EIGHTH GRADE. By the end of grade eight, all students should be able to:

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1 EIGHTH GRADE I. CORE CONCEPTUAL OBJECTIVE: The student will utilize scientific process skills and problem solving strategies to solve meaningful problems. A. CONTENT AND SKILLS: By the end of grade eight all students will know the meaning and application of: 1. 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. Scientific Method Independent variable Dependent variable Control Constants Supported Not Supported By the end of grade eight, all students should be able to: a. Formulate testable questions and hypotheses b. Recognize the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment c. Design and conduct a valid experiment d. Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment e. Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects organisms, or events; some By the end of grade eight all students will understand: The scientific process is the means by which scientists discover the world Level Missouri Show-Me Standards E 1.1, 1.3, 1.7, 3.1, 3.4, SC7 National Science Education Standards A- Sci. Inquiry G- Science as a human endeavor

2 involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models) f. Acknowledge there is no fixed procedure called the scientific method, but some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and imagination in developing hypothesis and other explanations. 2. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. Qualitative Quantitative Metric unit Grams Meters Liters a. Make qualitative observations using the five senses. b. Determine the appropriate tools and techniques to collect data. c. Use a variety of tools and equipment to gather data (e.g. microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches). d. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree The scientific process is the means by which scientists discover the world E 1.1, 1.3, 1.4, 1.10, 2.1, 2.2, 2.4, 2.7, 3.1, 3.2, 3.3, SC7, CA1, CA3, CA4, M1, M2, M3 A- Sci. Inquiry G- Science as a human endeavor E- Understanding about science and technology

3 Cm 3 Celsius Mean Average Standards Celsius, time to the nearest second. e. Compare amounts/measurements. f. Judge weather measurements and computation of quantities are reasonable. g. Calculate the range and average/mean of a set of data. 3. Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principals (understandings) and evidence is used to formulate explanations. Hypothesis Laws Theories 4. The nature of science relies upon communication of results and justification of explanations. a. Use Qualitative and quantitative data as support for reasonable explanations (conclusions). b. Use data as support for observed patterns and relationships and to make predictions to be tested. c. Recognize the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions). d. Evaluate the reasonableness of an explanation (conclusion). e. Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories). a. Communicate the results of investigations in ways that enable others to repeat the investigations b. Communicate the procedures and results of investigations and explanations through: o Oral presentations The scientific process is the means by which scientists discover the world The scientific process is the means by which scientists discover the world E 1.1, 1.3, 1.7, 1.., 1.10, 2.1, 2.2, 2.3, 3.1, 3.4 SC7, CA1, CA4, Ca6 E 1.8, 1.10, 2.1, 2.2, 2.3 SC7, CA1, CA4, CA6 A- Sci. Inquiry G- Science as a human endeavor A- Sci. Inquiry G- Science as a human endeavor

4 Data tables Graphs Titles Variables X & Y axis Numbering o Drawings and maps o Data tables o Graphs (bar, line, pictograph) o Equations and writings ESSENTIAL QUESTION #1: How is the scientific method used in problem solving? FACILITATING ACTIVIES: The student will: 1. Pass a lab safety test following district guidelines. 2. Measure length, mass, volume and temperature in metric measurements. Convert units within the metric system. 3. Design and conduct an experiment following the scientific method and safety procedures. 4. Use technology, such as probeware and graphing software, to collect and analyze data. 5. Organize data into graphs labeling the x-axis, y-axis, showing appropriate scale of axes and writing a title indicating the IV-DV relationship. 6. Review data to form logical inferences about the cause-and effect relationship in an experiment. Evaluate the accuracy of procedures and validity of results. 7. Review current, relevant science research using Internet sites and/or periodical literature and summarize its impact on society including a personal editorial.

