curriculum guide 2016/2017 - greeleyschools.org · curriculum guide 2016/2017 . ... formal lab...
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Revised May 2016
UNIT 1 (6 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear
reactions
Grade Level Expectation 4. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density (6 th)
Big Idea UNDERSTANDING MATERIALS SCIENTIFICALLY End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard
Focus
Reading/writing Focus Cross Content
Connection
a. Explain that the mass of an object does not change, but its weight changes based on the gravitational forces acting
upon it (DOK 1) b. Predict how changes in
acceleration due to gravity will affect the mass and weight of an object (DOK 1-2)
c. Predict how mass, weight, and volume affect density (DOK 1-2)
d. Measure mass and volume, and use these quantities to calculate density (DOK 1)
e. Use tools to gather, view, analyze, and report results for scientific investigations about
the relationships among mass, weight, volume, and density (DOK 1-2)
d. Measure mass and volume, and use these quantities to calculate density (DOK 1)
1. Calculate the density of a sample, predict its
ability to float or sink in a l iquid of known density, design and perform the experiment, and justify
discrepancies in the experimental outcome. (DOK 1-4)
2. Ask testable questions and make a falsifiable hypothesis
about density and design an inquiry based method to find an answer. (DOK 2-4)
1. Calculate the density of a sample, predict its ability to float or sink in a l iquid
of known density, design and perform the experiment, and
justify discrepancies in the experimental outcome. (DOK 1-4)
2. Ask testable questions and make a falsifiable hypothesis about density and
design an inquiry based method to find an answer. (DOK 2-4)
3. Select proper tools to measure the mass and volume of
an object and use appropriate units. (DOK 1-2)
RST.6-8.3 Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks. RST.6-8.9 Compare and contrast
the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the
same topic.
WHST.6-8.7 Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow
for multiple avenues of exploration.
Scientific Lab Write Up (see attached format: modified format adopted by high school as standard lab write up), Suggested
Graphing Tool (see attached), Chaining Conversions Instructions (see attached)
Revised May 2016
UNIT 1 (6 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear
reactions
Grade Level Expectation 1. Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities (7th)
Big Idea UNDERSTANDING MATERIALS SCIENTIFICALLY End of unit Performance
Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus Reading/writing Focus Cross Content Connection
a. Identify properties of substances in a mixture that could be used to separate
those substances from each other (DOK 1)
b. Develop and design a scientific investigation to separate the components of a mixture (DOK 2-4)
b. Develop and design a scientific investigation to separate the
components of a mixture (DOK 2-4)
1. Ask testable questions and make a falsifiable hypothesis about using properties in
perform separations, and design a method to find an answer. (DOK 2-4)
3. Share experimental data, and respectfully
discuss inconsistent results. (DOK 2-3)
1. Ask testable questions and make a fa lsifiable hypothesis about using properties in perform separations, and des ign a method to find
an answer. (DOK 2-4)
2. Eva luate and cri tique
experimental procedures des igned to separate
mixtures. (DOK 2-3) 3. Share experimental data, and respectfully
discuss inconsistent results. (DOK 2-3)
4. Describe several ways in which scientists would s tudy mixtures,
and suggest ways that this has contributed to
our understanding of materials. (DOK 1-2)
RST.6-8.5 Analyze the structure an author
uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic.
RST.6-8.6 Analyze the author’s purpose in providing
an explanation, describing a procedure, or
discussing an experiment in a text.
WHST.6-8.2 Write informative/explanatory
texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes. a.Introduce a topic
clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding
comprehension. b. Develop the
topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or
Scientific Lab Write Up (see attached format: modified format adopted by high school as standard lab write up), Suggested Graphing Tool (see attached), Chaining Conversions Instructions (see attached)
Revised May 2016
other information and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the relationships among
ideas and concepts. d. Use precise
language and domain-specific vocabulary to
inform about or explain the topic.
e.Establish and
maintain a formal style and objective tone.
