delta rv eighth grade science - delta high schooldeltar5schools.com/8th_gradesc.pdfcontent standard...

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Delta RV Eighth Grade Science Revised-2009

Science Eighth Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

Concepts Measurable Learner Objective

Process Standards

Integrated Skills

DOK Instructional Strategies/Student Activities/Resources

Assessment

A Students will: Scope and Sequence—Physical and Chemical Properties and Changes in Matter recognize elements (unique atoms) and compounds (molecules or crystals) are pure substances that have characteristic properties.

3.5 1.2 1.6

Rec

all

The periodic table will be used to identify elements and compounds.

Students will use the periodic chart to correctly determine the number of protons, neutrons, and electrons in an atom. Terms are used correctly and explained.

Objects, and the

materials they are made of,

have properties that can be

used to describe and

classify them

describe the PHYSICAL AND CHEMICAL PROPERTIES (examples—magnetic attraction, conductivity, melting point and boiling point, reactivity) of pure substances (elements or compounds) (examples—copper wire, aluminum wire, iron, charcoal, sulfur, water, salt, sugar, sodium bicarbonate, galena, quartz, magnetite, pyrite) using appropriate senses and tools.

3.5 4.1 1.2 1.3

Skill

/Con

cept

using magnetic force, conductivity, melting point and boiling point, classify various elements and compounds into specific groups.

Teacher observation

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Process Standards

Integrated Skills


Assessment

C Students will:

Properties of matter can be explained in

terms of moving

particles too small to be

seen without tremendous

magnification

Scope and Sequence—Physical and Chemical Properties and Changes of Matter describe evidence (examples—diffusion of colored material into clear material such as water; light reflecting off of dust particles in air; changes in physical properties and reactivity such as gold hammered into foil, oil spreading on the surface of water, decay of organic matter, condensation of water vapor by increased pressure) that supports the theory that matter is composed of moving particles too small to be seen (atoms, molecules).

Skill

/Con

cept

Students will participate in the activity: Diffusion of Perfumes

Students will correctly explain that particles (atoms and molecules) are moving during physical and chemical properties and changes of matter

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Process Standards

Integrated Skills


Assessment

D Students will: Scope and Sequence—Physical and Chemical Properties and Changes of Matter using the KINETIC THEORY model, illustrate and account for the physical properties (examples—shape, volume, malleability, viscosity) of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance.

1.6 1.10 3.5

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The teacher will demonstrate, the students will model and create a Power Point presentation of the molecular Kinetic Theory.

Performance assessment: Construct diagram to compare molecular arrangements in a solid, liquid, and gas

Physical changes in the state of matter that result from

thermal changes can

be explained

by the Kinetic

Theory of Matter

use the KINETIC THEORY model to explain changes in the volume, shape, and viscosity of materials in response to temperature changes during a phase change.

1.6 1.10 3.5

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The students will explain changes in volume, shape and viscosity of matter.

Same as above

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Process Standards

Integrated Skills


Assessment

D Students will:

Physical changes in the state of matter that result from thermal changes

can be explained by the Kinetic Theory of

Matter

predict the effect of transfer on PHYSICAL PROPERTIES of a substance as it changes to or from a solid, liquid, or gas (examples—phase changes that occur during freezing, melting, evaporation, boiling, condensation).

3.5 4.1

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Students will do experiment or activity—Predict Phase Changes of Dry Ice

Assessment of lab form—predict phase changes during lab with dry ice

F

The periodic table organizes the elements according to their atomic structure and

chemical reactivity

Scope and Sequence—Physical and Chemical Properties and Changes in Matter recognize more than 100 known elements (unique atoms) exist that may be combined in nature or by man to produce COMPOUNDS that make up the living and nonliving substances in the environment (DO NOT assess memorization of the Periodic Table).

3.5 4.1

Skill

/Con

cept

The periodic table or chart will be used to identify elements present in the universe. Students will create a portfolio of an element. The student will choose one of the first 20 elements and include in the portfolio the following:

1) diagram of element key and label

2) state of matter 3) model of chosen element 4) research use of element in

technology and every life 5) oral presentation

The objective is to make an atom model showing the number of protons, neutrons, and electrons in an atom. Scoring of model or example Scoring rubric

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Process Standards

Integrated Skills


Assessment

I Students will:

Mass is conserved during any physical or chemical change

Scope and Sequence—Physical and Chemical Properties and Changes in Matter provide evidence the MASS IS CONSERVED DURING A CHEMICAL CHANGE IN A CLOSED SYSTEM (example—vinegar and baking soda, mold growing in a closed container, steel wool rusting).

