OVERVIEW Monthly Syllabus

Transcription

1 AIMS Dawood Public School Course Outline Science Class VIII The Science Syllabus aims to: Provide students with experiences which build on their interest in and stimulate their curiosity about their environment. Provide students with basic scientific terms and concepts to help them understand themselves and the world around them. Provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry. Prepare students towards using scientific knowledge and methods in making personal decisions. Help students appreciate how science influences people and the environment. OVERVIEW Monthly Syllabus August Periodic Table Ecology September Food Chains and Food Webs Heating and Cooling October Man s Impact On The Ecosystem Magnetism November Revision for Mid Term Exam December MID TERM EXAMS January Respiration and Circulation Transport in Plants February Writing Equation Solution March Sound Light April/ may Revision For Final Exams May FINAL EXAMS August

2 The Periodic table (Chemistry Matters) In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of The structure of an atom. The methods and discoveries of Rutherford and other scientists. The structures of the first twenty elements of the Periodic Table. Trends in groups and periods. Preparing some common salts by the reactions of metals or metal carbonates with acid. Writing word equations to describe reactions of metals or metal carbonates with acids. Nucleus proton neutron electron electronic shell (orbit) atomic (proton) number group period evidence prediction evaluation reactants products carbonates sulfates nitrates chlorides neutralization filtration crystallization evaporation, ionic bond, covalent bond. Revise the symbols for the Atomic Structure first twenty elements. Each group of students can make a poster of the structure of a chosen element. Groups and periods: Columns and Rows Metals and Non- Metals: Across a period The Alkali Metal The Halogens The Noble or Inert Gasses Compare the structures of the first twenty elements of the Periodic Table. Compare the structures of the first twenty elements of the Periodic Table. Describe trends in groups and periods. Relate atomic structure to Periods. Use diagrams to show the electron shells and relate these to position of elements in the Periodic Table. Describe the relationship between Group number (number of valence electrons) and Period number (number of electron shells). Explain the similarity between elements in the same group in terms of their electronic structure Describe the change from metallic to non-metallic character from left to right across a period in the Periodic Table. Describe typical properties of the alkali metals in Group1(Li,Na,k) and the Halogens in Group VII (Chlorine, Bromine) Predict the properties of elements in Group I, VII and the Transition Elements using Periodic table. Describe elements in Group 0 (Noble Gasses as monatomic uncreative gases Arrange the first 20 elements with atomic (proton) numbers into a simple Periodic Table Students will view common atoms of the periodic table, and atomic structure using power point Blank Periodic Tables, sets of cards of first 20 elements (including atomic numbers). Blank Periodic Table Ecology Chapter 4, Pg No.(69-110)

3 In this unit, pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of Where organisms live. How organisms interact with each other and the environment. The influences humans have on the natural environment. Habitat, adaptation, predator, prey, producer, consumer, herbivore, omnivore, carnivore, ecosystem, trophic level. Describe how organisms are Make pictures adapted to their habitat, drawing available for on locally occurring examples. identifying Secondary sources can be used. organisms. Habitat Population and Community Environment Ecology September Distinguish between population and community Describe how the communities in two habitats differ Identify factors, e.g. light, temperature, which are different in different habitats Recognize that different habitats support different organisms and that the distribution of organisms in different habitats is affected by environmental factors Describe changes in physical environmental factors over a 24- hour period and through the year and relate plant and animal activities to environmental changes Describe some strategies which plants and animals adopt to avoid climatic stress Groups study and describe/draw a local small habitat such as a hedge, a tree, a pond etc. They try to identify as many living things there as possible and group them into green plants or fungi, herbivores, omnivores, carnivores. Compare photographs/pictures of animals and plants at different seasons and discuss how they survive e.g. hot/rainy season. Students will examine climatic effects on ecosystems. They plant tomatoes and observe the differences in plant growth with differences in light. We will co-ordinate with geography class. A field trip to observe different type of ecosystem. Microscopic examination of soil Photographs/pictures of animals and plants at different seasons. Examples may include hibernation, migration, coat colour change in animals. Deciduous trees, flowering time etc in plants. Food Chains and Food Webs Chapter 5, Pg No.( ) In this unit, pupils build on their previous knowledge of organisms in their environment to develop their knowledge of Constructing keys to identify plants and animals. Food chains, food webs and energy flow including the role of decomposers. How living things are adapted to their habitats. Consumer, producer, trophic level, primary, secondary, tertiary, herbivore, carnivore, genetic material, adaptation, variation, pyramid.