Provide a concluding
statement or section that follows from and supports the information or
explanation presented.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: UNDERSTANDING MATERIALS SCIENTIFICALLY Timeline: UNIT 1 UNIT 1 (~5 weeks) 8/19/16-9/23/16 TEST CLOSE 9/30/16
Standard: Physical Science Standard 1
Grade Level Expectation: 4. Distinguish among, explain, and apply the relationships among mass, weight, volume, and density (6 th) Grade Level Expectation: 1. Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities (7th)
Student Outcomes: (6TH GRADE GLE 6.1.4abcde) 4.a . Explain that the mass of an object does not change, but i ts weight changes based on the gravitational forces acting upon i t (DOK 1)
4.b. Predict how changes in acceleration due to gravity wi ll a ffect the mass and
weight of an object (DOK 1-2)
4.c. Predict how mass, weight, and volume affect density (DOK 1-2) 4.d. Measure mass and volume, and use these quantities to calculate density (DOK 1)
4.e. Use tools to gather, view, analyze, and report results for scientific investigations about the relationships among mass, weight, volume, and density (DOK 1-2)
Student Outcomes: (7TH GRADE GLE7.1.1ab)
1.a. Identify properties of substances in a mixture that could be used to separate those substances from each other (DOK 1) 1.b. Develop and design a scientific experiment to separate the components of a
mixture (DOK 2-4)
Instruction: 4.a: Supplemental materials (calculating weight on other planets, etc.) 4.b: Supplemental materials
4.c: Analysis question 3 (Lab 8, 9 pre teach) or supplemental 4.d: Lab 8, 9
4.e*(**): Lab 10 (supplement with information on how to do conversions and how to graph independent and dependent variables)
1.a: Lab 5, 6, 7 (supplemental to discuss physical and chemical properties of substances) 1.b*: Lab 3, 5, 6, 7
*Prior to starting this unit it would be beneficial to pre-teach Scientific Method, Writing a Hypothesis, Graphing Independent and Dependent Variables, Conversions and Conducting a Scientific Experiment. This will require supplemental materials.
**If you have access to the Chemistry of Materials Unit, Lab 18 would work for additional practice
SUGGESTED LITERARY FOCUS FOR THIS UNIT: FORMAL LAB REPORT OUTLINE STEPS OF SCIENTIFIC METHOD WHILE CONDUCTING AN EXPERIMENT
NUMEROUS RACE RESPONSES TO PRACTICE EXPLAINATION TOOL
Inquiry Questions:
SEPUP Challenge Questions should be used as Essential Questions (modified as needed)
Vocabulary: mass, volume, density, weight, mixture, solution, physical and chemical properties, quantitative,
qualitative, independent variable, dependent variable, controlled experiment, (SI)Metric vs. English
System of Units
Assessments:
Mid unit checkpoints as needed
End of Unit Assessment
Unit Project (a): conducting a scientific experiment (product testing, plant experiments, etc.)
Unit Project (b): layered liquids density lab or any other to reinforce concepts
Science Resources: SEPUP and supplemental (per teacher discretion)
SEPUP Teacher Resources pg. 67-70 for Conversion Charts and Practice
Literacy Resources: Scientific Lab Write Up (see attached format: modified format adopted by high school as standard
lab write up), Suggested Graphing Tool (see attached), Chaining Conversions Instructions (see attached)
Revised May 2016
8th Grade Explanation Tool
Guiding Students to Use R (restate) A (answer) C (cite and explain evidence) E (ending thoughts)
Write your complete RACE response on separate paper.
List out key vocabulary to use in your response: __________________________________________________________________________________________
(A) Claim: Your claim will answer the question from above (C) Evidence: Cite evidence from data and observations (C+) Reasoning: Use science concepts or principles for reasoning to justify evidence
(E) Explanation: End your thoughts to link your claim, evidence, and answer
Revised May 2016
Conversion Reference http://oakroadsystems.com/math/convert.htm Chaining Conversions
If you can remember some conversions, you may be able to combine them to avoid looking up a specific conversion. If you have a calculator handy, it can be faster to do extra arithmetic than to go to a reference and look up a single conversion factor.
