Social Studies – Grade 8 - Home | San Antonio ISD · Web viewFacilitate as students perform Skill Builder Lab (Coin Operated) on p. 653. Ask students: How could you separate the

Science – 8th Unit of Study: The Nature of Science

First Grading Period – Week 1 (3 - 5 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

During field and laboratory investigations, safe and appropriate practices are used and demonstrated. Scientific inquiry methods which include planning and implementing investigative procedures, the use of models and scientific tools are demonstrated.

The Texas Essential Knowledge and Skills require students to understand and do science. Students must use safe and appropriate practices while using scientific inquiry methods, models, and tools during field and laboratory investigations.

TEKS TEKS Specificity - Intended Outcome

Skill

s

8.1 The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

(A)demonstrate safe practices during field and laboratory investigations

8.2 The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology.

(B) collect data by observing and measuring

8.3 The student uses critical thinking and scientific problem solving to make informed decisions.

(C) represent the natural world using models and identify their limitations

8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

(A) collect, analyze, and record information using tools including beakers, Petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, timing devices, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: identify lab safety symbols, and demonstrate safe practices during lab

investigations (8.1A)

identify the steps used in scientific methods (8.2A)

formulate testable hypotheses (8.2A)

explain how scientific methods are used to answer questions and solve problems (8.2A)

collect, record, and analyze information (8.2B)

use models to represent the natural world (8.3C)

identify the limitations of models (8.3C)

collect, record, and analyze information using various tools (8.4A)

Evidence of Learning

1. During a field experiments, students will correctly identify science safety rules and symbols with at least 90% accuracy.2. Given materials and equipment, students will plan and implement investigative procedures with at least 80% accuracy.

SAISD © 2008-09 – First Grading Period (Week 1) Science Grade 8- Initial Release Aug 08, V1 Page 1 of 50

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.


Week 1 - Lesson 1 - The Scientific Method & Models (3 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the steps of the scientific method? Why must a hypothesis be testable? How does the scientific method answer questions and solve problems? Why are models used in science? How are models used in science? How are models limited?

The student can: plan and implement experiments (6, 7.2A) collect information by observing and measuring (6, 7.2B) communicate valid conclusions (6, 7.2D) represent the natural world using models (6, 7.3C) identify a model's limitations (6, 7.3C) communicate valid conclusions (6, 7.2D)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5E Model of Instruction (link)

Engage Facilitate as students perform the Start-Up Activity (Figure It Out) on p. 3.

Ask students: (1) Did you solve the puzzle by making observations? (2) How did testing your ideas help? (8.2A & B).

Have students make lists of at least five observations about objects in the classroom that are used to help teach science. (8.2A & B - 8.3C)

Students work in pairs to perform activity. Share inferences, observations, and conclusions with other groups. (8.2A & B)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2A & B - 8.3C).

Explore Facilitate as students perform Making Models Lab (Using Scientific

Methods) on p. 26 - 27. Ask students: Do your conclusions support your hypothesis? Explain. (8.2A & B - 8.3C).

Students work in groups of 2 - 3 to perform activity. In their science journal, students will outline the scientific method (including analysis and conclusions) used to complete the activity. (8.2A & B - 8.3C)

Explain Monitor as students read Chapter 1 - Section 2 & 3 (p. 9 - 19)

Ask students:(1) When performing an experiment, why is it important to perform multiple trials?(2) When performing multiple trials, why is it important to change only one variable at a time?(8.2A & B - 8.3C).

Have students explain: scientific method (link) and variables (link) (8.2A & B)

Reading Comprehension Process (link)(8.2A & B - 8.3C).

Cornell Note Taking (link) (8.2A & B - 8.3C).

Elaborate Have students select and analyze a problem from their everyday lives

using scientific method. (8.2A & B) Have students create a simple model of a room in their house. (8.3C)

Journaling - Have students record their problem and how they would use the scientific method in their science journal. (8.2A & B)

Students create a model and identify some of the benefits and some of the limitations of



http://coe.jmu.edu/learningtoolbox/cornellnotes.html

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/CompProcess.pdf

http://sciencespot.net/Media/scimethodconvar.pdf

http://sciencespot.net/Media/scimthdexps.pdf


Suggested worksheets (8.2A & B - 8.3C):Reinforcement Worksheet 1 - A Method to the MadnessCritical Thinking Worksheet 1 - Prove It!Texas Directed Reading Workbook: Worksheet 1 - Sections 2 & 3

using the model. (8.3C) Suggested Homework for Concept Reinforcement (8.2A & B - 8.3C)

Evaluate Have students design an experiment that tests the hypothesis, "Plants

grow best when watered with sugar water." (8.2A & B) Have students find examples of the different types of models: physical,

mathematical, and conceptual. (8.3C) Quiz with the following as possible questions (8.2A & B - 8.3C):

(1) What is the relationship between an experiment and a hypothesis?(2) What is a variable?(3) Why is communicating the results of an experiment important?(4) What is meant by validity of an experiment?(5) What is a model?(6) What is meant by limitations of a model?

Journaling - Have students record their problem and how they would use the scientific method in their science journal. Have small groups of students (4 - 5 people) share their scientific methods and identify steps. (8.2A & B)

Students create a poster showing the three types of models and identifying their limitations. (8.3C)

Journaling - Have students record their answers in their science journal. Debrief with class. (8.2A & B - 8.3C):

Vocabulary: (Pertinent to the learning – specific) scientific methods observation hypothesis data model independent variable dependent variable validity

Resources:Holt Science & Technology

8th grade textbookChapter 1 - Sections 2 & 3 pp. 9 - 19

Suggested Labs, Investigations, Demonstrations (Textbook):Figure It Out p. 3Using Scientific Methods p. 26 - 27

Unit 1 Resource BookletReinforcement Worksheet 1 - A Method to the MadnessCritical Thinking Worksheet 1 - Prove It!

Texas Directed Reading Workbook - Worksheet 1 - Sections 2 & 3

Internet Sitesscientific methodvariables



http://sciencespot.net/Media/scimethodconvar.pdf

http://sciencespot.net/Media/scimthdexps.pdf

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/LifeWhat do you do for students who need additional support?

Have student perform the Quick Lab (That's Swingin') on p. 13. Record scientific method to be used and discuss the use of models. (8.2A & B - 8.3C)

What do you do for students who master the learning quickly?

Have students explain how the following quote as it relates to observations, hypotheses, variables, scientific methods, and models. (8.2A & B - 8.3C)"Science is nothing but trained and organized common sense."Thomas H. Huxley

8th grade District Interim 2007 10th grade TAKS Release Test 2006



8th grade TAKS Release 2006



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board




Week 1 - Lesson 2 - Tool, Measurement & Safety (2 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the science safety symbols and what do they represent? In what ways is scientific evidence collected? In what ways can you be safe in the science laboratory? Why is it important to have safety rules in the classroom?

