Shrewsbury Borough School Curriculum Guide Grade 8: Science

Shrewsbury Borough School Curriculum Guide Grade 8: Science First Marking Period SCIENCE Second Marking Period SCIENCE Third Marking Period SCIENCE Fourth Marking Period SCIENCE Unit Theme 1: The Nature Of Science Develop Skill In Forming Conclusions Making Metric Measurements How Is Volume Measured? Measuring Mass And Temperature How Is Density Determined? Express Graphically The Relationship Between Mass & Stretch Of Spring Unit Theme 3: Solids, Liquids, And Gases How Thermal Energy Affects Matter How Structure Affects Properties Of Matter Virtual Lab: What factors affect the pressure of gas in a container? Testing the Viscosity of Common Liquids Changes in the Phases of Matter Why Ships Float Unit Theme 6: Structure And Diversity Of Living Things SKILL ACTIVITIES: Interpreting an Experiment: Organization in Living Things Interpreting an Experiment: Classification Of Living Things Interpreting Data in A Graph: Evolution Unit Theme 7: Forces And Motion SKILL ACTIVITIES: Units of Force: Newton s First Law Of Motion Unit Theme 11: Organisms And Their Environment Impact Of Off Shore Turbines (Writing Assignment) Skill Activity: Organizing Data; Human And Natural Impacts On Ecosystems Unit Theme 12: Chemical Reactions Chemical Reactions: Chemical and Periodic Table (Block Activity) What Might Happen During a Single Replacement Reaction? Group Bar Graph Project Units of Force: Newton s Second Law Of Motion What Might Happen During a Double Replacement Reaction? Investigating Friction Internet Activity: Fossil Fuels and Greenhouse Gases

Unit Theme 2: Classification Of Matter Separating Mixtures Classification Of Matter Properties Of Matter New Dissolving Process- Chemical As Well As Physical Change How Can Safety Be Promoted In the Physical Science Laboratory? Unit Theme 4: Properties Of Atoms and The Periodic Table How Many Peas??? Counting Atoms Modeling The Half Life Of an Isotope Internet Activity: Atomic Model Project: What s In A Name? Orbital Names and The Transition Elements (Periodic Table Puzzle Blocks Activity) Unit Theme 5: Chemical Bonds Modeling Ionic Bonding Activity Modeling Covalent Bonding Activity Virtual Lab: How Can You Tell Which Elements Form Chemical Bonds? Video Lab: Making a Hydrate Unit Theme 8: Forms Of Energy Transfer Of Energy: Hot & Cold Packs Unit Theme 9: Earth s Structure And Natural Processes SKILL ACTIVITIES: Predicting an Experimental Result: The Hydrologic Cycle Affects Earth Interpreting Data in a Chart: Earth s Global Atmospheric Pattern Unit Theme 10: The Solar System SKILL ACTIVITIES: Analyzing a Connection Between Technology and Science Knowledge Determining a Quantitative Relationship Predicting the Phases of the Moon Unit Theme 13: Solutions How is the Solubility of a Compound Determined? (Virtual Lab) Identify the Solution by Solvent Subtraction (Video Lab) Unit Theme 14: Acids, Bases And Salts Interpreting a Scale Acids, Alkalis, & Neutralization Neutralizing an Acid Seltzer tablets and ph Unit Theme 15: Elements And Their Properties GROUP ACTIVITY: Power Point Project: Families or Groups of the Periodic Table

