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Q1W7 (9/23-9/27)

        Happy Fall, maybe some cooler weather will follow for those of us whom may be ready for it.  It is hard to believe that fall is right around the corner. Students seem to be becoming more familiar with the questioning types to expect on assessments. Hopefully the study sheets/guides have been helpful.  There is a correlation from what can be noticed thus far between students who complete the study sheet the TC grade. With that said, the study sheet/guide must be completed before the target concept,  for students to have the opportunity for a F.I.T. (learning activities will still be required).  Many times, the study guide/sheet is completed in class and the answers are provided for students to check their work, which is the reasoning for points to be earned on the study guide, it must be complete.

            Students should have or will be receiving access to an on-line textbook that can be utilized in reviewing content or seeking a better understanding.  The textbook is seldom used in class but maybe utilized for learning activities and for additional helps with content if needed.  It should serve as a companion to class activities/notes but not as a replacement. This week is also homecoming week.

Homecoming week:

Monday: Wear your favorite college or NFL team

Tuesday: Wear mismatched clothing/accessories

Wednesday: Wear Hawaiian or other colorful clothing

Thursday: Grade level color day- 8th grade is purple

Friday: BLMS Spirit Day

This week we move into our earth sciences unit and will talk about some of the changes to the earth over time.

Here is the preliminary look at the week (please remember plans are subject to be adjusted):

Monday(9/23): Begin ESS2.1 (mass extinctions, uniformitarianism, gradualism , catastrophic)

Tuesday: Research and notes on ESS2.1

Wednesday: Wrap up on ESS2.1

Thursday: Begin ESS2.3 (Rock cycle)

Friday (9/27): TC ESS2.1 and Study Sheets/Guide due for ESS2.1 (must be fully answered for credit and handwritten),  Health Screenings

*A look ahead, TC on ESS2.3 (rock cycle) will most likely be Monday (9/30)*

Standard(s) Addressed:

ESS2.1 Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events.

DOK 1: Emerging

  1. Define biogeology, biosphere, gradualism, uniformitarianism, and catastrophism.
  2. Differentiate between catastrophic events and gradual changes that lead to changes in Earth’s biosphere.
  3. Describe how the process of erosion and deposition are continuously occurring from evidence in rock strata.

DOK 2: Approaching

  1. Identify the events that caused the five major extinction events in Earth’s history and how the event lead to a mass extinction.
  2. Construct explanations with evidence from the fossil record of gradual changes that have occurred to Earth’s geology.

DOK 3: Meeting

  1. Describe how the process of natural selection and adaptation are driven by physical changes to the Earth.
  2. Describe the outcomes of the five major extinction events on the surviving organisms and how they were able to survive.

DOK 4: Excelling

  1. Determine if the Earth is currently undergoing any changes, gradual or catastrophic, that may result in changes to the biosphere.

ESS2.3 Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

Q1W6 (9/16-9/20)

Students each have access to PowerSchool and should check PowerSchool often for updates on grade and/or any missing work.  As we prepare to move pass the life science discipline, please utilize the resources available for students to review. Students should use their notes, bellwork/classwork, DoK sheets with questions,  and my website, and Curve for additional helps as we strive to keep resources current. In an attempt to help students prepare for the types of questions that may be seen on TC's (target concepts), we have created TC DoK Study sheets/guides. These are examples of questions but not the actually questions for the TC. The study sheets should be completed and most all, if not all, of the questions are addressed during class discussions and notes.
 
Here is a look at the week ahead (as always, plans are subject to change):
Monday (9/16): Unit quiz covering LS4.2-LS4.5 (there is a quizizz practice students received on Friday 9/13)
Tuesday: LS4.1 Introductory activity
Wednesday: LS4.1 (fossils) notes
Thursday: ESS2.1 Mass Extinctions discussion
Friday: More with Mass Extinctions and TC LS4.1
 
Standard and Learning Targets:

8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history

DoK #1 Distinguish among and describe fossils, trace fossils, and index fossils.

  1. Define fossil and give two examples of a fossil.
  2. Define trace fossil and give three examples of a trace fossil.

DoK #1 Define relative age and give examples of relative age.

  1. Define relative age and list the words that are commonly associated with relative age.
  2. Give three examples of relative age.

DoK #1 Identify the type of rock layer that fossils are found in.

  1. Which rock layers are fossils found in? Why are they only found in that type of rock layer?

DoK #2 Determine the relative age of fossils in a geological column.

  1. Draw a geological column and sort the ages of the fossils found in that column. Explain how you arrived at their relative ages.

DoK #2 Describe the process of fossilization including factors that increase the likelihood of fossilization.

  1. List the process of fossilization.
  2. What are the three factors that increase the likelihood of an organism being fossilized? Explain each.

