Science 8 Physical Science Course Description: Students have been introduced to chemistry and physics in Grades K 6. In Science 8, they will review and master the subject areas of force and motion, simple machines, energy and heat, atomic structure and the periodic table, properties of matter, mixtures and solutions, and chemical reactions. Students will also learn about the earth science topic of Meteorology. Emphasis is placed on developing such skills as critical thinking, problem solving, drawing conclusions, working cooperatively with others, following written and oral directions, writing, math, use of the scientific method, and generating and interpreting graphs. All Science 8 students are required to take the Intermediate Level Science (ILS) performance and written exams in the spring. The ILS exam tests each student s knowledge of the Earth Science, Living Environment, and Physical Science standards they learned over the course of the last four years in Grades 5 through 8. Course Essential Questions: 1. What skills are needed for scientific inquiry and problem solving? 2. Why do objects move? 3. Why do we use machines? 4. Where does energy come from and where does it go? 5. What is heat and how does it move? 6. What is Matter? 7. What are the physical properties of Matter? 8. What is a mixture and how can it be physically separated? 9. What are the characteristics of solutions? 10. What happens during a chemical reaction? 11. How does weather happen? 12. How do atoms bond together to form compounds, acids, and bases?
Physical Science 8 - Unit Sequence and Timeline: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 General Science Skills ~ 3-4 weeks Early to late September Forces and Motion ~ 4 weeks Early to late October Simple Machines ~ 2 weeks Early to mid-november Energy ~ 1.5-2 weeks Mid- to late November Heat ~ 1 week Early December Atomic Structure and the Periodic Table ~ 1-1.5 weeks Mid- to late December Properties of Matter ~ 3-4 weeks Early to late January Mixtures and Solutions ~ 1.5-2 weeks Early to mid-february Chemical Reactions ~ 1-2 weeks Late February to early March Meteorology ~ 1-2 weeks Mid- to late March Unit 11 Intermediate Level Science Exam Review State Assessment Performance & Written Exam Administration ~ 4 weeks Late March to early May
Unit 12 Chemical Bonding and Compounds ~ 4 weeks Mid-May to mid-june
Unit 1 General Science Skills ~ 3-4 weeks Early to late September State Standards: Process Skills Based on Standard 4 General Skills 1. follow safety procedures in the classroom and laboratory 2. safely and accurately use the following measurement tools: metric ruler balance stopwatch graduated cylinder thermometer spring scale voltmeter 3. use appropriate units for measured or calculated values 4. recognize and analyze patterns and trends 5. classify objects according to an established scheme and a student-generated scheme 7. sequence events 8. identify cause-and-effect relationships 9. use indicators and interpret results Mathematical Analysis: Key Idea 1: Abstraction and symbolic representation are used to communicate mathematically. 1.5-8.M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships. 1.5-8.M1.1a identify independent and dependent variables 1.5-8.M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material 1.5-8.M1.1c apply mathematical equations to describe relationships among variables in the natural world Key Idea 2: Deductive and inductive reasoning are used to reach mathematical conclusions. 1.5-8.M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena. 1.5-8.M2.1a interpolate and extrapolate from data 1.5-8.M2.1b quantify patterns and trends Key Idea 3: Critical thinking skills are used in the solution of mathematical problems. 1.5-8.M3.1 Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables. 1.5-8.M3.1a use appropriate scientific tools to solve problems about the natural world
Scientific Inquiry: Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. 1.5-8.S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 1.5-8.S1.1a formulate questions about natural phenomena 1.5-8.S1.1b identify appropriate references to investigate a question 1.5-8.S1.1c refine and clarify questions so that they are subject to scientific investigation 1.5-8.S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. 1.5-8.S1.2a independently formulate a hypothesis 1.5-8.S1.2b propose a model of a natural phenomenon 1.5-8.S1.2c differentiate among observations, inferences, predictions, and explanations 1.5-8.S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. 1.5-8.S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. 1.5-8.S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. 1.5-8.S2.1a demonstrate appropriate safety techniques 1.5-8.S2.1b conduct an experiment designed by others 1.5-8.S2.1c design and conduct an experiment to test a hypothesis 1.5-8.S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring observing describing classifying sequencing Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. 1.5-8.S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis. 1.5-8.S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships 1.5-8.S3.1b generate and use scales, create legends, and appropriately label axes 1.5-8.S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.