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Students will participate in an activity on conservation of mass: Demonstration of Mold Growing on a Piece of Bread

Students will write a paragraph to explain how mass is conserved during any physical/chemical change. Scoring of paragraph writing by rubric

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Science Eighth Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems Concepts Measurable Learner

Objective Process

Standards Integrated

Skills DOK Instructional Strategies/Student

Activities/Resources Assessment

A Students will: Scope and Sequence—Forms of Energy: Heat recognize thermal energy as the random motion (kinetic energy) of molecules or atoms within a substance.

Rec

all

Students will recall thermal energy is the total of all kinetic and potential energy of all particles in a substance.

Teacher observation

use the kinetic molecular model to explain changes in the temperature of a material.

Skill

/Con

cept

The teacher will show a picture of a horseshoe being made and a person playing horseshoes.

Students will identify temperature and heat. The atoms in an object are in constant motion. When the horseshoe is hot, the particles in it move quickly. When the horseshoe has cooled, the particles move more slowly.

recognize thermal energy is transferred as heat from warmer objects to cooler objects until both reach the same temperature (equilibrium).

Rec

all

Forms of energy have a

source, a means of transfer (work

and heat), and a

receiver

recognize the TYPE OF MATERIALS that transfer energy by conduction, convection, and/or radiation.

Rec

all

Students will participate in the activity: Recognize Types of Transfer of Heat—Conduction, Convection, and Radiation

Classify materials that transfer energy by conduction, and/or radiation—examples—coffee cup and steam, sand heating up, metal spoon in pan, and the sun.

7


Objective Process




A Students will: describe how heat is transferred by conduction, convection, and radiation, and classify examples of each.

Skill

/Con

cept

Students will participate in an activity. The teacher will demonstrate friction (rubbing hands together), convection (heat leaving coffee cup as currents of steam and air rises), conduction (spoon in cup of hot water or coffee becomes warmer ), and radiation (sunlight).

Students will successfully summarize conduction, convection, and radiation in separate paragraphs. Scoring of paragraphs by rubric

classify common materials (examples—wood, foam, plastic, glass, aluminum foil, soil, air, water) as conductors or insulators of thermal energy.

Skill

/Con

cept

The teacher will lead a class discussion to teach the students to recognize common conductors and insulators of thermal energy.

Students will differentiate between common materials as being conductors or insulators of thermal energy.



and heat), and a

receiver Predict the differences in temperature over time on different colored (black and white) objects placed under the same heat source.

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Students will participate in an experiment or activity on solar heat.

Teacher observation

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Objective Process




A Students will: Scope and Sequence—Forms of Energy: Electricity and Magnetism describe the interactions (examples—repel, attract) of like and unlike charges (examples—magnetic, static electric, electrical).

Skill

/Con

cept

Students will participate in an activity on north and south poles of magnets.

Teacher observation

diagram and identify a complete electric circuit by using a source (battery), means of transfer (wires), and receiver (resistance bulbs, motors, fans).

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Students will construct a complete circuit using a battery, wires, and light bulb.

Students will observe, describe, and successfully construct a complete circuit. Teacher observation

observe and describe the evidence of energy transfer in a closed series circuit.

1.10 3.5 4.7

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Students will construct several different circuits using battery source, wires, and light bulbs to observe and collect data.

Students will observe, describe, and successfully construct a closed series circuit. Teacher observation



and heat), and a

receiver

describe the effects of resistance (number of receivers), amount of voltage (number of energy sources), and kind of transfer materials on the current being transferred through a circuit (examples—brightness of light, speed of motor).

Sk

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once

pt

Students will participate in an activity to compare various brightness of light to the number of batteries used and the size of voltage source.

Students will predict which light will shine the brightest, make observations, and show cause/effect relationship between number of receivers and number of energy sources and brightness of light.

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Science Eighth Grade Content Standard 1: Properties and Principles of Matter and Energy GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems


Process Standards

Integrated Skills


Assessment

A Students will: classify materials as conductors or insulators of electricity when placed within a circuit (examples—wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water).

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Teacher observation

diagram and distinguish between complete series and parallel circuits.

Skill

/Con

cept

Students will label parts of a circuit on paper and on a 3-D model

Students will correctly label parts of a circuit and compare the similarities and differences between a series and parallel circuit.

