eighth grade science pacing guide · eighth grade science pacing guide a correlation of the...

7/10/14

MCPS Office of Instruction

Eighth Grade Science Pacing Guide

A correlation of the Tennessee State Standards and the

Maury County Pacing Guide

Created spring, 2014

By

Dr. Joe Cornelius Mr. Garth Pinkston

7/10/14


Maury County Pacing Guide: Major Topics

8th Grade Science

Quarter 1: Quarter 2:

Introduce Inquiry and Engineering Processes

-scientific method and engineering design cycle

- Measurement

- process skills

Forces in Nature

- magnetism (GLE 12.1 – 12.3)

- gravity (GLE 12.4 – 12.5)

Fossils (GLE 5.6)

Classification (GLE 5.1-5.2)

Variations and Adaptations (GLE 5.3-5.4)

Biodiversity (GLE 5.5)

Quarter 3: Quarter 4:

Atoms (GLE 9.1- 9.2)

- Parts of an atom

- Phases of matter

-

Periodic Table (GLE 9.6)

Elements, Compounds and Mixtures (GLE 9.4-9.5)

Physical and Chemical Reactions (GLE 9.3)

Law of Conservation of Mass

Acids and Bases (GLE 9.9)

TCAP Review (all GLE’s)

STEM Careers

Engineering Activities

Inquiry Activities

** Motion is a good topic for the end of year activities to introduce 9th

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Chemical Equations (GLE 9.7-9.8) grade science

Page 1

Curriculum Map

First Semester

Unit 1

Engineering

Process and Inquiry

4 weeks

Unit 2

Forces in Nature

3 weeks

Unit 3

Fossils

1 week

REVIEW/

CATCH UP

TIME

Unit 4

Classification,

Adaptation, and

Variation

4.5 weeks

Unit 5

Biodiversity

1 week

REVIEW/

CATCH UP

TIME/

FINAL

EXAMS

Overarching Essential Questions What tools, skills,

knowledge, and

dispositions are

needed to conduct

scientific inquiry?

How do science

concepts,

engineering skills,

and applications of

What are the

scientific principles

that explain gravity

and

electromagnetism?

How does natural

selection explain

how organisms

have changed

over time?

How does natural

selection explain

how organisms have

changed over time?

How does natural

selection explain

how organisms have

changed over time?

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technology improve

the quality of life?

Page 2

Curriculum Map

Second Semester

Unit 6

Atoms and

States of

Matter

1 week

Unit 7

Periodic

Table

2 weeks

Unit 8

Elements,

Compounds,

and Mixtures

1 week

Unit 9

Physical and

Chemical

Changes

2 weeks

Unit 10

Chemical

Equations

2 weeks

CATCH

UP/

REVIEW

Unit 11

Acids and

Bases

2 weeks

TCAP

REVIEW

and

TESTING

Unit 12

Post

TCAP

activities

REVIEW/

FINAL

EXAMS

Overarching Essential Questions

How does

the

structure of

matter

influence

its physical

and

How does

the

structure of

matter

influence its

physical

and

How does the

structure of

matter

influence its

physical and

chemical

behavior?

How does

the

structure of

matter

influence its

physical and

chemical

How does

the

structure of

matter

influence its

physical and

chemical

How does

the

structure

of matter

influence

its physical

and

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chemical

behavior?

chemical

behavior?

behavior?

behavior? chemical

behavior?

Page 3

Unit: Inquiry and Engineering Processes Estimated Time: 4 weeks

GLE: 0807.Inq.1 Design and conduct open-ended scientific investigations.

0807.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

0807.Inq.3 Synthesize information to determine cause and effect relationships between evidence and

explanations.

0807.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for

further exploration.

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

0807.T/E.1 Explore how technology responds to social, political, and economic needs.

0807.T/E.2 Know that the engineering design process involves an ongoing series of events that

incorporate design constraints, model building, testing, evaluating, modifying, and

retesting.

0807.T/E.3 Compare the intended benefits with the unintended consequences of a new technology.

0807.T/E.4 Describe and explain adaptive and assistive bioengineered products.

Prerequisite Skills: measuring accurately with a ruler; metric conversions

Essential Questions: What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

How do science concepts, engineering skills, and applications of technology improve the quality of life?

