Camden-Rockport Middle School

Home of the Schooners

Science
Grade 8
 
Description:

COURSE/SUBJECT TITLE: Physical Science

LENGTH OF COURSE: Full Year (60/65 minutes every other day)

COURSE DESCRIPTION: This is an introductory physical science course for 8th grade students.  It has been designed to help students develop a deeper understanding of the field of science and the physical world.  The course is divided into three major topics: the Nature of Science, Matter, and Motion.  Students will delve into what it means to do scientific research, how to interpret, analyze, and present data, what atoms are and how elements differ, types of energy and energy transfers, forces, motion, and vectors.  The course is designed to build on students' prior knowledge while preparing them for success in science at the high school level.

ESSENTIAL OUTCOMES:

REPORTING STANDARD:  Scientific Content - Matter and Motion

  1. Students will describe that all matter is made up of atoms in a variety of arrangements.

  2. Students will describe that atoms of any element are alike, but also different, in terms of their characteristics and attributes, and that the Periodic Table groups elements according to their similarities.

  3. Students will use the idea of atoms to explain the conservation of matter.

  4. Students will describe the difference between physical and chemical change and explain the relationship of the motion of atoms and molecules to the states of matter for gases, liquids, and solids.

  5. Students will explain that energy appears in different forms (heat, chemical, mechanical), that heat energy is the disorderly motion of molecules, and that heat can be transferred from one object to another.

  6. Students will use examples of energy transformations from one form to another to explain that energy cannot be created or destroyed.

  7. Students will explain wavelength, amplitude, and periodicity in waves and how this affects human experience of light and sound.

  8. Students will explain and apply an understanding of the relationships between mass, distance, velocity, and acceleration.

  9. Students will describe and apply an understanding of the effects of multiple forces on an object, and how unbalanced forces will cause changes in the object's speed or direction.

  10. Students will describe and apply an understanding of how the gravitational force between any two objects would change if their mass or the distance between them changed.

REPORTING STANDARD: Scientific inquiry, lab and equipment skills

  1. Students will follow precisely a multistep procedure when carrying out experiments and technical tasks.

  2. Students will describe the importance of evidence and reasoning in inquiry to defend or reject scientific hypotheses.

  3. Students will explain how to design an experiment including the stages of problem identification, experimental design and implementation, including the use of charts, graphs and other figures to evaluate and communicate findings.

  4. Students will identify appropriate conclusions of scientific investigations and sources of error.

  5. Students will explain that scientific theories are subject to modification as new information challenges prevailing theories.

  6. Students will compare and contrast the information gained from experiments, simulations and multimedia sources with that gained from reading a text on the same subject.

REPORTING STANDARD: Reading and Writing

  1. Students will write arguments and informative/explanatory essays or constructed responses based on scientific content, supported by specific evidence based on informational texts.

  2. Students will produce clear and coherent writings that exhibit organization, attention to audience, and evidence of editing.

  3. Students will conduct short research projects using multiple print and digital resources, taking concise and relevant notes, and citing resources correctly.

  4. Students will present information making use of available technologies.

  5. Students will be able to evaluate a text by:

  • Summarizing the central ideas

  • Identifying supporting details

  • Evaluating the point of view, structure, and validity

  1. Students will understand content-specific vocabulary.

  2. Students will understand the connection between a text and visual information (charts, graphs, maps, etc.).

KEY VOCABULARY:

Acceleration

Energy

Mixture

Amplitude

Exothermic

Molecule

Atom

Force

Neutron

Bias

Friction

Period

Compound

Gravity

Potential energy

Constraints

Heat

Proton

Criteria

Independent Variable

Reliability

Dependent Variable

Inertia

Uncertainty

Electron

Interpretation

Variation

Element

Kinetic Energy

Vector

Endothermic

Mass

Volume

   

Wave

EVIDENCE/ASSESSMENTS:

Daily discussions/in class investigations

Lab reports

Ongoing formative assessments

Summative assessments

Group and individual based projects

Oral and written presentations

TEXTS AND OTHER RESOURCES:

Textbook: Force, Motion, Energy, by Uri Haber-Schaim

Project Based Inquiry Science units:  Discovering Science and Air Quality

Individual handouts and readings

Technology based sites

Various Websites

Revised 8/12

 

 
Outcomes: