Science 2nd Nine Weeks Grade 8

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Science 2nd Nine Weeks Grade 8

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science 2nd Nine Weeks Grade 8

Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science 2nd Nine Weeks Grade 8

Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

Purpose of the Science Curriculum MapsThe Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing grade level expectations of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, they serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students.

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Science 2nd Nine Weeks Grade 8

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Standard 9: Matter (2 weeks)GLE 0807.9.1 Understand that all matter is made up of atoms.

Scaffolded (Unpacked) Ideas

1. All substances are composed of one or more of approximately one hundred elements.

2. Elements are substances composed of a single kind of atom.

GLE 0807.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Recognize that all matter consists of atoms.

Identify atoms as the fundamentalparticles that make up matter.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Counting molecules and atoms p. 5 Atomic size in picometers p. 10 Surface tension p.11

Labs:Investigating matter through inquiry - opportunities for student reading and writing, additional activities, and more extensive teacher background information.Informational text - Compound or poison – Readworks article 1240L

Videos:https://www.youtube.com/watch?v=R1RMV5qhwyE- A good video explaining atomic structure & molecules formation.Lessons:ACS lesson about density of liquids: Students will observe three household liquids stacked on each other and conclude that their

Academic vocabulary: atom, states of matter, solid, liquid, viscosity, surface tension, gas

**(For academic vocabulary, use one of Marzano’ s high yield instructional strategies)**

Performance task: Investigate what would happen to the length of a rubber band as more and more rings were hung on it. (Science Practice 3) Literacy RST 6-8.3

Performance task: Draw a Venn diagram in your science journal and fill in the characteristics of the states of matter. Describe how the states differ. (Science Practice 8) Literacy RST 6-8.2

Performance task: Apply content knowledge about the phases of matter to observations and problems from everyday life. (Science Practice 6) Literacy RST6-8.1

Performance task: Examine drops of water on several materials used on the outside of buildings (preferably your home or school). (Science Practice 3) Literacy RST

Performance task: Create a visual-aid storyboard to show ice changing to steam. There should be a minimum of five frames. (Science Practice 2) Literacy RST 6-8.2

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

densities must be different. They will predict the relative densities of the liquids and then measure their volume and mass to see if their calculations match their observations and predictions. http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson5

Additional resources:

Review the particle theory of states of matter at the following website: http://www.chem.purdue.edu/gchelp/atoms/states.html

Assessments:

Measuring Matter Brain Pop http://glencoe.mcgraw-hill.com/sites/dl/free/0078802482/161752/00076709.html

Community connections:

Pink Palace Field trips: Permanent exhibit Lab or theater program

Pink Palace Museum Outreach

Science fair/Challenge ideas:Water quality with Science Olympiad

Standard 9: Matter (2 weeks)

GLE 0807.9.2 Explain that matter has properties that are explained by the structure and arrangement of its atoms.

GLE 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a

Compare the particle arrangement and type of particle motion associated with different states of matter.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Academic Vocabulary: density, volume, Boyle’ law, Charles’ law, thermal energy, temperature, heat, pressure, buoyant force, Archimedes; principle, Pascal’s principle

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Scaffolded (Unpacked) Ideas

1. Elements are substances composed of a single kind of atom.

phenomenon.Apply an equation to determine the density of an object based on its mass and volume.

Illustrate the particle arrangement and type of motion associated with different states of matter.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Boyle’s gas law p. 3 Buoyancy p. 4 Density p.9 Volume of a cylinder p. 14

Labs:Reading a Triple Beam Balance Tutorial http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH202

Why do things float? This is a density and buoyancy Glencoe virtual lab. http://glencoe.mcgraw-hill.com/sites/dl/free/0078741858/365081/CT01.html

Informational text:Einstein - from newsEla 1150L

Videos:Mixtures Study Jams Video and Quiz http://studyjams.scholastic.com/studyjams/jams/science/matter/mixtures.htm

Lessons:American Chemical Society (ACS) Lesson about Density:

Performance task: Design an experiment that uses Archimedes’ principle to determine the size of ship needed to carry a given amount of cargo in such a way that the top of the ship is even with the surface of the water. (Science Practice 3) Literacy RST 6-8.2

Performance task: Observe the relationship of temperature to environmental conditions and write a summary. (Science Practice 6) Literacy RST 6-8.1

Performance task: Spray deodorizer or fan food flavoring from on corner of the room into the air. Discuss a possible model that would explain why different students smelled the deodorizer at different times. Science Practice 3 and 6) Literacy RST

Performance tasks: Research the theory of gas being a liquid. Present your research to the class in the form of an oral presentation. (Science Practice 4) Literacy RST 6-8.1

Performance task: Create a graphic organizer in which you describe the properties and characteristics of each law and principle in this unit. Have at least two examples from each and write application of it found in nature. (Science Practice 4) Literacy RST 6-8.1

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Students will be able to calculate the density of different cubes and use these values to identify the substance each cube is made of. Students will be able to explain that the size, mass, and arrangement of the atoms or molecules of a substance determine density. http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson1

ACS lesson about density of solids: Students will investigate a wax candle and a piece of clay to understand why the candle floats and the clay sinks even though the candle is heavier than the piece of clay. Students will discover that it is not the weight of the object, but its density compared to the density of water, that determines whether an object will sink or float in water. http://www.middleschoolchemistry.com/lessonplans/chapter3/lesson4

Additional resources:Online tutorial including calculations on density of solids:

Online tutorial including calculations on density of liquids: http://www.edinformatics.com/math_science/dens_liquid.htm

Assessments:Online general chemistry contains lecture notes, quizzes, and links to additional websites for learning or reviewing compounds and molecules. http://antoine.frostburg.edu/chem/senese/101/compounds/index.shtml

Community connections:Pink Palace Field trips:

Pink Palace Museum Outreach: Suitcase exhibit (free)-

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Water on wheels (University of Memphis)

Science fair/STEM challenges:Density Column Inquiry Challenge http://www.carolina.com/teacher-resources/Interactive/density-column-inquiry-challenge/tr10635.tr

Standard 9: Matter (2 weeks)

GLE 0807.9.3 Interpret data from an investigation to differentiate between physical and chemical changes.