For example, how many meters are in the 440-yard dash? To convert 440 yards to meters, you could look up the conversion factor between yards and meters. But if you happen to remember that 1 in = 2.54 cm and 36 in = 1 yd, it’s probably faster just to use those (plus 100 cm = 1 m) than to look up the single conversion factor. This means you multiply by three different forms of 1:
36 in 2.54 cm 1 m
440 yd × ----- × ------- × ------
1 yd 1 in 100 cm
and collect terms to
440 × 36 × 2.54 yd in cm m
--------------------------
100 yd in cm
Doing the arithmetic, and dividing top and bottom by yd, in, and cm, you have the answer, 402 m. Having started with 440 yd and multiplied by 1×1×1, you know that the initial value equals the final value:
440 yd = 402 m
Example: Lets say you want to figure out how many inches are in 23 meters:
What you have to start with 23 meters
Select any conversion to get you to the units you are solving for 1.09 yards
Continue to cross cancel units 3 feet
End with units you are solving for 12 inches
Units to cross cancel 1 meter
Continue to cross cancel units 1 yard
Continue to cross cancel units 1 foot
*Of course, you do not need to use the same single conversion factors, but this example shows how to cross cancel using more than one step.
Revised May 2016
8th grade Lab Report
Title: each lab must be appropriately and specifically titled. For example, do not call an experiment “Lab 1,” but rather
“Strength of Various Brands of Paper Towels,” is more appropriate.
Hypothesis: What is your hypothesis? Use the format “if (cause), then (effect), because (research or background
knowledge)…”
Purpose or Goal: Briefly summarize the objective of the experiment. What will you verify or what do you hope to know when
you have completed the experiment? (2—3 sentences)
Background or Connections: What topic of study does this experiment fit under? For example, is this an experiment that
accompanies the idea of energy transfer we are discussing in class? Use your class notes, class discussions, etc. as reference
material. Does this experiment or the outcome of this experiment have practical applications? Does it remind you of
something that you saw in the media? (2-3 sentences)
Set-Up: Make a sketch or diagram AND list the materials needed and briefly discuss how you will complete your experiment
(methods) so anyone wanting to might have a “recipe” to reproduce your experiment. (4-5 sentences)
Data and Observations: Use this section to record all observations (both qualitative and quantitative data) in an organized
form. Data should be in a table. Graphs will visually represent your written data. Graphs and tables will be titled and neatly
labeled with units.
Calculations: Show formulas used or show calculations used to find averages in the case that you have done more than one
trial for your experiment.
Conclusions: Summarize your results. Was your hypothesis correct (why)? What did your data tell you? What did you learn?
Did you achieve your purpose or goal? Do you have any remaining questions or were there things that you would do
differently? (4-5 sentences)
Revised May 2016
Graphing Independent and Dependent Variables
8th Grade
DRY MIX
DRY MIX is an acronym to help you remember how variables are plotted on a graph. It also serves as a reminder that there are
two names for each variable because scientists have not reached an agreement yet.
Independent Variable or Manipulated Variable is what you are testing. It is what causes things to change as you make
changes to it.
Dependent Variable or the Responding Variable is the effect and it may or may not change. It is observed during as well as at
the end of the experiment.
Controlled Variables are not graphed, but these could affect the results of the experiment. It is free of any change of the
independent variable. Have as many controlled variables as possible to add validity.
Extraneous Variables are not graphed. They are unanticipated, unwanted events, which may cause incorrect experimental results and wrong conclusions.
M = manipulated variable
I = independent variable
X = graph information on the horizontal axis
D = dependent variable
R = responding variable
Y = graph information on the vertical axis
Revised May 2016
UNIT 2 (6 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions
Grade Level Expectation 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles (6 th)
Big Idea THE BUILDING BLOCKS OF MATTER
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a . Identify evidence that suggests there is a fundamental bui lding block of matter (DOK 1)
b. Use the particle model of matter to i llustrate
characteristics of different substances (DOK 1-2)
c. Develop an evidence based scientific explanation of the
atomic model as the foundation for a l l chemistry (DOK 1-3) d. Find and evaluate appropriate
information from reference books, journals, magazines,
onl ine references, and databases to compare and contrast his torical explanations for the nature of matter (DOK 1-2)
c. Develop an evidence based scientific explanation of the
atomic model as the foundation for all chemistry (DOK 1-3)
1. Work in groups using the writing process to effectively
communicate an understanding of the particle model of
matter. (DOK 1-2)
1. Work in groups using the
writing process to effectively
communicate an understanding of the particle
model of matter. (DOK 1-2)
2. Use technology to share
research findings about
historical explanations for the nature of matter and to
publish information to
various audiences. (DOK 1-2)
3. Create models that
explain the particle theory of
matter. (DOK 2-3)
4. Recognize and describe
the ethical traditions of
science: value peer review,
truthful reporting of
methods and outcomes, making work public, and
sharing a lens of professional
skepticism when reviewing
others work. (DOK 1)
RST.6-8.4 Determine the meaning of symbols,
key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6-8 texts and
topics. RST.6-8.8
Distinguish among facts, reasoned judgment based on research findings, and
speculation in a text.
