8 th Grade Science Curriculum Guide 2016/2017

Transcription

1 8 th Grade Science Curriculum Guide 2016/2017

2 UNIT 1 (6 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 4. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density (6 th ) Big Idea UNDERSTANDING MATERIALS SCIENTIFICALLY End of unit Performance Task Common Unit Assessment Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Explain that the mass of an d. Measure mass and Scientific Lab Write Up (see attached object does not change, but volume, and use these format: modified format adopted by high its weight changes based on quantities to calculate school as standard lab write up), Suggested the gravitational forces acting density (DOK 1) Graphing Tool (see attached), Chaining Conversions Instructions (see attached) upon it (DOK 1) b. Predict how changes in acceleration due to gravity will affect the mass and weight of an object (DOK 1-2) c. Predict how mass, weight, and volume affect density (DOK 1-2) d. Measure mass and volume, and use these quantities to calculate density (DOK 1) e. Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (DOK 1-2) 1. Calculate the density of a sample, predict its ability to float or sink in a liquid of known density, design and perform the experiment, and justify discrepancies in the experimental outcome. (DOK 1-4) 2. Ask testable questions and make a falsifiable hypothesis about density and design an inquiry based method to find an answer. (DOK 2-4) 1. Calculate the density of a sample, predict its ability to float or sink in a liquid of known density, design and perform the experiment, and justify discrepancies in the experimental outcome. (DOK 1-4) 2. Ask testable questions and make a falsifiable hypothesis about density and design an inquiry based method to find an answer. (DOK 2-4) 3. Select proper tools to measure the mass and volume of an object and use appropriate units. (DOK 1-2) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

3 UNIT 1 (6 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 1. Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities (7 th ) Big Idea UNDERSTANDING MATERIALS SCIENTIFICALLY End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Identify properties of b. Develop and design a 1. Ask testable Scientific Lab Write Up (see attached substances in a mixture that scientific investigation to questions and make a format: modified format adopted by high could be used to separate separate the falsifiable hypothesis school as standard lab write up), Suggested about using properties in Graphing Tool (see attached), Chaining those substances from each components of a mixture perform separations, and Conversions Instructions (see attached) other (DOK 1) (DOK 2-4) design a method to find an answer. (DOK 2-4) b. Develop and design a scientific investigation to separate the components of a mixture (DOK 2-4) 1. Ask testable questions and make a falsifiable hypothesis about using properties in perform separations, and design a method to find an answer. (DOK 2-4) 3. Share experimental data, and respectfully discuss inconsistent results. (DOK 2-3) 2. Evaluate and critique experimental procedures designed to separate mixtures. (DOK 2-3) 3. Share experimental data, and respectfully discuss inconsistent results. (DOK 2-3) 4. Describe several ways in which scientists would study mixtures, and suggest ways that this has contributed to our understanding of materials. (DOK 1-2) RST Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a.introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or

4 other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e.establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented.

