Science 8 Syllabus Certificated Teacher: Date: 2015-2016 Desired Results Course Title/Grade Level: Science 8A and 8B Syllabus Credit: one semester (.5) _X two semesters Estimate of hours per week engaged in learning activities Students will typically commit a minimum of 5 hours of class work per week. Prerequisites and/or recommended preparation: None Instructional Materials: All learning activity resources and folders are contained within the student online course. Online course is accessed via login and password assigned by student s school (web account) or emailed directly to student upon enrollment, with the login website address. No additional textbooks or materials. Course Overview: Semester A begins with an overview of what physics are, and continues with some reintroduction of the scientific method. Next students will explore motion and understanding average speed and position and time graphs. Students will then look at different forces and how objects with different masses will affect objects speed and/or direction. This will lead into Newton s Laws of Motion which will continue to speak of how objects mass will affect its motion, including the concept of Inertia. Energy types and transformations will be covered next as students will learn how one type of energy can be transformed into another type. Students will then learn how sound energy travels through waves, and what the particular wave types are. A unit on Light and Color will conclude the semester. Semester B begins with a study of the water cycle and the importance of earths water. Moving on chronologically, the course explores the inside of the earth and the composition of the earth s layers, plate tectonics and the idea that the seafloor is spreading and the plates are shifting. Next, the course will study earthquakes and volcanoes and their causes and effects, following this will be a study of rocks and the rock cycle, and the course will conclude with weathering and erosion processes and the earth s geological history. Units Included in Semester A: 1. What Physics are all about 2. Science and Measurement 3. Motion
4. Forces 5. Newton s Laws of Motion 6. Energy 7. Waves and Sound 8. Light and Color Units Included in Semester B: 1. Water and the Water Cycle 2. Earth and Time 3. Inside Earth 4. Plate Tectonics 5. MSP Review 6. Earthquakes and volcanoes 7. Formation of Rocks 8. Earth and Life s History All coursework is aligned with the Washington State Science Standards. Resources: To achieve goals listed above, the following resources will be used: 1. Spokane School District Curriculum: CPO Physical Science and CPO Earth Science. 2. Primary source readings, simulations, lessons, video clips, etc. taken from a variety of sources including the University of Colorado s PhET s interactive simulations, class zone simulations, the discovery channel, and National Geographic. 3. Current newspaper and magazine articles. Essential Questions, and Grade Level Expectations by unit: Semester A: Unit Outline 1: What Physics are all about What is physical science and why is it important to learn? INQC- Collecting, analyzing APPA- Science and technology PS3A-Energy exists in many forms: heat light, chemical, electrical, motion of objects and sound. Energy can be transformed from one form to another and transferred from one place to another. PS3B- Heat flows from warmer to cooler objects until both reach the same
temperature. Conduction, radiation, and convection or mechanical mixing are the means of heat transfer. Unit Outline 2: Science and Measurement How do scientists know when they are right? What are experiments and what do they tell us? INQB- Question, hypothesis INQC- Collecting, analyzing INQD- variables PS1A- Average speed is defined as the distance traveled in a given period of time. APPC- People use technology to solve problems Unit Outline 3: Motion How can I construct and analyze graphs that show distance and time? How do we accurately describe motion? What kinds of motion are there? PS1A- Average speed is defined as the distance traveled in a given period of time. What is a force? How are forces measured? Unit Outline 4: Forces PS1B-Friction is a force that acts to slow or stop the motion of objects. PS1C- Unbalanced forces will cause changes in the speed or direction of an objects motion. PS1D- The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass.
Unit Outline 5: Newton s Laws of Motion Why is a bowling ball harder to move than a golf ball? What happens to the speed of an object as it falls freely? PS1A- Friction is a force that acts to slow or stop the motion of objects PS1B- Unbalanced forces will cause changes in the speed or direction of an objects motion. PS1C- The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass. PS1D- The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass. Unit Outline 6: Energy and Energy Transformations What is energy? What does it mean to conserve energy? PS3A- Energy exists in many forms: heat, light, chemical, electrical, motion of objects and sound. Energy can be transformed from one form to another and transferred from one place to another. PS3E- Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations. PS3F- Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Unit Outline 7: Waves and Sound How do we describe back and forth motions? What is a wave? What is sound and why is sound a wave?