WHST.6-8.8 Gather relevant information from
multiple print and digital sources, using search terms
effectively; assess the credibil ity and accuracy of each source, and quote or
paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
UNIT 2 (6 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions
Grade Level Expectation 2. Atoms may stick together in well-defined molecules or be packed together in large arrays. Different arrangements of atoms into groups compose all substances (6th)
Big Idea THE BUILDING BLOCKS OF MATTER
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Explain the similarities and differences between elements and compounds
(DOK 1-2) b. Identify evidence
suggesting that atoms form into molecules with different properties than their components (DOK 1-2)
c. Find and evaluate information from a variety of
resources about molecules (DOK 1-2)
a. Explain the similarities and differences between elements and compounds
(DOK 1-2) b. Identify evidence
suggesting that atoms form into molecules with different properties than their components (DOK
1-2) 1. Use models and/or
electronic media to show and understand how molecules are made of atoms. (DOK 1-2)
1. Use models and/or electronic media to show and
understand how molecules are made of atoms. (DOK 1-2)
2. Investigate how our current understanding of
matter has developed through centuries of scientific
investigations. (DOK 2-3)
RST.6-8.1 Cite specific textual evidence to support
analysis of science and technical texts.
RST.6-8.9 Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources
with that gained from reading a text on the same topic.
WHST.6-8.1 Write arguments focused on
discipline-specific content. a.Introduce claim(s)
about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with
logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources
c. Use words, phrases, and
clauses to create
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
Provide a concluding
statement or section that follows from and supports the
argument presented.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: ATOMS: THE BUILDING BLOCKS OF MATTER Timeline: UNIT 2 ( ~ 6 weeks) 9/23/16-11/4/16 TEST CLOSE 11/11/16
Standard: Physical Science Standard 1
Grade Level Expectation: 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles (6th )
Grade Level Expectation: 2. Atoms may stick together in well-defined molecules or be packed together in large arrays. Different arrangements of atoms into groups compose all substances (6th)
Student Outcomes: (6th GRADE GLE 6.1.1abcd)
1.a. Identify evidence that suggests there is a fundamental building block of matter (DOK 1)
1.b. Use the particle model of matter to illustrate characteristics of different
substances (DOK 1-2) 1.c. Develop an evidence based scientific explanation of the atomic model as the foundation for all chemistry (DOK 1-3)
1.d. Find and evaluate appropriate information from reference books, journals,
magazines, online references, and databases to compare and contrast historical
explanations for the nature of matter (DOK 1-2)
Student Outcomes: (6th GRADE GLE 6.1.2abc) 2.a. Explain the similarities and differences between elements and compounds (DOK 1-2)
2.b. Identify evidence suggesting that atoms form into molecules with different properties than their components (DOK 1-2)
2.c. Find and evaluate information from a variety of resources about molecules (DOK 1-2)
Instruction:
*The following student outcomes can be taught in part using the listed SEPUP Labs from the Chemistry of Materials Unit. All other student Outcomes will be met following the suggested unit
outline using supplemental materials.
2.a: Lab 15, 16 2.b: Lab 17
Suggested Outline
(use supplemental materials to teach the following topics)
1. What is Matter (1a)
2. Atoms and Atomic Structure (1a, 1b) 3. Elements of the Periodic Table (1c)
*Exploring the Elements (Element History and Information Activity) (1d RESEARCH) 4. Elements and Compounds and Mixtures (2a, 2b) *Exploring Elements and Compounds (Element to Compound Properties Comparison Activity) (2c RESEARCH)
SUGGESTED LITERARY FOCUS FOR THIS UNIT:
RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS RESEARCH ON HISTORY OF ELEMENTS OR ELEMENT UNIT PROJECTS
Inquiry Questions:
SEPUP Challenge Questions should be used as Essential Questions (modified as needed)
Vocabulary: element, compound, mixture, molecule, Periodic Table of Elements, atom, electrons, proton, neutron, atomic number, atomic mass,
Assessments:
Mid unit checkpoints as needed
End of Unit Assessment Element Research Project, or History of Elements Project
Science Resources: SEPUP and supplemental (per teacher discretion) , www.phet.co.edu
Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE
in writing, etc.
