8th Grade Science Curriculum Map

Sycamore Junior High School

Unit One
25 Teaching Days / Focus Standards for 8th Grade Physical Science. / Objectives - Main points and concepts that should be mastered by all students. / Textbook Pages
And
Labs or Demos / Unit Vocabulary - Students should know definition and an example for each word.
Part 1
Standards 9.0: a-g
Investigation and
Experimentation
Scientific Method
7 Days
And
Metric System
8 Days / Section 9
Scientific progress is made by asking meaningful questions and conducting careful investigations.
9a. Plan and conduct an experiment to test a hypothesis.
9b. Evaluate the accuracy and reproducibility of data.
9c. Distinguish between variable and controlled parameters in a test.
9d. Linear graphs have a constant slope and use y=kx.
9e. Construct graphs from data and make quantitative statements about the relationships between the variables.
9f. Apply mathematic relationships to determine a missing quantity such as in the density and speed formulas.
9g. Distinguish between linear and nonlinear relationships on a graph. / Part I: Scientific Method
1. Know that a hypothesis is a statement to be tested.
2. Understand that all scientists use the metric system.
3. Know that the metric system is also called the SI system or SI units.
4. Know the basic units of measure: meter, liter, gram, and Celsius.
5. Know how to read a metric ruler.
6. Construction of graphs: bar, line, and pie.
7. Know independent variable and dependent variable.
8. Distinguish between linear and non-linear relationships. / Chapter 1
Pages: Scientific Method 1-15 &
30-31
Metric 16 – 23 &
28-29
Temperature 26
Graphs 34 – 41
Lab Safety 43-47
and page 651
Scientific Method
Labs
1. Temperature of water lab
2. Spaghetti lab
Metric Labs
1. Boy vs. Girl Height Lab / Hypothesis
Variable
Control (control group)
Observations
Prediction
Theory
Law
Linear
Nonlinear
Reproducibility
Evaluate
Temperature
Triple Beam Balance
Grams
Meters
Liters
Centimeters
Results
Conclusions
Communicate
Testable
Units of Measure
Scientific Method
Experiment
Data
Calculations
Graphs
Kilometer
Centimeter
Millimeter
Liter
Milliliter
Kilogram
Gram
Celsius
Part 2
Standard 8.0:a-b Density and Buoyancy
10 Days
Benchmark #1 on
Oct 16 & 17 / 8.a Students know density is mass per unit of volume.
8b. Calculate the density of objects from mass and volume: solids and liquids and those having irregular or regular shapes.
8c. Buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced.
8d. Students know how to predict whether an object will float or sink. / Part II: Density
1. Know the density formula and density triangle.
2. Understand density word problems.
3. Compare objects that are very dense to objects with low density.
4. Know that density never changes for a substance!!! A small piece of wood has the same density as a large piece. Cutting a board in half does not change its density.
5. Density is a physical property of a substance.
6. Understand why the buoyant force is the cause for floating objects.
7. Compare buoyant force to the force of gravity.
8. Solids, liquids, and gases have distinct densities.
9. Helium balloons float due to buoyant force.
10. Predict whether an object will float or sink based on density.
11. Compare the density of one object or substance to another. / Chapters 1 & 11
Pages 24-25 &
424-429
Density Labs
1. Marble Lab
2. Density of Water
3. Density of Objects Lab
4. Density of Pennies (pre and post 1982)
Demos
1. Metal Balls – hollow vs. solid.
2. Soap bubbles over dry ice.
3. Metal block & foam block. / Mass
Volume
Area (surface area)
Displacement
Graduated Cylinder
Over-Flow Cans
Length
Cubic
Weight
Heavy
Light
Dense
Buoyancy
Buoyant Force
Float
Sink
Gravity
Unit two
23 Teaching Days / Focus Standards / Objectives / Textbook
And
Labs / Unit Vocabulary
Part 1
Standards 1.0:a-f
Motion – Speed
13 Days / 1a. Students know position is defined in relation to some choice of a standard reference point and set of reference directions.