Course: 8th Grade Science 1st Nine Weeks Instructional Guide

7/10/14


Unit Vocabulary: control, dependent variable, independent variable, prototype, bias, adaptive engineered

product, assistive engineered product

Page 4

Checks for

Understanding

State

Performance

Indicators

Assessments Instructional

Resources/Strategies

Connections

0807.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.

0807.Inq.2 Identify tools and

techniques needed to gather, organize,

analyze, and interpret

data collected from a

moderately complex

scientific

investigation.

0807.Inq.5

SPI 0807.Inq.1

Design a simple

experimental

procedure with

an identified

control and appropriate

variables.

SPI 0807.Inq.2

Select tools and procedures

needed to

conduct a

moderately

complex

experiment.

Provide students with

data from an

experiment and have

them create

appropriate graphs

and/or tables.

Science Fair Projects

Provide students with a

description of an

experiment procedure.

Have students identify

Glencoe Gr. 8 textbook and

resources: Ch. 1, section 1; Ch. 4

Scientific Method: http://www.biologycorner.co

m/worksheets/controls.html

Science Fair (go to portaportal.com

and click on General Resources,

then click on Science Fair)

Poppers Activity:

http://mnpsscience.wikispaces.com

/file/view/Popper+challenge.doc

(purchase poppers from

Real World Connections:

Product Testing Activity

http://mnpsscience.wikispaces

.com/file/view/Product+testin

g.doc

Math Connections:

* Measurement

* Reading/Creating charts and

Tables

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Design a method to explain the results of

an investigation using

descriptions,

explanations, or

models.

SPI 0807.Inq.3

Interpret and

translate data

into a table,

graph, or

diagram.

control, dependent and

independent variables

www.OrientalTrading.com – large

size)

www.funbrain.com/measure/index.

html (ruler practice)

Page 5

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

0807.Inq.4 Review an

experimental design

to determine possible sources of bias or

error, state alternative

explanations, and

identify questions for

further investigation.

SPI 0807.Inq.4

Draw a

conclusion that

establishes a

cause and effect

relationship

supported by

evidence.

SPI 0807.Inq.5

Identify a faulty

interpretation of

data that is due

to bias or

experimental

error.

Give students a

description of a lab

with faulty conclusions.

Ask students to explain

the errors.

Look at data and

conclusions to

determine bias.

Provide students a

description of a lab and

results. Ask students to

draw conclusions.

Glencoe 8th Gr. Textbook and

resources: Ch.1, Sect. 1

.Conclusions and Bias Activity:

http://mnpsscience.wikispaces.com

/file/view/John+studies+turtles.doc


www.odysseyofthemind.com

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0807.T/E.1 Use appropriate tools to

test for strength,

hardness, and

flexibility of

materials.

SPI 0807.T/E.1

Identify the

tools and

procedures

needed to test

the design

features of a

prototype.

Glencoe 8th gr. Textbook and

resources: Ch.12

Page 6

0807.T/E.2 Apply the

engineering design

process to construct a

prototype that meets

certain specifications.

SPI 0807.T/E.2 Evaluate a

protocol to

determine if the

engineering

design process

was successfully

applied.

www.edheads.org

-- design a cell phone


resources: Ch.12

http://pbskids.org/zoom/activities/s

ci/papercupwalk.html

http://www.sciencemuseum.org.uk

/onlinestuff/games/martinsmaze.as

px


*Engineering Competition

(www.futurecity.org)

*http://content.asce.org/asce

ville/index.html

*Stranded!: Building Math by

Peter Wong (available from

Amazon.com)

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0807.T/E.3 Explore how the

unintended

consequences of new

technologies can

impact society.

SPI 0807.T/E.3 Distinguish

between the

intended benefits

and the

unintended

consequences of

a new technology.


resources: Ch. 12


TOSHIBA Exploravision

Invention Contest

(www.exploravision.org)

Page 7

0807.T/E.4

Research

bioengineering

technologies that

advance health and

contribute to improvements in our

daily lives.

0807.T/E.5

Develop an adaptive

design and test its effectiveness.

0807.T/E.4

Differentiate

between adaptive

and assistive

engineered

products (e.g., food, biofuels,

medicines,

integrated pest

management).

Give students a list of

engineered products

and have them sort as

assistive or adaptive.


resources: Ch. 12

http://state.tn.us/education/ci/sci/

doc/Users_guide.pdf (p. 14, 1st

paragraph gives definitions of

assistive and adaptive engineered

products)

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Page 8

Unit: Forces in Nature Estimated Time: 3 weeks

GLE: 0807.12.1 Investigate the relationship between magnetism and electricity.