Revised May 2016
UNIT 3 (5 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions
Grade Level Expectation 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model (6 th)
Big Idea PHYSICAL AND CHEMICAL PROPERTIES OF MATTER
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Explain how the arrangement and motion of particles in a substance such
as water determine its state (DOK 1-2) b. Distinguish between
changes in temperature and changes of state using the particle model of matter (DOK 1-2)
a. Explain how the arrangement and motion of particles in a substance
such as water determine its state (DOK 1-2) 2. Understand and
apply the difference between scientific laws, theories and hypotheses. (DOK 1-2)
3. Work in groups using the writing process to
communicate an understanding how the particle model of matter explains various states of
matter. (DOK 1-2)
1. Use models and technology tools to help visualize what is
happening at the molecular level during phase changes. (DOK 1-2)
2. Understand and apply the difference between scientific
laws, theories and hypotheses. (DOK 1-2)
3. Work in groups using the writing process to communicate an
understanding how the particle model of matter explains various states of
matter. (DOK 1-2)
RST.6-8.7 Integrate quantitative or technical
information expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.10 By the end of grade 8,
read and comprehend science/technical texts in the grades 6-8 text complexity band
independently and proficiently.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are appropriate
to task, purpose, and audience.
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in
conjunction with RACE in writing, etc.
Revised May 2016
UNIT 3 (5 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions
Grade Level Expectation 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change (8 th)
Big Idea PHYSICAL AND CHEMICAL PROPERTIES OF MATTER
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Identify the distinguishing characteristics between a chemical and a physical change (DOK 1) b. Gather, analyze, and interpret data on physical and chemical changes (DOK 1-2) c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change (DOK 1-2) d. Identify evidence that suggests that matter is always conserved in physical and chemical changes (DOK 1) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate physical and chemical changes (DOK 1-2)
a. Identify the distinguishing
characteristics between a chemical and a physical change (DOK 1)
c. Gather, analyze, and interpret data that show mass is conserved in a
given chemical or physical change (DOK 1-2)
1. Evaluate the reproducibil ity of an experiment, and critically
examine conflicts in experimental results. (DOK 2-3)
1. Evaluate the reproducibil ity of an
experiment, and critically examine conflicts in experimental results.
(DOK 2-3) 2. Share
experimental data, and respectfully discuss conflicting results emulating the
practice of scientists. (DOK 2-3)
RST.6-8.2 Determine the central
ideas or conclusions of a text; provide an accurate summary of the text distinct from
prior knowledge or opinions.
RST.6-8.7 Integrate quantitative or technical information expressed
in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
WHST.6-8.4 Produce clear and
coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Collaborative Posters, Vocabulary
activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: PHYSICAL AND CHEMICAL PROPERTIES OF MATTER Timeline: UNIT 3 (~ 5 weeks) ) 8/11/4/16-12/9 TEST CLOSE 12/21/16
Standard: Physical Science Standard 1
Grade Level Expectation: 3. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model (6th) Grade Level Expectation: 3. Distinguish between physical and chemical changes, noting that mass is conserved during any change (8 th)
Student Outcomes: (6th GRADE GLE 6.1.3ab) 3.a. Explain how the arrangement and motion of particles in a substance such as water determine i ts state (DOK 1-2) 3.b. Dis tinguish between changes in temperature and changes of s tate using the
particle model of matter (DOK 1-2)
Student Outcomes: (8th GRADE GLE 8.1.3abcde) 3.a. Identify the distinguishing characteristics between a chemical and a physical change (DOK 1)
3.b. Gather, analyze, and interpret data on physical and chemical changes (DOK 1-2)
3.c. Gather, analyze, and interpret data that show mass is conserved in a given chemical or physical change (DOK 1-2) 3.d. Identify evidence that suggests that matter is a lways conserved in physical and
chemical changes (DOK 1) 3.e. Examine, evaluate, question, and ethically use information from a variety of
sources and media to investigate physical and chemical changes (DOK 1-2)
Instruction: *The following student outcomes can be taught in part using the listed SEPUP Labs from the Chemistry of Materials Unit. All other student Outcomes will be met following the suggested unit outline using supplemental materials.