1.5-8.S3.2a accurately describe the procedures used and the data gathered 1.5-8.S3.2b identify sources of error and the limitations of data collected 1.5-8.S3.2c evaluate the original hypothesis in light of the data 1.5-8.S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena 1.5-8.S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation 1.5-8.S3.2f make predictions based on experimental data 1.5-8.S3.2g suggest improvements and recommendations for further studying 1.5-8.S3.2h use and interpret graphs and data tables 1.5-8.S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis. Big Ideas: Understand the skills needed for scientific problem solving and inquiry. Essential Questions: What skills are needed for scientific inquiry and problem solving? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to describe the basic steps of the scientific method for problem solving. to correctly identify the difference between an observation and an inference. to identify the independent and dependent variables of a given experiment. to describe the purpose constants (controls) and correctly identify them in a given experiment. to graph data (as a line graph) with the independent variable on the x-axis and the dependent variable on the y-axis. to demonstrate the correct use of measurement tools and appropriate measurement units. to identify the independent and dependent variables in a given graph to identify relationships and patterns among variables as direct, indirect, cyclic, or constant in a given graph to identify material that is non-related in a given graph to interpolate and extrapolate from the data in a given graph Resources: Holt, Resource book for Forces, Motion, & Energy, Worksheet # 9, 12, 25, 26. Prentice Hall, Inc. Science Graphing Skills
Unit 2 Forces and Motion 4 weeks Early to late October State Standards: Physical Setting Key Idea 5: Energy and matter interact through forces that result in changes in motion. 4.5-8.PS5.1 Describe different patterns of motion of objects. 4.5-8.PS5.1aThe motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading. 4.5-8.PS5.1bThe motion of an object can be described by its position, direction of motion, and speed. 4.5-8.PS5.1cAn object s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will continue to move at a constant speed in a straight line. An object at rest will remain at rest. 4.5-8.PS5.1dForce is directly related to an object s mass and acceleration. The greater the force, the greater the change in motion. 4.5-8.PS5.1eFor every action there is an equal and opposite reaction. 4.5-8.PS5.2 Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. 4.5-8.PS5.2aEvery object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are. Gravity is one of the forces acting on orbiting objects and projectiles. 4.5-8.PS5.2dFriction is a force that opposes motion. Process Skills based on Standard 4: Physical Setting Skill: 16. determine the speed and acceleration of a moving object Big Ideas: Objects move when acted upon by a force. No force, no motion. Essential Questions: Why do objects move? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to identify the relationship between motion and a reference point. to determine the speed and acceleration of a moving object. to describe the motion of an object by its position, direction of motion, and speed relative to a reference point. to identify balanced and unbalanced forces and describe their effects on objects.