ESSENTIAL QUESTIONS: ESSENTIAL QUESTIONS: ESSENTIAL QUESTIONS: ESSENTIAL QUESTIONS: What are the steps scientists often use to solve problems? Why do scientists use variables? How do we compare and contrast science and technology? Why do scientific explanations change? Why is a control used in an experiment? What is bias in science? What are the prefixes used in the SI system of measures and what multiple of ten does each represent? What are the SI units for length, volume, mass, temperature and density? How can we convert related SI units? What are the three types of graphs and how are they used? What is the relationship between independent and dependent variables on a graph? How do we explain the kinetic theory of matter? How do particle movement affect the four states of matter? How do we explain particle behavior at the melting and boiling points? What is thermal energy? How are kinetic energy and temperature related? What is heat of fusion? Why do liquids flow? How does external pressure affect the boiling point of a liquid? What is plasma? What are some examples of amorphous solids? How can we explain Archimedes principle? How do we explain Pascal s Principle? How do cells carry on many functions needed to sustain life? What are the important levels of organization of multi-celled organisms? How do we classify organisms? How do we describe the life cycles of organisms? How do we understand the effects of heredity and environment on the variation, survival, and evolution of a species? How do we demonstrate and explain how the motion of an object is affected by one or more forces using Newton s first and second law of motion? Why is friction a force that can retard motion? How can we demonstrate an understanding of the various forms of energy, including their transformations and interactions with matter? Why is heat transferred by the How is the environment as a system of independent components affected by human activity and natural phenomena? How do personal and social activities impact the environment? How do human practices affect the use and management of natural resources? Why do individuals and groups have differing points of view on environmental issues? How do an ecosystem, living communities, and their physical environment function together as an interdependent and relatively stable system? How do we identify the reactants and products in a chemical reaction? How does a chemical reaction satisfy the Law of Conservation of Mass? How do chemists express changes using chemical equations?

How do we analyze data using various types of graphs? What are substances and mixtures? How do we identify elements and compounds? How do we compare and contrast solutions, colloids, and suspensions? How are elements and compounds related? How can you distinguish a colloid from a solution? What kind of mixture is a solution? How can we identify substances using physical properties? How do we compare and contrast physical and chemical changes? How do we identify chemical changes? How does the Law of Conservation of Mass apply to chemical changes? What is Bernoulli s principle and how do we use it? What are the names and symbols of the common elements? How do we identify quarks as subatomic particles? How do we describe the electron cloud model of the atom? How are electrons arranged in an atom? What are the particles that make up the atom and where are they located? How can models simplify science? Where is the majority of the mass of an atom located? How do we compute the atomic mass and mass number of an atom? What are the components of isotopes? How do we interpret the average atomic mass of an atom? collision of atoms through conduction, convection, and radiation? How does light interact with matter by being reflected, refracted, or absorbed? What is light from the sun made up of? How do vibrations transfer energy through a medium? How is the earth s crust and its surroundings affected? What are the natural processes that change the features of the Earth? How does water move through an ecosystem? What global patterns of atmospheric movement affect local weather? How do we compare the components of the solar system and explain how the position of the sun and moon affect events on Earth? What is meant by a balanced equation? How do we write a balanced equation? What are the five general types of chemical equations? How do we compare exergonic and endergonic reactions? What are the effects of catalysts and inhibitors on the speed of chemical reactions? How do things dissolve? What are the factors that affect the rates at which solids and gases dissolve in a liquid? How do you know which substance is the solute in a solution? What is the concept of solubility? How do we express the concentration of solutions? What are the three types of solutions? How does pressure and temperature affect the

Does a change in state mean that a new substance is formed? What is a chemical change? Does weathering involve a physical or chemical change? What is the composition of the periodic table? How do we use the periodic table to obtain information? How did Mendeleev organize his periodic chart? How is the modern periodic table arranged? Why do elements in a group undergo similar chemical reactions? How does a compound differ from its component elements? What does a chemical formula represent? How do we describe ionic and covalent bonds? How do we identify the particles produced by ionic and covalent bonding? How do we distinguish between a nonpolar covalent bond and a polar covalent bond? What part of an ion s symbol indicates its charge? solubility of a gas? What happens to a saturated solution if it is heated? How do some solutes break apart in water to form positively and negatively charged particles? How do some solutions conduct electricity? How does antifreeze work? What are the differences and similarities between dissociation and ionization? What are several kinds of solutes that do not dissolve well in water? How do solvents work in terms of polarity? How do we choose the right solvent for the job? How can alcohol dissolve both polar and nonpolar substances? Why doesn t water alone clean oily dirt? How do we compare and contrast acids and bases and identify the characteristics of

How do we determine an element s oxidation number? How do we write formulas and names for ionic compounds? How do we write formulas and names for covalent compounds? each? What are some formulas and uses of common acids and bases? How do we determine the process of ionization and dissociation and how they apply to acids and bases? What is responsible for the strength of an acid or base? How do we compare and contrast concentration? How can we examine the relationship between ph and acids and bases? What is a neutralization reaction and what are the products and reactants? How do we compare and contrast soaps and esters? What are the properties of a typical metal? How can we identify alkali metals and alkaline earth metals? How do we differentiate among the three groups of transition

elements? Why is hydrogen recognized as a non-metal? How do we compare and contrast the properties of the halogens? What are the properties and uses of the noble gases? How do we distinguish among metals, nonmetals, and metalloids? What is the nature of allotropes? What is the importance of synthetic elements