(6th)3.a: Lab 14, 19, 20, 21 (6th)3.c: Lab 25
(8th)3.e: Lab 13
Suggested Outline (use supplemental materials to teach the following topics)
States of Matter (6th 3a, 3b)
Chemical and Physical Changes (8th 3a, 3b) Conservation of Mass (8th 3c) Balancing Chemical Equations (8th 3d)
SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS POSSIBLE FORMAL LAB REPORT
Inquiry Questions:
SEPUP Challenge Questions should be used as Essential Questions (modified as needed)
Vocabulary:
reactant, product, physical change, chemical change, chemical formula, chemical equation, compound,
mixture, molecule, Conservation of Mass, chemical reaction, solid, liquid, gas, states of matter, reactivity (terms to show evidence of chemical change),
endothermic, exothermic, balanced equation
Assessments:
Mid unit checkpoints as needed End of Unit Assessment
Unit Project Ideas:
phet simulations, balancing chemical equations practice, building molecules, ipad apps, and physical and chemical
changes labs
Science Resources: SEPUP and supplemental (per teacher discretion) , www.phet.co.edu
Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
12/9/16-12/21/16
BETWEEN UNIT 3 AND 4
Take time to begin unit 4, or work in a mini unit to help kids prepare for CMAS testing
Revised May 2016
UNIT 4 (5 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding that energy exists in various forms, and it’s transformation and conservation occur in processes that are predictable and measureable.
Grade Level Expectation 2. There are different forms of energy, and those forms of energy can be changed from one form to another – but total energy is conserved (8th)
Big Idea ENERGY
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Gather, analyze, and interpret data to describe the different forms of energy and
energy transfer (DOK 1-2) b. Develop a research-based
analysis of different forms of energy and energy transfer (DOK 1-3)
c. Use research-based models to describe energy transfer mechanisms, and predict
amounts of energy transferred (DOK 1-2)
b. Develop a research-based analysis of different forms of
energy and energy transfer (DOK 1-3)
2. Recognize and describe the ethical traditions of science: value peer review;
truthful reporting of methods and outcomes; making work public; and
sharing a lens of professional skepticism when reviewing the work of others. (DOK 1)
1. Share experimental data, and respectfully discuss conflicting results.
(DOK 2-3) 2. Recognize and
describe the ethical traditions of science: value peer review; truthful reporting of methods and
outcomes; making work public; and sharing a lens of professional skepticism
when reviewing the work of others. (DOK 1) 3. Use tools to gather,
view, analyze, and report results for scientific investigations designed to answer questions about
energy transformations. (DOK 1-2)
RST.6-8.1 Cite specific textual evidence to support
analysis of science and technical texts.
RST.6-8.10 By the end of grade 8, read and comprehend
science/technical texts in the grades 6-8 text complexity
band independently and proficiently.
WHST.6-8.9 Draw evidence from informational
texts to support analysis, reflection, and research.
