St. James High School Ms. S. Oubre s 8 th Grade Science Syllabus Course and Contact Information Teacher: Ms. S. Oubre Room: 124 Email: soubre@stjames.k12.la.us School Phone: 225.265.3911 Conference Availability: During planning: 8:00 a.m. Tuesdays and Wednesdays Course Title: 8 th Grade Science Course Description The best way to describe 8 th grade Science is to say that it is a never-ending energetic cycle of instruction and assessment with hopefully some laughs in the meantime. Students are challenged, and excellence is demanded from them. Instruction is aligned with state content standards, as defined by Grade-Level Expectation (GLEs), and organized into coherent, time-bound units with activities and classroom assessments to guide teaching and learning. The Common Core Curriculum, which prepares students to pass standardized tests, has been used as a skeleton for the curriculum. Infused into this mandated curriculum are rigorous, relevant, and real life activities designed to prepare SJHS wonderful students for more than a test it s designed to prepare our students for life. Course Objectives/Course Content Time Frame: Approximately three - four weeks (August) : How do science and society affect each other? Chapter 1: Using Scientific Inquiry Students will understand how science affects society by allowing individuals, communities, and countries to analyze the costs and benefits of a decision. The student will generate testable questions about objects, organisms, and events that can be answered through scientific investigation. The student will identify independent variables, dependent variables, and variables that should be controlled in designing an experiment.
Time Frame: Approximately three weeks (September) : How do scientists use measurements and mathematics? Chapter 2: Mathematics and Models in Science Students will understand that scientists use significant digits to communicate how precise their measurements are. The student will select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations. The student will record observations using methods that complement investigations (e.g., journals, tables, charts). The student will use consistency and precision in data collections, analysis, and reporting. The student will construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, and circle graphs, bar and line graphs, diagrams, scatter plots, symbols). Time Frame: Approximately two weeks (October) : What is the structure of Earth? Chapter 4: Introducing Earth Students will understand that Earth consists of three main layers. The crust is the outermost layer. The mantle is mad up of rock that is hot but solid. The core occupies Earth s center. The student will identify and describe the four density layers of Earth. The student will explain the historical development of the theories of plate tectonics, including continental drift and sea-floor spreading. The student will illustrate the movement of convection currents. Chapter 5: Plate Tectonics Time Frame: Approximately three - four weeks (October - November) : How do moving plates change Earth s crust? Students will understand that new crust forms at mid-ocean ridges; crust is subducted and destroyed at deep-ocean trenches; and mountains form where plate collide. The student will illustrate the movements of lithospheric plates as stated in the plate tectonics theory. The student will identify the edges of plate boundaries as likely areas of earthquakes and volcanic action. The student will describe the processes responsible for earthquakes and volcanoes and identify the effects of these processes (e.g., faulting, folding).
Time Frame: Approximately one - two weeks (November) : How do rocks form? Chapter 6: Minerals and Rocks Students will understand that rocks form through three main processes: melting, weathering and erosion, and heat and pressure in the rock cycle. The student will compare the physical characteristics of rock and mineral specimens to observe that a rock is a mixture of minerals. The student will describe the properties of minerals (e.g., color, luster, hardness, streak). The student will describe how sedimentary, igneous, and metamorphic rocks form and change in the rock cycle. Time Frame: Approximately two weeks (December) What processes break down rock? Chapter 9: Weathering and Soil Students develop an understanding that the processes of weathering and erosion break down rocks and carry them away and the broken down rocks combine with organic materials to make soil. Students will distinguish between chemical and mechanical (physical) weathering and identify the role of weathering agents (e.g., wind, water, ice, gravity). Students will illustrate the role of organic processes in soil formation. Time Frame: Approximately three four weeks (January) What processes shape the surface of the land? Chapter 10: Erosion and Deposition The student will understand that the processes of erosion and deposition caused by gravity, water, wind, glaciers, and waves shape the surface of the land. The student will distinguish among several examples of erosion (e.g., stream bank, topsoil, coastal) and describe common preventative measures. The student will determine the results of constructive and destructive forces upon landform development with the aid of geologic maps of Louisiana. The student will describe how humans actions and natural processes have modified coastal regions in Louisiana and other locations.
Time Frame: Approximately one - two weeks (February) How do forces affect Earth and its motion? Chapter 14: Earth s Forces Students will understand that Earth s inertia and the sun s gravity keep Earth in orbit around the sun. The student will relate Newton s laws of gravity to the motions of celestial bodies and objects on Earth. The student will demonstrate that Earth has a magnetic field by using magnets and compasses. The student will define gravity and describe the relationship among the force of gravity, the mass of objects, and the distance between objects. The student will predict how the gravitational attraction between two masses will increase or decrease when changes are made in masses or in the distance between the objects. The student will explain the relationship among force, mass, and acceleration. Time Frame: Approximately two weeks (February) How do Earth, the moon, and the sun interact? Chapter 15: Earth, Moon, and Sun Students will understand that the interaction between the Earth, the moon, and the sun cause tides, phases, seasons, and eclipses. The student will identify and illustrate the relative positions of Earth, the moon, and the Sun during eclipses and phases of the moon. The student will describe the effects of the Moon on tides. The student will explain how seasonal changes are caused by the tilt of Earth as it rotates on its axis and revolves around the sun. The student will illustrate and explain how the angle at which sunlight strikes Earth produces changes in the seasons and length of daylight. The student will compare relative distances from Earth to the Sun on the first day of summer and the first day of winter. Time Frame: Approximately two weeks (March) What can people do to use resources wisely? Chapter 19: Pollution and Solution Students will understand that to use resources wisely, people can reuse or recycle materials and they can properly dispose of hazardous wastes and other pollutants. The student will illustrate possible point and non-point source contributions to pollution and natural or humaninduced pathways of a pollutant in an ecosystem. The student will analyze the consequences of human activities on global Earth systems. The student will explain and give examples of how climatic conditions on Earth are affected by the proximity of water.