PS3E- Energy from a variety of sources can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations. PS3F- Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. What is light? What is color and how do we see it? Unit Outline 8: Light and Color PS3D- Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. PS3F- Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. Semester B Unit Outline 9: Water and the Water Cycle What are the processes of the water cycle? What are earth s sources of fresh water? ES2C- In the water cycle, water evaporates from Earth s surface, rises and cools, condenses to form clouds and falls as rain or snow and collects in bodies of water. ES2C- The sun is the major source of energy for phenomena on Earth s surface, such as winds, ocean currents, and the water cycle. Unit Outline 10: Earth and Time What is relative dating and how is it used?
How are fossils used to determine the relative age of rock layers? ES3B- Thousands of layers of sedimentary rock provide evidence that allows us to determine the age of Earth s changing surface and to estimate the age of fossils found in the rocks. INQE- Inquiry Unit Outline 11: Inside Earth How do we know what the inside of the earth is composed of? What are the different types of layers inside the earth and what are they made of? INQE- Models INQF- Explain PS3F Energy can be transferred from one place to another through waves. Waves include vibrations in materials. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials. ES2E- The solid Earth is composed of a relatively thin crust, a dense metallic core, and a layer called the mantle between the crust and core that is very hot and partially melted. ES2F- The crust is composed of huge crustal plates on the scale of continents and oceans which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains. Unit Outline 12: Plate Tectonics What is continental drift, sea floor spreading, and how do they support the theory of Pangaea? What are the different types of plate movements and what types of events do they create? APPC: Science and technology ES2F: The crust is composed of huge crustal plates on the scale of continents and
oceans which move centimeters per year, pushed by convection in the upper mantle, causing earthquakes, volcanoes, and mountains. INQE: Models INQA: Questioning ES3B: Thousands of layers of sedimentary rock provide evidence that allows us to determine the age of Earth s changing surface and to estimate the age of fossils found in the rocks. ES3A: Our understanding of Earth history is based on the assumption that processes we see today are similar to those that occurred in the past. Unit Outline 13: MSP Review What is scientific Inquiry and how do I use the Scientific Investigation to answer a question? INQA- Question INQB- Question, hypothesis INQC- Collecting, analyzing INQD-Variables INQF- Explain Unit Outline 14: Earthquakes and Volcanoes How do plate boundaries cause earthquakes and volcanoes? What are the different parts of an earthquake and a volcano? ES3D- Earth has been shaped by many natural catastrophes, including earthquakes, volcanic eruptions, glaciers, floods, storms, tsunami, and the impacts of asteroids. INQE- Models INQC- Collecting, analyzing and displaying ES2H- The rock cycle describes the formation of igneous rock from magma or lava, sedimentary rock from compaction of eroded particles and metamorphic rock by heating and pressure. Unit Outline 15: Formation of Rocks
What are the compositional differences between metamorphic, igneous, and sedimentary rocks? How does the rock cycle create metamorphic, igneous, and sedimentary rocks? ES2H- The rock cycle describes the formation of igneous rock from magma or lava, sedimentary rock from compaction of eroded particles and metamorphic rock by heating and pressure. ES2C- In the water cycle, water evaporates from Earth s surface, rises and cools, condenses to form clouds and falls as rain or snow and collects in bodies of water. Unit Outline 16: Weathering and Erosion What factors speed up weathering and erosion? How do weathering and erosion change earth s surface and shape the land? ES2G- Landforms are created by processes that build up structures and processes that break down and carry away material through erosion and weathering. APPA- People have always used technology to solve problems. Advances in human civilization are linked to advances in technology.