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: ENERGY Timeline: UNIT 4 (~ 5 weeks) ) 1/4/17-2/8/17 TEST CLOSE 2/15/17
Standard: Physical Science Standard 1
Grade Level Expectation: 2. There are different forms of energy, and those forms of energy can be changed from one form to another – but total energy is conserved (8th)
Student Outcomes: 2.a . Gather, analyze, and interpret data to describe the different forms of energy
and energy transfer (DOK 1-2)
2.b. Develop a research-based analysis of different forms of energy and energy transfer (DOK 1-3)
2.c. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred (DOK 1-2)
Instruction: 2.a: Labs 54, 56, 57, 58, 61, 65
2.b: Labs 55, 57, 58, 59, 60, 66 2.c: Labs 56A, 64, 71, 72
*Energy Types (Kinetic and Potential): Lab 58, and Analysis question 2 *Electricity Generation: Lab 64 and supplemental
SUGGESTED LITERARY FOCUS FOR THIS UNIT: RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS
RESEARCH ON DEBATED TOPICS, RENEWABLE AND NON RENEWABLE RESOURCES
Inquiry Questions:
SEPUP Challenge Questions should be used as Essential Questions (modified as needed)
Vocabulary: Potential energy (and types of), kinetic energy (and types of) gravitational potential energy, thermal energy, electrical generator, batteries, electric motor, Law of Conservation of Energy,
efficiency, energy conservation, energy transfer, energy transformation (conduction, radiation, convection), insulation, renewable and nonrenewable resources, parallel and series
circuit
Assessments:
Mid unit checkpoints as needed
End of Unit Assessment
Unit Project Ideas: Roller Coasters, Debate or Research on Renewable and Nonrenewable Resources,
etc. (Lab 64)
Science Resources:
SEPUP and supplemental (per teacher discretion) , www.phet.co.edu
Literacy Resources:
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
UNIT 5 (4 Weeks)
Standard Physical Science Standard 1
Graduate Competence Observe, explain, and predict natural phenomena governed by Newton's laws of motion, acknowledging the limitations of their application
to very small or very fast objects
Grade Level Expectation 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object’s change of motion (8th)
Big Idea FORCE AND MOTION
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Predict and evaluate the movement of an object by examining the forces applied
to it (DOK 1-2) b. Use mathematical
expressions to describe the movement of an object (DOK 1-2)
c. Develop and design a scientific investigation to collect and analyze speed and acceleration data to
determine the net forces acting on a moving object (DOK 2-4)
b. Use mathematical expressions to describe the movement of an object (DOK 1-2) c. Develop and design a
scientific investigation to col lect and analyze speed
and acceleration data to
determine the net forces acting on a moving object
(DOK 2-4) 2. Find, evaluate, and select appropriate
information from reference books, journals, magazines,
onl ine references, and databases to answer scientific questions about motion and acceleration.
(DOK 1-2)
1. Recognize that our current understanding of forces has developed over centuries of studies by many scientists, and that we wi ll continue to refine
our understanding of forces through continued
scientific investigations
and advances in data col lection. (DOK 1)
2. Find, evaluate, and select appropriate information from
reference books, journals, magazines, online
references, and databases to answer scientific questions about motion and acceleration. (DOK 1-
2)
RST.6-8.3 Follow precisely a multistep procedure
when carrying out experiments, taking measurements, or
performing technical tasks. RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
WHST.6-8.6 Use technology, including the
Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: FORCE AND MOTION Timeline: UNIT 5 (~ 4 weeks) ) 2/8/17-3/10/17 TEST CLOSE 3/17/17
Standard: Physical Science Standard 1
Grade Level Expectation: 1. Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object’s change of motion (8th)
Student Outcomes: 1.a. Predict and evaluate the movement of an object by examining the forces applied
to i t (DOK 1-2)
1.b. Use mathematical expressions to describe the movement of an object (DOK 1-2) 1.c. Develop and design a scientific investigation to collect and analyze speed and
acceleration data to determine the net forces acting on a moving object (DOK 2-4)
Instruction: 1.a Labs 77, 79, 81, 84, 86
1.b Labs 74 (s=d/t), 75, 78 (f=ma), 83 1.c Labs 76, 82
*Newton’s Laws of Motion: Lab 80 or supplement *Net Force: Lab 81 or supplement
*F=ma: Lab 78 plus supplemental for additional calculations practice *S=d/t: Lab 74 plus supplemental for additional calculations practice SUGGESTED LITERARY FOCUS FOR THIS UNIT:
FORMAL LAB REPORT TO ACCOMPANY END OF UNIT PROJECT SELECTED RACE SUMMARY OF END OF UNIT PROJECT SELECTED
RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS
Inquiry Questions:
SEPUP Challenge Questions should be used as Essential Questions (modified as needed)
Vocabulary: net force, unbalanced forces, balances forces, force, mass, acceleration, speed, velocity, distance, time,
friction, inertia, Newton’s Laws of Motion
Assessments:
Mid unit checkpoints as needed End of Unit Assessment
End of Unit Project: (balloon cars, mousetrap cars, etc.)