0807.12.2 Design an investigation to change the strength of an electromagnet.

0807.12.3 Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet.

0807.12.4 Identify factors that influence the amount of gravitational force between objects.

0807.12.5 Recognize that gravity is the force that controls the motion of objects in the solar system.

Prerequisite Skills: understand the concepts of “attract” and “repel”

Essential Question: What are the scientific principles that explain gravity and electromagnetism?

Course: 8th Grade Science 1st Nine Weeks Instructional Guide

7/10/14


Unit Vocabulary: domain, electromagnet, magnetic field, Universal Law of Gravitation

Checks for

Understanding

State

Performance

Indicators

Assessments

Instructional Resources

Connections

0807.12.1

Create a

diagram to

explain the

relationship

between

electricity and

magnetism.

SPI 0807.12.1

Recognize that

electricity can be

produced using a

magnet and wire coil.

. Glencoe Textbook and resources:

Chapter 14, section 2

Safari Videos

** Introduction to Magnetism by

National Geographic

**Magnetism by Bill Nye

Magnetism/Electromagnetism

station lab:

http://mnpsscience.wikispaces

.com/file/view/magnetism+ele

ctromagnetism+station+lab.do

c

page 9

0807.12.2 Produce an

electromagnet

using a bar

magnet and a

wire coil.

0807.12.3 Experiment

with an electromagnet

to determine

how to vary its

strength.

SPI 0807.12.2 Describe the

basic principles

of an

electromagnet.

Glencoe Textbook and resources:


VSVS Electromagnetism Lab:

http://studentorgs.vanderbilt.edu/vsvs

Safari Videos

** Electrical Current by Bill Nye

7/10/14


0807.12.4

Create a chart

to distinguish

among the earth’s

magnetic field,

and fields that

surround a

magnet and an

electromagnet.

SPI 0807.12.3

Distinguish

among the

Earth’s magnetic field, a magnet,

and the fields that

surround a

magnet and an

electromagnet.



http://www.exploratorium.edu/theworl

d/iceland/magnetism.html

0807.12.5

Explain the

difference

between mass

and weight.

SPI 0807.12.4

Distinguish

between mass and

weight using

appropriate

measuring instruments and

units.


Chapter 13, p. 381 - 382; Chapter 4, p.

111

Page 10

0807.12.6 Identify factors

that influence

the amount of

gravitational

force between

objects.

0807.12.7

SPI 0807.12.5 Determine the

relationship

among the mass

of objects, the

distance between

these objects, and

the amount of

Uncovering

Student Ideas in

Science – 25

Formative

Assessment Probes

Volume 1 pg 97


Chapter 13, p. 381, 384-385

Safari Videos


*www.wickedpissahgames.co

m

Gravity pods

http://www.exploratorium.edu/theworld/iceland/magnetism.html

http://www.exploratorium.edu/theworld/iceland/magnetism.html

7/10/14


Explain how the motion of

objects in the

solar system is

affected by

gravity.

gravitational attraction.

SPI 0807.12.6

Illustrate how

gravity controls

the motion of

objects in the

solar system.

** Gravity by Schlessinger Media

** Gravity by Bill Nye

Gravity pods 2

*www.sciencespot.net/Media

/gravlab.pdf

Page 11

Unit: Fossils Estimated Time: 1 week

GLE: 0807.5.6 Investigate fossils in sedimentary rock layers to gather evidence of changing life forms.

Prerequisite Skills: Understanding how sedimentary rock layers are deposited over time, sedimentary rock

formations.

Essential Question: How does natural selection explain how organisms have changed over time?

Unit Vocabulary: Fossils

Course: __8th Science_________ __1st_Nine Weeks Instructional Guide

7/10/14


Checks for

Understanding

State

Performance

Indicators

Assessments


Connections

0807.5.7 Create a timeline that illustrates the relative ages of fossils in sedimentary rock layers.

SPI 0807.5.5 Compare fossils

found in

sedimentary rock

to determine their

relative age.

www.ccsd.edu/sou

th/science/esci/mr

patrick/lessons/rel

ativedating.htm

Show students a

geological column

and have them

determine the

relative ages of the

fossils

Glencoe 8th grade textbook,

Chapter 2

Safari Videos

** Fossils by Bill Nye

Page 12

Unit: Classification, Variations and

Adaptation

Estimated Time: 5 weeks

GLE: 0807.5.1 Identify various criteria used to classify organisms into groups.