5 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: UNDERSTANDING MATERIALS SCIENTIFICALLY Timeline: UNIT 1 UNIT 1 (~5 weeks) 8/19/16-9/23/16 TEST CLOSE 9/30/16 Standard: Physical Science Standard 1 Grade Level Expectation: 4. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density (6 th ) Grade Level Expectation: 1. Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities (7 th ) Student Outcomes: (6 TH GRADE GLE 6.1.4abcde) 4.a. Explain that the mass of an object does not change, but its weight changes based on the gravitational forces acting upon it (DOK 1) 4.b. Predict how changes in acceleration due to gravity will affect the mass and weight of an object (DOK 1-2) 4.c. Predict how mass, weight, and volume affect density (DOK 1-2) 4.d. Measure mass and volume, and use these quantities to calculate density (DOK 1) 4.e. Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (DOK 1-2) Instruction: 4.a: Supplemental materials (calculating weight on other planets, etc.) 4.b: Supplemental materials 4.c: Analysis question 3 (Lab 8, 9 pre teach) or supplemental 4.d: Lab 8, 9 4.e*(**): Lab 10 (supplement with information on how to do conversions and how to graph independent and dependent variables) 1.a: Lab 5, 6, 7 (supplemental to discuss physical and chemical properties of substances) 1.b*: Lab 3, 5, 6, 7 *Prior to starting this unit it would be beneficial to pre-teach Scientific Method, Writing a Hypothesis, Graphing Independent and Dependent Variables, Conversions and Conducting a Scientific Experiment. This will require supplemental materials. Student Outcomes: (7 TH GRADE GLE7.1.1ab) 1.a. Identify properties of substances in a mixture that could be used to separate those substances from each other (DOK 1) 1.b. Develop and design a scientific experiment to separate the components of a mixture (DOK 2-4) **If you have access to the Chemistry of Materials Unit, Lab 18 would work for additional practice SUGGESTED LITERARY FOCUS FOR THIS UNIT: FORMAL LAB REPORT OUTLINE STEPS OF SCIENTIFIC METHOD WHILE CONDUCTING AN EXPERIMENT NUMEROUS RACE RESPONSES TO PRACTICE EXPLAINATION TOOL Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Vocabulary: mass, volume, density, weight, mixture, solution, physical and chemical properties, quantitative, qualitative, independent variable, dependent variable, controlled experiment, (SI)Metric vs. English System of Units Assessments: Mid unit checkpoints as needed End of Unit Assessment Unit Project (a): conducting a scientific experiment (product testing, plant experiments, etc.) Unit Project (b): layered liquids density lab or any other to reinforce concepts Science Resources: SEPUP and supplemental (per teacher discretion) SEPUP Teacher Resources pg for Conversion Charts and Practice Literacy Resources: Scientific Lab Write Up (see attached format: modified format adopted by high school as standard lab write up), Suggested Graphing Tool (see attached), Chaining Conversions Instructions (see attached)

6 8 th Grade Explanation Tool Guiding Students to Use R (restate) A (answer) C (cite and explain evidence) E (ending thoughts) Write your complete RACE response on separate paper. List out key vocabulary to use in your response: (A) Claim: Your claim will answer the question from above (C) Evidence: Cite evidence from data and observations (C+) Reasoning: Use science concepts or principles for reasoning to justify evidence (E) Explanation: End your thoughts to link your claim, evidence, and answer

7 Conversion Reference Chaining Conversions If you can remember some conversions, you may be able to combine them to avoid looking up a specific conversion. If you have a calculator handy, it can be faster to do extra arithmetic than to go to a reference and look up a single conversion factor. For example, how many meters are in the 440-yard dash? To convert 440 yards to meters, you could look up the conversion factor between yards and meters. But if you happen to remember that 1 in = 2.54 cm and 36 in = 1 yd, it s probably faster just to use those (plus 100 cm = 1 m) than to look up the single conversion factor. This means you multiply by three different forms of 1: and collect terms to 36 in 2.54 cm 1 m 440 yd yd 1 in 100 cm yd in cm m yd in cm Doing the arithmetic, and dividing top and bottom by yd, in, and cm, you have the answer, 402 m. Having started with 440 yd and multiplied by 1 1 1, you know that the initial value equals the final value: 440 yd = 402 m Example: Lets say you want to figure out how many inches are in 23 meters: What you have to start with Select any conversion to get you to the units you are solving for Continue to cross cancel units End with units you are solving for 23 meters 1.09 yards Units to cross cancel 3 feet Continue to cross cancel units 12 inches Continue to cross cancel units 1 meter 1 yard 1 foot *Of course, you do not need to use the same single conversion factors, but this example shows how to cross cancel using more than one step.