DoK #3 Trace the ancestry of a modern-day organism comparing changes in structural features of the organism.

  1. List two examples of species that have an extensive fossil record
  2. How have the organisms changed structurally according to the fossil record?

DoK #4 Infer the changes in environment that must have occurred that would result in changes to a species recorded in the fossil record.

  1. For the above organisms, what are some environmental changes that may have taken place that would result in the change of phenotype of that organism?
  2. What other evidence might be collected in the fossil record that may support your inferences about the change in the environment?
8.ESS2.1 Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events.

Quizizz Class

After completing LS4.5 TC, please follow the link in your period to join the quizizz class. 
 

2nd: https://quizizz.com/join?showGroupJoin=true&t=ba897f75da456b5b35258596311b6746a6aadb04d539582db7ff043291566a4dced49ac4aec4edf8d086ef6db14cc369ddd0f2111dcab3b48025e025aaaf474fbe0528e038845deaa7c13d34cfa920758b3de786321d41853cd4d72e4d921f9340fb17f7903fb68367d50f5ea26878994efeee0df152a8b7e58dc71bc8316297

 

3rd: https://quizizz.com/join?showGroupJoin=true&t=ba897f75da456b5b35258596311b67463100feac5c2ee729d47bb93bfee2fed18bbb3bfa47f503ffeb6c2f49cad0ffed2f2119df3cf11d0bed752f58c7ece95c4988364040e6dede3022f5f4dddf4a012a63a34bf866c457bbb22ca51f8dce5c750a4b1c6ca5c2e2d2710b5733f9ed7baa0d6e0b6a14aa1f16e68f7f506c0327

 

4th: https://quizizz.com/join?showGroupJoin=true&t=ba897f75da456b5b35258596311b6746730e09d6348a91bb8de68aa6a2d95411c8efb7686dcd228750241953f9e3427cafb35551d1ae74e646dc590decc785529c1eda59e7dbeea937a8b683e70a56183e9b6746f36c7cd5e7f099c4da1f7134aea08550983da11574db6e4e6c22bcc60989249bddb754a033cf749054962575

 

 

5th: https://quizizz.com/join?showGroupJoin=true&t=ba897f75da456b5b35258596311b6746ddab94e2fb32e3cba32fd2d5d139b4c6af9fa22f4aec18de4ed49d90f3c4c49de2786b5dcce5b8d3c13f23ac8c21f93032b0992616c01920b3eb0a60064ba327bc1c0a8a9dd8cb413b14777c1d53a5dd9f7c4348c0d3afc27663d8e427aa94c0d01449fc408c85612cfc524de3156d13

8.LS4.5 DoK Study Guide KEY

 Attached is a key to the LS4.5 DoK Study sheet that students completed in class.  In an attempt to help students better prepare for target concepts and the types of questions that may be seen, we are trying to create these study sheets. The questions on the sheets are not the questions they will see but serve as examples. Students should refer to bell work (they should be writing the question daily and correct response), notes, DoK sheets/expectations, activities, and my website for additional helps. There may be a variety of correct answers on this study guide and the key is to serve as a help for explanations. LS4.5 target concept is tomorrow, and we will have the unit quiz on Monday.  Please feel free to reach out with any questions. 

 

On a side note, students wanting a re-take on LS4.4 were able to grab learning activities for that in class today, along with the FIT tickets…both are due Tuesday before class begins and please remember the new score is the recorded score. 

Q1W5 (9/9-9/13)

Parent teacher conferences are this Thursday by appointment only.  Requested conferences for 8th grade were sent home on Friday with students.  We will complete our life science unit this week and have our unit quiz. Students should spend a few minutes each night reviewing content (notes, bell work, my website, Curve, and, DoK levels). 
 
Here is a look at the week, but please remember plans are subject to change:
Monday: Super Cows and notes on artificial selection (LS4.5)
Tuesday: LS4.5 discussion and contrast with natural selection
Wednesday: LS4.4 and LS4.5 Target concept
Thursday: Review (exceptional may have unit quiz Thursday)
Friday: Unit quiz LS4.2- LS4.5
 
Standard(s)
8.LS4.5 Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms.
 
Learning Targets:
DoK 1: Define artificial selection. Identify examples of artificial selection. 
DoK 2: Obtain, evaluate, and communicate how the process of artificial selection has been used.
DoK 3: Define problems that arise from the use of artificial selection. Investigate the use of artificial selection in a specific species to solve problems related to the world.
DoK 4: Engage in argument from evidence about the morality of artificial selection to establish guidelines for its ethical use.
 
The "Super Cows" activity will cover DoK 2-4.
Please remember that students are allowed a re-take on most of the assignments (target concepts) but must complete and turn in the learning activities by the specified date, and have a FIT ticket signed (new beginning this week).