The student can: demonstrate safe practices (6, 7.1A) use science tools to collect data (6, 7.4A)



Engage Pose the following questions to the students (8.4A):

How would a standard system of weights and measures, agreed to and used around the world, make life easier?

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class.(8.4A).

Explore Have students measure the width of their desk but do not use a ruler

(pick an object to use as the unit of measurement). Find how many units wide the desk is. Ask the students the following questions:(8.4A) (1) How did your measurements compare to those of your classmates?(2) Why is using standard units of measurement important?

Demonstrate the use and care of various science tools, such as the graduated cylinder, meterstick, and triple beam balance. (8.1A & 8.4A)

Have students use a graduated cylinder, meterstick or metric ruler, triple beam balance and their measuring skills to find the measurement of various objects. Use the Appendix (p. 705) as a guide. (8.1A & 8.4A)

Journaling - In their science journal, students record the tool used to measure their desk and conclusions made based on their experience.(8.4A).

Students work in pairs to find the measurement of various objects. In their science journal, summarize the steps of how each tool is used and the data collected. (8.4A).

Explain Monitor as students read Chapter 1 - Section 4 (p. 20 - 25). Ask

students:(1) Which tools would you use to find the time it takes for 5 mL of water to warm up by 20C? (8.4A)(2) What safety precautions should you use to do the above? (8.1A)

Instruct the students to calculate the following: volume and density (8.4A)

Have students explain the safety symbols on p. 25 (8.1A) Discuss with students the Safety Contract and MSDS Sheets (Flinn

Scientific website) (8.1A)

Reading Comprehension Process (link) (8.4A):

Cornell Note Taking (link) (8.4A):





http://www.flinnsci.com/search_MSDS.asp

http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf


Elaborate Have students explain why they must protect themselves when

conducting experiments. Have students list the safety symbols and think of at least one situation in which each safety symbol applies. (8.1A)

Have students find the density of a clay ball using a beaker, a graduated cylinder, and a triple beam balance. (8.4A)

Suggested worksheets (8.1A & B - 8.4A):Texas Directed Reading Workbook: Worksheet 1 - Section 4

Journaling - In their science journal, students explain the importance of safety. Also, list safety symbols and situations in which they apply. (8.4A):

Students work in pairs to find the density of a clay ball. In their science journal, list equipment, how the density was calculated and a summary of their conclusions. (8.4A)

Suggested Homework for Concept Reinforcement(8.1A & B - 8.4A)

Evaluate Facilitate as students perform Skill Builder Lab (Coin Operated) on p.

653.Ask students: How could you separate the pennies into the same groups without experimentation? Explain. (8.1A & 8.4A).

Quiz with the following as possible questions (8.1A & 8.4A):(1) What is the SI unit for mass, length, area, volume, density, temperature?(2) What is the formula for calculating density?(3) What are examples of safety rules and symbols used in the science classroom?(4) Why are safety rules and symbols important?

Students work in groups of 2 - 3 to perform activity. In their science journal, record data, analysis, and conclusions. (8.4A)

Journaling - Have students record their answers in their science journal. Debrief with class. (8.4A):

Vocabulary: (Pertinent to the learning – specific) meter area volume mass density temperature


8th grade textbookChapter 1 Section 4

pp. 20 - 25

Suggested Labs, Investigations, Demonstrations (Textbook):Coin Operated p. 653

Texas Directed Reading Workbook - Worksheet 1 - Section 4

Internet SitesSafety ContractMSDS Sheets

Video ClipsWhat To Do and NOT Do in the Lab



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1WhatToDoNotDoInTheLabW1.wmv

http://www.flinnsci.com/search_MSDS.asp

http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf



Students cut a piece of string one cubit long (the distance from elbow to fingertips and compare their string with others. Discuss why their measurements vary from each other. Discuss how these variations could pose problems for scientists? Also, create a visual dictionary of tools used in the science classroom. (8.1A & 8.4A)


Have students estimate the length, area, volume, or mass of various objects around the room. Then, using science tools, have students find and calculate the actual measurements.

8th grade District Interim 2007


10th grade TAKS Release Test 2006



8th grade TAKS Release 2006







Science – 8th Unit of Study: Chemistry

First Grading Period – Weeks 2 - 4 (12 - 15 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

Atoms are made of subatomic particles and the structure and parts of an atom correlate to their placement on the periodic table which is organized into groups based on physical and chemical properties. In a chemical reaction, atoms are rearranged to form new substances and can be modeled with symbols and equations.

Students understand that matter is composed of atoms as well the structure, parts, and properties of an atom. Students understand that substances have chemical and physical properties including those used to group elements on the periodic table. Chemical reactions can be expressed in chemical formulas and equations that represent the law of conservation of mass.


Con

cept

s

8.8 The student knows that matter is composed of atoms.

(A) describe the structure and parts of an atom

(B) identify the properties of an atom including mass and electrical charge

8.9 The student knows that substances have chemical and physical properties.

(A) demonstrate that substances may react chemically to form new substances

(B) interpret information on the periodic table to understand that physical properties are used to group elements

(C) recognize the importance of formulas and equations to express what happens in a chemical reaction

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: describe and identify structures and properties of atoms including: proton, neutron, electron, nucleus,

atomic mass, mass number, electric charge of subatomic particles, energy shells (levels), and number of valence electrons (8.8A & B)

interpret information from the periodic table including: number of protons (atomic number), metals, non-metals, metalloids, periods, group (families) (8.9B)

demonstrate chemical reactions (8.9A) recognize that chemical equations represent the formation of new substances (8.9C) identify coefficients and subscripts in a chemical formula (8.9C) count atoms of each element in reactants and products to verify the law of conservation of mass and

verify a balanced equation (8.9C) identify the clues that show a chemical reaction may have taken place, such as gas formation, solid

formation, energy change, or color change (8.9A)

Skill

s


(C) organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence

(D) communicate valid conclusions

8.3 The student uses critical thinking and scientific problem solving to make informed decisions.(E) connect Grade 8 science concepts with the history of science and contributions of scientists

I can: analyze an atom in order to determine the structure and parts of a atom (8.2C) evaluate a chemical formula to determine reactants and products and verify the law of conservation of

mass (8.2C) organize elements on the periodic table using their physical properties (8.2C) communicate valid conclusions (8.2D) identify scientists and their contribution to the development of the atomic theory (8.3E)

SAISD © 2008-09 – First Grading Period (Weeks 2 - 4) Science Grade 8- Initial Release Aug 08, V1 Page 12 of 50


Evidence of Learning1. Given a set of materials students will create a model of an atom and identify the properties an atom including mass and electric charge with at least 80% accuracy.2. Given a set of materials students will create a periodic table with names and properties of elements noting periodic trends and properties, such as reactivity and atomic

mass with at least 80% accuracy.3. Observing events around their home students will correctly identify chemical changes that occur in everyday life with at least 80% accuracy.4. Given a set of chemical formulas students will recognize chemical equations that are correctly balanced with at least 80% accuracy.