0807.5.2 Use a simple classification key to identify a specific organism.

0807.5.3 Analyze how structural, behavioral, and physiological adaptations within a population

enable it to survive in a given environment.

0807.5.4 Explain why variation within a population can enhance the chances for group survival.

Course: __8th Science_________ __2nd_Nine Weeks Instructional Guide

7/10/14


Prerequisite Skills:


Unit Vocabulary: Dichotomous Key, Kingdom, Phylum, Class, Order, Family, Genus, Species, Variation,

Behavioral Adaptation, Physiological Adaptation, Structural Adaptation

Checks for

Understanding

State

Performance

Indicators

Assessments


Connections

0807.5.1 Select characteristics of

plants and animals

that serve as the

basis for developing a classification key

SPI 0807.5.1 Use

a simple

classification key

to identify an

unknown

organism.

Glencoe 8th grade textbook, Chapter 1,

Section 2 ---- pg 29 Seed Lab

Classification Activity with Scavenger

Hunt lab sheet:

http://mnpsscience.wikispaces.com/file

/view/classification+activity.doc

(activity)

Page 13

0807.5.2 Create and apply a simple classification key to identify an organism.

SPI 0807.5.1 Use

a simple

classification key

to identify an

unknown

organism.

Have students

create a

dichotomous key

of an object of

their choice; i.e.

candy, shoes, etc.


Chapter 1, Section 4

www.nclark.net/Classification

http://mnpsscience.wikispaces.com/file/view/classification+activity.doc

http://mnpsscience.wikispaces.com/file/view/classification+activity.doc

http://www.nclark.net/Classification

7/10/14


Have students

identify an

unknown organism

using a key

Monster dichotomous key:

www.beaconlearningcenter.com/Lesson

s/11459.htm

(scroll to bottom of page for links)

Fish Key by NOVA:

(www.pbs.org/wgbh/nova/teachers/acti

vities/2215_reef.html#materials)

Page 14

SPI 0807.5.2

Analyze

structural,

behavioral, and

physiological

adaptations to

predict which

Students make a

visual display of 3-5

structural,

behavioral and

physiological

adaptations.





Reading and LA Connections:

Jurassic Park

http://www.beaconlearningcenter.com/Lessons/11459.htm

http://www.beaconlearningcenter.com/Lessons/11459.htm

7/10/14


populations are

likely to survive

in a particular

environment.

Give students a

picture and a

description of an

organism. Discuss

what adaptations

the organism has

and what biome it

would live in.

Biodiversity Webquest:

http://www2.scholastic.com/browse/hom

e.jsp?lt=TNav:home&ESP=Teachers/ib//

acq/main_tnav_home///nav/txtl//// (type

"Biodiversity in Vietnam Web Hunt" in

search box)

Build Your Own Caterpillar Game:

www.scholastic.com

1. Click on teachers

2. Click on student Activities and look

under science

3. Click “Build a Caterpillar”

VSVS Geek Feazal Lab:

http://mnpsscience.wikispaces.com/file

/view/Natural+Selection+-

+The+Geakfeazel.pdf

Page 15

https://mail.nashville.gov/exchweb/bin/redir.asp?URL=http://www2.scholastic.com/browse/home.jsp?lt=TNav:home%26ESP=Teachers/ib//acq/main_tnav_home///nav/txtl////



https://mail.nashville.gov/exchweb/bin/redir.asp?URL=http://www.scholastic.com

http://mnpsscience.wikispaces.com/file/view/Natural+Selection+-+The+Geakfeazel.pdf



7/10/14


Crazy Traits Lab (available at several

metro schools or order from CPO

Science)

Build a Fish:

http://www.lawrencehallofscience.org/k

idsite/arcade.html?activity=buildafish

0807.5.4 Collect and analyze data relating to variation within a population of organisms.

SPI 0807.5.3

Analyze data on

levels of variation

within a

population to

make predictions

about survival

under particular

environmental

conditions.





Page 16

Unit: Biodiversity Estimated Time: 1 week

GLE: 0807.5.5 Describe the importance of maintaining the earth’s biodiversity.

Course: _8th Grade Science_____ __2nd___Nine Weeks Instructional Guide

7/10/14


Prerequisite Skills: Knowledge of organisms, populations, communities, biomes and environmental challenges


Unit Vocabulary: Biodiversity

Checks for

Understanding

State

Performance

Indicators

Assessments


Connections

0807.5.5 Prepare a poster that

illustrates the major

factors responsible

for reducing the

amount of global biodiversity.