MATERIALS: MATERIALS: MATERIALS: MATERIALS: Glencoe Science: Teacher Wraparound Edition Student Textbook Preparing for the N.J. GEPA Transparencies Exam View Virtual Labs CD-ROM Interactive Chalkboard CD-ROM Mindjogger Videos Know It All CD- Rom What s Physical Science Got To D With It? DVD Monmouth County AVA National Geographic AVA Student WEBSITES gpscience.com Brain Pop N.J. Streaming Thinkfinity.J. Streaming Teachers Domain Glencoe Science: Teacher Wraparound Edition Student Textbook Preparing for the N.J. GEPA Transparencies Exam View Virtual Labs CD-ROM Interactive Chalkboard CD-ROM Mindjogger Videos Know It All CD- Rom Know It All CD- Rom What s Physical Science Got To DWhat s Physical Science Got To DWhat s Physical Science Got With It? With It? To Do With It? DVD Monmouth County AVA DVD Monmouth County AVA DVD Monmouth County AVA National Geographic AVA National Geographic AVA National Geographic AVA Student Student Student Project Wet WEBSITES gpscience.com Brain Pop N.J. Streaming Thinkfinity N.J. Streaming Glencoe Science: Teacher Wraparound Edition Student Textbook Preparing for the N.J. GEPA Transparencies Exam View Virtual Labs CD-ROM Interactive Chalkboard CD-ROM Mindjogger Videos WEBSITES gpscience.com Brain Pop N.J. Streaming Thinkfinity N.J. Streaming Glencoe Science: Teacher Wraparound Edition Student Textbook Preparing for the N.J. GEPA Transparencies Exam View Virtual Labs CD-ROM Interactive Chalkboard CD-ROM Mindjogger Videos Know It All CD- Rom WEBSITES gpscience.com Brain Pop N.J. Streaming Thinkfinity N.J. Streaming DVDs/Videos Scientific Method Sports Figures Measure for Measure Elements & Compounds Properties of Matter DVDs/Videos Sports Figures Heat & Temperature Bridges DVDs/Videos Sports Figures DVDs/Videos Sports Figures

ASSESSMENT: ASSESSMENT: ASSESSMENT: ASSESSMENT: Standards-based Formative Benchmark Summative Benchmark Theme Tests Weekly Lesson Tests Monitoring Performance Standards-based Formative Benchmark Summative Benchmark Theme Tests Weekly Lesson Tests Monitoring Performance District Mid-Year Assessment Standards-based Formative Benchmark Summative Benchmark Theme Tests Weekly Lesson Tests Monitoring Performance Standards-based Formative Benchmark Summative Benchmark Theme Tests Weekly Lesson Tests Monitoring Performance District End-of Year Assessment

NJCCCS: NJCCCS: NJCCCS: NJCCCS: STANDARD 5.1: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. Strand A:Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. 5.1.8A.1. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. 5.1.8A.2. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. STANDARD 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strand A: Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. 5.2.8.A.1. All matter is made of atoms. Matter made of only one type of atom is called an element. 5.2.8.A.2. All substances are composed of one or more of approximately 100 elements. 5.2.8.A.3. Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny particles (atoms) in motion. STANDARD 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. 5.2.8.C.1. 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 surfaces and providing the energy that results in wind, ocean currents, and storms. 5.2.8.C.2. Energy is transferred from place to place. Light energy can be thought of as traveling in rays. Thermal energy travels via conduction and convection. STANDARD 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 5.3.8.C.1. Symbiotic interactions among organisms of different species can be classified as: Producer/consumer Predator/prey Parasite/host Scavenger/prey Decomposer/prey 5.3.8.E.1. Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change

