8 th Grade Science Curriculum

Transcription

1 Week Week Week Week 8th Grade Science Curriculum 8 th Grade Science Curriculum Timeline Marking Period 1 Marking Period Science Practices (Scientific Method & Lab Safety) Science Practices (Scientific Method & Lab Safety) Earth Systems Science: History of Earth (Geologic Time & Evolution) Earth Systems Science: History of Earth (Geologic Time & Evolution) Earth Systems Science: History of Earth (Geologic Time & Evolution) Earth Systems Science: Objects in the Universe (Astronomy) Earth Systems Science: Objects in the Universe (Astronomy) Earth Systems Science: Objects in the Universe (Astronomy) Earth Systems Science: Energy in Earth Systems & Biogeochemical Cycles (Oceanography) Earth Systems Science: Energy in Earth Systems & Biogeochemical Cycles (Oceanography) Marking Period 2 Marking Period Earth Systems Science: Energy in Earth Systems & Biogeochemical Cycles (Oceanography) Earth Systems Science: Energy in Earth Systems & Biogeochemical Cycles (Oceanography) Earth Systems Science: Climate & Weather (Meteorology) 8 July 2011 Page 1

2 Earth Systems Science: Tectonics (Plate Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) Earth Systems Science: Climate & Weather (Meteorology) 8 July 2011 Page 2

3 Time Frame 2 weeks Topic Science Practices: Understand Science Explanations, Generate Scientific Evidence through Active Investigation, Reflect on Scientific Knowledge, Participate Productively in Science Essential Questions How do we build and refine models that describe and explain the natural and designed world? What constitutes useful scientific evidence? How is scientific knowledge constructed? How does scientific knowledge benefit, deepen, and broaden from scientists sharing and debating ideas and information with peers Enduring Understandings Measurement and observation tools are used to categorize, represent, and interpret the natural world. Evidence is used for building, refining, and/or critiquing scientific explanations. Scientific knowledge builds upon itself over time. The growth of scientific knowledge involves critique and communication social practices that are governed by a core set of values and norms. Alignment to NJCCCS A B C D.1-4 Key Concepts and Skills Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. Results of observation and measurement can be used to build conceptual-based models and to search for core explanation. Evidence is generated and evaluated as part of building and refining models and explanations. Mathematics and technology are used to gather, analyze, and communicate results. Carefully collected evidence is used to construct and defend arguments. Scientific reasoning is used to support scientific conclusions. Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered. Predictions and explanations are revised to account more completely for available evidence. Science is a practice is which an established body of knowledge is continually revised, refined, and extended. Science involves practicing productive social interactions with peers, such as partner talk, whole group discussions, and small-group work. In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models and theories. Instruments of measurement can be used to safely gather accurate information for making scientific investigations and model-building. Organisms are treated humanely, responsibly, and ethically. 8 July 2011 Page 3

4 Learning Activities Lab Safety Activity Reading the Meniscus Station Lab Activity Cabbage Juice Indicator Lab Activity: Scientific Method Hands-on Practice with the Metric System Becoming Familiar with the Lab Equipment Assessments Multiple Lab Reports Lab Safety Quiz Writing Conclusions (Cabbage Juice Indicator Lab Activity) Scientific Method & Lab Safety Worksheets Observational Assessment 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration Information X Skills X X Media Literacy Literacy Interdisciplinary Connections Math: Hands on practice with the Metric System Language Arts: Lab Reports Technology Integration PowerPoint Presentations Smart Board Activities Elmo Integration 8 July 2011 Page 4

