Suggested for Beginning of Year Review
Eighth Grade Science Toolbox
Table of Contents
Letter of Introduction
Important Notices
How to Read a Lesson Plan Page
Materials Needed for Lesson Activities
Fifteen Day Overview
Day 1: A Car in the Sun
Day 2: Arrangement and Motion of Molecules
Day 3: Elements, Compounds, and Mixtures
Day 4: Heat Energy
Day 5: Balanced and Unbalanced Forces
Day 6: The Roller Coaster
Days 7-8: Simple Machines
Day 9: Light
Day 10: Sound
Day 11: Weather and Water
Day 12: Phases of the Moon and Eclipses
Day 13: Seasons and Other Planets
Days 14 and 15: Forest Management
MEAP Practice
Letter of Introduction
Dear Educators,
While creating this toolbox, we spent a great deal of time worrying. We worried about:
- devoting enough time to reviewing the Benchmarks taught in previous grades;
- being developmentally appropriate;
- including just the right amount of best practice instructional activities;
- incorporating to, with, and by into the Day-by-Day lesson plans;
- interpreting and aligning the Benchmarks accurately;
- making the lessons interesting and motivating; and
- addressing the teaching and learning standards within the lessons.
We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult profession at best and even more difficult when faced with increased academic standards and content expectations. We wanted to help you through this transition period by providing this easy to use model designed to prepare Michigan’s students for future statewide assessments.
We realize we are providing a way for you to prepare your students for the MEAP. We also understand the best way for students to prepare for the MEAP is through excellent instruction aligned to a carefully designed curriculum. With changing content expectations and statewide assessments, it has been challenging for schools and districts to keep pace. We offer this toolbox in light of the previous statements. We hope you will find, within these day-by-day lesson plans, instructional strategies, and pedagogical ideas you can use everyday of the school year. If you do, we have done our job. It means we have created more than MEAP preparation materials. It means we have influenced your instruction and possibly your curriculum.
St. Clair County teachers created this toolbox for use by Michigan teachers with Michigan students. It was a time consuming effort we hope other teachers find useful and will appreciate.
Sincerely,
Eighth Grade Toolbox Team
Michael Larzelere – Port HuronAreaSchool District
Steven Hunt – Yale Public Schools
Crystal Harris _ St. Clair RESA
Monica Hartman – St. Clair County RESA
Kathy Lentz –Capac Community Schools
Jason Letkiewicz – St. Clair RESA
Mike Maison – St. Clair RESA
Tracie Stubbs – Algonac Community Schools
Important Notices
Michigan Curriculum Framework, Science Benchmarks
The science toolboxes are a suggested review at the beginning of the year for Michigan’s fifth grade students. Our emphasis is placed on the constructing and reflecting benchmarks. We embed them in the Physical, Earth and Life Science content standards of the Michigan Curriculum Framework. Use of these toolboxes does not guaranteeall benchmarks have been addressed. The benchmarks chosen are the ones that seem to be more difficult for many students.
The lessons are designed to make use of the “to”, “with”, and “by” format. First, you model the skills and strategies for your students. Modeling means explicitly showing how the skill or strategy is completed and all the thinking that goes on during its completion. Second, you help your students practice the skills and strategies. This help can be whole class, small group, or individual guidance. Third, you let your students complete the skills and strategies on their own. This format starts with the activity on Day 2. During this activity, you will model the inquiry process. You will think aloud as you ask the investigation question, make a prediction, graph data, interpret results and draw a conclusion. In the lessons that follow, students will be given opportunities to practice these skills with less and less intervention until they can do them on their own.
Each daily lesson is designed to engage the students for the full science period of 50-60 minutes. Because the toolbox is a review of content taught in fifth through seventh grade, for most of the activity days, the students are not doing the investigations themselves. Rather they are graphing, analyzing, and interpreting data collected by the project teachers or their students. This is not the best way to teach science, but given the time constraints of fifteen days, this is the format we chose. In a few cases, pictures and videos were made of the data collection. The video clips are provided on a separate CD. We invite teachers to extend the full investigation to their students, when time permits.
We hope that some of the ideas presented will be springboards to further inquiry projects after the review period. We look forward to your suggestions and feedback.
Children do not learn by doing.
They learn by thinking,
discussing,
and reflecting
on what they have done.
"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at:
"
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8thGrade Science Toolbox St. Clair County RESA 2005
How to Read a Lesson Plan Page
Materials Needed for Lesson Activities
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8thGrade Science Toolbox St. Clair County RESA 2005
Fifteen Day Overview
Day 1 / Day2 / Day3 / Day4 / Day5Constructing and Reflecting on Scientific Knowledge
Inquiry and Investigations
Generate scientific questions about the world based on observation.
Design and conduct scientific investigations
Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.
Evaluate the strengths and weaknesses of claims, arguments, or data. / Physical Science
Matter and Energy
Arrangement and Motion of Molecules
Describe the arrangement and motion of molecules in solids, liquids, and gases. / Physical Science
Changes in Matter
Elements, Compounds and Mixtures
Classify substances as elements, compounds, or mixtures and justify classifications in terms of atoms and molecules.