1.b Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.
1c. Students can solve problems involving distance, time, and average speed.
1d. Velocity of an object is described by specifying both speed and the direction of the object.
1e. A change in velocity may be due to changes in speed, direction, or both.
1f. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction. / 1. Speed is calculated using time and distance.
2. Explain that scientists can use different units for speed, time, and distance.
3. Know differences between speed, velocity, and acceleration.
4. Speed can be slow or fast!
5. Graphs showing speed vs. time and distance vs. time.
6. Student should master the use of the speed triangle. / Chapters 9
Motion & Energy
Pages:
Motion basics
338-341
Speed & Velocity
342-347
Acceleration
350-355
Speed Labs
1. Toy Car Lab
2. Marble Ramp Lab
3. Acceleration Lab (using the long ramp)
4. Walking vs. Running Lab / Motion
Speed
Average speed
Instantaneous Speed
Constant Speed
Time
Distance
Displacement
Reference Point
Position
Acceleration
Velocity
Average Velocity
Vector
Direction
Magnitude
Friction
Inertia
Momentum
Part 2
Standards 2.0 a-g
Forces
10 Days
Benchmark #2
Nov 20 & 21 / 2a. Students know a force has both direction and magnitude.
2b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.
2c. Students know when the forces on an object are balanced, the motion of the object does not change.
2.d Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.
2.e Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction).
2.f Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.
2g. Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system. / 1. Students know the four types of friction: static, sliding, rolling, & fluid.
2. The force of gravity.
3. Elastic Forces compare & contrast compression vs. tension.
4. Balanced vs. Unbalanced
5. How mass can affect the motion of an object.
6. Forces are measured in units called Newtons (N).
7. Explain that one Newton (1N) can be written as 1 kg - m/s/s.
8. Definition of a force. / Chapters 10
Pages
Forces 374-378
Friction & Gravity 380-388
Newton’s Laws
389-399
Forces Labs
1. Rolling vs. Sliding Friction
2. Shoe Lab
3. Ramps with different surfaces / Force
Push
Pull
Net Force
Balanced Forces
Unbalance Forces
Newtons (N) as a unit Gravitational Force Electromagnetic Force Strong Nuclear Force Weak Nuclear Force
Elastic
Tension
Compression Centripetal Force
Buoyant Forces
Weight
Friction
Velocity
Mass
Spring Scale
Unit Three
30 Teaching Days / Focus Standards / Objectives / Textbook
And
Labs / Unit Vocabulary
Part 1
Standards 3.0: a -f
States of Matter
Endothermic
Exothermic
15 Days
Part 2
Elements – Atoms – and Compounds
15 Days
Benchmark #3
January 22 and 23 / 3.a Students know the structure of the atom and know it is composed of protons, neutrons and electrons.
3b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements.
3c. Students know atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers.
3d. Students know the states of matter (solid, liquid, gas) depend on molecular motion.
3.e Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently.
3.f Students know how to use the periodic table to identify elements in simple compounds. / 1. All matter has mass and volume.
2. Matter is made of atoms.
3. Matter can change state: solid, liquid, gas, and plasma.
4. The substance does not change as it undergoes changes of state.
5. Endothermic change is when energy is absorbed by a substance or reaction.
6. Exothermic change is when energy is released by a substance or reaction.
7. Atoms form molecules and unique compounds.
8. Clarify the differences between atom, element, molecule, and compound.
9. Molecular Motion increases as temperature increases.
10. Distinguish between the differences between physical and chemical changes.
11. Some solids form repeating patterns called crystal lattice structures whereas others do not an are called amorphous solids.