to describe how friction affects motion. to explain the relationship between gravitational force, distance, and mass. to explain Newton s 3 Laws and apply them to everyday life: An object at rest remains at rest Force is related to an object s mass and acceleration For every action there is a reaction to explain Bernoulli s Principle. to explain the forces acting on a plane in flight. Resources: Holt Forces, Motion & Energy, Book M Chapter 1 Matter in Motion Chapter 2 Forces in Motion Chapter 3 (only sections on Bernoulli s Principle, forces acting on a plane)
Unit 3 Simple Machines 2 weeks Early to mid-november State Standards: Physical Setting Key Idea 5: Energy and matter interact through forces that result in changes in motion. 4.5-8.PS5.2 Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. 4.5-8.PS5.2cMachines transfer mechanical energy from one object to another. 4.5-8.PS5.2eA machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces. 4.5-8.PS5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work. 4.5-8.PS5.2gSimple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting simple machines, e.g., a bicycle. Big Ideas: Simple machines make work easier. Essential Questions: Why do we use machines? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to identify when work is being done on an object. to calculate the amount of work done on an object. to explain how machines make work easier. to give examples of how to increase a machine s efficiency. to identify and give examples of 6 types of simple machines. to describe the mechanical advantage of simple machines. to identify the simple machines that make up a complex machine. Resources: Holt Forces, Motion & Energy, Book M Chapter 4 Work and Machines
Unit 4 Energy 1.5 2 weeks Mid- to late November State Standards: Physical Setting Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. 4.5-8.PS4.1 Describe the sources and identify the transformations of energy observed in everyday life. 4.5-8.PS4.1cMost activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy transformations. 4.5-8.PS4.1dDifferent forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.5-8.PS4.1eEnergy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position. 4.5-8.PS4.4 Observe and describe the properties of sound, light, magnetism, and electricity. 4.5-8.PS4.4dElectrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. 4.5-8.PS4.5 Describe situations that support the principle of conservation of energy. 4.5-8.PS4.5aEnergy cannot be created or destroyed, but only changed from one form into another. 4.5-8.PS4.5bEnergy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy with less loss of heat than others. Big Idea: There are 7 types of energy and they can be transformed to other energies. Essential Question: Where does energy come from and where does it go? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to recognize and describe kinetic and potential energy events. to identify and describe the seven forms of energy. to describe examples of energy conversions/transformations from everyday life activities. to recognize and describe situations that support the Law of Conservation of Energy.
Resources: Holt Forces, Motion & Energy, Book M Chapter 5 Energy and Energy Resources
Unit 5 Heat 1 week Early December State Standards: Physical Setting Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. 4.5-8.PS4.2 Observe and describe heating and cooling events. 4.5-8.PS4.2aHeat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. 4.5-8.PS4.2bHeat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). Big Idea: Heat can be transferred through matter in 3 different ways. Essential Questions: What is heat and how does it move? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to explain the difference between heat and temperature. to recognize and describe heat transfer as either conduction, convection, or radiation. to recognize that heat energy moves from warmer objects to cooler objects until they reach equilibrium. to describe the transfer of heat energy in conductors and insulators. Resources: Holt Forces, Motion & Energy, Book M Chapter 5 Energy and Energy Resources
Unit 6 Atomic Structure and the Periodic Table ~ 1-1.5 weeks Mid- to late December State Standards: Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 4.5-8.PS3.2 Distinguish between chemical and physical changes. 4.5-8.PS3.2dSubstances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases. Develop mental models to explain common chemical reactions and changes in states of matter. 4.5-8.PS3.3aAll matter is made up of atoms. Atoms are far too small to see with a light microscope. 4.5-8.PS3.3eThe atoms of any one element are different from the atoms of other elements. 4.5-8.PS3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. Few elements are found in their pure form. 4.5-8.PS3.3gThe periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals, nonmetals, noble gases). 4.5-8.PS3.3 Process Skills Based on Standard 4 Physical Setting Skills 12. using the periodic table, identify an element as a metal, nonmetal, or noble gas Big Ideas: All Matter is made of atoms. Essential Questions: What is Matter? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to describe how atoms may combine to form new substances. to classify an element as metal, nonmetal, or noble gas using the Periodic Table of Elements. to use the Periodic Table of Elements to determine an element s atomic number, mass number, group number, and period number.
Resources: Holt Intro to Matter, Book K Chapter 4, Introduction to Atoms Chapter 5, The Periodic Table
Unit 7 Properties of Matter ~ 3-4 weeks Early to late January State Standards: Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 4.5-8.PS3.1 Observe and describe properties of materials, such as density, conductivity, and solubility. 4.5-8.PS3.1a Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and electrical conductivity, hardness, and boiling and freezing points. 4.5-8.PS3.1c The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter exists depends on the attractive forces among its particles. 4.5-8.PS3.1d Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container. 4.5-8.PS3.1e A liquid has definite volume, but takes the shape of a container. 4.5-8.PS3.1f A solid has definite shape and volume. Particles resist a change in position. 4.5-8.PS3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass, the one with more mass is denser. 4.5-8.PS3.1i Buoyancy is determined by comparative densities. 4.5-8.PS3.2 Distinguish between chemical and physical changes. 4.5-8.PS3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, condensation, boiling, evaporation, tearing, and crushing. 4.5-8.PS3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk. 4.5-8.PS3.3 Develop mental models to explain common chemical reactions and changes in states of matter. 4.5-8.PS3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion. Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. 4.5-8.PS4.2 Observe and describe heating and cooling events. 4.5-8.PS4.2c During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid. 4.5-8.PS4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.