Describe common chemical changes in terms of properties of reactants and products.
Explain physical changes in terms of the arrangement and motion of atoms and molecules / Physical Science
Matter and Energy
Heat Energy
Describe common physical changes in matter: evaporation, condensation, sublimation, thermal expansion and contraction
Explain physical changes in terms of the arrangement and motion of atoms and molecules
Describe common energy transformations in everyday situations. / Physical Science
Motion of Objects
Balanced and Unbalanced Forces
Describe and compare motion in two dimensions
Relate motion of objects to unbalanced forces in two dimensions.
Day6 / Days7-8 / Day9 / Day10
Physical Science
Motion of Objects
Roller Coaster
Describe and compare motion in two dimensions
Relate motion of objects to unbalanced forces in two dimensions. / Physical Science
Simple Machines
Design and conduct scientific investigations.
Relate motion of objects to unbalanced forces in two dimensions.
Identify and use simple machines and describe how they change effort
Design strategies for moving objects by application of forces, including the use of simple machines. / Physical Science
Light
Explain how light is required to see objects.
Describe ways in which light interacts with matter. / Physical Science
Waves and Vibrations
Sound
Explain how sound travels through different media.
Day11 / Day12 / Day13 / Days14-15
Earth Science
Atmosphere and Weather
Explain patterns of changing weather and how they are measured.
Describe the composition and characteristics of the atmosphere.
Explain the behavior of water in the atmosphere.
Describe the arrangement and motion of molecules in solids, liquids, and gases. / Earth Science
Solar System and Universe
Phases of the Moon
Describe, compare, and explain the motions of solar system objects
Describe and explain common observations of the night skies. / Earth Science
Solar System and Universe
Seasons and Other Planets
Compare the earth to other planets and moons in terms of supporting life.
V. 4.M.2
Describe, compare, and explain the motions of solar system objects / Life Science
Ecosystems
Evaluate the strengths and weaknesses of claims, arguments, or data.
Develop an awareness of and sensitivity to the natural world.
Describe ways in which humans alter the environment.
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8thGrade Science Toolbox St. Clair County RESA 2005
Day 1: A Car in the Sun
I.1.M1 Constructing New Scientific Knowledge
Generate scientific questions about the world based on observation.
Key concepts: Scientific questions can be answered by gathering and analyzing evidence about the world.
Real-world contexts: Any in the sections on Using Scientific Knowledge.
I.1.M.2 Constructing New Scientific Knowledge
Design and conduct scientific investigations.
Key concepts: The process of scientific investigations—test, fair test, hypothesis, theory, evidence, observations, measurements, data, conclusion; Forms for recording and reporting data—tables, graphs, journals.
Real-world contexts: Any in the sections on Using Scientific Knowledge; also, recognizing differences between observations and inferences; recording observations and measurements of everyday phenomena.
I.1.M.6 Constructing New Scientific Knowledge
Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and sketches.
Key concepts: Purpose, procedure, observation, conclusion, data.
Real-world contexts: Listing or creating the directions for completing a task, reporting on investigations.
II.1.M.1 Reflecting on Scientific Knowledge
Evaluate the strengths and weaknesses of claims, arguments, or data.
Key concepts: Aspects of arguments such as data, evidence, sampling, alternate explanation, conclusion; inference, observation.
Real-world contexts: Deciding between alternate explanations or plans for solving problems; evaluating advertising claims or cases made by interest groups; evaluating sources of references.
LESSON
We start the toolbox with a review of the first two strands of the Michigan Curriculum Framework - Construct New Scientific Knowledge and Reflecting on Scientific Knowledge. These two strands are the foundation of the inquiry process and should be a part of any Life, Earth and Physical Science Lessons. The context of this investigation is a real-world problem involving the greenhouse effect in cars. Students will have an opportunity to ask a question related to the scenario, make a prediction, identify variables that make the investigation a fair test, graph results, analyze data and draw a conclusion. An optional activity to extend the learning is included.
To, With and By
Using the “to, with and by” format, first model the strategy for the students. Modeling means explicitly showing how the skill or strategy is completed, including the thinking processes that goes on during its completion. Second, help the students practice the skills and strategies. This help can be the whole class, small group, or individual guidance. Third, let students complete the skills and strategies on their own. As you go through the steps of the inquiry in this activity, model the skills and strategies. Make your thinking explicit. In later activities, you will give the students the opportunity to practice the skills with help.
KEY QUESTIONs
What are the steps in a scientific investigation?
How can I design an investigation to solve a real world problem?
PROCEDURE
- Students read the scenario that sets the stage for the investigation.
- Follow the steps through the investigation, modeling them and thinking aloud.
Extension
If there is time, students should design an investigation to answer one of the research questions they suggest in their reflection.