Week 2 - Lesson 1 - The Atom (5 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the subatomic particles of an atom? What are the properties of an atom including mass and electric charge? How is the number of particles in an atom calculated? What causes an atom to be neutral?

The student can: classify substances by their physical properties (6.7B) recognize an element (7.7B) describe the physical properties of an element (7.7B) identify how physical properties are used to position an

element on the periodic table (7.7B)



Engage Facilitate as students perform Start-Up Activity (Where Is It?) on p.37

.Ask students: Based on your observations, what were the object's shape, size, and location? (8.2C & D; 8.8A & B)

Show students the following video clip (8.8A & B):Parts of the Atom (link)

Students record observations in their science journal. Analyze their observations and form a conclusion. Debrief with class.(8.2C & D; 8.8A & B).

Cornell Note Taking (link)(8.8A & B)

Explore (1) Have students create flashcards to connect scientists and their

accomplishments in relation to the atom. Use p. 38 - 43 as a resource. (8.3E)

Have students draw and label a diagram of the parts of an atom (see figure 10 on p. 45). Students should be able to answer the following questions (8.8A & B): (1) What are the parts of an atom?(2) What are the differences in the parts of an atom?(3) What particles form the nucleus of an atom?(4) Explain the charge, location, and mass of a proton, a neutron, and an electron.

(2) Have students construct a model of an atom (focus on the first 20 elements). Students should identify the structures of the atom: electrons, protons, neutrons, and nucleus.(8.8A & B)

Students create flashcards with the name of the scientists on one side and the other side a summary (including illustration) of the model or experiment with the scientist. (8.3E)

Journaling - In their science journal, students should draw and label an atom and answer the questions.(8.8A & B):

Students use colored dots, construction paper, and markers to construct models of atoms. (8.8A & B):




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1PartsOfTheAtomW2.wmv


Explain (1) Monitor as students read Chapter 2 - Section 1 (p. 38 - 43)

Ask students: (1) What is Dalton's atomic theory? (2) How does Dalton's theory differ from other scientists theories? (8.3E).

Reinforce Dalton's Atomic Theory found on p. 38. (8.3E) Reinforce other scientists contributions to the atomic theory: Thomson,

Rutherford, Bohr (8.3E) (2) Monitor as students read Chapter 2 - Section 2 (p. 44 - 49)

Ask students: (1) What's inside an atom? (2) How do atoms of different elements differ? (8.8A & B).

Reinforce "What's Inside an Atom?" and "How do Atoms of Different Elements Differ?" (p. 45 - 47)(8.8A & B)

Reinforce specific vocabulary pertinent to the learning (see box below)

(8.8A & B)

Reading Comprehension Process (link)(8.3E).

Reading Comprehension Process (link)(8.3E)

Marzano's Six Steps to Effective Vocabulary Instruction (link)(8.8A & B)

Elaborate Have students create a concept map using the following terms: proton,

atomic mass unit, neutron, atomic number, electron, mass number, atomic mass(8.8A & B)

Show students the following video clips (8.8A & B): Identifying the Electron (link)Identifying the Neutron (link)Identifying the Nucleus (link)

Show students the website: Atom Models(8.8A & B)

Suggested worksheets (8.8A & B): Reinforcement Worksheet 2 - Atomic Timeline Critical Thinking Worksheet 2 - Incredible Shrinking ScientistTexas Directed Reading Workbook: Worksheet 2 - Sections 1 & 2

Journaling - In their science journal, students create a concept map and write a summary of the concept. (8.8A & B)

Cornell Note Taking (link) (8.8A & B)

Suggested Homework for Concept Reinforcement(8.8A & B)

Evaluate Facilitate as students perform Making Models Lab (Made to Order) on

p. 50 - 51. Only do steps 1 - 5 in procedure. Ask students: What are the limitations of your model?(8.2C & D; 8.8A & B).

Have students write a simple description of an atom for somebody who knows nothing about atoms. (8.8A & B)

Students work in pairs to complete activity. Students should compare their models with that of other groups. (8.2C & D; 8.8A & B).

Along with the description, students should also use illustrations and diagrams. (8.8A & B)




http://www.lessonplanspage.com/ScienceEdibleAtomLab-ForPeriodicTableAtomsGoodIdea46.htm

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheNucleusW2.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheNeutronW2.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheElectronW2.wmv

http://www.davenport.k12.ia.us/young/images/Six.step.vocabulary.method.pdf



Vocabulary: (Pertinent to the learning – specific) atom electron nucleus proton atomic mass unit atomic number atomic mass neutron


8th grade textbookChapter 2 Sections 1 & 2

pp. 38 - 49

Suggested Labs, Investigations, Demonstrations (Textbook):Where Is It? p. 37Made to Order p. 50 - 51

Unit 1 Resource BookletReinforcement Worksheet 2 - Atomic TimelineCritical Thinking Worksheet 2 - Incredible Shrinking Scientist


Internet SitesAtom Models

Video ClipsParts of the AtomIdentifying the ElectronIdentifying the NeutronIdentifying the Nucleus



Students create a 3-part foldable with information and diagrams describing the different parts and structures of the atom. (8.8A & B)


Students figure out all atom distances and masses with a penny representing the mass and size of an electron. Have students create a model and present an oral presentation describing special features. (8.8A & B)


A certain atom has a nucleus containing six protons and eight neutrons and has six electrons orbiting the nucleus. This atom is a form of the element -

A silicon

B carbon

C magnesium

D calcium




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheNucleusW2.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheNeutronW2.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1IdTheElectronW2.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1PartsOfTheAtomW2.wmv

http://www.lessonplanspage.com/ScienceEdibleAtomLab-ForPeriodicTableAtomsGoodIdea46.htm









Weeks 3 & 4 - Lesson 2 - Understanding the Periodic Table (6 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What are the physical properties used to group elements on the periodic table?

How does the physical properties of an element relate to an element's position on the periodic table?

How are electrons arranged in energy levels? How would scientists decide the placement of a newly discovered

element on the periodic table?

The student can: classify substances by their physical properties (6.7B) recognize an element (7.7B) describe the physical properties of an element (7.7B) identify how physical properties are used to position

an element on the periodic table (7.7B)



Engage Facilitate as students perform Start-Up Activity (It's A Bird) on p.59

Ask students: If you were to use different properties for classifying birds, would your system be different? Explain.(8.2C & D; 8.9B)

Facilitate students as they group themselves based on physical appearance. Relate to students how this is similar to the periodic table in which elements are grouped based on similar properties. (8.9B)

Have students list the parts of an atom, describe the structure of an atom, and draw a diagram of an atom that shows where the protons, neutrons, and electrons can be found. (8.9B)

Students record their bird classification in their science journal. Students make a prediction about whether their system would help identify a new species of bird. Debrief with class.(8.2C & D; 8.9B)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class.(8.9B)

Explore Show students the following video clip (8.9B) -

History of the Periodic Table (link)

One For the Money (link) (Dana Center - Science Toolkit: TEKS Based Activities). Monitor as students use properties and critical attributes to group objects.. Ask students: How does the properties and critical attributes of metals compare to that of nonmetals? (8.2C & D; 8.9B)