Process Skills Based on Standard 4 Physical Setting Skills 10. determine the density of liquids, and regular- and irregular-shaped solids 11. determine the volume of a regular- and an irregular-shaped solid, using water displacement Big Ideas: Matter is described by its physical and chemical characteristics. Essential Questions: How can we describe matter? What are physical properties of Matter? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to describe the two (types of?) properties of matter. to identify physical and chemical properties of various substances. to describe density as the amount of matter that is in a given amount of space. to determine the volume of regular and irregular shaped solids. to determine the density of solids and liquids. to predict if an object will sink or float in water using the concept of density. to distinguish between a physical and chemical change in a substance. to describe the differences between the states of matter (solid, liquid, and gas) using the motion of particles in each state. to explain that most substances (with the exception of water) expand when heated and contract when cooled. to describe the shape and volume of solids, liquids, and gasses. to describe the changes in thermal energy that occur as substances change between solid, liquid and gas states of matter using a Phase Change Diagram. Resources: Holt Introduction to Matter, Book K Chapter 1 The Properties of Matter Chapter 2 States of Matter
Unit 8 Mixtures and Solutions 1.5 2 weeks Early to mid-february State Standards: Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 4.5-8.PS3.1 Observe and describe properties of materials, such as density, conductivity, and solubility. 4.5-8.PS3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of the particles, stirring, temperature, and the amount of solute already dissolved. 4.5-8.PS3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example, iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such processes as filtration, settling, and evaporation. 4.5-8.PS3.2 Distinguish between chemical and physical changes. 4.5-8.PS3.2b Mixtures are physical combinations of materials and can be separated by physical means. Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. 4.5-8.PS4.2 Observe and describe heating and cooling events. 4.5-8.PS4.2e Temperature affects the solubility of some substances in water. Process Skills based on Standard 4: Physical Setting Skills: 13. determine the identify of an unknown element using physical and chemical properties 14. using appropriate resources, separate the parts of a mixture Big Idea: A mixture can be physically separated. Essential Questions: What is the difference between a solution and a mixture? How can they be separated? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to differentiate between an element and compound. to identify a mixture as a physical combination of materials to separate a mixture using various physical techniques. to describe a solution in terms of its solute, solvent, and concentration and predict changes to its Rate of Solution.
to predict the solubility of a solution based on its Solubility Graph. Resources: Holt Forces, Motion & Energy, Book M Chapter 5 Energy and Energy Resources
Unit 9 Chemical Reactions ~ 1-2 weeks Late February to early March State Standards: Physical Setting Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 4.5-8.PS3.2 Distinguish between chemical and physical changes. 4.5-8.PS3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions, the total mass of the reactants equals the total mass of the products. 4.5-8.PS3.3 Develop mental models to explain common chemical reactions and changes in states of matter. 4.5-8.PS3.3c Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns. 4.5-8.PS3.3d Interactions among atoms and/or molecules result in chemical reactions. Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved. 4.5-8.PS4.3 Observe and describe energy changes as related to chemical reactions. 4.5-8.PS4.3a In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in addition to heat. Big Ideas: Matter cannot be created or destroyed during chemical reactions. Essential Questions: What happens during a chemical reaction? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to identify and describe the signs that indicate a chemical reaction has occurred. to determine whether a given chemical reaction is balanced to identify the reactants and products in a given chemical reaction. to distinguish between exothermic and endothermic reactions and give examples of each. to describe the Law of Conservation of Mass (matter cannot be created or destroyed during ordinary chemical reactions). Resources: Holt Interactions of Matter, Book L Chapter 2 Chemical Reactions