5 EIGHTH GRADE II. CORE CONCEPTUAL OBJECTIVE: The student will analyze properties and changes in matter. A. CONTENT AND SKILLS: By the end of grade eight all students will know the meaning and application of: 1. Models can be used to represent atoms and molecules. Elements Compound Kinetic theory By the end of grade eight, all students should be able to: a. Describe the historical changes in the models of the atom. b. Identify symbols of common elements and formulas of common compounds. c. Explain the kinetic theory. By the end of grade eight all students will understand: Energy and matter can not be created or destroyed only changed. Level Missouri Show-Me Standards E 1.2, 1.4, 1.65, 1.8, 2.1, 2.3 SC1, CA1, CA4 National Science Education Standards B- Properties and changes of properties of matter. 2. Objects and the materials they are made of, have properties that can be used to describe and classify them. Qualitative a. Recognize matter is anything that has mass and volume. b. Describe and compare the volumes (the amount of space an object occupies) of objects or substances directly, using a graduated cylinder, and/or indirectly, using displacement methods Energy and matter can not be created or destroyed only changed. 1.2, 1.4, 1.65, 1.8, 2.1, 2.3 SC1, CA1, CA4 B- Properties and changes of properties of matter.

6 Universal Law of Gravitation Mass Volume Displacement Method Pure substance Mixtures Properties a. Physical b. Chemical c. Describe and compare the masses (amounts of matter) of objects to the nearest gram using a balance. d. Classify the types of matter in an object into pure substances or mixtures using their specific physical property. e. Recognize elements (unique atoms) and compounds (molecules or crystals) are pure substances that have characteristic properties. f. Describe the physical and chemical properties e.g., magnetic attraction, conductivity, melting point and boiling point, reactivity) of pure substances elements or compounds) (e.g., copper wire, aluminum wire, iron, charcoal, sulfur, water, salt, sugar, sodium carbonate, galena, quartz, magnetite, pyrite) using appropriate senses and tools. 3. Properties of matter can be explained in terms of moving particles too small to be seen without tremendous magnification. a. Recognize evidence (e.g., diffusion of food coloring in water, light reflecting off of dust particles in the air, condensation of water vapor by increased pressure or decreased temperature) that supports the theory that matter is composed of small Energy and matter can not be created or destroyed only changed. E 1.2, 1.4, 1.65, 1.8, 2.1, 2.3 SC1, CA1, CA4 B- Properties and changes of properties of matter.

7 Physical change Chemical change Charles Law Boyles Law Atoms Molecules Proton neutron Electron Isotope Ion particles (atoms, molecules) that are in constant, random motion b. Describe evidence (e.g., 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) 4. The periodic table organizes the elements according to their atomic structure and chemical reactivity. Periodic table Period Group a. 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) Energy and matter can not be created or destroyed only changed. 1.2, 1.4, 1.6, 1.8, 2.1, 2.3 SC1, CA1, CA4 B- Properties and changes of properties of matter. 5. Matter can exist as a mixture (solution) or as a. Classify substances as elements, compounds, and mixtures (solutions). Energy and matter can not be created E 1.2, 1.4, 1.6, 1.8, B- Properties and changes

8 a pure substance (element or compound). Solutions 6. Properties of mixtures depend upon the concentrations, properties, and interactions of particles. Elements Compounds Mixtures Miscible Immiscible Evaporation Filtration Magnets Boiling Chromatography Screening Soluble Insoluble Dissolve Settle Float a. Describe and compare the masses of objects to the nearest gram using balances. b. Describe and compare the volumes (the amount of space an object occupies) of objects using a graduated cylinder. c. Recognize no two objects can occupy the same space at the same time (e.g., water level rises when an object or substance, such as a rock, is placed in a quantity of water). d. Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into substances (materials that have specific physical properties) or mixtures of substances by using their characteristic properties. or destroyed only changed. Energy and matter can not be created or destroyed only changed. 2.1, 2.3 SC1, CA1, CA4 1.2, 1.4, 1.6, 1.8, 2.1, 2.3 SC1, CA1, CA4 of properties of matter. B- Properties and changes of properties of matter. 7. Properties of objects a. Recognize and classify changes in Energy and matter E 1.2, 1.4, B- Properties