Scaffolded (Unpacked) Ideas

1. The physical and chemical properties of substances are explained by the structure of atoms and molecules.

2. Heating and cooling can cause changes

GLE 0807.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

Identify the common outcome of all chemical changes.

Interpret the results of an investigation to determine whether a physical or chemical change has occurred.

Measure or calculate the mass,volume, and temperature of a givensubstance.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Chemical and physical changes p. 7 Physical properties of matter p. 8

Labs:http://vital.cs.ohiou.edu/steamwebsite/downloads/ChangeLab.swf

Informational text:http://www.readworks.org/passages/zebra-mussels-and-hudson-river - from Readworks 1225L

Academic vocabulary: change of state, chemical change, physical change, diffusion, melting, freezing, vaporization, condensation, boiling, sublimation

Performance task: Read “Why leaves turn color in the fall”- **8th grade ELA map) for noting the effects of changes in matter (Science Practice 7/Literacy RST 6-8.1)

Performance task: Assume that a beach ball is the same size and volume as a basketball. Which do you think contains more particles of air? Explain your answer. Exchange responses with a classmate and discuss the similarities and differences. (Science Practice 7) Literacy RST 6-8.2

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

in the properties of a material, but not all materials respond in the same way.

Videos:https://www.youtube.com/watch?v=gCbqjs-pqJo

Lessons:If you've been assigned to teach principles of chemistry, but haven't studied the topic recently (or perhaps ever!) consult the following website and select the topics for review: http://www.inquiryinaction.org/chemistryreview/

Assessments:http://www.edinformatics.com/math_science/a_p_chem.htm

Community connections:The University of MemphisMud IslandMemphis Botanic garden

Science fair/STEM challenges:Bio-process lab with Science Olympiad

Standard 9: Matter (2 weeks)

GLE 0807.9.4 Distinguish among elements, compounds, and mixtures.

Scaffolded (Unpacked) Ideas

GLE 0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon.

Classify common substances as elements or compounds based on their symbols or formulas.Differentiate between a mixture and a compound.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be

Academic Vocabulary: element, pure substance, compound, mixture, chemical symbol, chemical formula, isotope

Performance task: Read “Global water crisis” found in the ELA textbook and write a summary on the relativeness to the unit that you’re currently studying in science (Science practice 7) Literacy

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

1. Elements are substances composed of a single kind of atom.

2. Compounds are substances composed of two or more atoms of two or more different elements.

3. Elements and compounds have physical and chemical properties that can be described and/or measured.

4. Acids are a class of compounds that have a sour taste, cause certain changes to acid/base indicators, and react with bases to produce a salt and water.

recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Identifying and naming isotopes p. 6

Community connections:Water on wheels (University of Memphis)Pink Palace Field trips:

Permanent exhibit Lab or theater program

Pink Palace Museum OutreachSchering Plough/Merck

Science fair/Challenge ideas:Physical science lab with Science Olympiad

RST 6-8.1

Performance task: Write an essay that describes why you can step out of the shower into a warm bathroom and begin to shiver. (Science Practice 6) Literacy RST 6-8.2

Performance task: Create a Venn diagram that illustrates the differences between homogeneous and heterogeneous mixtures (Science Practice 2) Literacy RST

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Standard 9: Matter (1 week)

GLE 0807.9.6 Use the periodic table to determine the characteristics of an element.

Scaffolded (Unpacked) ideas

1. The Periodic Table organizes elements into families that have similar properties.

2. Metals are a class of elements that conduct heat and electricity and interact with non-metals to produce salts.

GLE 0807.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.

Use the periodic table to determine the properties of an element.

Identify the atomic number,atomic mass, number of protons, neutrons, and electrons in an atom of an element using the periodic table.

Tennessee Holt Science and Technology TE, Chapter 8, Section 1: Three States of Matter and Section 2: Behavior of Gases and Section 3: Changes of State p. 208 - 223

Glencoe Tennessee Science 8; Chapter 6 p. 152-183.

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Mendeleev’s periodic table p.13

Community connections:

Pink Palace Field trips: Permanent exhibit Lab or theater program

Pink Palace Museum OutreachBuckman laboratoryMedtronicScience fair/Challenge ideas:

Academic Vocabulary: electron, element, neutral, neutron, periodic table, proton, symbol, atomic mass, atomic number, metal, nonmetal, metalloid

Performance task: Choose something in your world that exhibits periodic behavior. State what it is and explain in what way it demonstrates periodicity. (Science Practice 2) Literacy RST 6-8.2

Performance task: Create a periodic table with imaginary elements of various physical and chemical properties. Use the repeating pattern to predict the properties and placement of an unknown element. Science Practice 3) Literacy RST

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Science 2nd Nine Weeks Grade 8

State Standards Embedded Standards Outcomes Content Connections

Participate in University of Memphis E-day

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