SPI 0807.5.3

Analyze data on

levels of variation

within a population to

make predictions

about survival

under particular

environmental

conditions.

SPI 0807.5.4

Identify several

reasons for the

importance of

maintaining the

earth’s

biodiversity.

Have cooperative

groups create

posters about

environmental

hazards and

importance of

biodiversity.


Chapter 3

Safari Videos

** Extinction by Schlessinger Media

www.sheppardsoftware.com/web_gam

es_trivia_animal.htm


*DuPont Science Essay

Challenge starts around this

time.

http://thechallenge.dupont.co

m

*Zoo

Projects/speakers/environmen

tal issues

Page 17

0807.5.6 Prepare graphs that

demonstrate how

SPI 0807.5.3

Analyze data on

levels of variation

Glencoe 8th grade textbook, Math Connection: graphing

7/10/14


the amount of biodiversity has

changed in a

particular continent

or biome.

within a

population to

make predictions

about survival

under particular

environmental

conditions.

Chapter 3

www.nclark.net/diversity

Unit: Atoms and States of Matter Estimated Time: 1 week

GLE: 0807.9.1 Understand that all matter is made up of atoms.

0807.9.2 Explain that matter has properties that are determined by the structure and arrangement

of its atoms.

Prerequisite Skills: Know examples/have a very basic understanding of solids, liquids, and gases

Essential Question: How does the structure of matter influence its physical and chemical changes?

Unit Vocabulary: atom, proton, neutron, electron, particle motion

Page18

Checks for State

Performance

Course: 8th grade Science 3rd Nine Weeks Instructional Guide

7/10/14


Understanding Indicators Assessments Instructional Resources Connections

0807.9.1 Identify

atoms as the

fundamental

particles that make

up matter.

0807.9.2 Illustrate

the particle

arrangement and

type of motion

associated with

different states of

matter.

SPI 0807.9.1

Recognize that all

matter consists of

atoms.

SPI 0807.9.6

Compare the

particle

arrangement and

type of particle

motion associated

with different

states of matter.

.Uncovering

Student Ideas in

Science – 25

Formative

Assessment Probes

Volume 1 pg 79

Students create a

children’s book

explaining atoms

and states of

matter.

Atom Models

“Act out” particles

of motion

Glencoe 8th grade textbook

Chapter 7

Glencoe 8th grade textbook

Chapter 6 Section 1

www.harcourtschool.com/activity/state

s_of_matter (good animation)

Safari Videos

**Atoms and Molecules by Schlessinger

Media

Page 19

Unit: Periodic Table Estimated Time: 2 weeks


7/10/14


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

Prerequisite Skills: understanding of atomic structure

Essential Question: How does the structure of matter influence its physical and chemical changes?

Unit Vocabulary: element, atomic mass, atomic number page 20

Checks for

Understanding

State

Performance

Indicators

Assessments


0807.9.10 Identify the

atomic number, atomic

mass, number of

protons, neutrons, and

electrons in an atom of

an element using the

periodic table.

SPI 0807.9.9 Use

the periodic table

to determine the

properties of an

element.

.Make periodic

tables that

students may use

for test.

Create model of

atoms using the

periodic table to

determine number

of protons,

neutrons and

electrons.

Glencoe 8th grade textbook Chapter

8Interactive Periodic Table

http://www.rsc.org/chemsoc/visualelem

ents/pages/pertable_fla.htm

http://www.sciencespot.net/Pages/class

chem.html

Periodic Table Basics www.theodoregray.com

Safari Videos

**The Periodic Table by Schlessinger

Media

http://www.sciencespot.net/Pages/classchem.html


7/10/14


Unit: Elements, Compounds, and Mixtures Estimated Time: approx 1 week

GLE: 0807.9.4 Distinguish among elements, compounds, and mixtures.

0807.9.5 Apply the chemical properties of the atmosphere to illustrate a mixture of gases.

Prerequisite Skills: understanding of atomic structure and valence electrons

Essential Questions: How does the structure of matter influence its physical and chemical changes?

Unit Vocabulary: element, compound, and mixture

Page 21

Checks for

Understanding

State

Performance

Indicators

Assessments



7/10/14


0807.9.5

Distinguish

between elements

and compounds by

their symbols and

formulas.

