Timelin e
About 2
Weeks
Topic/Theme/Un it
Introduction to
Life Science
Eligible
Content/Standard s
S8.A.1.1.1
Distinguish between a scientific theory and an opinion, explaining how a theory is supported with evidence, or how new data/information may change existing theories and practices.
S8.A.1.1.2 Explain how certain questions can be answered through scientific inquiry and/or technological design.
S8.A.1.1.3 Use evidence, such as observations or experimental results, to support inferences about a relationship.
S8.A.1.1.4
Develop descriptions, explanations, predictions, and models using evidence.
Content Specific
Vocabulary

Science

Inquiry

Hypothesis

Technology education

Technological design process

Fact
Learning
Objective/
Lesson
Essential
Question

What skills do scientists use to learn about the world?

What is scientific inquiry?

What makes a hypothesis testable?

What attitudes are important in science?

What is the goal of technology?

How does technology differ from science?

How does technology affect society?

Why is preparation important when carrying out scientific investigations in the lab and in the field?

What should you do if an accident occurs?
Materials/Resources Assessments



Chapter 1
Reinforcement worksheets.
Chapter 1
Review Sheet
Money and the
Microscope
Lab



Bell Ringer
Exit Ticket
Do Now

Think/Pair/Share

Read Aloud/Think Along

Chapter 1 Vocabulary Quiz

Chapter 1 Exam
1

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
Learning
Objective/
Lesson
Essential
Question
Materials/Resources Assessments
About 2 weeks
Living Things S8.A.3.1.1 Describe a system (e.g., watershed, circulatory heating system, system, agricultural system) as a group ofrelated parts with specific roles thatwork together to achieve an observed result.
S8.A.3.1.2 Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels); (simple to complex: cell, tissue, organ, organ system)].
S8.A.3.1.3 Distinguish among system inputs, system processes, system outputs,ecological, biological, informational).
S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g.,

Homeostasis

What characteristics do all living thing share?

Where do living things come from?

What do living things need to survive?

Why do biologists organize living things into groups?

What do the levels of classification indicate about the relationship between organisms?

What characteristics are used to classify organisms into

Chapter 2
Reinforcement worksheets

Chapter 2
Review Sheet

Chapter Exam

Cells Shrinky
Dink Lab

Hay Infusion
Microscope
Lab

Bell Ringer

Exit Ticket

Do Now

Think/Pair/Share

Read Aloud/Think Along

Chapter 2 Vocabulary Quiz

Chapter 2 Exam
2

Timelin e
About 7 weeks
Topic/Theme/Un it
Eligible
Content/Standard s materials in the nitrogen and carbon cycles, closedswitch) systems.
S8.A.3.1.5 Explain how components of natural and human-made systems play different roles in a working system.
Cell Processes and Energy,
Genetics: The of Science
Heredity,
Modern
Genetics
S8.B.2.1.1 Explain how inherited structures or behaviors help organisms survive and reproduce in different environments.
S8.B.2.1.2 Explain how adaptations different in individuals of the same species may affect survivability or reproduction success.
S8.B.2.1.3 Explain that
Content Specific
Vocabulary

Allele

Biotechnology

Mitosis
Learning
Objective/
Lesson
Essential
Question domains and kingdoms?

What are cells?

How did the invention of the microscope contribute to knowledge about living things?

What is the cell theory?

How do microscopes produce magnified images?

What role do the cell wall and cell membrane play in the cell?

What are the functions of cell organelles?

How are cells organized in many celled organisms?

What are elements and compounds?

How is water important to the function of cells?

What are the main kinds of organic molecules in living things?

How do most small molecules cross the cell membrane?