4 Explain and model food chains, Explain the terms Various food food webs and energy flow. producer, primary webs. Explain that food chains and webs consumer, secondary show biomass and not individuals. consumer, tertiary Prepared consumer, herbivore, and Introduce the idea of energy sample carnivore. flowing along the food chain and so of mouldy flowing through the food web. bread Explain that that most food Introduce the term trophic level. chains are interlinked as (or fruit) in Pupils redesign the layout of their food-webs. sealed food webs to show energy transfer container as through trophic levels. Pupils identify food chains example within an example of a Explain the role of decomposers food web, preferably of Discuss where decomposers fit in local species. the food web. Discuss the importance of decomposers in food webs, in terms of recycling material such as minerals. Food Chains and Food Webs Energy Transfer in Food chain Decomposers Discuss the effect of the removal of one type of organism on the other organisms in the food web. Explain the role of decomposers. Demonstrate the breakdown of bread (or fruit) as moulds are allowed to grow on it in a sealed container. Heating and Cooling Chapter 9, Pg No.( ) In this unit, pupils build on their previous knowledge of chemical reaction and energy transfers to develop their knowledge of: The thermal (heat) energy transfer processes of conduction, convection and radiation. Cooling by evaporation. Exothermic, endothermic, thermal (heat) energy transfer, conduction, convection, radiation, evaporation, sublimation, condensation, expansion, contraction, bimetallic strip, upper fixed point, lower fixed point. understand the need for a scale of Students have to classify How to temperature and use the Celsius the reactions on the basis calibrate scale of temperature of the temperature a thermometer Recognize the values of the boiling change. at freezing and point and freezing point of water Investigate the process of boiling points of and some typical temperatures on burning to be able to draw water conclusions about the the Celsius scale process. Measure temperatures using an appropriate thermometer Using dry bread or wooden Differentiate between heat and splints, will give results for temperature. energy release. Recognize that heat is a form of energy which flows when there is Burning a candle allows differences in temperature collection of the products Explore and explain the idea of and test for carbon dioxide endothermic processes and and water. exothermic reactions. Explain cooling by evaporation Temperature and Heat Effects of heat gain and heat loss Recognize that heat will flow more easily through good thermal conductors than poor conductors Discuss why melting ice and evaporation are endothermic Investigate which conditions aid the rate of evaporation using tissues Small pieces of cloth (or tissues).

5 Transfer of Heat classify material as conductors or insulators of heat Identify and explain the thermal(heat) energy transfer processes of conduction, convection or small pieces of cloth, dampened. Factors which can be tested are temperature and moving air. Timers October Man s Impact on the Ecosystem Chapter 6 pg ( ) In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of: Factors affecting the size of populations. Some effects of human influences on the environment. The world s energy needs. Environment, solar, hydroelectric, nuclear fuel, fossil fuel, renewable and non-renewable sources, green house, global warming Deforestation Recognize that some human Investigate the availability To visit the Pollution activities have long term negative of clean water resources Haleji lake to Conserving Our consequences on the ecosystem. and why water should be study various Environment Describe some human activities conserved using secondary factors of which pollute the air, water and sources. ecology and land. Explain why the world s effects of tree energy needs is increasing. Describe and investigate some cutting on ecosystem. effects of human influences on the Observe environment Discuss why the world s migratory birds. Use knowledge of energy sources energy needs is increasing. including fossil fuels and renewable Research different energy resources to consider the renewable fuels. Discuss whether nuclear world s energy needs, including fuels are renewable or research from secondary sources. non- renewable. Explain how human activities over exploit the natural resources on Earth. Discuss and list the problems of using all kinds Describe and investigate some of energy sources. effects of human influences on the These might include environment. suitability of site, climate, Use knowledge of energy sources cost of converting to including fossil fuels an renewable energy resources to consider the world s energy needs, including electrical energy, pollution of any kind and destruction of habitats. research from secondary sources. To recognize the efforts in improving the environment. Magnets Chapter 12 Pg ( ) In this unit, pupils build on their previous knowledge of the effects of forces on movement to develop their knowledge of: Speed including interpreting simple distance/time graphs. How magnetism can be used to move things.

