curriculum guide 2016/2017 - greeleyschools.org · curriculum guide 2016/2017 . ... formal lab...

Revised May 2016

8th Grade Science

Curriculum Guide

2016/2017

Revised May 2016

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

Focus

Writing Standard

Focus

Reading/writing Focus Cross Content

Connection

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) 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)

d. Measure mass and volume, and use these quantities to calculate density (DOK 1)

1. Calculate the density of a sample, predict its

ability to float or sink in a l iquid 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 l iquid

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.6-8.3 Follow precisely a multistep procedure when carrying out

experiments, taking measurements, or performing technical

tasks. RST.6-8.9 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.6-8.7 Conduct short research projects to answer a question

(including a self-generated question), drawing on several

sources and generating additional related, focused questions that allow

for multiple avenues of exploration.

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)

Revised May 2016

UNIT 1 (6 Weeks)


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 (7th)

Big Idea UNDERSTANDING MATERIALS SCIENTIFICALLY End of unit Performance

Task

Common Unit Assessment

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Identify properties of substances in a mixture that could be used to separate

those substances from each other (DOK 1)

b. Develop and design a scientific investigation to separate the components of a mixture (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)

1. Ask testable questions and make a fa lsifiable hypothesis about using properties in perform separations, and des ign a method to find

an answer. (DOK 2-4)

2. Eva luate and cri tique

experimental procedures des igned 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 s tudy mixtures,

and suggest ways that this has contributed to

our understanding of materials. (DOK 1-2)

RST.6-8.5 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.6-8.6 Analyze the author’s purpose in providing

an explanation, describing a procedure, or

discussing an experiment in a text.

WHST.6-8.2 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

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)

Revised May 2016

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 domain-specific 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.

Revised May 2016

Greeley-Evans School District 6 Grade: 8th 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 (7th)

Student Outcomes: (6TH GRADE GLE 6.1.4abcde) 4.a . Explain that the mass of an object does not change, but i ts weight changes based on the gravitational forces acting upon i t (DOK 1)

4.b. Predict how changes in acceleration due to gravity wi ll a ffect 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)

Student Outcomes: (7TH 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)

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.

**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. 67-70 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)

Revised May 2016

8th 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

Revised May 2016

Conversion Reference http://oakroadsystems.com/math/convert.htm 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:

36 in 2.54 cm 1 m

440 yd × ----- × ------- × ------

1 yd 1 in 100 cm

and collect terms to

440 × 36 × 2.54 yd in cm m

--------------------------

100 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 23 meters

Select any conversion to get you to the units you are solving for 1.09 yards

Continue to cross cancel units 3 feet

End with units you are solving for 12 inches

Units to cross cancel 1 meter

Continue to cross cancel units 1 yard

Continue to cross cancel units 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.

http://oakroadsystems.com/math/convert.htm

Revised May 2016

8th 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)

Revised May 2016

Graphing Independent and Dependent Variables

8th 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.

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.

M = manipulated variable

I = independent variable

X = graph information on the horizontal axis

D = dependent variable

R = responding variable

Y = graph information on the vertical axis

Revised May 2016

UNIT 2 (6 Weeks)


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 Task




Writing Standard Focus

Reading/writing Focus Cross Content Connection

a . Identify evidence that suggests there is a fundamental bui lding block of matter (DOK 1)

b. Use the particle model of matter to i llustrate

characteristics of different substances (DOK 1-2)

c. Develop an evidence based scientific explanation of the

atomic model as the foundation for a l l chemistry (DOK 1-3) d. Find and evaluate appropriate

information from reference books, journals, magazines,

onl ine references, and databases to compare and contrast his torical 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.6-8.4 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.6-8.8

Distinguish among facts, reasoned judgment based on research findings, and

speculation in a text.

WHST.6-8.8 Gather relevant information from

multiple print and digital sources, using search terms

effectively; assess the credibil ity 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.

Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

Revised May 2016

UNIT 2 (6 Weeks)



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 (6th)

Big Idea THE BUILDING BLOCKS OF MATTER







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)

RST.6-8.1 Cite specific textual evidence to support

analysis of science and technical texts.

RST.6-8.9 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.6-8.1 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


Revised May 2016

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.

Revised May 2016


Unit: ATOMS: THE BUILDING BLOCKS OF MATTER Timeline: UNIT 2 ( ~ 6 weeks) 9/23/16-11/4/16 TEST CLOSE 11/11/16


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 (6th )

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 (6th)

Student Outcomes: (6th 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: (6th 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:


Vocabulary: element, compound, mixture, molecule, Periodic Table of Elements, atom, electrons, proton, neutron, atomic number, atomic mass,

Assessments:


End of Unit Assessment Element Research Project, or History of Elements Project

Science Resources: SEPUP and supplemental (per teacher discretion) , www.phet.co.edu

Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE

in writing, etc.

http://www.phet.co.edu/

Revised May 2016

UNIT 3 (5 Weeks)



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





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.6-8.7 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.6-8.10 By the end of grade 8,

read and comprehend science/technical texts in the grades 6-8 text complexity band

independently and proficiently.