Forms of energy have a source, a means of transfer

(work and heat), and a

receiver identify advantages and disadvantages of series and parallel circuits.

1.10 4.6 4.7

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Students will design/create a parallel and series circuit in groups of 3-4 students.

Students will analyze the advantages and disadvantages of parallel circuit and series circuit. Teacher observation

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Process Standards

Integrated Skills


Assessment

A Students will:


source, a means of transfer (work and

heat), and a receiver

Scope and Sequence—Physical and Chemical Properties and Changes of Matter recognize chemical energy is stored in chemical compounds (examples—energy stored in and released from food molecules, batteries, nitrogen, explosives, fire-works, organic fuels).

Rec

all

Students will participate in an activity on calorie content in food and chemical energy in batteries.

Teacher observation

B Mechanical

energy comes from the

motion (Kinetic energy and/or

relative position) (potential

energy) of an object

Scope and Sequence—Interactions between Energy, Force, and Motion distinguish between examples of kinetic and potential energy within a system.

Rec

all

Students will engage in a power point presentation and discuss the kinetic and potential energy within a system.

Students will recognize potential and kinetic energy and will participate in a power point presentation to compare/contrast the two.

11



Process Standards

Integrated Skills


Assessment

F Students will: Scope and Sequence—Energy Transformations identify the different energy transformations that occur between different systems (examples—chemical energy in battery converted to electricity in circuit converted to light and heat from a bulb).

Rec

all

Students will participate in an activity on energy transformations.

Teacher observation

recognize that, during an energy transformation, heat is often transferred from one object (system) to another because of a difference in temperature.

Skill

/Con

cept

Energy can change from one form to

another within

systems but the total amount

remains the same

recognize energy is not lost but conserved as it is transferred and transformed.

Sk

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once

pt

Students will actively engage in a discussion about law of conservation of energy (examples—pole vaulter, spring, roller coaster, skier).

Students will summarize the law of conservation of energy and successfully organize thoughts to prove that energy is neither created or destroyed.

12



Process Standards

Integrated Skills


Assessment

F Students will:

Energy can change from one form to

another within systems but the

total amount remains the

same

Scope and Sequence—Physical and Chemical Properties and Changes of Matter identify the evidence of different energy transformations (examples—explosion of light, heat, and sound, temperature change, electrical charge) that may occur as chemical energy is released during a chemical reaction.

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Students will participate in an activity on chemical changes: “Measuring the Heat Energy of a Chemical Change.”

Students will draw conclusions about how chemical energy is released during a chemical reaction, compare the heat conducting properties of water and paper by boiling water, study the law of conservation of energy, calculate heat produced by burning candles, and heat produced by burning nut, and compare the heat produced by equal masses of different types of nuts.

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Science Eighth Grade Content Standard 2: Properties and Principles of Matter and Energy GLE 1: The motion of an object is described by its change in position relative to another object or point Concepts Measurable Learner

Objective Process




A Students will: Scope and Sequence—Force, Motion, and Work describe the circular motion of a moving object as the result of a force acting toward the center.

Skill

/Con

cept

Illustrate how a wheel has circular motion.

Students will recognize that circular motion is a movement around a central position (examples—wheel or top).

classify different types of motion (examples—straight line, projectile, circular, vibrational).

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Students in groups will make observations about different types of motion and discuss how each is different.

Compare/contrast a car moving down the road (straight line), wheel or top (circular), and pendulum of a clock (vibrational).

given an object in motion, calculate its speed (distance/time).

Skill

/Con

cept

Cooperative Learning: examples—I can drive a car 360 km in 5 hours—speed? Baseball travels 56 m in 2 seconds-speed? Ride bike 26 km per hour—distance in 2.5 hrs? Drive 100 km per hr. and it is 2880 km to CA. How many hrs?

By using formulas s=d/t, d=st, t-d/s, students will calculate speed

The motion of an object

is described

as a change in position, direction, and speed relative to

another object

(frame of reference)

interpret a line graph representing an object’s motion in terms of distance over time (speed) using metric units.

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conclusions from a line graph and compare two object’s motion.

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Science Eighth Grade Content Standard 2: Properties and Principles of Force and Motion GLE 1: The motion of an object is described by its change in position relative to another object or point


Process Standards

Integrated Skills


Assessment

B Students will: Scope and Sequence—Interactions between Energy, Force, and Motion measure and analyze an object’s motion in terms of speed, velocity, and acceleration.