Unit 10 Meteorology 1-2 weeks Mid- to late March State Standards: Physical Setting Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 4.5-8.PS2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. 4.5-8.PS2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct properties. Nearly all weather occurs in the lowest layer of the atmosphere. 4.5-8.PS2.1b As altitude increases, air pressure decreases. 4.5-8.PS2.2 Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. 4.5-8.PS2.2k The uneven heating of Earth s surface is the cause of weather. 4.5-8.PS2.2l Air masses form when air remains nearly stationary over a large section of Earth s surface and takes on the conditions of temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity, and pressure of air masses over that location. 4.5-8.PS2.2m Most local weather condition changes are caused by movement of air masses. 4.5-8.PS2.2n The movement of air masses is determined by prevailing winds and upper air currents. 4.5-8.PS2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries. 4.5-8.PS2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of highs and lows is from west to east across the United States. 4.5-8.PS2.2q Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to these conditions if given sufficient warning. 4.5-8.PS2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and living things. Process Skills based on Standard 4: Physical Setting Skills: 7. generate and interpret field maps including topographic and weather maps 8. predict the characteristics of an air mass based on the origin of the air mass
9. measure weather variables such as wind speed and direction, relative humidity, barometric pressure, etc. Big Idea: Weather is a dynamic process that occurs in Earth s atmosphere. Essential Questions: How does weather happen? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to describe the composition and structure of the atmosphere. to identify the cause of weather as the uneven heating of Earth s atmosphere. to describe how air masses, frontal systems, and pressure cells cause changes in our weather. to describe how humans prepare and respond to hazardous weather conditions. to describe how our weather is affected by natural and human activities. to generate and interpret field maps, including topographic (isoline) maps and weather maps. to identify weather variables such as wind speed and direction, temperature, and humidity, and air pressure using weather maps and charts. Resources: ILS Review Book
Unit 11 ILS Exam Review 4 weeks Late March to early May State Standards: All of them Big Idea: Essential Questions: Prior knowledge: All science standards taught in grades 5 8. Unit Objectives: to review of Intermediate Level Science Core Curriculum Grades 5-8 standards Resources: ILS Review Book (class set)
Unit 12 Chemical Bonding and Compounds ~ 4 weeks Mid-May to mid-june State Standards: Scientific Inquiry: Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. 1.5-8.S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations. 1.5-8.S1.1a formulate questions about natural phenomena 1.5-8.S1.1b identify appropriate references to investigate a question 1.5-8.S1.1c refine and clarify questions so that they are subject to scientific investigation 1.5-8.S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena. 1.5-8.S1.2a independently formulate a hypothesis 1.5-8.S1.2b propose a model of a natural phenomenon 1.5-8.S1.2c differentiate among observations, inferences, predictions, and explanations 1.5-8.S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others. 1.5-8.S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists. Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. 1.5-8.S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information. 1.5-8.S2.1a demonstrate appropriate safety techniques 1.5-8.S2.1b conduct an experiment designed by others 1.5-8.S2.1c design and conduct an experiment to test a hypothesis 1.5-8.S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring observing describing classifying sequencing Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena. 1.5-8.S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.
1.5-8.S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships 1.5-8.S3.1b generate and use scales, create legends, and appropriately label axes 1.5-8.S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem. 1.5-8.S3.2a accurately describe the procedures used and the data gathered 1.5-8.S3.2b identify sources of error and the limitations of data collected 1.5-8.S3.2c evaluate the original hypothesis in light of the data 1.5-8.S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena 1.5-8.S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation 1.5-8.S3.2f make predictions based on experimental data 1.5-8.S3.2g suggest improvements and recommendations for further studying 1.5-8.S3.2h use and interpret graphs and data tables 1.5-8.S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis. Big Ideas: Atoms will bond to form chemical compounds Essential Questions: How do atoms bond together to form compounds, acids, and bases? Prior knowledge: None identified. Unit Objectives: Student will know or be able: to identify an element s number of valence electrons. to distinguish between an ionic and a covalent bond. to compare and contrast acids, bases, and salts. to identify ph ranges for acids and bases using a ph scale to investigate the chemical (ph) properties of common substances using the scientific method Resources: Holt, Interactions of Matter, Book L Chapter 1 Chemical Bonding Chapter 3 Chemical Compounds Inquiry Labs: Cabbage Indicator Lab, Shampoo Lab, Magic Pen Lab (Crayola magic wand markers)