Time Frame: Approximately two weeks (March - April) How can bonding determine the properties of a substance? Chapter 3: Atoms and Bonding Students will understand that ionic compounds have higher melting points, conduct electric currents when melted or dissolved in water, compared to molecular compounds. The student will determine that all atoms of the same element are similar to but different from atoms of other elements. The student will recognize that elements with the same number of protons may or may not have the same charge. The student will define ions and describe them in terms of the number of protons, electrons, and their charges. Time Frame: Approximately three weeks (April - May) How do scientists study Earth s past? Chapter 7: A Trip through Geologic Time Students will understand that scientists study fossils in order to draw inference about how organisms and environments have changed over time. The student will interpret a geologic timeline. The student will compare fossils from different geologic eras and areas of Earth to show that life changes over time. The student will use historical data to draw conclusions about the age of Earth (e.g., half-life, rock strata). The student will apply geological principles to determine the relative ages of rock layers (e.g., original horizontality, superposition, cross-cutting relationships) The student will describe how processes seen today are similar to those in the past (e.g., weathering, erosion, lithospheric plate movement). Course Requirements and Evaluation Major Grades 50% o Chapter Tests approximately 4 per grading period o Common Core Activities amount is dependent upon each particular unit Minor Grades 25% o Quizzes approximately 1 per week o Mini-Labs amount is dependent upon each particular chapter o Lesson Activities amount is dependent upon each particular chapter Homework..5% o Graded and averaged. Grade is computed as number of completed divided by number assigned. Exam..20%
Grading Scale: o 100 93 = A = 3.5 4.0 4 quality points o 92 85 = B = 2.5 3.49 3 quality points o 84 75 = C = 1.5 2.49 2 quality points o 74 67 = D = 1.0 1.49 1 quality points o 66 0 = F = 0.0 0.9 0 quality points Textbook and Required Supplies A copy of the textbook will be downloaded to each student s computer. Each student will be given a workbook/textbook. It is the student s responsibility to bring their workbook pages to class each day. Text: Glencoe Science (Blue)/interactive SCIENCE (Louisiana Grade 8, Book 1) Required Supplies: charged laptop 2 sharpened pencils/loaded lead pencils blue or black ink pen (no red ink pens) 1 highlighter (any color) notebook/binder with loose leaf pocket folder 1 box of tissue 1 roll of paper towels 1 bottle of hand sanitizer USB drive Online Communications Guidelines Netiquette: The word netiquette is short for Internet etiquette. You should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines. Blog topics should be treated as serious classroom discussion only, unless noted by the teacher. All electronic communication between the student and teacher shall be limited to the sanctioned sources (i.e., Moodle, Edmodo, Gaggle etc. accounts) created for the students. Any electronic communication through any non-sanctioned means (i.e., texting, Facebook) is prohibited, per the district policy manual. You should also review and follow the St. James Parish Public School System s Internet Use Policy. Course Policies and Procedures Attendance Requirements: The teacher will place any student s makeup work in the Make-Up tray. The student is responsible for collecting and turning in his/her makeup work. By school and parish policy, if a student has an unexcused absence or tardy, he/she earns an F for each missed graded activity NO EXCEPTIONS. Students have 5 school days to get an absence excused. In the case of excused absences, the student has the same number of days he/she missed to complete makeup work. For each day the assignment is late, 10 percentage points will be deducted. Completed makeup work must be returned in the Homework tray. If a student is absent on a test day, he/she is responsible for taking the test the day he/she returns (if the absence is excused). Makeup work will not be allowed for unexcused absences.
Continued Learning in Extremes Emergencies: Please check the district, school, and class websites for announcements and information concerning continued learning following an extreme emergency. Academic Dishonesty Policy: As per district student policy manual, if a student cheats on a test or plagiarizes he/she will receive one afterschool detention, no credit on the test/assignment, and an administrative conference. Incomplete Class Work: If a student turns in incomplete work, he/she will NOT be given an F. He/She will be given an I for incomplete. The following is by school and parish policy: o If an I is not made up, the report card grade will be an I. o If a student does not remove the I by completing the work adequately, the Final Grade will become an F. Thus, the student will fail the entire course regardless of other grades. The academic grade assigned to the incomplete work will be lowered according to the St. James Parish School System Pupil Progression Plan. Class Expectations General: Once a student walks through the door, class has begun for that student. Therefore, students will begin work immediately upon entry to class. Students will be expected attend regularly with mandated supplies. In order to supplement instruction, it is expected that all homework assignments be completed and submitted by the assigned due date. Bell Work: Class has begun once a student walks through the door. Students cannot drop schoolbags in and ask to use the restroom. Students should use the restroom before entering the classroom. Students are to walk in, read the Bell Work on the Promethean board and begin the assignment silently. Bell Work will be timed. Bathroom Passes: So that precious instructional time is not disrupted, students will be allowed nine bathroom passes per nine-weeks. The teacher will sign the student s planner which also serves as their hall pass. If the student does not have his/her planner, he/she will not be allowed to leave. Possible Revisions The information in this course syllabus is subject to change in the event of extenuating circumstances. All students and parents will be notified of changes.