9 and states of matter can change chemically and/or physically. Rusting Oxidation Burning Decomposition Acids Decaying Baking Weathering Erosion Cutting Dissolving Law of Conservation of Energy 8. Physical changes in the state of matter that result from thermal changes can be explained by the Kinetic Theory of Matter. matter as chemical and/or physical. b. Identify chemical changes (i.e. rusting, oxidation, burning, decomposition by acids, decaying, baking) in common object (i.e. rocks such as limestone, minerals, wood, steel wool, plants) as a result of interactions with sources of energy or other matter that form new substances with different characteristic properties. c. Identify physical changes in common objects (e.g. rocks, minerals, wood, water, steel wool, plants) and describe the processes which caused the change (e.g. weathering erosion, cutting, dissolving). d. Recognize chemical energy is stored in chemical compounds (e.g. energy stored in and released from food molecules, batteries, nitrogen, explosives, fireworks, organic fuels). a. Describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water (i.e. water expands and becomes less dense when frozen). b. Using the Kinetic Theory Model, illustrate and account for the physical properties (i.e. shape, volume, can not be created or destroyed only changed. Energy and matter can not be created or destroyed only changed. 1.6, 1.8, 2.1, 2.3 SC1, CA1, CA4 E 1.2, 1.4, 1.6, 1.8, 2.1, 2.3 SC1, CA1, CA4 and changes of properties of matter. B- Properties and changes of properties of matter.

10 Properties of Water Phase changes Temperature vs. Energy relationship Physical properties Freezing Melting Evaporation Boiling Condensation sublimation malleability, viscosity) of a solid, liquid, or gas in terms of the arrangement and motion of molecules in a substance. c. 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. d. Predict the effect of transfer on the physical properties of a substance as it changes to or from a solid, liquid, or gas (i.e. phase changes that occur during freezing, melting, evaporation, boiling, condensation). ESSENTIAL QUESTION #1: How can matter be transformed through physical and/or chemical processes? FACILITATING ACTIVIES: The student will: 1. Identify symbols of common elements. 2. Perform tests such as breaking a pencil, burning a candle, melting a candle, dissolving sugar in water, steel wool in a test tube, and identify changes as chemical or physical. Small groups work well with this activity. 3. Illustrate the concepts of pure substances and heterogeneous and homogeneous mixtures, using Chex Mix. 4. Perform experiments to separate mixtures. For example use a magnet to separate iron filings from sawdust. Use a solution of water to separate salt from sand.

11 EIGHTH GRADE III. CORE CONCEPTUAL OBJECTIVE: Students will be able to identify and describe various forms of energy. A. CONTENT AND SKILLS: By the end of grade eight all students will know the meaning and application of: 1. Some forms of energy can be described in terms of waves. Frequency Amplitude Wavelength Trough Crest Transverse Compression wave Electromagnetic Mechanical 2. Light is a form of energy. Reflection By the end of grade eight, all students should be able to: a. Describe the properties of waves. b. Identify parts of a wave. c. Identify types of waves. a. Describe evidence (i.e. cannot bend around walls) that visible light travels in a straight line. b. Compare the reflection of visible light by various surface (i.e. mirror, By the end of grade eight all students will understand: Level Missouri Show-Me Standards E 1.1, 1.2, 1.3, 1.4 E 1.1, 1.2, 1.3, 1.4 National Science Education Standards B Transfer of Energy B Transfer of Energy

12 Refraction Diffraction Law of reflection Prisms Transparent Translucent Opaque Parts of the eye Electromagnetic spectrum How eyes perceive color 3. Sound is a form of energy. Doppler Effect 4. Heat is a form of Energy. Conduction Convection smooth, rough, shiny surfaces, dull surfaces). c. Compare the refraction of visible light passing through different transparent and translucent materials. d. Predict how visible light behaves (reflects, refracts, absorbs, transmits) when it interacts with different surfaces. e. Recognize an object seen only when the object emits or reflects light to the eye. f. Recognize differences in wavelength within that range of visible light that can be seen by the human eye are perceived as differences in color. a. Describe how sound energy is transferred by wave-like disturbances that spread away from the source through a medium. b. Predict how the properties of the medium (air, water, space, rock) affect the speed of different types of mechanical waves (i.e. earthquake and sound). a. Recognize thermal energy as the random motion of molecules within a substance. b. Use the Kinetic Molecular Model to explain changes in the temperature of a material. E 1.1, 1.2, 1.3, 1.4 E 1.1, 1.2, 1.3, 1.4 B Transfer of Energy B Transfer of Energy