0807.9.7 Describe

how the

characteristics of a

compound are

different than the

characteristics of

their component

parts.

0807.9.9 Explain

how the chemical

makeup of the

atmosphere

illustrates a

mixture of gases.

SPI 0807.9.3

Classify common

substances as

elements or

compounds based

on their symbols

or formulas.

SPI 0807.9.4

Differentiate

between a

mixture and a

compound.

SPI 0807.9.5

Describe the

chemical makeup

of the

atmosphere.

.

Make a visual

presentation of 5

elements and 5

compounds with

their symbols.

Create a pie chart

showing the

chemical makeup

of the atmosphere.

Make a visual

presentation of 5

mixtures and 5

compounds.

Glencoe 8th grade textbook Ch 9

Create ball and stick models of

compounds.

Safari Videos

**Elements, Compounds and Mixtures

by Schlessinger Media

Glencoe 8th grade textbook Ch 11,

Section 1-mixtures

Glencoe 8th grade textbook Ch 6 pg.

158—chemical make-up of atmosphere

Card sort: elements, compounds,

mixtures

www.nclark.net/StudyMatter

7/10/14


page 22

Unit: Physical and Chemical Changes and

Properties

Estimated Time: 2 weeks

GLE: 0807.9.2 Explain that matter has properties that are determined by the structure and arrangement

of its atoms.

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

Prerequisite Skills: Knowledge of atomic structure and particle motion.

Essential Question: How does the structure of matter influence its physical and chemical behavior?

Unit Vocabulary: chemical change, physical change, density, endothermic, exothermic

Course: _8th Grade Science_____ 3rd Nine Weeks Instructional Guide

7/10/14


Checks for

Understanding

State

Performance

Indicators

Assessments


Connections

0807.9.3

Measure or

calculate the mass,

volume, and

temperature of a

given substance.

0807.9.4 Calculate the

density of various

objects.

SPI 0807.9.7

Apply an equation

to determine the

density of an

object based on

its mass and

volume.

.Have students

measure mass and

volume of objects

and then calculate

the density.

Glencoe 8th Grade Textbooks

Chapter 4 section 2

Glencoe 8th Grade Textbook

Chapter 5 section 1


Chapter 6 section 2

VSVS Salt Water Density

(http://studentorgs.vanderbilt.edu/vsvs/

lessons.php)

Page 23

0807.9.2 Illustrate

the particle

arrangement and

type of motion

associated with

different states of

matter.

0807.9.6 Differentiate

between physical

and chemical

changes.

SPI 0807.9.6

Compare the

particle

arrangement and

type of particle

motion associated with different

states of matter.

SPI 0807.9.8

Interpret the

results of an

investigation to

determine

Uncovering

Student Ideas in

Science – 25

Formative

Assessment Probes

Volume 1 pg 73

Create a visual

display of physical

changes and

Glencoe 8th grade Textbook

chapter 6 section 2

VSVS Properties of CO2


lessons.php)

Glencoe 8th grade Textbook

Chapter 5 section 2

VSVS Chemical Reactions

7/10/14


0807.9.8 Determine the

types of

interactions

between

substances that

result in a

chemical change

whether a

physical or

chemical change

has occurred.

SPI 0807.9.2

Identify the

common outcome

of all chemical

changes.

chemical changes

Card sort for

physical and

chemical changes.

Uncovering

Student Ideas in

Science – 25

Formative

Assessment Probes

Volume 1 pg 49


lessons.php)


Chapter 10 section 1

pg 298 “ Endothermic or Exothermic?” Lab

Safari Videos

**Chemical Reactions by Bill Nye

Page 24

Unit: Chemical Equations Estimated Time: 2 weeks

CLE: 0807.9.7 Explain the Law of Conservation of Mass

0807.9.8 Interpret the events represented by a chemical equation

Prerequisite Skills: addition, multiplication, least common multiple


Unit Vocabulary: chemical equation, reactant, product

Course: _8th grade science____ 3rd Nine Weeks Instructional Guide

http://studentorgs.vanderbilt.edu/vsvs/lessons.php

http://studentorgs.vanderbilt.edu/vsvs/lessons.php

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Checks for

Understanding

State

Performance

Indicators

Assessments


0807.9.11 Use

investigations of

chemical and

physical changes

to describe the

Law of

Conservation of

Mass.

0807.9.11

Recognize that in

a chemical

reaction the mass

of its reactants is

equal to the mass

of the products

(Law of

Conservation of

Mass).