Why is
Materials/Resources Assessments


Chapter 3-5
Reinforcement
Sheets

Chapter 3-5
Review
Sheets

Chapter
Exams

Osmosis
Jones
Video/Worksh eet

Dragon
Genetics Lab
Genes in a


Whiteboards
Find Someone who can

Bell Ringer

Exit Ticket


Do Now
Think/Pair/Share

Read Aloud/Think Along

Punnett Squares

Pedigree Charts

Chapter 3-5 Vocabulary Quizzes

Chapter 3-5 Exams
3

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary mutations can alter a gene and are the original source of new variations.
S8.B.2.1.4 Describe how selective breeding or biotechnology can change the genetic makeup of organisms.
S8.B.2.1.5 Explain that adaptations are developed over long periods of time and are passed from one generation to another.
S8.B.2.2.1 Identify and explain differences between inherited and acquired traits.
S8.B.2.2.2 Recognize that the gene is the basic unit of inheritance, that there are dominant and recessive genes, and that traits are inherited.
Learning
Objective/
Lesson
Essential
Question osmosis important to cells?

What is the difference between passive transport and active transport?

How does the sun supply living things with the energy they need?

What happens during the process of photosynthesis
?

What events take place during the three stages of the cell cycle?

How does the structure of
DNA help account for the way in which
DNA copies itself?

What were the results of
Mendel’s experiments or crosses?

What controls the inheritance of traits in organisms?

What is probability and how does it help explain the results of genetic
Materials/Resources Assessments
Bottle Lab
(Cheek Cells)

Banana DNA
Spooling Lab

Introduction to
Electrophoresi s Lab

Codon Bingo

Morse Code
4

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
Learning
Objective/
Lesson
Essential
Question crosses?

What is meant by genotype and phenotype?

What is codominance?

What role do chromosomes play in inheritance?

What events occur during meiosis?

What is the relationship between chromosomes and genes?

What forms the genetic code?

How does a cell produce proteins?

How can mutations affect organisms?

What are some patterns of inheritance in humans?

What are the functions of the sex chromosomes?

What is the relationship between genes and the environment?

What are two major causes of genetic disorders in
Materials/Resources Assessments
5

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
About
14 weeks
Comparative
Anatomy of
Viruses,
Bacteria,
Protists, and
Fungi & Plants
& Sponges,
Cnidarians, and
Worms &
Mollusks,
Arthropods, and
Ecinoderms &
Fishes,
Amphibians,
Reptiles &
Birds, and
Mammals
Bones, Muscles, and Skin
(chapter 14)
S8.A.3.1.1 Describe a system (e.g., watershed, circulatory system, heating system, agricultural system) as a group of related parts with specific roles that work together to achieve an observed result.
S8.A.3.1.2 Explain the concept of order in a system [e.g., (first to last: manufacturing steps, trophic levels);
(simple to complex: cell, tissue, organ, organ system)].
S8.A.3.1.3 Distinguish among system inputs, system processes, system outputs, and feedback
(e.g., physical, ecological, biological, informational).
S8.A.3.1.4 Distinguish between open loop (e.g., energy flow, food web) and closed loop (e.g.,

Decomposer

Dichotomous
Learning
Objective/
Lesson
Essential
Question humans?

How do geneticists trace the inheritance of traits?

How are genetic disorders diagnosed and treated?

What are three ways of producing the organisms with desired traits?

What is the goal of the
Human
Genome
Project?

How are viruses like organisms?

What is the structure of a virus?

How do viruses multiply?

How can you treat a viral disease?

How do the cells of bacteria differ from those of eukaryotes?

What do bacteria need to survive?

Under what conditions do bacteria thrive and reproduce?