13 Radiation Temperature Heat Kinetic energy 5. Electricity is a form of energy. Repel Attract Magnetic Static electric Electrical Electric circuits Closed series circuit Voltage Conductor Insulator Series and parallel circuits c. Recognize that thermal energy is transferred from warmer objects to cooler objects until both reach the same temperature. d. Recognize the type of materials and how heat is transferred through (conduction, convection, radiation) and classify examples of each. e. Classify common materials(e.g. wood, foam, plastic, glass, aluminum foil, soil, air, water) as conductors or insulators of energy. f. Predict the differences in temperature over time on different colored objects placed under a heat source. a. Describe the interactions (i.e. repel, attract) like and unlike charges in magnetic, static, and electrical examples. b. Diagram and identify a complete electric circuit by using a battery source, a means of transfer wires, and a receiver (resistance bulbs, motors, fans). c. Observe and describe the evidence of energy transfer in a closed series circuit. d. Describe the effects of resistance (number of receivers), and voltage (number of energy sources), and kind of transfer materials on the current E 1.1, 1.2, 1.3, 1.4 B Transfer of Energy

14 6. Energy can change from one form to another within systems but the total amount remains the same. Law of Conservation of Energy being transferred through a circuit (e.g. brightness of light and the speed of the motor). e. Classify materials as conductors or insulators of electricity when placed within a circuit (e.g. wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, and water). f. Diagram and distinguish between complete series and parallel circuits. g. Identify advantages and disadvantages of series and parallel circuits. a. Identify the different energy transformations that occur between different systems (e.g. chemical energy, battery converted to electricity, and circuit converted to light and heat from the bulb). b. Recognize that during an energy transformation heat is often transferred from one object (system) to another because of a difference in temperature. c. Recognize energy is not lost but conserved as it is transferred and transformed. d. Identify the evidence of different energy transformations (e.g. explosion of light, heat and sound, temperature change, electrical change) that may occur as chemical energy is released E 1.1, 1.2, 1.3, 1.4 B Transfer of Energy

15 7. Energy conservation is important to the environment and economy. during a chemical reaction. a. Describe ways in which energy can be conserved in your home. b. Research new developments that may affect how we use energy in the future. Humans have an impact on everything around us both positively and negatively. E 1.1, 1.2, 1.3, 1.4 CA2 CA3 B Transfer of Energy

16 ESSENTIAL QUESTION #1: How do forms of energy affect life? FACILITATING ACTIVIES: The student will: 1. Perform lab investigation on parallel and series circuits. 2. Perform a lab investigation on the Doppler Effect using a bell on a string. 3. Illustrate characteristics and parts of a wave of a variety of sounds. ESSENTIAL QUESTION #2: Energy can be transferred from one form to another but never created or destroyed. FACILITATING ACTIVITIES: The student will: 1. Demonstrate and explain the Law of Conservation of Energy by showing a simple example of how energy changes but is not lost. 2. Find the relation between wavelength, frequency, and energy using a diagram of the electromagnetic spectrum of different types of light. 3. Conduct a lab to determine the impact the Doppler Effect has on pitch. Give examples of its application. 4. Analyze the motion of the electron in creating electric current and magnetic fields. 5. Distinguish between temperature, thermal energy, and heat through lab investigations. 6. Identify materials as either conductors or insulators of electrical energy.