Skill

/Con

cept

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The students will participate in the activity—“Hot Wheeling Physics”—students will calculate speed for each trial and graph the data.

Students will successfully complete “Hot Wheeling Physics” lab and create a graph using their data.

An object that is

accelerating is speeding up, slowing

down, or changing direction

calculate the acceleration of an object (final velocity-starting velocity/time).

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Students will participate in the activity—“Mouse Trap Car Project.”

Students will successfully design and create a mouse trap car. Scored by rubrics

C Scope and Sequence—Interactions between Energy, Force, and Motion compare the momentum of two objects in terms of mass and velocity (DO NOT assess calculations).

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Momentum depends on the

mass of the object and the velocity with

which it is traveling

explain that the total momentum remains constant within a system

Skill

/Con

cept

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Science Eighth Grade Content Standard 2: Properties and Principles of Force and Motion GLE 2: Forces affect motion


Process Standards

Integrated Skills


Assessment

A Students will: Scope and Sequence—Force, Motion, and Work identify and describe the types of forces acting on an object in motion, at rest, floating/sinking (examples—type of force, direction, amount of force in Newtons).

Skill

/Con

cept

Students will participate in an activity—“Float or Sink Density.”

Students will record mass of shape in grams, record volume in ml, record if shape sinks or floats and calculate density in glcm3.

Forces are

classified as either contact

forces (pushes, pulls, friction, buoyancy) or non-contact

forces (gravity, magnetism), that can be

described in terms of

direction and magnitude

compare the forces acting on an object by using a spring scale to measure them to the nearest Newton.

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B Scope and Sequence—Force, Motion, and Work recognize every object exerts a gravitational force of attraction on every other object.

Rec

all

Students will compare/contrast the gravitational pull between two objects.

Students will be able to describe how objects travel through space. Teacher observation

Every object exerts a

gravitational force on

every other object

recognize an object’s weight is a measure of the gravitational force of a planet/moon acting on that object.

Skill

/Con

cept

The teacher will lead a discussion about the object’s weight being a measure of the gravitational force of a planet/moon acting on that object.

Students will be able to describe the cause/effect pattern of how the gravitational force on every object depends on the object’s weight.

16



Process Standards

Integrated Skills


Assessment

B Students will:

Every object exerts a

gravitational force on every

other object

compare the amount of gravitational force acting between objects (which is dependent upon their masses and the distance between them).

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C Scope and Sequence between Energy, Force, and Motion recognize changing magnetic fields can produce electrical currents can produce magnetic forces.

Skill

/Con

cept

Magnetic forces are related to

electrical forces as different aspects of a

single electromagnetic

force

predict the effects of an electromagnetic force on the motion of objects (attract or repel).

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Process Standards

Integrated Skills


Assessment

D Students will: Scope and Sequence—Force, Motion, and Work compare the effects of balanced and unbalanced forces (including magnetic, gravity, friction, push or pull) on an object’s motion.

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The teacher will explain and the students will discuss Newton’s First Law of Motion and complete various labs: Wacky Washer, Tricky Treats; Second Law of Motion, Newton’s Race; and Third Law of Motion, Balloon Rally

Students will successfully complete and draw conclusions about Newton’s Laws and compare the effects of balanced and unbalanced forces.

explain that when forces (including magnetic, gravity, friction, push or pull) are balanced, objects are at rest or their motion remains constant.

Skill

/Con

cept

Students will participate in the activity “Newton’s First Law of Motion Lab: Physics Internet Scavenger Hunt.”

Students will successfully complete lab activity and online scavenger hunt.

Newton’s Laws of Motion

explain the interaction of

mass and forces, and are used to

predict changes in

motion explain that a change in motion is the result of an unbalanced force acting upon an object.

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Students will participate on the same activities as mentioned above on this page.

Students will successfully complete the labs.

18



Process Standards

Integrated Skills


Assessment

D Students will:

Newton’s Laws of Motion explain the

interaction of mass and

forces, and are used to predict

changes in motion

explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of an object.

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g Students will participate in a lab activity—“Will an Elephant Fall Faster than a Mouse?” Materials needed are wood block, styrofoam pad, triple-beam balance.

Students will successfully complete lab activity with lab group. See Lab Investigation

F Scope and Sequence—Force, Motion, and Work recognize examples of work being done on an object (force applied and distance moved in the direction of the applied force) with and without the use of simple machines.