What
Materials/Resources Assessments


Chapter 7-12
Reinforcement
Sheets

Chapter 7-12
Review
Sheets

Various Video
Clips

Chapter 14
Reinforcement
Sheets
Chapter 14
Review
Sheets

Various Formative Assessments

Chapter Exams

Vocabulary Quiz

Worm Dissection

Crayfish Dissection

Fish Dissection

Frog Dissection

Growing a Garden

Bird House Construction Lab

Video Clips of organisms in their environments

Bacteria Hunt & Grow in incubator, look at growth under microscope

Hay infusion Lab (protists)

Skeletal structure Labs (drawing, outlining, labeling)
 http://www.biologycorner.com/anatomy/skeletal/skeleton_practical/
 http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS21/LS21.html

Sherlock Bones Lab
6

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary materials in the nitrogen and carbon cycles, closedswitch) systems.
S8.A.3.1.5 Explain how components of natural and human-made systems play different roles in a working system.
S8.B.1.1.1 Describe the structures of living things that help them function effectively in specific ways (e.g., adaptations, characteristics).
S8.B.1.1.2 Compare similarities and differences in internal structures of organisms
(e.g., invertebrate/vertebrate, vascular/nonvascular, singlecelled/ multi-celled) and external structures (e.g., appendages, body segments, type of covering, size, shape).
S8.B.1.1.3 Apply knowledge of characteristic structures to identify or categorize organisms (i.e., plants, animals, fungi, bacteria, and protista).
S8.B.1.1.4 Identify the levels of organization from cell to organism and describe how specific structures (parts), which underlie larger systems, enable the system to function as a whole.
Learning
Objective/
Lesson
Essential
Question positive roles do bacteria play in people’s lives?

What are the characteristics of animal-like, plantlike, and funguslike protists?
Materials/Resources Assessments
7

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
About 2 weeks
Populations and
Communities
S8.B.3.2.1 Use evidence to explain factors that affect changes in populations (e.g., deforestation, disease, land use, natural disaster, invasive species).
S8.B.3.2.2 Use evidence to explain how diversity affects the ecological integrity of natural systems.
S8.B.3.2.3 Describe the response of organisms to environmental changes
(e.g., changes in climate, hibernation, migration, coloration) and how those changes affect survival.

Abiotic

Biotic

Ecosystem

Niche

Succession
Learning
Objective/
Lesson
Essential
Question

What needs are met by an organism’ s environm ent?

What are the two parts of an organism’ s habitat with which it interacts?

What are the levels of organizati on within an ecosyste m?

How do ecologists determine the size of a populatio n?

What causes populatio ns to change in size?

What factors limit populatio n growth?

How do an organism’ s adaptatio ns help it to
Materials/Resources Assessments

Chapter 21
Reinforcement
Sheets

Chapter 21
Review
Sheets

Various Video
Clips

Discovery
Education

Various Formative Assessments

Chapter Exams

Vocabulary Quiz
8

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
Learning
Objective/
Lesson
Essential
Question survive?

What are the major ways in which organism s in an ecosyste m interact?

What are the three types of symbiotic relationsh ips?

How do primary and secondar y successio n differ?
Materials/Resources Assessments
About 2 weeks
Ecosystems and
Biomes
S8.B.3.1.1 Explain the flow of energy through an ecosystem (e.g., food chains, food webs).
S8.B.3.1.2 Identify major biomes and describe abiotic and biotic components (e.g., abiotic: different soil types, air, water sunlight; biotic: soil microbes, decomposers).

Biomes

What energy roles do organism s play in an ecosyste m?

How does energy move through an ecosyste

Chapter 22
Reinforcement
Sheets

Chapter 22
Review
Sheets

Various Video
Clips

Discovery
Education

Silent Spring
Excerpt by

Various Formative Assessments

Chapter Exams

Vocabulary Quiz
9

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
S8.B.3.1.3 Explain relationships among organisms (e.g., producers/consumers, predator/prey) in an ecosystem.
Learning
Objective/
Lesson
Essential
Question m?

How much energy is available at each level of an energy pyramid?

What processe s are involved in the water cycle?

How are carbon and oxygen recycled in ecosyste ms?

What is the nitrogen cycle?

How has the movemen t of the continent s affected the distributio n of species?

What are three ways that dispersal of organism s occurs?