6 Magnet, magnetic poles, attraction, repulsion, magnetic field pattern, compass, electromagnet. Describe the properties of Investigate the properties Pairs of magnets. of magnets. Pupils should magnets, Recognize that magnets attract be given a pair of magnets, a simple magnetic material -iron steel nickel a simple compass, various compass, and cobalt. metallic and non-metallic various metallic materials, a small dish of and nonmetallic Recognize and reproduce the water and piece of magnetic field pattern of a bar lightweight object to float materials, a magnet the magnet on. If available small Describe how to magnetize a some objects like door dish of water magnetic material. seals, magnetic catches, and piece of Recognize that Earth has a and magnetic putty can be lightweight demonstrated as well magnetic field. Demagnetizing can be object to float Recognize that the area of force achieved by heating. the magnet on. around a magnet is called a If available, door seals, magnetic field and it can be shown Discuss why steel can magnetic catch using iron fillings. become magnetized magnetic putty. Magnets and magnetic material Making a Magnet Magnetic Field Uses of Magnets November Revision for midterm exams December Midterm exams January Respirations and Circulation Chapter 2, Pg No.(28-42) Chapter 25, Pg No ( ) Science Matters Vol B In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of How water and mineral salts are absorbed and transported in flowering plants. Develop their knowledge of transporting chemicals in humans by finding out about The basic components of the circulatory system and their functions. The basic components of the respiratory system and their functions. Gaseous exchange. The effects of smoking. Aerobic respiration Aerobic, an aerobic, respiration, breathing, circulation, transport, fatigue Circulation and Recognize and model the Name the major parts of the Heart, lung,

7 Blood Respiration and breathing Transport in human beings Transport in plants basic components of the circulatory system and know their functions Recognize the basic components of the respiratory system and know their functions. Explain gaseous exchange. Define and describe aerobic respiration and use the word equation Recognize and model the basic components of the circulatory system and know their functions. Recognize and model the basic components of the circulatory system and know their functions Describe the absorption and transport of water and mineral salts in flowering plants. circulatory system and the respiratory system. Discuss the link between them. Use a lung model with two balloons in a bell jar and a rubber diaphragm. Compare the movement of ribs etc felt when breathing deeply. Demonstration of dissection of animal lungs to show the spongy texture and branched tubes. The volume of air which a pupil can exhale can be measured. Investigate how breathing rate is affected by exercise Discuss the difference between respiration and breathing Appreciate that aerobic respiration requires oxygen. Discuss how glucose and oxygen reach every cell of the body and how the products leave. Respiration is the process an organism uses to supply the energy every cell needs to survive. glucose + oxygen carbon dioxide + water Explain the working of the heart. A video presentation on the structure and working of heart. Listen to a heart-beat through a stethoscope. Demonstration of a dissection of an animal heart Explain the functions of the blood. Use diagrams to show that blood transports substances around the body. Observe roots and root hairs of previously germinated seeds. Examine slides of root hair cells and discuss how the structure of the root hair cell makes it suited to its function. Investigate the transport of solutions of dyes in water up a stem by experiments and examining cross sections of stem. artery, vein capillary. Lungs, trachea, bronchiole, bronchus, alveolus. Lung model with two balloons in a bell jar and a rubber diaphragm Video Stethoscopes Animal heart, dissection instruments. Students can grow, for example, an onion suspended over water in a transparent jar to see the Branching formation and then pupils can examine a piece with a hand lens. Celery stems, food coloring, Prepared slides of cross section through a stem, microscopes. February Writing Equation Chapter 8 Chemistry Matters (pg ) In this unit, pupils build on their previous knowledge of the Periodic Table and Properties of materials and develop their ideas on: The differences between metals and non-metals. Chemical reactions which are not useful.