Evidence of Assessment What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] Performance Tasks: Semester A: Unit Outline 1: What Physics are all about P.P. Chapter 1 Crazy talk mini lecture Metric Scavenger Hunt Careers in Physics Research Project- Which ones interest you? Unit Outline 2: Science and Measurement
P.P. Chapter 2 Crazy talk mini lecture Differences between Hypothesis, Theories, and Laws Gum Lab Create your own Lab (using Scientific Procedure) Unit Outline 3: Motion P.P. Chapter 3 Balloon Powered Race Cars A day in the Life of a Superhero Project Moving Man Simulation Motion Vocab Crazy talk mini lecture Unit Outline 4: Forces P.P. Chapter 4 Egg Parachute Project Forces and Motion Simulation- Friction, mass Crazy talk mini lecture Forces Vocab Forces Packet P.P. Chapter 5 Inertia project Unit Outline 5: Newton s Laws of Motion
Internet crash simulation (http://www.fearofphysics.com/collide/collide.html) Crazy talk mini lecture Discussion Question Unit Outline 6: Energy P.P. Chapter 6 Transfer of Energy Project Flashlight energy transformation diagram Roller coaster simulation Kinetic/Potential Energy Skate Park Simulation Crazy talk mini lecture Unit Outline 7: Waves and Sound P.P. Chapter 9 Waves and Sound vocab Slinky Lab Wave on a String Simulation Paper Cup Telephone Crazy talk mini lecture Unit Outline 8: Light and Color P.P. Chapter 10.1 Pinhole Viewer Project Crazy talk mini lecture
Semester B: Unit Outline 9: Water and the Water Cycle P.P. Chapter 4 Crazy talk mini lecture Water Cycle Diagram Internet Project Spokane Rathdrum Prairie Aquifer brochure P.P. Chapter 9 Lab 9B Grand Canyon Research Project Crazy talk mini-lecture Lab 10A Egg model P.P. Chapter 10 Crazy Talk mini-lecture Slinky demonstration-seismic waves project Diagram of Earth Jules Verne article response for discussion Unit Outline 10: Earth and Time Unit Outline 11: Inside Earth Unit Outline 12: Plate Tectonics
P.P Chapter 11 Crazy Talk mini-lecture Lab 11A Bathymetric Map Earth as a puzzle perspective project Convection-subduction diagram Plate Boundaries Graphic Organizer Shoe-box mid-ocean ridge project Bill Nye Earth Greatest Discoveries video response Unit Outline 13: MSP Review Scientific Procedure practice Conclusion writing practice Scientific Procedure and Conclusion Writing Assessment Unit Outline 14: Earthquakes and Volcanoes P.P Chapter 12 Crazy Talk mini-lecture Webquest: http://www.brighthub.com/education/k-12/articles/77803.aspx Internet Project: Recent Natural Disaster Volcano Parts w/s Volcano model project (cinder cone, shield, composition choice) Unit Outline 15: Formation of Rocks
P.P Chapter 13 Diagram Rock Cycle Graphic organizer- 3 types of rock Website: geology.com rock identification Website: http://www.learner.org/interactives/rockcycle- take quiz at end Crazy Talk mini-lecture P.P Chapter 14 Weathering Prediction Wearing away project Lab 14A- stream table w/ modification Crazy Talk mini-lecture Unit Outline 16: Weathering and Erosion
Types of Learning Activities: What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage 2 and thus display evidence of the desired results in stage one? Possibly use the WHERE acronym to design activities (see below). WHERE Wiggins and McTighe W Where are we going? Why? What is expected? Every unit will begin with a target review or pre-assessment and an outline of the State Science targets for students to understand where we are going and what is expected. It is expected that students understand the learning targets by the end of each unit. H How will we hook and hold student interest? This course provides the opportunity to have differentiated instruction. Power points, videos, simulations, experiments, discussions, projects, and mini lectures are used as an alternate ways to cover the main concepts in a section. E How will we equip students for expected performances? Students will be equipped through the various formats of the class. Each unit will have resources available to use to promote student learning to expected outcomes. Videos and online simulations will be offered, CPO based power points and CPO based mini-lectures will be used. R How will we help students rethink and revise? If the student has not shown mastery on the specific targets in that unit they can submit extra review practice and then take a reassessment on those targets. This will most likely be done through submitted review sheets and re-test taking. E How will students self-evaluate and reflect on their learning? Students will also be provided with a review self-check or rubric at the end of each lesson of the unit. These reviews will help the student to track their progress with the unit targets. With this information they should be able to self-determine if they know the material or need more practice. There are several different resources provided in each unit and through each activity for the student who needs more practice. T How will we tailor learning to varied needs, interests, styles? By teaching through different formats (power points, mini-lecture, activities, projects, simulations, mini-labs, and discussion questions, students individual learning styles will be met. When possible, activities will relate to familiar ideas and themes. O How will we organize and sequence the learning? There are 16 units in this course, 8 for each semester. Each unit is broken down into different sections. In each unit there will be mini lectures, a power point, a discussion question, a simulation, w/s, labs, projects, or video if applicable, a review, and an assessment.