Rec

all

Skill

/Con

cept

Students will participate in work, energy, and power WebQuest.

Students will complete WebQuest, answer all questions correctly, and take the Quick Quizzes to check their understanding.

Simple machines

(levers, inclined planes, wheels

and axles, pulleys) affect

at he forces applied to an object and/or direction of

movement as work is done

Calculate the amount of work done when a force is applied to an object over a distance (W=F x d).

Skill

/Con

cept

Same as above Same as above

19



Process Standards

Integrated Skills


Assessment

F Students will: explain how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work.

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Students will construct a cartoon-type simple machines and use them to illustrate Newton’s Laws of Motion

Rubric for scoring of simple machine

recognize the amount of work output is never greater than the amount of work input, with or without the use of a simple machine.

Skill

/Con

cept

Simple machines (levers, inclined planes,

wheels and axles,

pulleys) affect the

forces applied to an object an/or direction of

movement as work is done

evaluate simple machine designs to determine which design requires the least amount of effort force and explain why.

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Science Eighth Grade Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere) GLE 3: Human activity is dependent upon and affects Earth’s resources and systems


Process Standards

Integrated Skills


Assessment

A Students will:

Earth’s materials are

limited natural resources

affected by human activity

Scope and Sequence—Energy Transformations distinguish between renewable (examples—geothermal, hydroelectric) and nonrenewable (example—fossil fuel) energy sources.

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Students will participate in the activity on Energy WebQuest

Rubric for Scoring

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Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 1: The universe has observable properties and structure


Process Standards

Integrated Skills


Assessment

A Students will: Scope and Sequence—Objects and their Motion in the Solar System classify celestial bodies in the solar system into categories: Sun, moon, planets, and other small bodies (examples—asteroids, comets, meteors) based on physical properties.

Rec

all

The teacher will lead discussion and the students will participate in a solar system Power Point.

Teacher observation and notes

compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. out) in our solar system and Earth’s moon.

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Students will choose various categories (size, shape, temperature) and create a graph of comparison and contrast to illustrate data that the students collected on the solar system.

Students will successfully research, categorize, and create a graph on size, composition, and temperature on the solar system.

The Earth, Sun and moon are part of a

larger system that includes other planets and smaller

celestial bodies

Identify the relative proximity of common celestial bodies

Skill

/Con

cept

22



Process Standards

Integrated Skills


Assessment

B Students will: Scope and Sequence—Objects and Their Motion in the Solar System describe how the Earth’s placement in the solar system is favorable to sustain life (examples—distance from the Sun, temperature, atmosphere).

Skill

/Con

cept

The Earth has a

composition and location suitable to sustain life compare and contrast the

characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (examples—atmospheric gases, extremely high/low temperature).

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activity—“Making a Scale Model of the Solar System.” Research characteristics about given planets, write a report, and present report to the class.

Students will make a scale model of the solar system and present written and oral reports about each planet. Rubric for scoring

23



Process Standards

Integrated Skills


Assessment

C Students will: Scope and Sequence—Objects and Their Motion in the Solar System recognize stars are separated from one another by vast and different distances, which causes stars to appear smaller than the Sun.

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Use visual and mathematical aids to determine the approximate locations of planets in the solar system. Create a model in which the same scale is used to depict the distances between objects and calculate the time required for traveling a direct path to them.

Given a model to scale students will be able to fine the correct distance in miles and km.

Most of the information we know about the universe comes

from the electromagnetic

spectrum

compare the distance light travels from the Sun to Earth to the distance light travels from other star to Earth using light years.

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g Research and study various theories and interpret and evaluate information related to distances from our solar system to other points in our galaxy and the universe.

Based on the information found, students will be able to determine the amount of time it will take to travel to that place.

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Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces


Process Standards

Integrated Skills


Assessment

A Students will: Scope and Sequence—Objects and Their Motion in the Solar System relate the apparent east-to-west changes in the positions of the Sun, other stars, and planets in the sky over the course of a day to Earth’s counterclockwise rotation about its axis.

Rec

all

Students will participate in the following activities: “Evolution of Stars” and “Sun-Earth-Moon System” Power Points.

Teacher observation and students’ notetaking

describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year.

Rec

all

The apparent position of the Sun and

other stars, as seen from

Earth, change in observable

patterns.

recognize, in the Northern Hemisphere, the Sun appears lower in the sky during the winter and higher in the sky during the summer.