5.1.8A.3. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. 5.1.8B.1. Evidence is generated and evaluated as part of building and refining models and explanations. 5.1.8.B.2. Mathematics and technology are used to gather, analyze, and communicate results. 5.1.8.B.3. Carefully collected evidence is used to construct and defend arguments. 5.1.8.B.4. Scientific reasoning is used to support scientific conclusions. Science is a practice in which an established body of knowledge is continually revised, refined, and extended. 5.1.8C.1. Scientific reasoning is used to support scientific conclusions. 5.1.8.C.2. Predictions and explanations are revised to account more completely for available evidence. 5.2.8.A.4. The Periodic Table organizes the elements into families of elements with similar properties. 5.2.8.A.5. Elements are a class of substances composed of a single kind of atom. Compounds are substances that are chemically formed and have physical and chemical properties that differ from the reacting substances. 5.2.8.A.6. Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals. 5.2.8.A.7. Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a 5.2.8.D.1. When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy after transfer. As an object falls, its potential energy decreases as its 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 into motion and heating it. 5.2.8.D.2. Nuclear reactions take place in the Sun. In plants, light energy from the Sun is transferred to oxygen and carbon compounds, which in combination, have chemical potential energy (photosynthesis). 5.2.8.E.1. 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 it took to travel that far. 5.2.8.E.2. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival 5.3.8.E.2. Anatomical evidence supports evolution and provides additional detail about the sequence of branching of various lines of descent. STANDARD 5.4: Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 5.4.8.B.1. 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. 5.4.8.B.2. Fossils provide evidence of how life and environmental conditions have changed. The principle of Uniformitarianism makes possible the interpretation of Earth s history. The same Earth processes that occurred in the

5.1,8.C.3. Science is a practice in which an established body of knowledge is continually revised, refined, and extended. 5.1.8.D.1. Science involves pract peers, such as partner talk, whole-group discussions, and small-group work. 5.1.8.D.2. Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. 5.1.8.D.3. Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events STANDARD 5.2: Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. Strand A: Properties of Matter: All objects and salt and water. 5.2.8.B.1. When substances undergo chemical change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of the reactants is the same as the mass of the products. 5.2.8.B.2. Chemical changes can occur when two substances, elements or compounds react and produce one or more different substances. The physical and chemical properties of the products are different from those of the reacting substances. 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. STANDARD 5.4: Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. 5.4.8.A.1. The relative positions and motions of the Sun, Earth, and Moon result in the phases of the Moon, eclipses, and the daily and monthly cycle of tides. 5.4.8.A.2. 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 the day and seasons. 5.4.8.A.3. Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two objects is past occur today. 5.4.8.G.2. Investigations of environmental issues address underlying scientific causes and may inform possible solutions.

substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. 5.2.8.A.6. Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals. 5.2.8.A.7. Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water. 5.2.8.B.2. Chemical changes can occur when two substances, elements, or compounds react and produce one or more different substances. The proportional to their masses and inversely proportional to the square of the distance between the objects. 5.4.8.A.4. The regular and predictable motion of objects in the solar system (Kepler s Laws) is explained by gravitational forces. 5.4.8.C.1. Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Soils are often found in layers, each having a different chemical composition and texture. 5.4.8.C.2. Physical and chemical changes take place in Earth materials when Earth features are modified through weathering and erosion 5.4.8.C.3. Earth s atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has a different physical and chemical composition at different elevations.

physical and chemical properties of the products are different from those of the reacting substances. STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. 5.3.8.B.1. Perform mathematical computations using labeled quantities and express answers in correctly derived units. 5.3.8.C.1. Express physical relationships in terms of mathematical equations derived from collected data. 5.3.8.D Represent and describe mathematical relationships among variables using: graphs, tables. STANDARD 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual 5.4.8.D.1. Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core. 5.4.8.D.2. 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. 5.4.8.D.3. Earth s magnetic field has north and south poles and lines of force that are used for navigation. 5.4.8.E.1. Earth s magnetic field has north and south poles and lines of force that are used for navigation. 5.4.8.F.1. Global patterns of atmospheric movement influence local weather. 5.4.8.F.2. Climate is influenced locally and globally by atmospheric interactions with land masses and bodies of water.

understanding of the nature and process of technology. 5.4.8.A. Compare and contrast science with technology, illustrating similarities and differences between these two human endeavors. 5.4.8.B. Determine the problem it was designed to solve, the design constraints, trade-offs and risks involved in using the product or system, how the product or system might fail, and how the product or system might be improved. 5.4.8.F.3. Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in and out of the atmosphere. 5.4.8.G.1. Weather (in the short term) and climate (in the long term) involve the transfer of energy and water in and out of the atmosphere.