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing (8.9B)

Students work in groups of 2 -3 to perform activity. In their science journal, students describe the characteristics each of the groups share and then relate that to the periodic table observing patterns that group them together. Students should explain why the periodic table is a system and the elements are subsystems. (8.2C & D; 8.9B)

SAISD © 2008-09 – First Grading Period (Weeks 3- 4) Science Grade 8- Initial Release Aug 08, V1 Page 19 of 50


http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_one_for_money.pdf

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1HistoryOfPeriodicTableW3.wmv


Faciltate as students perform Skill Builder Lab (Classifying Objects) on p. 72 - 73. Students should address the following questions:(1) How is your classification of your objects similar to and different from the periodic table of elements?(2) How is your experiment similar to Mendeleev's work? (8.9B)

Students record their analysis and conclusions in their science journal. Also, address questions posed by the teacher. (8.9B)

Explain Monitor as students read Chapter 3 - Section 1 (p. 60 - 63)

Ask students: (1) What are energy levels and valence electrons? (2) How does the number of valence electrons relate to an element's placement on the periodic table?(8.9B).

Show students the video clip (8.9 B): Valence Electrons (link) Reinforce atomic structure, energy levels, and valence electrons

(8.9B) Monitor as students read Chapter 3 - Section 2 (p. 64 - 71). Ask

students: (1) How are elements grouped on the periodic table? (2) What are the properties of the different groups? (8.9B)

Show students the following video clips (8.9 B): Al kali Metals (link)Alkaline Earth Metals (link)

Reading Comprehension Process (link)(8.9B).

Reading Comprehension Process (link)(8.9B).

Cornell Note Taking (link)

Elaborate Ask students the following questions about the periodic table (8.9B):

(1) Which elements have one valence electron?(2) What do bromine and mercury have in common?(3) Where do you find metalloids?(4) What elements would have properties similar to astatine?(5) How many valence electrons do the elements in Group 18 have?

Show students the following websites (8.9B)Element Math GameElement Flash Cards

Suggested worksheets (8.9B): Reinforcement Worksheet 3 - Which Group Are You In?Problem Solving Worksheet 3 - An Elemental DaydreamTexas Directed Reading Workbook: Worksheet 3 - Sections 1 & 2

Journaling - In their science journal, student should answer the questions and be able to discuss with the class. (8.9B):

Suggested Homework for Concept Reinforcement(8.9B)

Evaluate Have students fill in a blank periodic table with

the names and properties of the elements in the different groups. Students should note periodic trends and properties, such as reactivity and atomic mass. (8.9B)

Quiz with the following as possible questions (8.9B):(1) What are valence electrons?(2) How many electrons are found in the first three energy levels?(3) Which group contains the most reactive metals?(4) Which element does not fit with any group on the periodic table?

Students work individually to complete periodic table. (8.9B)

Journaling - Have students record their answers in their science journal. (8.9B):



http://education.jlab.org/elementflashcards/index.html

http://education.jlab.org/elementmath/index.html




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1AlkalineEarthMetalsW3.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1AlkaliMetalsW3.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1ValenceElectronsW3.wmv

Vocabulary: (Pertinent to the learning – specific) valence electrons alkali metals alkaline-earth metals halogens noble gases


8th grade textbookChapter 3

Sections 1 & 2pp. 60 - 71

Suggested Labs, Investigations, Demonstrations (Textbook):It's A Bird p. 59Classifying Objects p. 72 - 73

Unit 1 Resource BookletReinforcement Worksheet 3 - Which Group Are You In?Problem Solving Worksheet 3 - An Elemental Daydream


Internet SitesElement Math GameElement Flash CardsOne For the Money

Video ClipsHistory of the Periodic TableAlkali MetalsAlkaline Earth MetalsValence Electrons



Students color code a periodic table indicating the grouping of the elements based on similar physical properties. (8.9B)

Students observe the following elements: sulfur, helium, iron, aluminum, nitrogen, carbon copper, and silver. Students describe physical properties. Refer to a periodic table (p. 62-63) arrange elements as they appear on the periodic table. Student determine whether element is a metal or non-metal. (8.9B)

8th grade District Interim 200711th grade TAKS Release Test 2003



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1ValenceElectronsW3.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1AlkalineEarthMetalsW3.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1AlkaliMetalsW3.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1HistoryOfPeriodicTableW3.wmv

http://www.utdanacenter.org/sciencetoolkit/downloads/activities/8_one_for_money.pdf

http://education.jlab.org/elementflashcards/index.html

http://education.jlab.org/elementmath/index.html


Have students research how carbon's atomic structure allows carbon to react with other elements to make so many substances. (8.9B)

Have students pick two transition metals and research how the metals are obtained, how they are used, and what properties make them useful. (8.9B)









Week 4 - Lesson 3 - Chemical Reactions (2 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is a chemical reaction? What clues demonstrated that a chemical reaction has taken place? How do chemicals react to form a new substance? How can the rate of a chemical reaction be sped up or slowed down?

The student can: compare properties of the a new substance (chemical reaction) to that of the

original substance (6.7A) classify substances by their chemical properties (6.7B) identify examples of chemical phenomena (7.7A) demonstrate example of chemical phenomena (7.7A) recognize compounds (7.7C)



Engage Facilitate as students perform Start-Up Activity (A Model Formula) on p.

111. Ask students: How did this activity model a chemical reaction?(8.9A)

Pose the following question to the students (8.9A):What do baking bread, launching the space shuttle, and digesting food have in common?

Class discussion of models. (8.9A)

THINK-INK-PAIR-SHARE Students think about and record information in their science journal. Discuss with

their learning partner. Debrief with class. (8.9A):

Explore Facilitate as students perform Quick Lab (Reaction Ready) on p. 114.

Ask students: What evidence did you see that a chemical reaction took place? (8.2C & D; 8.9A)

Facilitate as students perform activity Chemical Reaction in a Bag (8.9A)

(link: Chemical Reaction)

Students record their observations in their science journal. (8.9A)

Students work in pairs and record their observations in their science journal. (8.9A)


students: (1) What is a chemical reaction? (2) What are clues that a chemical reaction took place? (8.9B)

Reinforce Clues to Chemical Reactions (figure 2 on p. 113).(8.9A)

Show students the following video clip (8.9 A):Compounds (link)

Reading Comprehension Process (link)(8.9B)




http://www.teachers.net/lessons/posts/108.html


Elaborate Have students list chemical reactions observed in their home. They

should include clues that indicated a chemical reaction was occurring. (8.9A)

Have students investigate chemical reactions involving metals - STC Properties of Matter: Lesson 23(8.2C & D; 8.9A)

Have students compare the mass of the reactants and the mass of the products in a chemical reaction - STC Properties of Matter: Lesson 25(8.2C & D; 8.9A)

Suggested worksheets (8.9A): Texas Directed Reading Workbook: Worksheet 5 - Section 1