Name ______ Day 1
A Car in the Sun
Alicia read the newspaper. She read: “A baby girl has died, apparently from sunstroke, after being left in the family car outside her home on one of the hottest days of the year…It is believed that the baby was in the car which had been parked in the shade for about two hours during early afternoon, in temperatures of up to 23 C (75F).” The news article continued, “The Automobile Association is currently carrying out tests on heat inside cars at different times of the day.”
Alicia was very sad to read that news. She heard of other similar cases. She wondered how hot it does get in the car when it is parked in the sun. She decided to conduct an investigation.
Purpose:
Help Alicia design the investigation. The first step is to define the purpose or ask a question. What question could Alicia ask for the investigation?
Hypothesis:
The hypothesis is the prediction of what you think will happen in the investigation. It can begin with the words “I think”.
Write your hypothesis on the lines.
Next, give a reason for your prediction. Explain your thinking.
I think this because
Procedure:
The next step is to design a procedure that will answer the research questions and gather the tools she needs. Alicia has a digital temperature probe to measure the temperature inside the car. She must decide how long the temperature probe will stay in the car to gather temperature information. She must also decide how often the probe will collect the data. An advantage of the temperature probe is she would not have to open the car to read the thermometer. This is Alicia’s procedure:
- Do this activity on a mostly sunny day.
- Measure the air temperature and record.
- Set the probe so it will measure the temperature every minute for 30 minutes.
- Close all the car windows. Put the thermometer in the back seat where a baby car seat would be, and start the temperature probe. Close the car door.
- After 30 minutes, download the temperature data into the computer.
- Repeat this test two more times.
Fair Testing: Identify and Control Variables:
Manipulated variables are the things that you change on purpose in the investigation.
What variable was Alicia controlling or studying in this investigation?
The responding variable is the one that changes as a result of changing the manipulated variable. What will change when the sunlight shines into the car?
What should Alicia do to make sure the test is fair?
Collecting and Organizing Data
The day was a mostly sunny day. The air temperature was 87°F. The car was in the garage and driven out to begin the investigation.
The following table shows the temperatures inside the car each minute for 20 minutes. Use these data to make a graph. Use these data to make a graph.
Time in Minutes / Temperature (°F)0 / 89°
1 / 99°
2 / 109°
3 / 115°
4 / 116°
5 / 115°
6 / 114°
7 / 113°
8 / 114°
9 / 118°
10 / 122°
11 / 121°
12 / 123°
13 / 126°
14 / 129°
15 / 132°
16 / 134°
17 / 136°
18 / 137°
19 / 138°
20 / 139°
21 / 139°
22 / 140°
23 / 142°
24 / 142°
25 / 143°
26 / 144°
27 / 144°
28 / 145°
29 / 145°
30 / 145°
Temperature inside Car Parked in Sun
Results:
What happened? Describe your observations.
Conclusion:
What do your results tell you? Are there any relationships, patterns or trends in you results?
Can you explain the relationships, patterns or trends in your results? Try to use some science ideas to help you explain what happened.
Reflection:
How could Alicia improve this investigation?
What new questions could she investigate?
EXTENSION
Design an investigation that could study one of your new research questions. Include the question or purpose, hypothesis, materials and procedure.
Day 2: Arrangement and Motion of Molecules
IV. 1.M.4 Using Physical Science Knowledge
Describe the arrangement and motion of molecules in solids, liquids, and gases.
Key concepts: Arrangement—regular pattern, random. Distance between molecules—closely packed, separated. Molecular motion—vibrating, bumping together, moving freely
Real-world contexts: Common solids, liquids, and gases, such as those listed above.
LESSON
During the elementary grades, students study the visible properties of solids, liquids and gases. In the middle school, students learn the molecular properties. In this lesson, students are asked to draw a picture of molecules in a flask filled with air and again, after the air is removed. The big ideas in this lesson are 1) all matter is made of particles that have mass and take up space; 2) the particles are evenly distributed, and 3) the molecules in matter are always moving. These ideas are difficult for students because you cannot see atoms and molecules. It is especially difficult for students to understand that molecules in a solid are moving.
KEY QUESTION
How can you best represent air particles before and after most of the air in a flask is removed by a vacuum pump?
PROCEDURE
- Students complete Journal page 6 independently. While students are working, walk around the room, looking for students who may still hold naïve ideas.
- Compare students’ ideas with the scientific ones. Read the text, Solids, Liquids, and Gases, from the Student Journalpage 7with the class.
- Pass out copies of the rubric from page 17 in the Teachers’ Toolbox to the students and discuss them with the class. This rubric includes the big ideas that are needed for the explanation and drawing of the air molecules in the flask.
- Give students time to read the anonymous student work included in the Teachers’ Toolbox on pages20 -24 individually.
- Discuss their ideas with the class. A good strategy to find out what everyone is thinking quickly is to ask your students to show with their fingers the number of points they would give the anonymous students, or have them raise their hands as you ask, “How many students would give a score of 3 (or two, one or none)?” Discuss differences and compare them to the actual scores from the anonymous students.
- Use the second copy of the page, Student Journal page 8 for students to revise and/or improve their original response.
Scores for Anonymous Student Work (pages 20-24)