5 Time Frame 10 weeks Topic Essential Questions How do we know that things have energy? How can energy be transformed from one material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Enduring Understandings The same basic rules govern the motion of all bodies. Energy is neither created nor destroyed, but energy only changes from one form to another. Changes take place because of the transfer of energy. Energy is transferred to matter through the action of forces & different forces are responsible for the transfer of the different forms of energy. Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Alignment to NJCCCS C D E.1-2 Key Concepts and Skills A tiny fraction of the light energy from the Sun reaches Earth. Light energy from the Sun is Earth s primary source of energy, heating Earth s surfaces and providing the energy that results in wind, ocean currents, and storms. Energy is transferred from place to place. Light energy can be thought of as traveling in rays. Thermal energy travels via conduction and convection. When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy transfer. As an object falls, its potential energy decreases in speed, and consequently its kinetic energy increases. While an object is falling, some of the object s kinetic energy is transferred to the medium through which it falls, setting the medium in motion and heating it. Nuclear reactions take place in the Sun. An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time is took to travel that far. Forces have magnitude and direction. Forces can be added. 8 July 2011 Page 5

6 The net force of an object is the sum of all forces acting on the object. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force. Learning Activities Energy Transformation Station Lab Parachute Lab Newton s Laws of Motion Activity Speed Lab Friction Lab Transferring Momentum Lab Heat Transfer Station Lab Rollercoaster Challenge Assessments Multiple Lab Reports Math Applications Worksheets & Quizzes Observational Assessments Writing Conclusions Vocabulary Quizzes Kinetic/Potential Energy Formula Quiz Heat Transfer Quiz Forces Quiz Chapter Tests ( Energy & Motion/Forces) 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information Literacy X Media Literacy Interdisciplinary Connections Engineering/Math: Rollercoaster Challenge Math: Multiple Labs (Speed & Momentum) Language Arts: Lab Reports Technology Integration PowerPoint Presentations Smart Board Activities Elmo Integration Video Streaming to Show Energy Transformations You Tube Videos: Newton s Laws of Motion in Everyday Life Bill Nye Videos on Forces & Motion 8 July 2011 Page 6

7 Time Frame 10 weeks Topic Earth Systems Science: Properties of Earth s Materials & Tectonics (Plate Essential Questions To what extent does the exchange of energy within the Earth drive geologic events on the surface? How do changes in one part of an Earth system affect other parts of the system? Enduring Understandings How do changes in one part of an Earth system affect other parts of the system? Energy flow and movement of a material from the Earth s interior causes geologic events on the Earth s surface. Alignment to NJCCCS C C D.1-3 Key Concepts and Skills The rock cycle is a model of creation and transformation of rocks from one form (sedimentary, igneous, and metamorphic) to another. Rock families are determined by the origin and transformations of the rock. Rocks and rock formations contain evidence that tell a story about their past. The story is dependent on the minerals, materials, tectonic conditions, and erosion forces that created them. Soil consists of weathered rocks and decomposed organic material. Soils are often found in layers. Physical & chemical changes take place in Earth s materials when Earth features are modified through weathering & erosion. Earth is layered with a lithosphere, a hot, convecting mantle, and a dense metallic core. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from the motion of plates. Sea-floor spreading, revealed in mapping of the Mid-Atlantic Ridge, and subduction zones are evidence for the theory of plate tectonics. Earth s magnetic field has a north and south poles and lines of force that are used for navigation. Learning Activities Pangaea Puzzle Plate Boundary Map Unknown Mineral Lab Rock/Mineral Station Lab Chemical & Mechanical Weathering Lab Isoseismic Map Activity Epicenter Lab Assessments Vocabulary quizzes Multiple Lab Reports (Formal & Informal) 8 July 2011 Page 7

8 Observational Assessments Earthquake Plotting Project Plate Tectonics Organizational Chart Quiz Volcano Quiz Earthquake/Volcano Project Chapter Tests ( Plate Tectonics & Earthquakes) Unit Test 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information Literacy X Media Literacy Interdisciplinary Connections Rock Cycle Presentations: Language Arts, Art & Music Technology, Social Studies, Language Arts: Musical Plate Activity: Math & Social Studies: Epicenter Lab Social Studies & Art: Pangaea Puzzle Technology Integration PowerPoint Presentations Elmo Integration Smart Board Activities WebQuest on Plate Tectonics (Integration with Musical Plates Activity) Current Events and YouTube 8 July 2011 Page 8