Students record observations, analysis, and conclusions in their science journal. (8.9A)

Students work in groups of 3 - 4. Record data and reflections in science journal.(8.2C & D; 8.9A)

Students work in groups of 3 - 4. Record data and reflections in science journal.(8.2C & D; 8.9A)

Suggested Homework for Concept Reinforcement (8.9A)Evaluate

Ask students to conclude whether the following represents a chemical change. They should be able to provide an explanation of why or why not. (8.9A)Examples: (1) erosion of a riverbed by water(2) ice cream melting(3) cooking waffles(4) fireworks exploding(5) lighting a match(6) sanding a piece of wood(7) leaves changing color

Journaling - Have students record their answers in their science journal along with explanation. (8.9A)

Vocabulary: (Pertinent to the learning – specific) chemical reaction

Resources:

Holt Science & Technology


Section 1pp. 112 - 114

Standard Based Materials:Properties of Matter (STC)Lesson 23 - Inquiry 23.1 & 23.2Lesson 25 - Inquiry 25.1

Suggested Labs, Investigations, Demonstrations (Textbook):A Model Formula p. 111Reaction Ready p. 114

Texas Directed Reading Workbook - Worksheet 5 - Section 1Internet SitesChemical Reaction



http://www.teachers.net/lessons/posts/108.html

Video ClipsCompounds



Students create flash cards describing a clue to look for when a chemical reaction takes place (gas formation, solid formation, color change, energy change).(8.9A)


Students research the chemical reactants and products for the reactions that produce acid precipitation and ozone in the atmosphere. (8.9A)


8th TAKS Release Test 2006

10th TAKS Release Test 2003



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1CompoundsW4.wmv






Week 4 - Lesson 4 - Chemical Formulas & Equations (2 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How does a chemical equation represent the formation of new substances?

What do coefficients and subscripts in a chemical formula represent? How can the reactants and products in a chemical equation verify the

law of conservation of mass?

The student can: compare properties of the a new substance (chemical reaction) to that of the

original substance (6.7A) classify substances by their chemical properties (6.7B) identify examples of chemical phenomena (7.7A) demonstrate example of chemical phenomena (7.7A) recognize an element (7.7B) recognize compounds (7.7C)



Engage Have students view the following video clip (8.9C):

Chemical Formulas (link) Cornell Note Taking (link)

(8.9C)

Explore (1) Facilitate as students perform activity Balancing Chemical Equations

(8.9C):(link: Balancing Chemical Equations)Ask students: (1) How are elements represented in chemical formula/equation? (2) What is a subscript? (3) What is a coefficient?(2) Students perform Quick Lab (Mass Conservation) on p. 120. Ask students: (1) How does the mass of the bag and its contents (before the reaction) compare to the mass of the bag and its contents after the reaction?

Journaling - Have students record their answers in their science journal. (8.9C)

Explain Monitior as students read Chapter 5 - Section 2 (p. 115 - 120). Ask

students: (1) What is chemical formula?(2) What does a subscript represent?(3) What is chemical equation?(4) What are the parts of a chemical equation?(5) What is a coefficient?(6) Why is the law of conservation of mass important?(7) How is the law of conservation of mass reflected in a chemical equation? (8.9C)

Reinforce Chemical Formula of Different Substances (figure 4 on p. 115); The Parts of a Chemical Equation (figure 8 on p. 117); Mass is

Reading Comprehension Process (link)(8.9C)




http://www.middleschoolscience.com/balance.html



Conserved - It's a Law! (p. 120)(8.9C)

Students should be able to recognize a balanced equation, but they do not need to balance one. Review coefficients for this purpose. (8.9C)

Reinforce specific vocabulary pertinent to the learning (see box below)(8.9C)

Marzano's Six Steps to Effective Vocabulary Instruction (link)(8.9C)

Elaborate Have students view the video clip (8.9C):

Chemical Equations (link)

Suggested worksheets (8.9C): Reinforcement Worksheet 5 - A Case of BalanceTexas Directed Reading Workbook: Worksheet 5 - Section 2

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing

(8.9C) Suggested Homework for Concept Reinforcement

(8.9C)Evaluate

Have students determine the name and number of each type of atom in the following compounds (8.9C):

(1) C14H9Cl5

(2) C6H8O6

(3) C3H5N3O9

(4) C3H8O

(5) C10H14N2

Have students determine if the following equations are balanced (8.9C):

(1) Zn + 2HC ZnCl2 + H2

(2) Fe2O3 + C Fe + CO

(3) 2H2O2 2H2O + O2

(4) SO2 + O2 SO3



Vocabulary: (Pertinent to the learning – specific) chemical formula chemical equation reactant product law of conservation of mass




Suggested Labs, Investigations, Demonstrations (Textbook):Mass Conservation p. 120



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1ChemicalEquationsW4.wmv


Unit 1 Resource BookletReinforcement Worksheet 5 - A Case of Balance


Internet SitesBalancing Chemical Equations

Video ClipsChemical EquationsChemical Formulas



Have students create a concept map that shows all the components of the following equation (the reactants, the products, and the elements) and balance the equation. (8.9C)

C6H12 + O2 CO2 + H2O


Have students use an on-line MSDS database to determine the chemical formulas for ingredients in common household cleaning products. (8.9C) 8th grade District Interim 2007




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1ChemicalFormulasW4.wmv

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1ChemicalEquationsW4.wmv

http://www.middleschoolscience.com/balance.html





Science – 8th Unit of Study: Energy

First Grading Period – Week 5 - 6 (8 - 10 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

Heat may be transferred between substances through conduction, convection, and radiation and moves from warmer areas to cooler areas. Substances have their own unique properties including specific heat which can be used to determine specific uses.

Students understand the complex interactions which occur between matter and energy including specific heat, endothermic and exothermic reactions.


Con

cept

s

8. 10 The student knows that complex interactions occur between matter and energy.

(A) illustrate interactions between matter and energy including specific heat

(C) identify and demonstrate that loss or gain of heat energy occurs during exothermic and endothermic chemical reactions

” I CAN” statements highlighted in yellow and italicized should be displayed for students.I can:

apply the concept of specific heat in selecting materials for use including: aluminum pots and pans with wooden handles, water, soil (8.10A)

distinguish the difference between conduction, convection, and radiation (8.10A) identify and demonstrate an exothermic chemical reaction such as respiration (8.10C) identify and demonstrate an endothermic reaction such as cold packs (8.10C) explore how heat affects matter during a change of state (8.10A) illustrate interactions between matter and energy including graphing changes of state (8.10A)

Skill

s




(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data

8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

(B) extrapolate from collected information to make predictions

I can: evaluate evidence of specific heat and apply it to a real world situation such as selecting a cooking pan

(8.2C) communicate valid conclusions about specific heat and chemical reactions including endothermic and

exothermic reactions (8.2C) construct charts, tables, and graphs that illustrates the addition or subtraction of heat in a substance

(8.2E) analyze information in order to make predictions about the loss or gain of heat (8.4B)

Evidence of LearningSAISD © 2008-09 – First Grading Period (Weeks 5-6) Science Grade 8- Initial Release Aug 08, V1 Page 32 of 50


1. During a field investigation students will create a concept map showing how heat affects matter during a change of state and during a chemical change with at least 80% accuracy.

2. During a field investigation students will correctly identify endothermic and exothermic resources in everyday life with at least 80% accuracy.

SAISD © 2008-09 – First Grading Period (Weeks 5-6) Science Grade 8- Initial Release Aug 08, V1 Page 33 of 50


Science – 8th

Unit of Study: EnergyWeek 5 - Lesson 1 - Endothermic & Exothermic Reactions (4 days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What is the difference between endothermic and exothermic reactions? How is energy involved in a chemical reaction? How does matter and energy interact? In terms of heat, what happens when the ice in a glass of ice water

melts?

The student can: define energy (6.8A) identify energy transformations (6.9A) illustrate examples of potential and kinetic energy (7.8A) identify energy can be transferred (7.8B)



Engage Pose the following questions to the students (8.10C):

How is energy involved in a chemical reaction?

Reinforce specific vocabulary pertinent to the learning (see box below) (8.10C)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner.(8.10C)

Marzano's Six Steps to Effective Vocabulary Instruction (link) (8.10C)

Explore Facilitate as students perform Quick Lab (The Temperature Tells) on p.

121. Ask students: What evidence did you see that an exothermic reaction took place? (8.2C & D; 8.4B; 8.10C)

Facilitate as students perform Quick Lab (Endo Alert) on p. 122. Ask students: What evidence did you see that an endothermic reaction took place? (8.2C & D; 8.4B; 8.10C)

Students work in groups of 3 - 4 to perform activity. In their science journal, record data, analysis, and conclusions. (8.2C & D; 8.4B; 8.10C)



students: What is the difference between an exothermic and endothermic reaction? (8.10C)

Reinforce "Every Reaction Involves Energy" (p. 121 - 122)(8.10C)

Have students view the following video clip (8.10C):Endothermic & Exothermic Reactions (link)

Reading Comprehension Process (link) (8.10C)

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing (8.10C)




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1EndothermicExothermicW5.wmv



Elaborate Facilitate as students perform Quick Lab (Which is Quicker?) on p. 124.

Ask students: Which cup did the reaction happen at a faster rate? Explain. (8.2C & D; 8.4B; 8.10C)

Facilitate as students perform Quick Lab (I'm Crushed!) on p. 125. Ask students: Which cup did the reaction happen at a faster rate? Explain. (8.2C & D; 8.4B; 8.10C)

Reinforce "Factors Affecting Rates of Reactions" on p. 124 (8.10C)

Suggested worksheets (8.10C):Critical Thinking Worksheet 5 - Experimental DiscoveryTexas Directed Reading Workbook - Worksheet 5 - Section 3



Suggested Homework for Concept Reinforcement(8.10A)

Evaluate Have students conclude whether the following demonstrates an

endothermic or exothermic reaction (8.10C):(1) water boiling(2) a cold pack(3) a glow stick

Quiz with following as possible questions (8.10C)(1) What is the difference between an endothermic and exothermic reaction?(2) What is the law of conservation of energy?(3) How is this law demonstrated in a chemical reaction?(4) What factors affect the rate of a chemical reaction?

Journaling - Have students record their answers in their science journal along with explanation. (8.10C)

Journaling – Have students record their answers in their science journal. Debrief with class (8.10C)

Vocabulary: (Pertinent to the learning – specific) exothermic endothermic law of conservation of energy




Suggested Labs, Investigations, Demonstrations (Textbook):The Temperature Tells p. 121Endo Alert p. 122I’m Crushed p. 125Feel the Heat pp. 156-157

Unit 1 Resource BookletCritical Thinking Worksheet 5- Experimental DiscoveryTexas Directed Reading Workbook - Worksheet 5 - Section 3



Video ClipsEndothermic & Exothermic



Have students create a visual representation of the vocabulary pertinent to the learning. (8.10C)


Have students create a pamphlet entitle "How To Change Reaction Rates." (8.10C)

The type of chemical reaction that is demonstrated in the illustration above is -

A endothermic

B exothermic

C synthetic

D corrosive




http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1EndothermicExothermicW5.wmv





Science – 8th Unit of Study: Energy

Weeks 5 & 6 - Lesson 2 - Matter and Heat (6 days) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

What is heat? How does heat affect matter? What is the difference between conduction, convection, and radiation? What is specific heat capacity? In terms of heat, what happens when the ice in a glass of ice water

melts?

The student can: define energy (6.8A) identify energy transformations (6.9A) illustrate examples of potential and kinetic energy (7.8A) identify energy can be transferred (7.8B)



Engage Facilitate as students perform Start-Up Activity (Some Like It Hot) on p.

137. Ask students: (1)Did the temperature of all the materials feel the same? (2) Why do you think some materials felt warmer than others? (8.2C & D; 8.4B; 8.10A)

Students work in pairs to perform activity. In their science journal, record data, analysis, and conclusions. (8.2C & D; 8.4B; 8.10A)

Explore (1) Facilitate as students perform Quick Lab (Hot or Cold) on p. 138. Ask

students: Are your hands an accurate indictor of temperature? (8.2C & D; 8.4B; 8.10A)

(2) Facilitate as students perform Quick Lab (Heat Exchange) on p. 144. Ask students: How does the temperature compare to the time? (2) How does the energy transfer compare throughout the activity? (8.2C, D & E; 8.4B; 8.10A)

Students work in groups of 2 - 3 to perform activity. In their science journal, record observations, conclusions, and explanations. (8.2C & D; 8.4B; 8.10A)

Students work in groups of 2 - 3 to perform activity. In their science journal, plot the data, analysis, and conclusions. (8.2C & D; 8.4B; 8.10A)

Explain (1) Monitor as students read Chapter 6 - Section 1 (p. 138 - 141). Ask

students: What is temperature? (2) How is temperature related to kinetic energy?(8.10A)

(2) Monitor students read Chapter 6 -Section 2 (p. 142 - 149). Ask students: (1) What is heat? (2) What is the difference between conduction, convection, and radiation? (3) What is specific heat capacity? (8.10A)

Reinforce conduction, convection, radiation (p. 144 - 145) & specific heat capacity (p. 145 - 146). (8.10A)

Monitor students read Chapter 6 - Section 3 (p. 150 - 152). Ask students: (1) How does a change of state occur? (2) How can changes of state be graphed? (8.10A)

Reading Comprehension Process (link) (8.10A)









Reinforce changes of state & graph on p. 151. (8.10A)

Have students view the video clip - Heat (link) (8.10A)

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing (8.10A)

Elaborate Facilitate as students perform Design Your Own Lab (Save the Cube!)

on p. 660. (8.2C & D; 8.4B; 8.10A)

