Social Studies Grade 8 s11

Science – 8th

Unit of Study: The Nature of Science

First Grading Period – Week 1 (3 - 5 days) CURRICULUM OVERVIEW

Big Idea / Unit Rationale
During field and laboratory investigations, safe and appropriate practices are used and demonstrated. Scientific inquiry methods which include planning and implementing investigative procedures, the use of models and scientific tools are demonstrated. / The Texas Essential Knowledge and Skills require students to understand and do science. Students must use safe and appropriate practices while using scientific inquiry methods, models, and tools during field and laboratory investigations.
TEKS / TEKS Specificity - Intended Outcome
Skills / 8.1 The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.
(A)demonstrate safe practices during field and laboratory investigations
8.2 The student uses scientific inquiry methods during field and laboratory investigations.
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology.
(B) collect data by observing and measuring
8.3 The student uses critical thinking and scientific problem solving to make informed decisions.
(C) represent the natural world using models and identify their limitations
8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.
(A) collect, analyze, and record information using tools including beakers, Petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, timing devices, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices / ” I CAN” statements highlighted in yellow and italicized should be displayed for students.
I can:
· identify lab safety symbols, and demonstrate safe practices during lab investigations (8.1A)
· identify the steps used in scientific methods (8.2A)
· formulate testable hypotheses (8.2A)
· explain how scientific methods are used to answer questions and solve problems (8.2A)
· collect, record, and analyze information (8.2B)
· use models to represent the natural world (8.3C)
· identify the limitations of models (8.3C)
· collect, record, and analyze information using various tools (8.4A)
Evidence of Learning
1. During a field experiments, students will correctly identify science safety rules and symbols with at least 90% accuracy.
2. Given materials and equipment, students will plan and implement investigative procedures with at least 80% accuracy.

Science – 8th

Unit of Study: The Nature of Science

Week 1 - Lesson 1 - The Scientific Method & Models (3 days) CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
· What are the steps of the scientific method?
· Why must a hypothesis be testable?
· How does the scientific method answer questions and solve problems?
· Why are models used in science?
· How are models used in science?
· How are models limited? / The student can:
· plan and implement experiments (6, 7.2A)
· collect information by observing and measuring (6, 7.2B)
· communicate valid conclusions (6, 7.2D)
· represent the natural world using models (6, 7.3C)
· identify a model's limitations (6, 7.3C)
· communicate valid conclusions (6, 7.2D)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction (link)
Engage
· Facilitate as students perform the Start-Up Activity (Figure It Out) on p. 3.
Ask students: (1) Did you solve the puzzle by making observations?
(2) How did testing your ideas help? (8.2A & B).
· Have students make lists of at least five observations about objects in the classroom that are used to help teach science. (8.2A & B - 8.3C) / · Students work in pairs to perform activity. Share inferences, observations, and conclusions with other groups. (8.2A & B)
· THINK-INK-PAIR-SHARE
Students think about and record information in their science journal. Discuss with their learning partner. Debrief with class. (8.2A & B - 8.3C).
Explore
· Facilitate as students perform Making Models Lab (Using Scientific Methods) on p. 26 - 27. Ask students: Do your conclusions support your hypothesis? Explain. (8.2A & B - 8.3C). / · Students work in groups of 2 - 3 to perform activity. In their science journal, students will outline the scientific method (including analysis and conclusions) used to complete the activity. (8.2A & B - 8.3C)
Explain
· Monitor as students read Chapter 1 - Section 2 & 3 (p. 9 - 19)
Ask students:
(1) When performing an experiment, why is it important to perform multiple trials?
(2) When performing multiple trials, why is it important to change only one variable at a time?
(8.2A & B - 8.3C).
· Have students explain: scientific method (link) and variables (link) (8.2A & B) / · Reading Comprehension Process (link)
(8.2A & B - 8.3C).
· Cornell Note Taking (link)
(8.2A & B - 8.3C).
Elaborate
· Have students select and analyze a problem from their everyday lives using scientific method. (8.2A & B)
· Have students create a simple model of a room in their house. (8.3C) / · Journaling -
Have students record their problem and how they would use the scientific method in their science journal. (8.2A & B)
· Students create a model and identify some of the benefits and some of the limitations of
· Suggested worksheets (8.2A & B - 8.3C):
Reinforcement Worksheet 1 - A Method to the Madness
Critical Thinking Worksheet 1 - Prove It!
Texas Directed Reading Workbook: Worksheet 1 - Sections 2 & 3 / · using the model. (8.3C)
· Suggested Homework for Concept Reinforcement (8.2A & B - 8.3C)
Evaluate
· Have students design an experiment that tests the hypothesis, "Plants grow best when watered with sugar water." (8.2A & B)
· Have students find examples of the different types of models: physical, mathematical, and conceptual. (8.3C)
· Quiz with the following as possible questions (8.2A & B - 8.3C):
(1) What is the relationship between an experiment and a hypothesis?
(2) What is a variable?
(3) Why is communicating the results of an experiment important?
(4) What is meant by validity of an experiment?
(5) What is a model?
(6) What is meant by limitations of a model? / · Journaling -
Have students record their problem and how they would use the scientific method in their science journal. Have small groups of students (4 - 5 people) share their scientific methods and identify steps. (8.2A & B)
· Students create a poster showing the three types of models and identifying their limitations. (8.3C)
· Journaling -
Have students record their answers in their science journal. Debrief with class.
(8.2A & B - 8.3C):
Vocabulary: (Pertinent to the learning – specific)
· scientific methods
· observation
· hypothesis
· data
· model
· independent variable
· dependent variable
· validity / Resources:
Holt Science & Technology
8th grade textbook
Chapter 1 - Sections 2 & 3 pp. 9 - 19
Suggested Labs, Investigations, Demonstrations (Textbook):
Figure It Out p. 3
Using Scientific Methods p. 26 - 27
Unit 1 Resource Booklet
Reinforcement Worksheet 1 - A Method to the Madness
Critical Thinking Worksheet 1 - Prove It!
Texas Directed Reading Workbook -
Worksheet 1 - Sections 2 & 3
Internet Sites
scientific method
variables
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
· Have student perform the Quick Lab (That's Swingin') on p. 13. Record scientific method to be used and discuss the use of models.
(8.2A & B - 8.3C)
What do you do for students who master the learning quickly?
· Have students explain how the following quote as it relates to observations, hypotheses, variables, scientific methods, and models.
(8.2A & B - 8.3C)
"Science is nothing but trained and organized common sense."
Thomas H. Huxley /
8th grade District Interim 2007
8th grade TAKS Release 2006
/
10th grade TAKS Release Test 2006
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – 8th