Rec

all

25

Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational force


Process Standards

Integrated Skills


Assessment

A Students will: recognize, in winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length.

Rec

all

Students will participate in the “Sun- Earth-Moon System” PowerPoint and the teacher will lead the discussion after the lesson

Teacher observation and student participation Peer observation

The apparent position of the Sun and

other stars, as seen from

Earth, change in observable

patterns

recognize the Sun is never directly overhead when observed from North America.

Rec

all

Same as above

26

Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces Concepts Measurable Learner

Objective Process




B Students will: Scope and Sequence—Objects and Their Motion in the Solar System observe the change in time and location of moon rise, moon, set, and the moon’s appearance relative to time of day and month over several months, and note the pattern in this change.

Skill

/Con

cept

Students will observe the moon for ten days using a standard frame of reference.

Students will complete “Moon Observation” by drawing and describing what they see for ten days.

recognize the moon rises later each day due to its revolution around the Earth in a counterclockwise direction.

Rec

all

Skill

/Con

cept

Students will participate in “Earth’s Moon” and the teacher will lead a discussion on that class.

Students will read, review the PowerPoint. They will complete notes on moon position

recognize the Moon is in the sky for roughly 12 hours in a 24 hour period (example—if the Moon rises at about 6PM it will set at about 6AM).

Rec

all

Skill

/Con

cept

Same as above

Same as above

The apparent

position of the moon,

as seen from

Earth, and its actual position

relative to Earth

change in observable

patterns recognize that one half of the Moon is always facing the Sun, and, therefore, one half of the Mon is always lit.

Rec

all

Skill

/Con

cept

Same as above

Same as above

27

Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of Objects in the universe can be described and explained as the result of gravitational forces


Process Standards

Integrated Skills


Assessment

B Students will: relate the apparent change in thee moon’s position in the sky as it appears to move east-to-west over the course of a day to Earth’s counter-clockwise rotation about its axis.

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Students will participate in the “Phases of the Moon” lab.

Students will participate and record results on “Phases of the Moon.” Students will complete questions regarding moon phases.

The apparent position of the moon, as seen

from Earth, and its actual position

relative to Earth change in observable

patterns

describe how the appearance of the moon that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases).

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Students will participate in moon observations.

Students will compare the moon each night-- they observe it while keeping the same frame of reference.

C Scope and Sequence—Objects and Their Motion in the Solar System illustrate and explain a day as the time it takes a planet to make a full rotation about its axis.

Rec

all

Skill

/Con

cept

Students will participate in “Sun—Earth—Moon.” The students will write and give oral reports.

Students will participate in PowerPoint and give an oral report about a given topic.

diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun.

Rec

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Skill

/ C

once

pt

Same as above

Same as above

The regular and predictable motions

of the planet and moon relative to the Sun explain natural

phenomena on a planet, such as day,

month, year, shadow, moon

phases, eclipses, tides and seasons.

illustrate and explain a year as the time it takes a planet to revolve around the Sun.

Rec

all

Skill

/ C

once

pt

Same as above

Same as above

28

Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces Concepts Measurable Learner

Objective Process




C Students will: explain the relationships between a planet’s length of year (period of revolution) and its position in the solar system.

Skill

/Con

cept

describe how the moon’s relative position changes as it revolves around the Earth.

Skill

/Con

cept

recognize the phases of the moon are due to the relative positions of the Moon with respect to the earth and Sun.

Rec

all

The regular and predictable motions of

a planet and moon relative to the Sun explain natural

phenomena on a

planet, such as

day, month, year,

shadow, moon

phases, eclipses, tides, and seasons

relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the earth during different seasons.

St

rate

gic

Thin

king

29

Science Eighth Grade Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces


Process Standards

Integrated Skills


Assessment

D Students will: Scope and Sequence—Objects and Their Motion in the Solar System describe how the Earth’s gravity pulls any object on or near the Earth toward it (including natural and artificial satellites).

Rec

all

Skill

/Con

cept

Students will participate in “Gravity and Motion” PowerPoint with class discussions (including small group discussions).

Student participation Teacher observation Peer observation

describe how the planets’ gravitational pull keeps satellites and moons in orbit around them.

Rec

all

Skill

/Con

cept

Same as above

Same as above

Gravity is a

force of attraction between

objects in the solar system that governs their motion

describe how the Sun’s gravitational pull holds the Earth and other planets in their orbits.