Facilitate as students perform Making Models Lab (Counting Calories) on p. 661.(8.2C & D; 8.4B; 8.10A)

Suggested worksheets (8.10A):Reinforcement Worksheet 6 - Energy on the MoveCritical Thinking Worksheet 6 - Try and Try AgainTexas Directed Reading Workbook - Worksheet 6 - Sections 1, 2 3

Students work in groups of 2 - 3 to perform activity. Students record in their science journal the scientific method used including analysis and conclusions. (8.2C & D; 8.4B; 8.10A)

Students work in groups of 2 - 3 to perform activity. Students record in their science journal the scientific method used including analysis and conclusions. (8.2C & D; 8.4B; 8.10A)

Suggested Homework for Concept Reinforcement (8.10A)

Evaluate Facilitate as students perform Discovery Lab (Feel the Heat) on p. 156 -

157. Ask students: Would it be better to have pots and pans made form a material with a high or low specific heat capacity? Explain. (8.2C & D; 8.4B; 8.10A)

Quiz with the following as possible questions (8.10A):(1) What do most substances do when cooled?(2) What is heat?(3) What is specific heat capacity?(4) How are temperature and heat different?(5) Why doesn't the temperature of the a substance change during a change of state?

Students work in groups of 2 - 3 to perform activity. Students record in their science journal the scientific method used including analysis and conclusions. Debrief with class.

(8.2C & D; 8.4B; 8.10A)

Journaling - Have students record their answers in their science journal. Debrief with class. (8.10A)

Vocabulary: (Pertinent to the learning – specific) temperature kinetic energy heat conduction convection radiation specific heat capacity change of state



Sections 1 2, 3, pp. 138 - 152

Suggested Labs, Investigations, Demonstrations (Textbook):Some Like It Hot p. 137Hot or Cold p. 138Save the Cube! p. 660Counting Calories p. 661

Unit 2 Resource Booklet



http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1HeatW5.wmv

Reinforcement Worksheet 6 - Energy on the MoveCritical Thinking Worksheet 6 - Try and Try Again

Texas Directed Reading Workbook - Worksheet 6 - Sections 1, 2 3

Video ClipsHeat



Have students observe how heat affects matter during a change of state and during a chemical change and create a concept map illustrating observations. (8.10A)


Have students observe how heat affects matter during a change of state and during a chemical change and create a concept map illustrating observations. (8.10A)





http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/Gr8/videos/1HeatW5.wmv





Science – 8th Unit of Study: Force & Motion

First Grading Period – Weeks 7 - 8 (8 - 10 days) CURRICULUM OVERVIEWBig Idea Unit Rationale

Objects at rest or traveling at a constant speed will remain as they are unless acted upon by a force. A graph is a visual representation of motion. Waves are generated when a source of energy causes the matter in a medium to vibrate and waves behave differently when traveling through different media.

Students demonstrate how unbalance forces cause change in the speed and direction of an object’s motion. Students also recognize that waves are generated and travel through medium.


Con

cept

s

8.7 The student knows that there is a relationship between force and motion.

(A) demonstrate how unbalanced forces cause changes in the speed or direction of an object’s motion

(B) recognize that waves are generated and can travel through different media

” I CAN” statements highlighted in yellow and italicized should be displayed for students.I can:

demonstrate how an unbalanced force can change the speed or direction of an object (8.7A) use graphs to find average speed and motion (8.7A) demonstrate the role of density in an object's ability to float (8.7A) predict whether an object will float or sink in a fluid (8.7A) explain the effect of balanced and unbalanced forces on objects in water (8.7A) apply motion to waves (8.7B) recognize that waves are generated and can travel through different media (8.7B) investigate the movement of waves (8.7B) explain how waves are formed, the motion of waves and the medium in which waves travel (8.7B) distinguish between waves that require a medium and waves that do not require a medium and how waves

transfer energy without transferring matter (8.7B) illustrate the three types of waves: longitudinal, transverse, and surface (8.7B) explore amplitude, wavelength, and frequency (8.7B)

Skill

s




(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data

I can: analyze graphs in order to find average speed and motion (8.2C) communicate valid conclusions about the speed and directions of an object's motion (8.2D) construct graphs in order to demonstrate motion (8.2E) analyze waves and classify them into groups, such as longitudinal or compressional (8.2C) communicate valid conclusions about waves (8.2D)

Evidence of Learning1. With markers, construction paper, yarn, glue, and scissors, students will illustrate the three types of waves: longitudinal, transverse, and surface. Students will label their

waves and the medium (if any) through which the waves move. Also, label parts and characteristics of the wave with at least 80% accuracy.2. Given different materials students will correctly calculate the density of the various objects with at least 80% accuracy.3. Given a set of data students will correctly interpret the motion of an object using graphs and can correctly calculate the speed of an object with at least 80% accuracy.



Science – 8th

Unit of Study: Force & MotionWeek 7 - Lesson 1 - Unbalanced Forces (5 days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What is an unbalanced force? How does an unbalanced force cause change in the speed or direction

of an object's motion? How can graphs be used to find the speed and motion of an object? What is density? What is the role of density in an object's ability to float?

The student can: describe changes in position, direction, or speed of an object (6.6A) demonstrate that changes in motion can be graphically represented (6.6B) demonstrate the basic relationship between force and motion using simple machines

(7.6A) demonstrate Newton's first law of motion (7.6B)



Engage Pose the following questions to the students: (1) Which of the

following objects will float in water: a rock, an orange, a screw, a quarter, a candle, a plastic-foam "peanut," and a chalkboard eraser? (2) How can a person change the speed or direction of an object? (8.7A)

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class.

(8.7A)

Explore Facilitate as students perform the Quick Lab (Oh Buoy!) on p. 516. Ask

students:How do balanced and unbalanced forces determine if an object sinks or floats? (8.2C & D; 8.7A)

Facilitate as students perform the Quick Lab (Ship-Shape) on p. 517. Ask students: How does the shape of an object affect its buoyancy? (8.2C & D; 8.7A)

Have the students do the worksheet - Forces (link)(8.2C, D E; 8.7A)

Students work in pairs to perform activity. In their science journals, students record steps of the scientific method including analysis and conclusions. (8.2C & D; 8.7A)

Students work in pairs to perform activity. In their science journals, students record steps of the scientific method including analysis and conclusions. (8.2C & D; 8.7A)


students: (1) What is an unbalanced force? (2) How is density calculated? (3) How can you determine if an object will sink or float? (8.7A)

Have students view the following power points (8.2C, D E; 8.7A):Forces & Motion in Review (link)Representing Motion in Graphs (link)

Reading Comprehension Process (link)(8.2C, D E; 8.7A):

Cornell Note Taking (link) (8.7A)





http://science-class.net/PowerPoints/motion_graphs_files/frame.htm

http://science-class.net/PowerPoints/forceandmotion_files/frame.htm

http://science-class.net/Lessons/Physics/Force_Motion/forces_wsREG_V2.pdf


Elaborate Facilitate as students perform Skill Builder Lab (Fluids, Force, and

Floating) on p. 524 - 525. Ask students: (1) How does the buoyant force differ between the trials? (2) What happens when you add more mass to the pan? (8.2C & D; 8.7A)

Suggested worksheets (8.7A): Texas Directed Reading Workbook: Worksheet 19 - Section 2

Student work in groups of 3 - 4. In their science journal, students record the procedure, analysis, and conclusions. (8.2C & D; 8.7A)

Suggested Homework for Concept Reinforcement(8.7A)

Evaluate Quiz with following as possible questions (8.7A) (1) How can you find the buoyant force acting on an object? (2) What factors determine how heavy an object can be and still float? (3) What happens when you place an object that has exactly the same

density as water in water? (4) How does an unbalanced force affect the speed or motion of an

object?