8 8 th grade Lab Report Title: each lab must be appropriately and specifically titled. For example, do not call an experiment Lab 1, but rather Strength of Various Brands of Paper Towels, is more appropriate. Hypothesis: What is your hypothesis? Use the format if (cause), then (effect), because (research or background knowledge) Purpose or Goal: Briefly summarize the objective of the experiment. What will you verify or what do you hope to know when you have completed the experiment? (2 3 sentences) Background or Connections: What topic of study does this experiment fit under? For example, is this an experiment that accompanies the idea of energy transfer we are discussing in class? Use your class notes, class discussions, etc. as reference material. Does this experiment or the outcome of this experiment have practical applications? Does it remind you of something that you saw in the media? (2-3 sentences) Set-Up: Make a sketch or diagram AND list the materials needed and briefly discuss how you will complete your experiment (methods) so anyone wanting to might have a recipe to reproduce your experiment. (4-5 sentences) Data and Observations: Use this section to record all observations (both qualitative and quantitative data) in an organized form. Data should be in a table. Graphs will visually represent your written data. Graphs and tables will be titled and neatly labeled with units. Calculations: Show formulas used or show calculations used to find averages in the case that you have done more than one trial for your experiment. Conclusions: Summarize your results. Was your hypothesis correct (why)? What did your data tell you? What did you learn? Did you achieve your purpose or goal? Do you have any remaining questions or were there things that you would do differently? (4-5 sentences)

9 Graphing Independent and Dependent Variables 8 th Grade DRY MIX DRY MIX is an acronym to help you remember how variables are plotted on a graph. It also serves as a reminder that there are two names for each variable because scientists have not reached an agreement yet. D = dependent variable R = responding variable Y = graph information on the vertical axis M = manipulated variable I = independent variable X = graph information on the horizontal axis Independent Variable or Manipulated Variable is what you are testing. It is what causes things to change as you make changes to it. Dependent Variable or the Responding Variable is the effect and it may or may not change. It is observed during as well as at the end of the experiment. Controlled Variables are not graphed, but these could affect the results of the experiment. It is free of any change of the independent variable. Have as many controlled variables as possible to add validity. Extraneous Variables are not graphed. They are unanticipated, unwanted events, which may cause incorrect experimental results and wrong conclusions.

10 UNIT 2 (6 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles (6 th ) Big Idea THE BUILDING BLOCKS OF MATTER End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Identify evidence that Collaborative Posters, Vocabulary suggests there is a fundamental activities, Explanation Tool to be used in building block of matter (DOK 1) conjunction with RACE in writing, etc. b. Use the particle model of matter to illustrate characteristics of different substances (DOK 1-2) c. Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1-3) d. Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter (DOK 1-2) c. Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1-3) 1. Work in groups using the writing process to effectively communicate an understanding of the particle model of matter. (DOK 1-2) 1. Work in groups using the writing process to effectively communicate an understanding of the particle model of matter. (DOK 1-2) 2. Use technology to share research findings about historical explanations for the nature of matter and to publish information to various audiences. (DOK 1-2) 3. Create models that explain the particle theory of matter. (DOK 2-3) 4. Recognize and describe the ethical traditions of science: value peer review, truthful reporting of methods and outcomes, making work public, and sharing a lens of professional skepticism when reviewing others work. (DOK 1) RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. WHST Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

11 a. Explain the similarities and differences between elements and compounds (DOK 1-2) b. Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1-2) c. Find and evaluate information from a variety of resources about molecules (DOK 1-2) a. Explain the similarities and differences between elements and compounds (DOK 1-2) b. Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1-2) 1. Use models and/or electronic media to show and understand how molecules are made of atoms. (DOK 1-2) 1. Use models and/or electronic media to show and understand how molecules are made of atoms. (DOK 1-2) 2. Investigate how our current understanding of matter has developed through centuries of scientific investigations. (DOK 2-3) UNIT 2 (6 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 2. Atoms may stick together in well-defined molecules or be packed together in large arrays. Different arrangements of atoms into groups compose all substances (6 th ) Big Idea THE BUILDING BLOCKS OF MATTER End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc. RST Cite specific textual evidence to support analysis of science and technical texts. RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST Write arguments focused on discipline-specific content. a.introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources c. Use words, phrases, and clauses to create