Rec

all

Skill

/Con

cept

Same as above

Same as above

30

Science Eighth Grade Content Standard 7: Scientific Inquiry GLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking


Process Standards

Integrated Skills


Assessment

A Students will: Scope and Sequence—All Units formulate testable questions and hypotheses

Skill

/Con

cept

Students in small groups will complete together with the teacher’s guidance the “Testable Question” and “Performance Event—Frank and Ethel” worksheets.

Students will complete the worksheets and participate in class question—answer session.

recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment.

Skill

/Con

cept

Students will participate in “Ants in Yours Pants” worksheet.

Students will compare IV and DV and show the importance of constants, multiple trials, IV, and DV.

design and conduct a valid investigation

Stra

tegi

c Th

inki

ng Students will participate in a

science experiment “Bubbles, Bubbles Everywhere,” “Yummy, Yummy Scientific Method,” and “Come Fly with Us.”

Students will conduct an experiment and complete a 1) testable question, 2) IV and DV, 3) constants, 4) hypothesis, and 5) materials.

Scientific inquiry

includes the ability of

students to formulate a

testable question and explanation, and to select appropriate

investigative methods in

order to obtain

evidence relevant to

the explanation

evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment.

Exte

nded

Thi

nkin

g Same as above

Same as above

31



Process Standards

Integrated Skills


Assessment

A Students will: recognize that different kinds of questions suggest different kinds of scientific investigations (examples—some involve observing and describing objects, organisms or events; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models).

Skill

/Con

cept

St

rate

gic

Thin

king

Scientific inquiry

includes the ability of

students to formulate a

testable question and explanation, and to select appropriate

investigative methods in

order to obtain

evidence relevant to

the explanation

acknowledge there is no fixed procedure called “the scientific method,” but some investigations involve systematic observations, carefully collected observations, carefully collected and relevant evidence, logical reasoning, and imagination in developing hypotheses and other explanations.

Skill

/Con

cept

St

rate

gic

Thin

king

Teacher will instruct the students to choose an experiment (class as whole group or class divided into lab groups) and go through scientific method step-by-step. Each group will then prepare a presentation.

Each group will prepare a class presentation explaining their experiment by going through the steps in the scientific method. Peer observation

32



Process Standards

Integrated Skills


Assessment

B Students will: Scope and Sequence—All Units make qualitative observations using the five senses.

Skill

/ C

once

pt

Students will participate in various lab experiments throughout the school year.

Scoring of lab Teacher observation Peer observation and possible scoring

determine the appropriate tools and techniques to collect data.

Skill

/ C

once

pt

Same as above Same as above

use a variety of tools and equipment to gather data (examples—microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches).

Skill

/Con

cept

Same as above

Sa me as above

Scientific inquiry relies

upon gathering evidence

from qualitative

and quantitative observations measure length to the

nearest millimeter, mass to the nearest gram, volume to the nearest millimeter, force (weight) to the nearest millimeter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second.

St

rate

gic

Thin

king

Students will participate in “Which Toilet Paper has the Greatest Strength When Wet.”

Teacher observation Peer observation

33



Process Standards

Integrated Skills


Assessment

B Students will: compare amounts/measurements.

Skill

/Con

cept

St

rate

gic

Thin

king

Students will participate in lab experiments throughout the school year.

Rubric scoring Teacher observation Peer observation

judge whether measurements and computation of quantities are reasonable.

Skill

/Con

cept

St

rate

gic

Thin

king

Same as above

Same as above

Scientific inquiry relies

upon gathering evidence

from qualitative

and quantitative observations

calculate the range and average/mean of a set of data.

Skill

/Con

cept

St

rate

gic

Thin

king

Same as above

Same as above

34



Process Standards

Integrated Skills


Assessment

C Students will: Scope and Sequence—All Units use quantitative and qualitative data as support for reasonable explanation (conclusions).

Skill

/Con

cept

St

rate

gic

Thin

king

Students will participate in lab experiments throughout the year.

Rubric scoring Teacher observation Peer observation

use data as support for observed patterns and relationships, and to make predictions to be tested.

Skill

/Con

cept

St

rate

gic

Thin

king

Same as above

Same as above

Evidence is used to

formulate explanations

recognize the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions).

Skill

/Con

cept

St

rate

gic

Thin

king

Same as above

Same as above

35



Process Standards

Integrated Skills


Assessment

D Students will: Scope and Sequence—All Units evaluate the reasonableness of an explanation (conclusion).