Journaling - Have students record their answers in their science journal. Debrief with class. (8.7A)

Vocabulary: (Pertinent to the learning – specific) buoyant force unbalance force density volume mass



Section 2 pp. 514 - 518

Suggested Labs, Investigations, Demonstrations (Textbook):Oh, Buoy! p. 516Ship Shape p. 517Fluids, Force, and Floating p. 524 - 525






Have students create a density column with molasses, cooking oil, and water. Have students insert several different objects into the density column. Discuss the concept of buoyant force and unbalanced forces. Have students fill in information about their investigation using sentences already written by the teacher, or use a graphic organizer to record their observations. (8.7A)


Have students investigate the physical adaptations that enable sea organisms to utilize buoyant force. (8.7A)









Science – 8th

Unit of Study: Force & MotionWeek 8 - Lesson 2 - Waves (5 days) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills How are waves generated? What waves require a medium and what waves do not? What is the difference between a transverse and longitudinal wave? What are the properties of waves? How do waves transfer energy without transferring matter?

The student can: describe changes in position, direction, or speed of an object (6.6A) demonstrate that changes in motion can be graphically represented (6.6B) demonstrate that objects remain at rest or maintain inertia in a straight line if not

subjected to an unbalanced force (7.6B)



Engage Facilitate as students perform Start-Up Activity (Energetic Waves) on p.

165. Ask students: (1) Which direction does the wave move? (2) Where does the energy of the wave come from? (8.2C & D; 8.7B)

Pose the following question to the students (8.7A):o What do you think of when you hear the word wave? What are some

examples of waves you have seen?

THINK-INK-PAIR-SHAREStudents think about and record information in their science journal. Discuss with their learning partner. Debrief with class.(8.2C & D; 8.7B)

JournalingIn their science journal, students write a brief description of what they think a wave is and describe a time they might have experienced a wave. (8.7B)

Explore (1) Facilitate as students perform Quick Lab (Making Waves) on p. 167.

Ask students: (1) Did the cork move with the wave? (2) What medium is the wave moving through? (8.2C & D; 8.7B)

(2) Facilitate as students perform Quick Lab (Springy Waves) on p. 173. Ask students: What happens to the wavelength when the spring is moved at a different speed? (8.2C & D; 8.7B)

Students perform activity in groups of 2 - 3. In their science journal, record observations and answer questions. (8.2C & D; 8.7B)

Students perform activity in groups of 2 - 3. In their science journal, record observations and answer questions. (8.2C & D; 8.7B)

Explain Monitor as students read Chapter 7 - Sections 1, 2, & 3 (166 - 179). Ask

students: (1) What is a medium? (2) How do transverse waves differ from longitudinal waves? (3) What are the parts of a wave? (4) What are three types of wave interactions? (8.7B)

Reinforce Types of Waves (p. 169 - 170) and Properties of Waves - amplitude, wavelength, frequency (p 172 - 173)(8.7B)

View the website - Waves (8.7B)

Reinforce specific vocabulary pertinent to the learning (see box below) (8.7B)

Reading Comprehension Process (link)(8.7B)

3-2-1 Process - Students… write 3 thing they know write 2 questions 1 paragraph summarizing (8.7B)

Marzano's Six Steps to Effective Vocabulary Instruction (link) (8.7B)

ElaborateSAISD © 2008-09 – First Grading Period (Weeks 7-8) Science Grade 8- Initial Release Aug 08, V1 Page 47 of 50




http://members.aol.com/nicholashl/waves/waves.htm


(1) Have students create a concept map of longitudinal and transverse waves using the following terms (8.7B): compressions, rarefactions, crests, troughs

(2) Have students create a concept map explaining how amplitude and frequency are related to the energy of a wave. (8.7B)

Suggested worksheets (8.7 B): Reinforcement Worksheet 7 (Getting the Same Frequency & Makin' Waves)Critical Thinking Worksheet 7 - The Case of the Speeding TicketTexas Directed Reading Workbook: Worksheet 7 - Sections 1, 2, & 3

Journaling –Students create concept map in their science journal. (8.7B)

Journaling -Students create concept map in their science journal. (8.7B)

Suggested Homework for Concept Reinforcement(8.7B)

Evaluate Facilitate as students perform Discovery Lab (Wave Energy and Speed)

on p. 180 - 181. Ask students: (1) Do waves created by a large disturbance carry more energy than waves created by a small disturbance? (2) Do waves created by a large disturbance ravel faster than waves created by a small disturbance? (8.2C & D; 8.7B)

Have students illustrate the three types of waves - longitudinal, transverse, and surface. They should label the parts of the waves and the medium (if any) which the waves move. (8.7B)

Quiz with the following as possible questions (8.7B): (1) What does a wave carry? (2) What type of wave does not require a medium? (3) What are the two types of waves? (4) What are the properties of waves?

Students perform activity in groups of 2 - 3. In their science journal, record scientific method used including hypothesis, analysis, and conclusions. (8.2C & D; 8.7B)

Students use paper, yarn, glue, and scissors to construct waves. (8.7B)

Journaling - Have students record their answers in their science journal. Debrief with class. (8.7B)

Vocabulary: (Pertinent to the learning – specific) wave medium transverse wave longitudinal wave amplitude wavelength frequency wave speed reflection refraction diffraction interference

Resources:

Holt Science & Technology


Sections 1, 2 & 3 pp. 166 - 179

Suggested Labs, Investigations, Demonstrations (Textbook):Energetic Waves p. 165Making Waves p. 167Springy Waves p. 173Wave Energy and Speed pp. 180-181

Unit 2 Resource Booklet Reinforcement Worksheet 7 - Getting the Same Frequency & Makin' WavesCritical Thinking Worksheet 7 - The Case of the Speeding Ticket

Texas Directed Reading Workbook - Worksheet 7 - Sections 1, 2, & 3



Internet SitesWaves



Have students use yarn models of transverse waves to explore how amplitude, frequency, and wavelength are related. (8.7B)


Have students use the library or internet to research AM and FM radio waves, specifically wave interactions. (8.7B)


Scientists are preparing to launch a satellite into outer space. Which type of wave will the scientists be able to use to communicate with the satellite?F Radio wavesG Sound wavesH SonarJ Electricity





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