12 cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

13 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: ATOMS: THE BUILDING BLOCKS OF MATTER Timeline: UNIT 2 ( ~ 6 weeks) 9/23/16-11/4/16 TEST CLOSE 11/11/16 Standard: Physical Science Standard 1 Grade Level Expectation: 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles (6 th ) Grade Level Expectation: 2. Atoms may stick together in well-defined molecules or be packed together in large arrays. Different arrangements of atoms into groups compose all substances (6 th ) Student Outcomes: (6 th GRADE GLE 6.1.1abcd) 1.a. Identify evidence that suggests there is a fundamental building block of matter (DOK 1) 1.b. Use the particle model of matter to illustrate characteristics of different substances (DOK 1-2) 1.c. Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1-3) 1.d. Find and evaluate appropriate information from reference books, journals, magazines, online references, and databases to compare and contrast historical explanations for the nature of matter (DOK 1-2) Student Outcomes: (6 th GRADE GLE 6.1.2abc) 2.a. Explain the similarities and differences between elements and compounds (DOK 1-2) 2.b. Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1-2) 2.c. Find and evaluate information from a variety of resources about molecules (DOK 1-2) Instruction: *The following student outcomes can be taught in part using the listed SEPUP Labs from the Chemistry of Materials Unit. All other student Outcomes will be met following the suggested unit outline using supplemental materials. 2.a: Lab 15, 16 2.b: Lab 17 Suggested Outline (use supplemental materials to teach the following topics) 1. What is Matter (1a) 2. Atoms and Atomic Structure (1a, 1b) 3. Elements of the Periodic Table (1c) *Exploring the Elements (Element History and Information Activity) (1d RESEARCH) 4. Elements and Compounds and Mixtures (2a, 2b) *Exploring Elements and Compounds (Element to Compound Properties Comparison Activity) (2c RESEARCH) SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS RESEARCH ON HISTORY OF ELEMENTS OR ELEMENT UNIT PROJECTS Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Science Resources: SEPUP and supplemental (per teacher discretion), Vocabulary: element, compound, mixture, molecule, Periodic Table of Elements, atom, electrons, proton, neutron, atomic number, atomic mass, Assessments: Mid unit checkpoints as needed End of Unit Assessment Element Research Project, or History of Elements Project Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

14 UNIT 3 (5 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model (6 th ) Big Idea PHYSICAL AND CHEMICAL PROPERTIES OF MATTER End of unit Performance Task Common Unit Assessment Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Explain how the arrangement and motion of particles in a substance such as water determine its state (DOK 1-2) b. Distinguish between changes in temperature and changes of state using the particle model of matter (DOK 1-2) a. Explain how the arrangement and motion of particles in a substance such as water determine its state (DOK 1-2) 2. Understand and apply the difference between scientific laws, theories and hypotheses. (DOK 1-2) 3. Work in groups using the writing process to communicate an understanding how the particle model of matter explains various states of matter. (DOK 1-2) 1. Use models and technology tools to help visualize what is happening at the molecular level during phase changes. (DOK 1-2) 2. Understand and apply the difference between scientific laws, theories and hypotheses. (DOK 1-2) 3. Work in groups using the writing process to communicate an understanding how the particle model of matter explains various states of matter. (DOK 1-2) RST 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). RST By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

15 UNIT 3 (5 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions Grade Level Expectation 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change (8 th ) Big Idea PHYSICAL AND CHEMICAL PROPERTIES OF MATTER End of unit Performance Task Common Unit Assessment Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Identify the distinguishing Collaborative Posters, Vocabulary characteristics between a activities, Explanation Tool to be used in chemical and a physical change conjunction with RACE in writing, etc. (DOK 1) b. Gather, analyze, and interpret data on physical and chemical changes (DOK 1-2) c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change (DOK 1-2) d. Identify evidence that suggests that matter is always conserved in physical and chemical changes (DOK 1) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate physical and chemical changes (DOK 1-2) a. Identify the distinguishing characteristics between a chemical and a physical change (DOK 1) c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change (DOK 1-2) 1. Evaluate the reproducibility of an experiment, and critically examine conflicts in experimental results. (DOK 2-3) 1. Evaluate the reproducibility of an experiment, and critically examine conflicts in experimental results. (DOK 2-3) 2. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST 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). WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