9 Time Frame 3 weeks Topic Earth Systems Science: History of Earth (Geologic Time & Evolution) Essential Questions How do geologic events occurring today provide insight on Earth s past? Enduring Understandings Earth s components form systems. These systems continually interact at different rates of time, affecting the shape of the Earth s surface regionally and globally. Alignment to NJCCCS B.1-2 Key Concepts and Skills Today s planet is very different than early Earth. Evidence for one-celled forms of life (bacteria) extends back more than 3.5 billion years ago. Fossils provide evidence of how life and environmental conditions on Earth as they changed throughout geologic time. Learning Activities Construct a Geologic Time Timeline Cartoon/Travel Brochure to Highlight One Era (and Periods Within) Traces of Tracks Worksheet Geologic Field Trip Lab Activity Radioactive Decay Lab Geologic Time Station Lab Assessments Vocabulary Quiz Geologic Field Trip Lab Assessment Geologic Time Quest Multiple Lab Reports Unit Test 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information Literacy X Media Literacy Interdisciplinary Connections Language Arts & Social Studies; Evolutionary Adaptation of Mammals Art, Language Arts & Technology; Cartoon/Travel Brochure Math: Traces of Tracks Worksheet Social Studies: Geologic Timeline Technology Integration PowerPoint Presentations Smart Board Activities Elmo Integration Walking with Prehistoric Beast Video w/ Assessment 8 July 2011 Page 9

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11 Time Frame 3 weeks Topic Earth Systems Science: Objects in the Universe (Astronomy: Moon, Sun, & Earth relationship) Essential Questions What predictable, observable patterns occur as a result of the interaction between the Sun, Moon, and Earth? What causes these patterns? Enduring Understandings The predictable observable patterns of movement in the Sun, Earth, and Moon system occur because of the gravitational interaction and energy between the three. Alignment to NJCCCS A.1-4 Key Concepts and Skills The relative positions & motions of the Sun, Earth, and Moon result in the phases of the Moon, eclipses, and the daily and monthly tide cycles. Earth s tilt, rotation, and revolution around the Sun cause changes in the height and duration of the Sun in the sky. These factors combine to explain the changes in the length of day and seasons. Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two objects is proportional to their masses and inversely proportional to the square of the distance of the objects. The regular and predictable motion of objects in the solar system (Kepler s Laws) is explained by gravitational forces. Learning Activities Sun, Moon, Earth Activity Reasons for the Seasons How Far is that Star? Where s the Moon? High Tide, Low Tide.You Decide. Lunar Lollipops The Moon Made Me Do It! Activity Assessments Written Diary of Lunar Phases Astronomy Presentation with Diagrams on Unit Topics Vocabulary Quiz/ Quizzes on Moon Phases, Eclipses, and Seasons Unit Test Written Conclusions 8 July 2011 Page 11

12 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration Information X Skills X X Media Literacy Literacy Interdisciplinary Connections Language Arts: Written Diary of Lunar Phases Technology: The Moon Made Me Do It! Technology, Art, Music: Astronomy Presentation Math: How Far is that Star? Technology Integration PowerPoint Presentations Smart Board Activities Elmo Integration Research Using the Internet for Project 8 July 2011 Page 12