Science Resources: SEPUP and supplemental (per teacher discretion) , www.phet.co.edu
Literacy Resources: Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE
in writing, etc.
Revised May 2016
UNIT 6 (5 Weeks)
Standard Physical Science Standard 1
Graduate Competence Apply an understanding that energy exists in various forms, and it’s transformation and conservation occur in processes that are predictable and measureable.
Grade Level Expectation 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties (8th)
Big Idea WAVES
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus Reading/writing Focus Cross Content Connection
a. Compare and contrast different types of waves (DOK
1-2) b. Describe for various waves the amplitude, frequency,
wavelength, and speed (DOK 1)
c. Describe the relationship between pitch and frequency in sound (DOK 1)
d. Develop and design a scientific investigation regarding absorption,
reflection, and refraction of l ight (DOK 2-4)
b. Describe for various waves the amplitude,
frequency, wavelength, and speed (DOK 1) c. Describe the
relationship between pitch and frequency in sound (DOK 1)
d. Develop and design a scientific investigation regarding
absorption, reflection, and refraction of l ight (DOK 2-4)
1. Evaluate models used to explain and predict wave
phenomena that cannot be directly measured. (DOK 2-3)
1. Eva luate models used
to explain and predict wave phenomena that
cannot be directly measured. (DOK 2-3) 2. Understand that
scientists work from the assumption that the
universe is a single system in which the basic rules are the same everywhere.
For example, the speed of l ight in a vacuum is constant across space and time. (DOK 1) 3. Select and use
technology tools to gather, view, analyze, and
report results for scientific investigations about the characteristics and properties of waves.
(DOK 1-2)
RST.6-8.6 Analyze the
author’s purpose in providing an explanation, describing a
procedure, or discussing an experiment in a
text. RST.6-8.7 Integrate
quantitative or technical information
expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
WHST.6-8.1 Write arguments focused on discipline-specific content. e. Introduce claim(s) about a
topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
f. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
g. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
h. Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Collaborative Posters, Vocabulary
activities, Explanation Tool to be used in conjunction with RACE in writing, etc.
Revised May 2016
Greeley-Evans School District 6 Grade: 8th Curriculum Guide
Unit: WAVES Timeline: UNIT 6 (~ 5 weeks) 3/10/17-4/21/17 TEST CLOSE 4/27/17
Standard: Physical Science Standard 1
Grade Level Expectation: 4. Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties (8th)
Student Outcomes: 4.a . Compare and contrast different types of waves (DOK 1-2)
4.b. Describe for various waves the amplitude, frequency, wavelength, and speed
(DOK 1) 4.c. Describe the relationship between pitch and frequency in sound (DOK 1)
4.d. Develop and design a scientific investigation regarding absorption, reflection, and refraction of light (DOK 2-4)
Instruction: 4.a: Labs 91, 94
4.b: Labs 93, 96 4.c: Lab 90 and supplemental to build on the relationship between frequency and pitch (straw
flutes, draw out the sounds of different instruments, iPad apps, etc.) 4.d: Lab 95, 97, 98
*Wave Anatomy and Frequency: Lab 90 *Longitudinal and Transverse Waves: Lab 91 *Nature of Waves: Lab 93 *Electromagnetic Spectrum: Lab 96
SUGGESTED LITERARY FOCUS FOR THIS UNIT:
RACE SUMMARY OF END OF UNIT PROJECT SELECTED RACE RESONSES TO VARIOUS LAB ANALYSIS QUESTIONS
Inquiry Questions:
SEPUP Challenge Questions should be used
as Essential Questions (modified as needed)
Vocabulary: wave, sound intensity, decibel, frequency, hertz,
wavelength, amplitude, longitudinal wave, transverse wave, visible light spectrum, medium, absorb ,reflect, transmit, refraction, electromagnetic spectrum, pitch
Assessments:
Mid unit checkpoints as needed
End of Unit Assessment Unit Project Ideas: iPad sound and waves apps, Straw flutes,
phet simulations, solar ovens
Science Resources:
SEPUP and supplemental (per teacher discretion) , www.phet.co.edu
Literacy Resources:
Collaborative Posters, Vocabulary activities, Explanation Tool to be used in conjunction with RACE in writing, etc.