16 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: PHYSICAL AND CHEMICAL PROPERTIES OF MATTER Timeline: UNIT 3 (~ 5 weeks) ) 8/11/4/16-12/9 TEST CLOSE 12/21/16 Standard: Physical Science Standard 1 Grade Level Expectation: 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model (6 th ) Grade Level Expectation: 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change (8 th ) Student Outcomes: (6 th GRADE GLE 6.1.3ab) 3.a. Explain how the arrangement and motion of particles in a substance such as water determine its state (DOK 1-2) 3.b. Distinguish between changes in temperature and changes of state using the particle model of matter (DOK 1-2) Student Outcomes: (8 th GRADE GLE 8.1.3abcde) 3.a. Identify the distinguishing characteristics between a chemical and a physical change (DOK 1) 3.b. Gather, analyze, and interpret data on physical and chemical changes (DOK 1-2) 3.c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change (DOK 1-2) 3.d. Identify evidence that suggests that matter is always conserved in physical and chemical changes (DOK 1) 3.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate physical and chemical changes (DOK 1-2) Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Science Resources: SEPUP and supplemental (per teacher discretion), Instruction: *The following student outcomes can be taught in part using the listed SEPUP Labs from the Chemistry of Materials Unit. All other student Outcomes will be met following the suggested unit outline using supplemental materials. (6 th )3.a: Lab 14, 19, 20, 21 (6 th )3.c: Lab 25 (8 th )3.e: Lab 13 Suggested Outline (use supplemental materials to teach the following topics) States of Matter (6 th 3a, 3b) Chemical and Physical Changes (8 th 3a, 3b) Conservation of Mass (8 th 3c) Balancing Chemical Equations (8 th 3d) Vocabulary: reactant, product, physical change, chemical change, chemical formula, chemical equation, compound, mixture, molecule, Conservation of Mass, chemical reaction, solid, liquid, gas, states of matter, reactivity (terms to show evidence of chemical change), endothermic, exothermic, balanced equation SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS POSSIBLE FORMAL LAB REPORT Assessments: Mid unit checkpoints as needed End of Unit Assessment Unit Project Ideas: phet simulations, balancing chemical equations practice, building molecules, ipad apps, and physical and chemical changes labs Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

17 12/9/16-12/21/16 BETWEEN UNIT 3 AND 4 Take time to begin unit 4, or work in a mini unit to help kids prepare for CMAS testing

18 UNIT 4 (5 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding that energy exists in various forms, and it s transformation and conservation occur in processes that are predictable and measureable. Grade Level Expectation 2. There are different forms of energy, and those forms of energy can be changed from one form to another but total energy is conserved (8 th ) Big Idea ENERGY End of unit Performance Common Unit Assessment Task Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc. a. Gather, analyze, and interpret data to describe the different forms of energy and energy transfer (DOK 1-2) b. Develop a research-based analysis of different forms of energy and energy transfer (DOK 1-3) c. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred (DOK 1-2) b. Develop a researchbased analysis of different forms of energy and energy transfer (DOK 1-3) 2. Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK 1) 1. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3) 2. Recognize and describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK 1) 3. Use tools to gather, view, analyze, and report results for scientific investigations designed to answer questions about energy transformations. (DOK 1-2) RST Cite specific textual evidence to support analysis of science and technical texts. RST By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently. WHST Draw evidence from informational texts to support analysis, reflection, and research.