12. Molecules in the gas state move independently and sometimes collide.
13. Molecules in the liquid state are in contact with each other and slide past each other.
14. Molecules in the solid state are tightly packed and vibrate in place.
15. Know the parts of an atom and the charges of each part.
16. Understand the forces that cause objects to move or remain at rest.
17. Distinguish between mass and weight.
18. Know the density formula and understand that density is a physical property of a substance. / Chapters:
Chapter 2
The Nature of Matter
Pages 58 – 65 and
69-70 & 74
Chapter 3
Solids, liquids and gases
Pages 91 – 101
Chapter 4
Periodic Table
Pages 126 - 128
Chapter 6
Chemical Reactions
Pages 220-221
Labs:
1. Super-Cool Lab
Demos:
1. Steam Engine
2. Hot to cold water to show molecular movement.
3. Metal vs. foam block melting ice. / Matter
Endothermic
Exothermic
Substance
Element
Protons
Neutrons
Nucleus
Electrons
Electron Clouds
Valence Electrons
Solids
Liquids
Gases
Plasma
Vibrate
Collide
Independently
Volume
Mass
Crystal Lattice
Molecules
Compounds
Atoms
Melting
Boiling
Condensation
Freezing
Vaporization
Evaporation
Thermal
Heat
Sublimation
Density
Speed
Acceleration
Velocity
Friction
Physical Change
Unit Four
21 Teaching Days / Focus Standards / Objectives / Textbook
And
Labs / Unit Vocabulary
Standards 7.0: a-b
Periodic Table
Benchmark #4
March 5 and 6 / 7a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases.
7.b Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different specific number of neutrons in the nucleus.
7.c Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal conductivity. / 1. Know the general overview of periodic table. How is it set up?
2. Regions of the periodic table: metals, metalloids, and nonmetals.
3. Elements are classified as being a metal, metalloid, or nonmetal.
4. Families vs. Periods
5. Atomic Number vs. Atomic Mass
6. Atomic Number is the number of protons in each atom for that element.
7. Atomic mass is the number of protons plus the number of neutrons for an atom.
8. Electrons are negative and have virtually no mass; 1/1820 of a proton or neutron.
9. AMU stands for atomic mass unit; one proton equals 1 amu as does a neutron.
10. Atomic Number (number of protons) never changes; it identifies the element!!
11. Atomic Mass can vary due to isotopes.
Isotopes are atoms of an element that have a different number of neutrons.
11. Note that the element’s name may have letters that do not match the chemical symbol because of Latin name origins.
12. Metals can melt!
13. The nonmetal gases can become a liquid or solid if temperature or other conditions (pressure) are right.
14. Ions form when atoms or molecules loose or gain electrons.
15. Ions are often in water and create what is called hard water.
16. Ions can be negative (anions) or positive (cations). / Chapters 4
Elements & Periodic Table
Pages: 125 - 155
Labs:
1. The ion lab; soap suds test.
Demos:
1. Place pure sodium into water.
2. Show clips of the elements From family one reacting in water. / Atom
Electrons
Energy Level
Nucleus
Protons
Atomic Number
Neutrons
Isotopes
Mass Number
Atomic Mass Unit (AMU)
Atomic Mass
Periodic Table
Period
Group
Chemical Symbol
Alkali Metals
Alkaline Earth Metals
Transition Metals
Halogens
Semimetals
Metalloids
Semiconductor
Properties
Metals
Malleable
Thermal Conductivity
Electrical Conductivity
Reactivity
Corrosion
Nonmetals
Metalloids Density Hardness Conductivity Thermal Melting Classification
Elements
Molecules
Compounds
Physical Properties
Chemical Properties
Unit Five
28 Teaching Days
Part 1
Standards 5.0 a-e
Chemical Reactions
Part 2
Standards 6.0 a-c
Chemistry of Living Systems
Part 3
Standards 4.0 a-e
Earth in the Solar System
Benchmark #5
April 23 and 24 / Focus Standards
5a. Students know reactant atoms and molecules interact to form products with different chemical properties.
5.b Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same.
5c. Students know chemical reactions usually liberate heat or absorb heat.
5.d Students know physical processes including freezing and boiling, in which a material changes form with no chemical reaction.
5.e Students know how to determine whether a solution is acidic, basic, or neutral.
6a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.
6.b Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.
6c. Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.