What factors can limit the dispersal
Materials/Resources Assessments
Rachel Carson
10

Timelin e
About 2 weeks
Topic/Theme/Un it
Living
Resources
Eligible
Content/Standard s
S8.B.3.3.1 Explain how human activities may affect local, regional, and global environments.
S8.B.3.3.2 Explain how renewable and nonrenewable resources provide for human needs
(i.e., energy, food, water, clothing, and shelter).
S8.B.3.3.3 Describe how waste management affects the environment (e.g., recycling, composting, landfills, incineration, sewage treatment).
S8.B.3.3.4 Explain the long-term effects of using integrated pest management (e.g., herbicides, natural predators, biogenetics) on the environment.
Content Specific
Vocabulary

Nonrenewable
Resources

Renewable

Sustainability
Learning
Objective/
Lesson
Essential
Question of a species?

What are the six major biomes found on
Earth?

What factors determine the type of biome found in an area?

What do freshwate r and marine ecosyste ms include?

What are the general categorie s of environm ental issues?

How do decision makers balance different needs and concerns
?

How can forests be managed as renewabl e resources
?

How can fisheries
Materials/Resources Assessments

Chapter 23
Reinforcement
Sheets

Chapter 23
Review
Sheets

Various Video
Clips

Discovery
Education



Various Formative Assessments
Chapter Exams
Vocabulary Quiz
11

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
About 2 weeks
Changes over
Time
S8.A.1.3.1 Use ratio to describe change (e.g., percents, parts per million, grams per cubic centimeter, mechanical advantage).
S8.A.1.3.2 Use evidence, observations, or explanations to make inferences about change in systems over time(e.g., carrying capacity, succession, population dynamics, loss of mass in chemical reactions, indicator fossils in geologic time scale) and the variables affecting these changes.

Evolution

Extinction
Learning
Objective/
Lesson
Essential
Question be managed for a sustainabl e yield?

In what ways is biodiversit y valuable?

What factors affect an area’s biodiversit y?

Which human activities threaten biodiversit y?

How can biodiversit y be protected
?

What important observati ons did
Darwin make on his voyage?

What hypothesi s did
Darwin make to explain the difference s between similar species?

How does natural
Materials/Resources Assessments

Chapter 6
Reinforcement
Sheets

Chapter 6
Review
Sheets

Various Video
Clips

Discovery
Education

TED talks



Various Formative Assessments
Chapter Exams
Vocabulary Quiz
12

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
S8.A.1.3.3 Examine systems changing over time, identifying the possible variables causing this change, and drawing inferences about how these variables affect this change.
S8.A.1.3.4 Given a scenario, explain how a dynamically changing environment provides for the sustainability of living systems.
S8.A.2.1.1 Use evidence, observations, or a variety of scales (e.g., mass, distance, volume, temperature) to describe relationships.
S8.A.2.1.2 Use space/time relationships, define concepts operationally, raise testable questions, or formulate hypotheses.
S8.A.2.1.3 Design a controlled experiment by specifying how the independent variables will be manipulated, how the dependent variable will be measured, and which variables will be held constant.
S8.A.2.1.4 Interpret data/observations; develop relationships among variables based on data/observations to design models as solutions.
Learning
Objective/
Lesson
Essential
Question selection lead to evolution
?

What evidence supports the theory of evolution
?

How do scientists infer evolution ary relationsh ips among organism s?

How do new species form?

How do most fossils form?

How can scientists determine a fossil’s age?

What is the
Geologic
Time
Scale?

What are some unanswer ed questions about evolution
?
Materials/Resources Assessments
13

Timelin e
Topic/Theme/Un it
Eligible
Content/Standard s
Content Specific
Vocabulary
S8.A.2.1.5 Use evidence from investigations to clearly communicate and support conclusions.
S8.A.2.1.6 Identify a design flaw in a simple technological system and devise possible working solutions.
Learning
Objective/
Lesson
Essential
Question
Materials/Resources Assessments
14