19 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: ENERGY Timeline: UNIT 4 (~ 5 weeks) ) 1/4/17-2/8/17 TEST CLOSE 2/15/17 Standard: Physical Science Standard 1 Grade Level Expectation: 2. There are different forms of energy, and those forms of energy can be changed from one form to another but total energy is conserved (8 th ) Student Outcomes: 2.a. Gather, analyze, and interpret data to describe the different forms of energy and energy transfer (DOK 1-2) 2.b. Develop a research-based analysis of different forms of energy and energy transfer (DOK 1-3) 2.c. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred (DOK 1-2) Instruction: 2.a: Labs 54, 56, 57, 58, 61, 65 2.b: Labs 55, 57, 58, 59, 60, 66 2.c: Labs 56A, 64, 71, 72 *Energy Types (Kinetic and Potential): Lab 58, and Analysis question 2 *Electricity Generation: Lab 64 and supplemental SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS RESEARCH ON DEBATED TOPICS, RENEWABLE AND NON RENEWABLE RESOURCES Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Science Resources: SEPUP and supplemental (per teacher discretion), Vocabulary: Potential energy (and types of), kinetic energy (and types of) gravitational potential energy, thermal energy, electrical generator, batteries, electric motor, Law of Conservation of Energy, efficiency, energy conservation, energy transfer, energy transformation (conduction, radiation, convection), insulation, renewable and nonrenewable resources, parallel and series circuit Assessments: Mid unit checkpoints as needed End of Unit Assessment Unit Project Ideas: Roller Coasters, Debate or Research on Renewable and Nonrenewable Resources, etc. (Lab 64) Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

20 UNIT 5 (4 Weeks) Standard Physical Science Standard 1 Graduate Competence Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application to very small or very fast objects Grade Level Expectation 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object s change of motion (8 th ) Big Idea FORCE AND MOTION End of unit Performance Task Common Unit Assessment Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Predict and evaluate the b. Use mathematical Collaborative Posters, Vocabulary movement of an object by expressions to describe the activities, Explanation Tool to be used in examining the forces applied movement of an object conjunction with RACE in writing, etc. (DOK 1-2) to it (DOK 1-2) b. Use mathematical expressions to describe the movement of an object (DOK 1-2) c. Develop and design a scientific investigation to collect and analyze speed and acceleration data to determine the net forces acting on a moving object (DOK 2-4) c. Develop and design a scientific investigation to collect and analyze speed and acceleration data to determine the net forces acting on a moving object (DOK 2-4) 2. Find, evaluate, and select appropriate information from reference books, journals, magazines, online references, and databases to answer scientific questions about motion and acceleration. (DOK 1-2) 1. Recognize that our current understanding of forces has developed over centuries of studies by many scientists, and that we will continue to refine our understanding of forces through continued scientific investigations and advances in data collection. (DOK 1) 2. Find, evaluate, and select appropriate information from reference books, journals, magazines, online references, and databases to answer scientific questions about motion and acceleration. (DOK 1-2) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

21 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: FORCE AND MOTION Timeline: UNIT 5 (~ 4 weeks) ) 2/8/17-3/10/17 TEST CLOSE 3/17/17 Standard: Physical Science Standard 1 Grade Level Expectation: 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object s change of motion (8 th ) Student Outcomes: 1.a. Predict and evaluate the movement of an object by examining the forces applied to it (DOK 1-2) 1.b. Use mathematical expressions to describe the movement of an object (DOK 1-2) 1.c. Develop and design a scientific investigation to collect and analyze speed and acceleration data to determine the net forces acting on a moving object (DOK 2-4) Instruction: 1.a Labs 77, 79, 81, 84, 86 1.b Labs 74 (s=d/t), 75, 78 (f=ma), 83 1.c Labs 76, 82 *Newton s Laws of Motion: Lab 80 or supplement *Net Force: Lab 81 or supplement *F=ma: Lab 78 plus supplemental for additional calculations practice *S=d/t: Lab 74 plus supplemental for additional calculations practice SUGGESTED LITERARY FOCUS FOR THIS UNIT: FORMAL LAB REPORT TO ACCOMPANY END OF UNIT PROJECT SELECTED RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Vocabulary: net force, unbalanced forces, balances forces, force, mass, acceleration, speed, velocity, distance, time, friction, inertia, Newton s Laws of Motion Assessments: Mid unit checkpoints as needed End of Unit Assessment End of Unit Project: (balloon cars, mousetrap cars, etc.) Science Resources: SEPUP and supplemental (per teacher discretion), Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