Direct Instruction x Structured Overview x Mini presentation x Drill & Practice x Demonstrations Other (List) Indirect Instruction Problem-based Case Studies x Inquiry Reflective Practice x Project Paper x Concept Mapping Other (List) Experiential Learning Virt. Field Trip _x Experiments _x Simulations Games Field Observ. Role-playing _x Model Bldg. Surveys Other (List) Independent Study _x Essays _x Self-paced computer Journals Learning Logs Reports Directed Study x Research Projects Other (List) Interactive Instruction _x Discussion _x Debates Role Playing Panels Peer Partner Learning Project team Laboratory Groups _Think, Pair, Share Cooperative Learning Tutorial Groups _Interviewing Conferencing Other (List) Learning Activities Science A Learning Activities Weeks 1: Get to know you Blog Career Physics Videos Weeks 2-3: Physics Blogs Scientific Inquiry Mini-Lecture Scientific Inquiry Power point Scientific Inquiry Vocab
Hypothesis Theories Blog Weeks 4-5: Motion Mini-lecture Motion Power points Motion Vocab Moving Man Simulation Balloon Powered Race Cars Balloon Powered Car Blog Motion Review Weeks 6-8: Forces mini-lecture Forces Power points Forces Vocab Egg Parachute Project Egg Parachute Blog Forces and Motion Simulation Video: Skateboard Physics Forces Review Weeks 10-11: Newton s Laws Mini lecture Newton s Laws Power Point Sports Inertia Blog
Newton s Laws Vocab Car Crash Simulation Video: The Thrill of It All Blog: Newton s Laws Newton s Laws Review Weeks 12-13: Energy Mini-Lecture Energy PowerPoint Energy Vocab Roller Coaster Simulation Skatepark Simulation Energy Transformations Energy Review Weeks 14-15: Sound waves mini lecture Waves and sound powerpoint Waves and Sound Vocab Paper cup Telephone Project Blog: Paper Cup Telephone Waves on a String Simulation Waves and Sound Review Weeks 16-17:
Color and Light mini lecture Blog: Color Light and Color Vocab Color Video Reflected Light Video Blog Pinhole Viewer Project Light and Color Review Semester B Learning Activities Weeks 1-2: Water Mini Lecture Water PowerPoint Water Vocab Mud Puddle Blog Water Cycle Diagram Aquifer Brochure Water Cycle Review Weeks 3-4: Earth and Time Mini-lecture Earth and Time Power point Earth and Time Vocab Grand Canyon Research Project Earth and Time Blog
Earth and Time Review Weeks 5-7: Inside Earth Mini-Lecture Inside Earth Power Point Inside Earth Blog Models of the Earth Project Inside Earth Vocab Slinky Seismic Waves Project Inside Earth Review Weeks 8-9: Plate Tectonics Mini-Lecture Plate Tectonics Power point Plate Tectonics Blog Plate Tectonics Vocab Sea Floor Spreading Model Convection and Subduction zones Plate Tectonics Review Week 10: Scientific Procedure Conclusion Writing Practice Weeks 11-12: Earthquakes and Volcanos Mini-Lecture Earthquakes and Volcanos Power point
Earthquake and Volcano Vocab Earthquake Research Project Earthquake Blog Volcano Video Volcano Blog Earthquake and Volcano Review Weeks 13-15: Rocks Mini-Lecture Rocks Powerpoint Rocks Vocab Minerals Blog Rock Identification Project. Diagram Rock Cycle Rock Cycle Simulation Review Weeks 16-17: Weathering Mini-Lecture Weathering and Erosion Powerpoint Weathering and Erosion Vocab Weathering Video Erosion Blog Weathering and Erosion Review