volume Ratio (link) has a better worksheet to accommodate calculations. (4B)
 Have students demonstrate osmosis by performing the following investigation Gummy Bear Diffusion (link).
Discuss the types of transport through the cell membrane. Ask students to explain how this may be similar to the
engagement activity. Have students begin to predict possible outcomes. Ask students to define the following in
their own words (4B):
 Diffusion
 Osmosis
 Permeability
 Where does the food go? Preview the Paramecium video clips (link) with the class. Ask students to design a
model that portrays paramecium endocytosis. (4B)
 Introduce the Jelly Bean (link) activity. (4B)
Explain
 Monitor as students write a summary of their understanding of cell transport. Have students include a topic
sentence, three key points and a conclusion sentence. Students must include key vocabulary terms. (4B)
Elaborate
 Have students design a storyboard to demonstrate any of the cell transports discussed. The top groups get to film
their storyboard using the video camera (STAR technology). Encourage a variety of filming including stop
motion.(4B)
SAISD © 2008-09 – Fourth Grading Period (Weeks 5 - 9)
Science Grade 8
So students can…
 THINK-INK-PAIR-SHARE
Students think about and record information in their
science journal. Discuss with their learning partner.
Debrief with class. (4B)
 Cornell Note Taking (link)
(4B)
 Students, working in groups of 2 - 3, will complete
investigation with assigned roles in each group. (4B)
 Journaling –
In their science journal, students record observations
and record answers to the questions. (4B)
 3-2-1 Process - Students…
 write 3 things they know
 write 2 questions
 1 paragraph summarizing
(4B)
 Journaling Students write a summary of cell transport. The
summary (4B)
 Storyboard Design
(4B)
Page 6 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evaluate
 Have students create a graphic organizer that describes cell homeostasis, permeability, diffusion and osmosis.
Descriptions should be in the students' own words and encourage imagery to accompany each term. (4B)
Vocabulary: (Pertinent to the learning – specific)
 homeostasis
 permeability
 passive transport
 diffusion
 osmosis
 Journaling  In their science journal, students create a graphic
organizer that describes cell homeostasis,
permeability, diffusion, and osmosis. (4B)
Resources:
Internet Sources
Access Excellence
Biology Corner
Science Class-net
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
 Have student create a foldable that defines and
illustrates cell homeostasis, permeability, diffusion
and osmosis. (4B)
Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
No 8th grade Interim Assessment item available
What do you do for students who master the learning
quickly?
 Have students research via the internet and other
resources the effects if a cell was unable to maintain
homeostasis. (4B)
10th grade 2006 Release Test
Correct Answer: D
SAISD © 2008-09 – Fourth Grading Period (Weeks 5 - 9)
Science Grade 8
Page 7 of 7
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.