Stra

tegi

c Th

inki

ng

Scientific inquiry includes

evaluation of explanations (hypotheses,

laws, theories) in light of scientific principles

(understandings)

analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories).

Stra

tegi

c Th

inki

ng

Exte

nded

Th

inki

ng

Students will participate in the “Nature of Science” PowerPoint.

Class discussion with teacher guidance Student participation

E

The nature of science relies

upon communication of results and justification of explanations

Scope and Sequence—All Units 1) communicate the procedures and results of investigations and explanations through a) oral presentations b) drawings and maps c) data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) d) graphs (bar, single line, pictograph) e) equations and writings

Stra

tegi

c Th

inki

ng

Exte

nded

Thi

nkin

g

The teacher will repeat teaching in writing labs and class activities in scientific investigation format.

All labs and class activities are to be written in the scientific investigation format. Scoring rubric

36

Science Eighth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs


Process Standards

Integrated Skills


Assessment

A Students will:

Designed objects are used

to do things better or more

easily and to do some things

that could not otherwise be done at all

Scope and Sequence—All Units explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (examples—new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery robotics, lasers).

Rec

all

Skill

/Con

cept

Students will evaluate how technology has improved the world and made it more easily to do something not otherwise done at all (example—discuss how information received from space probes has either confirmed or modified scientific theories concerning conditions on other planets).

Students will give oral reports with visual aids to the class. Scoring rubric

37



Process Standards

Integrated Skills


Assessment

B Students will:

Advances in technology

often result in improved data collection and an increase in

scientific information

Scope and Sequence—All Units identify the link between technological developments and the scientific discoveries made possible through their development (examples—Hubble telescope and stellar evolution, composition and structure of the universe; the electron microscope and cell organelles; sonar and the composition of the Earth; manned and unmanned space missions and space exploration, Doppler radar and weather conditions; MRI and Cat-scans and brain activity).

Skill

/Con

cept

Students will identify common products that have been developed as a result of research. Students will identify and explain ways society has benefited from the technologies developed through science exploration.

Students will identify several products that originated from the NASA programs and relate how the products have improved their quality of life.

38



Process Standards

Integrated Skills


Assessment

C Students will:

Technological solutions to

problems often have drawbacks

as well as benefits

Scope and Sequence—All Units describe how technological solutions to problems (examples—storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (examples—design constraints, unintended consequences, risks) (Assess Locally).

Skill

/Con

cept

The teacher will lead the discussion as to how information and technology has modified solutions but also have negative consequences.

Students will compare/contrast technological solutions and their consequences (positive and negative) in society.

39

Science Eighth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time


Process Standards

Integrated Skills


Assessment

A Students will:

People of different gender

and ethnicity have

contributed to scientific

discoveries and the invention of technological innovations

Scope and Sequence—All Units describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (examples—George Washington Carver, Thomas Edison, Thomas Jefferson, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally).

Rec

all

Students will research a given scientist or inventor. This activity can be done individually or in small groups.

Students will prepare a paper and oral presentation Scoring rubric

40

Science Eighth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time


Process Standards

Integrated Skills


Assessment

B Students will: Scope and Sequence—All Units recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (examples—Darwin, Copernicus, Newton).

Skill

/Con

cept

Students will research a given scientist and appreciate what they went through to gain knowledge.

Students will present an oral presentation and write a paper on a given scientist. Scoring by rubric

Scientific theories are developed

based on the body of

knowledge that exists at

any particular time and must be

rigorously questioned

and tested for validity

recognize explanations have changed over time as a result of new evidence.

Rec

all

Skill

/Con

cept

41

Science Eighth Grade Content Standard 8: Impact of Science, Technology and Human Activity GLE 3: Science and technology affect, and are affected by, society


Process Standards

Integrated Skills


Assessment

B Students will: Scope and Sequence—All Units describe ways in which science and society influence one another (examples—scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research).

Skill

/Con

cept

See rationale

Social, political,

economic, ethical and

environmental factors

strongly influence, and are influenced

by, the direction of progress of science and technology.

identify and evaluate the physical, social, economic, and/or environmental problems that may be overcome using science and technology (examples—the need for alternative fuels, human travel in space, AIDS).

Skill

/Con

cept

See rationale

delta rv eighth grade science - delta high schooldeltar5schools.com/8th_gradesc.pdfcontent standard...

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