Unit of Study: The Nature of Science

Week 1 - Lesson 2 - Tool, Measurement & Safety (2 days) CURRICULUM GUIDE

Essential Questions / Essential Pre-requisite Skills
· What are the science safety symbols and what do they represent?
· In what ways is scientific evidence collected?
· In what ways can you be safe in the science laboratory?
· Why is it important to have safety rules in the classroom? / The student can:
· demonstrate safe practices (6, 7.1A)
· use science tools to collect data (6, 7.4A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
5E Model of Instruction (link)
Engage
· Pose the following questions to the students (8.4A):
How would a standard system of weights and measures, agreed to and used around the world, make life easier?
/ · THINK-INK-PAIR-SHARE
Students think about and record information in their science journal. Discuss with their learning partner. Debrief with class.(8.4A).
Explore
· Have students measure the width of their desk but do not use a ruler (pick an object to use as the unit of measurement). Find how many units wide the desk is. Ask the students the following questions:
(8.4A)
(1) How did your measurements compare to those of your classmates?
(2) Why is using standard units of measurement important?
· Demonstrate the use and care of various science tools, such as the graduated cylinder, meterstick, and triple beam balance. (8.1A & 8.4A)
· Have students use a graduated cylinder, meterstick or metric ruler, triple beam balance and their measuring skills to find the measurement of various objects. Use the Appendix (p. 705) as a guide. (8.1A & 8.4A) / · Journaling -
In their science journal, students record the tool used to measure their desk and conclusions made based on their experience.
(8.4A).
· Students work in pairs to find the measurement of various objects. In their science journal, summarize the steps of how each tool is used and the data collected. (8.4A).
Explain
· Monitor as students read Chapter 1 - Section 4 (p. 20 - 25). Ask students:
(1) Which tools would you use to find the time it takes for 5 mL of water to warm up by 20C? (8.4A)
(2) What safety precautions should you use to do the above? (8.1A)
· Instruct the students to calculate the following: volume and density (8.4A)
· Have students explain the safety symbols on p. 25 (8.1A)
· Discuss with students the Safety Contract and MSDS Sheets (Flinn Scientific website) (8.1A) / · Reading Comprehension Process (link) (8.4A):
· Cornell Note Taking (link) (8.4A):
Elaborate
· Have students explain why they must protect themselves when conducting experiments. Have students list the safety symbols and think of at least one situation in which each safety symbol applies. (8.1A)
· Have students find the density of a clay ball using a beaker, a graduated cylinder, and a triple beam balance. (8.4A)
· Suggested worksheets (8.1A & B - 8.4A):
Texas Directed Reading Workbook: Worksheet 1 - Section 4 / · Journaling -
In their science journal, students explain the importance of safety. Also, list safety symbols and situations in which they apply. (8.4A):
· Students work in pairs to find the density of a clay ball. In their science journal, list equipment, how the density was calculated and a summary of their conclusions. (8.4A)
· Suggested Homework for Concept Reinforcement
(8.1A & B - 8.4A)
Evaluate
· Facilitate as students perform Skill Builder Lab (Coin Operated) on p. 653.
Ask students: How could you separate the pennies into the same groups without experimentation? Explain.
(8.1A & 8.4A).
· Quiz with the following as possible questions (8.1A & 8.4A):
(1) What is the SI unit for mass, length, area, volume, density, temperature?
(2) What is the formula for calculating density?
(3) What are examples of safety rules and symbols used in the science classroom?
(4) Why are safety rules and symbols important? / · Students work in groups of 2 - 3 to perform activity. In their science journal, record data, analysis, and conclusions. (8.4A)
· Journaling -
Have students record their answers in their science journal. Debrief with class. (8.4A):
Vocabulary: (Pertinent to the learning – specific)
· meter
· area
· volume
· mass
· density
· temperature / Resources:
Holt Science & Technology
8th grade textbook
Chapter 1
· Section 4
pp. 20 - 25
Suggested Labs, Investigations, Demonstrations (Textbook):
Coin Operated p. 653
Texas Directed Reading Workbook - Worksheet 1 - Section 4
Internet Sites
Safety Contract
MSDS Sheets
Video Clips
What To Do and NOT Do in the Lab
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What do you do for students who need additional support?
· Students cut a piece of string one cubit long (the distance from elbow to fingertips and compare their string with others. Discuss why their measurements vary from each other. Discuss how these variations could pose problems for scientists? Also, create a visual dictionary of tools used in the science classroom. (8.1A & 8.4A)
What do you do for students who master the learning quickly?
· Have students estimate the length, area, volume, or mass of various objects around the room. Then, using science tools, have students find and calculate the actual measurements. /
8th grade District Interim 2007

8th grade District Interim 2007
8th grade TAKS Release 2006
/
10th grade TAKS Release Test 2006
Evidence of Learning
Formative Mini Assessment / TAKS Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board