17 EIGHTH GRADE IV. CORE CONCEPTUAL OBJECTIVE: The student will recognize that forces affect the position and motion of an object. A. CONTENT AND SKILLS: By the end of grade eight all students will know the meaning and application of: 1. Forces are classified as either contact forces or non-contact forces that can be described in terms of direction and magnitude. By the end of grade eight, all students should be able to: a. Identify and describe the types of forces acting on an object in motion, at rest, floating/sinking in Newtons. b. Compare the forces acting on an object by using a spring scale to measure them to the nearest Newton. By the end of grade eight all students will understand: Energy can be transferred in predictable patterns Level Missouri Show-Me Standards E 1.2, 1.4, 2.3, 2.4 MA4 National Science Education Standards B-Motions and Forces Push Pull Friction Buoyancy Gravity Magnetism Newton Density 2. Every object exerts a gravitational force on every other object. a. Recognize every object exerts a gravitational force of attraction on every other object. Energy can be transferred in 1.2, 1.4, 2.3, 2.4 B-Motions and Forces

18 Qualitative Universal Law of Gravitation Mass Weight Terminal velocity b. Recognize an object s weight is a measure of the gravitational force of a planet/moon acting on that object. c. Compare the amount of gravitational force acting between objects (which is dependent upon their masses and the distance between them). predictable patterns MA4 3. Newton s Laws of Motion explain the interaction of mass and force and are used to predict changes in motion.. Mass Force Acceleration Inertia Action force Reaction force Velocity Projectile motion 4. Simple machines affect the forces applied to an object and/or direction of movement as work is done. a. Compare the effects of balanced and unbalanced forces on an object s motion. b. Explain that when forces are balanced, objects are at rest or their motion remains constant. c. Explain that a change in motion is the result of an unbalanced force acting on an object. d. Explain how the acceleration of a moving object is effected by the amount of net force applied and the mass of the object. a. 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. b. Calculate the amount of work done Energy can be transferred in predictable patterns Energy can be transferred in predictable patterns E 1.2, 1.4, 2.3, 2.4 MA4 E 1.2, 1.4, 2.3, 2.4 MA4 B-Motions and Forces B-Motions and Forces

19 Lever Inclined plane Wheel Axle Pulley Effort (input) force Effort distance Resistance force Resistance distance Work input Work output Mechanical advantage efficiency 5. Energy can be either potential or kinetic. Potential energy Kinetic energy Energy 6. Mechanical energy is the energy associated with the motion or position of an object. Simple machines are used to transfer mechanical energy and make it easier to accomplish a task. when a force is applied to an object over a distance. c. Explain how simple machines effect the amount of effort force, effort distance, and/or the direction of force while doing work. d. Recognize the amount of work output is never greater than the amount of work input with our without the use of simple machines. e. Evaluate simple machine designs to determine which design requires the least amount of effort force and explain why. a. Demonstrate and explain a change from potential to kinetic energy. a. Design a compound machine that utilized simple machines to solve a problem. b. Explain how energy is transferred as the machine works. c. Calculate and explain simple problems that determine mechanical advantage. Energy can be transferred in predictable patterns Energy can be transferred in predictable patterns 1.2, 1.4, 2.3, 2.4 MA4 1.2, 1.4, 2.3, 2.4 MA4 B-Motions and Forces B-Motions and Forces

20 Compound machine Law of Conservation of Energy 7. Machines and mechanical systems have influenced history and society. Mechanical Systems Impact on society a. Evaluate the impact of machines and mechanical systems on history and society. Energy can be transferred in predictable patterns 1.2, 1.4, 2.3, 2.4 MA4 B-Motions and Forces ESSENTIAL QUESTION #1: How do force, motion, and energy interact? FACILITATING ACTIVIES: The student will: 1. Calculate velocity using various moving objects over a predetermined path. 2. Demonstrate Newton s 3 Laws of Motion. Designs may include moving objects such as cars, billiard balls, roller coasters, and sports. 3. Demonstrate the transfer of forces, kinetic and potential energy using examples from sports. 4. Research examples of various machines and describe their impact upon the advancement of society. 5. Demonstrate the force of gravity as a constant using falling objects.