8 Word equations. In this unit, the reactions of metals will be confined to sodium, magnesium, zinc, iron, copper, silver and gold. Density, malleability, ductility, combustion, word equation, corrosion, rusting, oxidation, reduction formula. Describe rules of writing formulae of Power Point Presentation Periodic Table compounds. Compare the rates of of Elements. Describe the reactivity of metals reaction of some metals with oxygen, water and dilute acids. with oxygen. Small samples of a range of Describe chemical reactions which Strips of metals can be cleaned and different metals are not useful. left in air. They are checked and nonmetals. Test predictions with reference to at intervals for signs of evidence gained. oxidation. The same range Plan investigations to test ideas. of metals can each be Secondary heated in air and placed in a Identify important variables; choose sources gas jar of oxygen. which variables to change control (melting point data-base). and measure. Write word equations for Make predictions using scientific each reaction. knowledge and understanding. Use a range of equipment correctly. Write word equations given Differentiate between symbols of an the starting materials and element and formulae of products for each reaction compounds Work sheets Describe writing equation completes Ways of preventing rust in four steps from forming e.g. painting, Writing formula greasing, galvanizing, plastic Checking number of atoms of each coating and then suggest elements on both sides of the where they could be most equation appropriately used. Balance the no of atoms by placing the numbers in front of the formulae Students can bring in or of a substance in equation. look at a bike and suggest Include the state symbol in the how different parts are equation protected from corrosion. Chemical Equation Writing Balanced Equation Solution In this unit, pupils build on their previous knowledge of acids to develop their knowledge of How to tell if a solution is an acid or an alkali. Using a ph scale. Neutralization and some of its applications.

9 Acidic, alkali, alkaline, base, neutral, indicator, ph scale, solute, solvent, solubility Distinguish among solute solvent and solution; Will use an indicator to Different acids Distinguish between a saturated show the color changes of e.g. vinegar, and an unsaturated solution ; different indicators in acids lemon juice, State about concentrated and and alkalis using Litmus canned drink, dilute solution; paper, phenolphthalein, laboratory Explain about solubility and methyl orange and acids Hazard factors which affect the universal labels. solubility of a solute in a solvent. indicator Use indicators to distinguish acid and alkaline solutions. Solutes, Solvents and Solutions Solubility Acids and Alkalis Make careful observations including measurements. Use a PH scale. Use indicators to distinguish acid and alkaline solutions. Investigate the effect of a variety of acidic, alkaline and neutral solutions on Universal Indicator paper and neutral indicators. Will compare different acids. Provide a display of acids (vinegar, lemon juice, canned drink, laboratory acids) with hazard labels where appropriate. Discuss the meaning of the hazard labels. Student s will discuss and draw a hazard label seen on a sack of chemicals or on a chemical transporter. They will use the prepared indicator on some acids and alkalis as the chemical opposite of an acid. Will define acids, alkalis and a neutral solution in terms of ph. Students will demonstrate the scale of colors (ph) shown by Universal Indicator (mixture of plant dyes). Use dilute hydrochloric acid as the acidic solution and dilute sodium hydroxide as the alkaline solution.