WHST.6-8.4 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.

Revised May 2016

UNIT 3 (5 Weeks)



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






a. Identify the distinguishing characteristics between a chemical and a physical change (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 reproducibil ity of an experiment, and critically

examine conflicts in experimental results. (DOK 2-3)

1. Evaluate the reproducibil ity 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.6-8.2 Determine the central

ideas or conclusions of a text; provide an accurate summary of the text distinct from

prior knowledge or opinions.

RST.6-8.7 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.6-8.4 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.

Revised May 2016


Unit: PHYSICAL AND CHEMICAL PROPERTIES OF MATTER Timeline: UNIT 3 (~ 5 weeks) ) 8/11/4/16-12/9 TEST CLOSE 12/21/16


Grade Level Expectation: 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model (6th) Grade Level Expectation: 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change (8 th)

Student Outcomes: (6th GRADE GLE 6.1.3ab) 3.a. Explain how the arrangement and motion of particles in a substance such as water determine i ts state (DOK 1-2) 3.b. Dis tinguish between changes in temperature and changes of s tate using the

particle model of matter (DOK 1-2)

Student Outcomes: (8th 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 a lways 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)

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.

(6th)3.a: Lab 14, 19, 20, 21 (6th)3.c: Lab 25

(8th)3.e: Lab 13

Suggested Outline (use supplemental materials to teach the following topics)

States of Matter (6th 3a, 3b)

Chemical and Physical Changes (8th 3a, 3b) Conservation of Mass (8th 3c) Balancing Chemical Equations (8th 3d)

SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS POSSIBLE FORMAL LAB REPORT

Inquiry Questions:


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

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.


Revised May 2016

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

Revised May 2016

UNIT 4 (5 Weeks)


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 (8th)

Big Idea ENERGY







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 research-based 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.6-8.1 Cite specific textual evidence to support

analysis of science and technical texts.

RST.6-8.10 By the end of grade 8, read and comprehend

science/technical texts in the grades 6-8 text complexity

band independently and proficiently.

WHST.6-8.9 Draw evidence from informational

texts to support analysis, reflection, and research.


Revised May 2016


Unit: ENERGY Timeline: UNIT 4 (~ 5 weeks) ) 1/4/17-2/8/17 TEST CLOSE 2/15/17


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 (8th)

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:


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:


End of Unit Assessment

Unit Project Ideas: Roller Coasters, Debate or Research on Renewable and Nonrenewable Resources,

etc. (Lab 64)

Science Resources:

SEPUP and supplemental (per teacher discretion) , www.phet.co.edu

Literacy Resources:



Revised May 2016

UNIT 5 (4 Weeks)


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 (8th)

Big Idea FORCE AND MOTION






a. Predict and evaluate the movement of an object by examining the forces applied

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)

b. Use mathematical expressions to describe the movement of an object (DOK 1-2) c. Develop and design a

scientific investigation to col lect 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,

onl ine 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 wi ll continue to refine

our understanding of forces through continued

scientific investigations

and advances in data col lection. (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.6-8.3 Follow precisely a multistep procedure

when carrying out experiments, taking measurements, or

performing technical tasks. RST.6-8.4

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.6-8.6 Use technology, including the

Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently.


Revised May 2016


Unit: FORCE AND MOTION Timeline: UNIT 5 (~ 4 weeks) ) 2/8/17-3/10/17 TEST CLOSE 3/17/17


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 (8th)

Student Outcomes: 1.a. Predict and evaluate the movement of an object by examining the forces applied

to i t (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:


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.)


Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE

in writing, etc.


Revised May 2016

UNIT 6 (5 Weeks)


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 (8th)

Big Idea WAVES




Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Compare and contrast different types of waves (DOK

1-2) 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 l ight (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 l ight (DOK 2-4)

1. Evaluate models used to explain and predict wave

phenomena that cannot be directly measured. (DOK 2-3)

1. Eva luate 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 l ight 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.6-8.6 Analyze the

author’s purpose in providing an explanation, describing a

procedure, or discussing an experiment in a

text. RST.6-8.7 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.6-8.1 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.

Collaborative Posters, Vocabulary

activities, Explanation Tool to be used in conjunction with RACE in writing, etc.

Revised May 2016


Unit: WAVES Timeline: UNIT 6 (~ 5 weeks) 3/10/17-4/21/17 TEST CLOSE 4/27/17


Grade Level Expectation: 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties (8th)

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

SUGGESTED LITERARY FOCUS FOR THIS UNIT:

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: wave, sound intensity, decibel, frequency, hertz,

wavelength, amplitude, longitudinal wave, transverse wave, visible light spectrum, medium, absorb ,reflect, transmit, refraction, electromagnetic spectrum, pitch

Assessments:


End of Unit Assessment Unit Project Ideas: iPad sound and waves apps, Straw flutes,

phet simulations, solar ovens

Science Resources:

SEPUP and supplemental (per teacher discretion) , www.phet.co.edu

Literacy Resources:



Revised May 2016

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.

curriculum guide 2016/2017 - greeleyschools.org · curriculum guide 2016/2017 . ... formal lab...

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