13 Time Frame 4 weeks Topic Earth Systems Science: Energy in Earth Systems & Biogeochemical Cycles (Oceanography) Essential Questions What is the role of the sun in the energy transfer in the atmosphere and oceans? How do changes in one part of the Earth system affect other parts of the system and in what ways can Earth processes be explained as interactions among spheres? Enduring Understandings The energy from the sun is transferred throughout the oceans and atmosphere. Earth s components from systems that have cycles and patterns that allow us to make predictions. These systems continually interact at different rates of time, affecting the Earth locally and globally. Alignment to NJCCCS E.1, G.1-2 Key Concepts and Skills The Sun provides energy for plants to grow and drives convection within the atmosphere and oceans, producing winds, ocean currents, and the water cycle. Water in the oceans holds a large amount of heat, and therefore significantly affects the global climate. Investigations of environmental issues addressing underlying scientific causes and may inform possible solutions. Learning Activities Protecting a Shoreline At Home in the Sea Life at the Ocean s Edge Mapping the Ocean Floor Activity Current Weather Events as Related to the Ocean Currents and Temperature Changes Ocean Density Lab Ocean Current Map Activity Assessments Vocabulary Quizzes Quizzes on Currents, Tides and Wind Unit Test Written Lab Reports to Accompany Activities Organism Project 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information Literacy X Media Literacy Interdisciplinary Connections Math: Mapping the Ocean Floor Activity 8 July 2011 Page 13

14 Math: Ocean Density Lab Technology, Language Arts, Fine Arts: Organism project: Social Studies: Protecting a Shoreline: Social Studies: Ocean Current Map Activity Technology Integration PowerPoint Presentations Smart Board Activities Video Streaming for Current Events Video Projections Showing Current Mapping of Ocean Floor Videos: Wave Formation and Ocean Exploration 8 July 2011 Page 14

15 Time Frame 8 weeks Topic Earth Systems Science: Properties of Earth s Materials, Weather & Climate, & Biogeochemical Cycles (Meteorology & the Water Cycle) Essential Questions How does the movement of water through the hydrologic cycle lead to weather systems and how are these represented on weather maps? How do changes in one part of an Earth system affect other parts of the system? How do changes in one part of the Earth system affect other parts of the system and in what ways can Earth processes be explained as interactions among spheres? Enduring Understandings The energy from the sun is transferred throughout the oceans and atmosphere. Earth s components form systems, and these systems continually interact at different rates of time, affecting the Earth regionally and globally. Earth s components from systems that have cycles and patterns that allows us to make predictions. These systems continually interact at different rates of time, affecting the Earth locally and globally. Alignment to NJCCCS 4.8.C E F G.2 Key Concepts and Skills The sun provides energy for plants to grow and drives convection within the atmosphere and oceans, producing winds, ocean currents, and the water cycle. Earth s atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical & chemical composition at different elevations. Global patterns of atmospheric movement include local weather. Climate is influenced locally & globally by atmospheric interactions with land masses and bodies of water. Weather and climate involve the transfer of energy and water in and out of the atmosphere. Investigations of environmental issues addressing underlying scientific causes and may inform possible solutions. Learning Activities Hydrologic Cycle Group Presentation Water Cycle Game Hurricane Plotting Activity What s It s Rating? Tornado Worksheet Create/Interpret Weather Maps Global Warming/Ozone Depletion/Acid Rain Cartoon Assessments Vocabulary Quizzes Chapter Tests (Atmosphere, Weather Factors & Weather/Climate) 8 July 2011 Page 15

16 Weather Map Lab Activity Hurricane Plotting Assessment Hurricane PowerPoint Hydrologic Cycle Presentation Meteorology Board Game 21 st Century Skills X Creativity X Critical Thinking X Communication X Collaboration X Skills X Information Literacy X Media Literacy Interdisciplinary Connections Social Studies: Weather Map Activity Technology, Language Arts & Social Studies: Hurricane PowerPoint Language Arts, Technology & Forensics: The Great Debate: Which Causes Greater Damage a Hurricane or a Tornado? Math: Climate Graph Art: Meteorology Board Game Language Arts & Fine Art: Pollution Cartoon Technology Integration PowerPoint Presentations Smart Board Activities Elmo Integration Hurricane Katrina/Andrew Video w/ assessment Climate Disc 8 July 2011 Page 16