10 March Sound Chapter 11 (pg No ) In this unit, pupils build on their previous knowledge of the types of energy to develop their knowledge of: The properties of sound in terms of movement of air particles. The link between loudness and amplitude, pitch and frequency. Vibration, amplitude, pitch, frequency, longitudinal, transverse, wave length, loudness, compression, rarefaction. Hearing sounds The properties of sound in terms of movement of air particles. Make sounds with simple Relate sound to hearing. Demonstrate ear structure using a model ear. Discuss Model ear, secondary sources objects such as plucking stretched ways of preventing ear A sharp sound elastic bands on a box, twanging damage. which can be rulers, blowing across test tubes. heard at least Pupils should suggest how their Research the sound 200 m away. receptors of animals such as Stop watches instrument might be given a the bat and dolphin. range of different notes and the Investigate how fast sound ability to be loud or soft. travels. Discuss examples Discuss and control risks to which show that sound is themselves and others. travelling more slowly than The properties of sound in light (noise across a field, terms of movement of air particles thunderstorms Interpret information Recognize the link between Pitch and loudness provided by a cathode ray loudness and amplitude, pitch and oscilloscope. frequency, using an oscilloscope Light Chapter 10 pg ( ) In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of: How light travels and the formation of shadows. How non-luminous objects are seen. Reflection at a plane surface and use the law of reflection. Refraction at the boundary between air and glass or air and water. The dispersion of white light.

11 Scatter shadow reflection refraction dispersion absorption prism Nature of Light Shadows Reflection of Light Refraction of Light Colors Use light travelling in a straight line to explain the formation of shadows and other phenomena. Plan investigations to test ideas. Make predictions using scientific knowledge and understanding. Take appropriately accurate measurements. Use a range of equipment correctly. Describe reflection at a plane surface and use the law of reflection. Investigate refraction at the boundary between air and glass or air and water. Explain the dispersion of white light. Explain color addition and subtraction, and the absorption and reflection of colored light. Discuss explanations for results using scientific knowledge and understanding. Communicate these clearly to others. Observe sources of light - candles, bulbs etc and suggest how it is possible to see them. Cut off the light with a screen with a hole in and look for an illuminated spot. Make and use a pinhole camera. A simple box can be made light-tight and have a pin-hole in the centre of sheet of black paper at one end and a screen at the other. Students can predict the effect of making several holes, enlarging one hole and placing a convex lens in front of the enlarged hole and then investigate practically. Study images in plane mirrors. Investigate the law of reflection by directing rays of light at a plane mirror. Observe refraction by the disappearing coin trick at the bottom of a pan which is slowly filled with water or seeing a ruler bending in water. They will investigate the effects by looking through a glass block and observing apparent depth. The swimming pool is a good context to use if appropriate. A spectrum will be demonstrated using a good prism. They will also be observing using cheap diffraction gratings. They can compare with a rainbow to try to emphasize that light Is a mixture of all the colours. A clearly defined object and bright light. Box eg shoe box, sheets of black paper, light source, convex lenses, photographic film (optional Plane mirrors, Cardboard tubes, small plastic mirrors, light ray boxes Glass blocks (rectangular and semicircular), light ray boxes. Prism, light ray box, diffraction gradients. Different coloured filters, light ray boxes.

12 April Revision for Final Exam May Final Examination Teaching Support Documentaries, multimedia, presentations, slides, lab will be used. Assessment method: We will assess students by class tests, work sheets, class presentations and different group activities. Resource Book: Science smart, Lets learn science GLOSSARY OF TERMS Term Description of meaning 1. Classify to group things based on common characteristics 2. compare to identify similarities and differences between objects, concepts or processes 3. construct to put a set of components together, based on a given plan 4. describe to state in words (using diagrams where appropriate) the main points of a topic 5. Discuss to reflect on and explore a topic in speech or writing 6. differentiate to identify the differences between objects, concepts or processes 7. identify to select and/or name the object, event, concept or process 8. Infer to draw a conclusion based on observations 9. investigate to find out by carrying out experiments 10. List to give a number of points or items without elaboration 11. manipulate to control an object in order to explore and discover its behavior 12. measure to obtain a reading from a suitable measuring instrument 13. recognize to identify facts, characteristics or concepts that are critical to the understanding of a situation, event, process or phenomenon 14. Relate to identify and explain the relationships between objects, concepts or processes to recall information (facts, concepts, models, data), translate information from one 15. show an form to understanding another, explain information and summarize information 16. State to give a concise answer with little or no supporting argument 17. Trace to follow a path