Balance Chemical

Equations:

http://mnpsscience.

wikispaces.com/file/

view/balancing+equa

tions+for+general+sc

ience.doc

Uncovering Student

Ideas in Science – 25

Formative

Assessment Probes

Volume 1 pgs 49,

61, 67, 91

Glencoe 8th Grade Textbook Chapter 5

section 1

Glencoe 8th Grade Textbook Chapter

10 section 1

http://www.sciencespot.net/Pages/cla

sschem.html

Balancing Act (many choices of practice sheets) Page 25

http://education.jlab.org/elementbala

ncing/index.html

Have students complete a chemical

reaction of small amounts of baking

soda and vinegar in a sealed freezer

bag and compare mass of reactants



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and mass of products.

0807.9.12 Differentiate

between the

reactants and

products of a

chemical equation.

0807.9.10

Identify the

reactants and

products of a

chemical reaction.

Glencoe Textbook Chapter 10 section

1

Page 26

Unit: Acids and Bases Estimated Time: 2 weeks

CLE: 0807.9.9 Explain the difference between acids and bases.

Prerequisite Skills: understand the concept of a number line and how it applies to the pH scale


Unit Vocabulary: acid, base, neutral

Course: _8th Grade Science___ _4th__Nine Weeks Instructional Guide

7/10/14


Checks for

Understanding

State

Performance

Indicators

Assessments


Connections

Page 27

0807.9.13

Determine whether

a substance is an

acid or a base by its

reaction to an

indicator.

0807.9.12 Identify

the basic

properties of acids

and bases.

http://pbskids.org/

zoom/games/kitch

enchemistry

Have students

measure the pH of

various substances

and identify them

as acids, bases or

neutral substances.

Acids and Bases

card sort.

Glencoe 8th grade textbook chapter 11

section 3

-- pg 330 “Testing pH using natural

indicators” Lab

Alien Juice Bar:

http://www.lawrencehallofscience.org/k

idsite/arcade/arcade.html?activity=alienj

uicebar

http://studentorgs.vanderbilt.edu/vsvs/l

essons.php

*click on Stream Pollution

Electric Pickle Demonstration:

www.stevespanglerscience.com/experim


Household product testing

with litmus or pH paper

Students bring in copies of

labels of food or household

products highlighting acids and

bases.

Point Source Pollution

Presentation by Metro Water

Department – contact Sonya

Harvack

Reading/LA Connection:

Graphic organizers:

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ent/electric-pickle

*click on Video

Acid/Base Venn Diagram

(http://mnpsscience.wikispace

s.com/file/view/acid+base+ven

n+diagram+GS.doc)

Page 28

Unit: Post TCAP Activities Estimated Time: 4 weeks

GLE: N/A

Prerequisite Skills:

Essential Question: How does STEM apply to real-world situations?

Course: __8th grade Science_ __4th_Nine Weeks Instructional Guide

7/10/14


Unit Vocabulary:

Checks for

Understanding

State

Performance

Indicators

Assessments

Instructional Resources/Strategies

Connections

. STEM Career Study

personality survey (Careers magazine distributed to all school counselors from the state)

Career Interest Survey: www.tctc.edu/career_survey

Career Interest Survey: www.careerclusters.org/resources/ccinterestsurvey/InterestSurvey.pdf

Forensics/CSI game:

http://forensics.rice.edu

Students learn their strengths

and interests and research and

report on STEM careers.

Page 29

www.engineering.com

go to games

http://pbskids.org/zoom/games/goldburgerto

go/rubegame.html

Students use engineering skills

to solve problems.

http://pbskids.org/designsqua

d/contest

http://www.careerclusters.org/resources/ccinterestsurvey/InterestSurvey.pdf

http://www.careerclusters.org/resources/ccinterestsurvey/InterestSurvey.pdf

http://forensics.rice.edu/

http://pbskids.org/designsquad/contest

http://pbskids.org/designsquad/contest

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Build and race mousetrap cars.

Egg drop activity

Build paper airplanes and compete for

distance, time in flight, etc.

http://www.science-

house.org/learn/index.html

Students use inquiry skills to

solve problems.

Inquiry connections:

www.youngscientistchallenge.

com

Page 30

http://www.science-house.org/learn/index.html

http://www.science-house.org/learn/index.html

http://www.youngscientistchallenge.com/

http://www.youngscientistchallenge.com/

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