22 UNIT 6 (5 Weeks) Standard Physical Science Standard 1 Graduate Competence Apply an understanding that energy exists in various forms, and it s transformation and conservation occur in processes that are predictable and measureable. Grade Level Expectation 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties (8 th ) Big Idea WAVES End of unit Performance Task Common Unit Assessment Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Writing Standard Reading/writing Cross Content Connection a. Compare and contrast Collaborative Posters, Vocabulary different types of waves (DOK activities, Explanation Tool to be used in 1-2) conjunction with RACE in writing, etc. b. Describe for various waves the amplitude, frequency, wavelength, and speed (DOK 1) c. Describe the relationship between pitch and frequency in sound (DOK 1) d. Develop and design a scientific investigation regarding absorption, reflection, and refraction of light (DOK 2-4) b. Describe for various waves the amplitude, frequency, wavelength, and speed (DOK 1) c. Describe the relationship between pitch and frequency in sound (DOK 1) d. Develop and design a scientific investigation regarding absorption, reflection, and refraction of light (DOK 2-4) 1. Evaluate models used to explain and predict wave phenomena that cannot be directly measured. (DOK 2-3) 1. Evaluate models used to explain and predict wave phenomena that cannot be directly measured. (DOK 2-3) 2. Understand that scientists work from the assumption that the universe is a single system in which the basic rules are the same everywhere. For example, the speed of light in a vacuum is constant across space and time. (DOK 1) 3. Select and use technology tools to gather, view, analyze, and report results for scientific investigations about the characteristics and properties of waves. (DOK 1-2) RST Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RST 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). WHST Write arguments focused on discipline-specific content. e. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. f. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. g. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. h. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

23 Greeley-Evans School District 6 Grade: 8 th Curriculum Guide Unit: WAVES Timeline: UNIT 6 (~ 5 weeks) 3/10/17-4/21/17 TEST CLOSE 4/27/17 Standard: Physical Science Standard 1 Grade Level Expectation: 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties (8 th ) Student Outcomes: 4.a. Compare and contrast different types of waves (DOK 1-2) 4.b. Describe for various waves the amplitude, frequency, wavelength, and speed (DOK 1) 4.c. Describe the relationship between pitch and frequency in sound (DOK 1) 4.d. Develop and design a scientific investigation regarding absorption, reflection, and refraction of light (DOK 2-4) Instruction: 4.a: Labs 91, 94 4.b: Labs 93, 96 4.c: Lab 90 and supplemental to build on the relationship between frequency and pitch (straw flutes, draw out the sounds of different instruments, ipad apps, etc.) 4.d: Lab 95, 97, 98 *Wave Anatomy and Frequency: Lab 90 *Longitudinal and Transverse Waves: Lab 91 *Nature of Waves: Lab 93 *Electromagnetic Spectrum: Lab 96 Inquiry Questions: SEPUP Challenge Questions should be used as Essential Questions (modified as needed) Science Resources: SEPUP and supplemental (per teacher discretion), Vocabulary: wave, sound intensity, decibel, frequency, hertz, wavelength, amplitude, longitudinal wave, transverse wave, visible light spectrum, medium, absorb,reflect, transmit, refraction, electromagnetic spectrum, pitch SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS Assessments: Mid unit checkpoints as needed End of Unit Assessment Unit Project Ideas: ipad sound and waves apps, Straw flutes, phet simulations, solar ovens Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

24 4/27/17-end of year Per teacher choice, Students will be working on a culminating STEM project(s) to reinforce concepts from the year.