PLEASANT VALLEY SCHOOL DISTRICT



PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

Physical Science

Grade: 8

I. COURSE DESCRIPTION AND INTENT:

The major goal of the eighth grade physical science program is to provide basic knowledge of chemistry and physics as it relates to everyday experiences. Students will learn to discover and interpret scientific knowledge by completing projects, reports, demonstrations and lab activities. An additional goal of the course is to apply basic math principles to science concepts. The eighth grade physical science curriculum encompasses six major topics focusing on the chemical and physical nature of matter. These topics are: (1) scientific method, (2) physical and chemical nature of matter, (3) nuclear energy and radioactivity, (4) heat, light, and sound, (5) work, power, and simple machines, and (6) force and motion.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6-day cycle

Length of Class Periods (minutes): 44 minutes

Length of Course: 180 Days

Unit of Credit:

Updated: JULY 25, 2016

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Scientific Method |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.4; 1.6; 1.8 |

|Mathematics: 2.1; 2.2; 2.3 |

|Science and Technology: 3.5; 3.7; 3.9 |

|Civics and Government: 5.4 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.C.1 |

|RESOURCES |

|District approved textbook |

|Lab equipment (computer) |

|Various videos |

|Worksheets |

|OBJECTIVES |

|The learner will use applications of the scientific method. |

|ESSENTIAL CONTENT |

|Explain the use of common metric units for mass, weight, density, and temperature. |

|Given the formula D=M/V, calculate the density of samples. |

|Use the scientific method. |

|Explain theory. |

|Define numerical meanings of metric prefixes. |

|Define and measure the length, volume, and mass of objects. |

|Differentiate among mass, weight, and density. |

|Define and measure the temperature of at least two samples. |

|Recognize the names and accomplishments of famous scientists. |

|Convert between metric prefixes. |

|Identify common lab equipment and proper safety procedures for usage |

|INSTRUCTIONAL STRATEGIES |

|Have students estimate masses of common objects in grams, lengths in cm, and volumes in ml. The students do their own measurements|

|using balances, meter sticks, cm tapes, and graduated cylinders. As the game progresses over the course of a week, students must |

|make metric conversions in their estimates. |

|Have students design experiments using the scientific method. |

| |

|ASSESSMENTS |

|Portfolios |

|Teacher designed tests and quizzes. |

|Worksheets designed to demonstrate knowledge of the concepts taught. |

|Laboratory activities and demonstrations. |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Extra teacher made worksheets designed to remediate deficiencies in metric and weight, and density calculations. |

|Flash cards depicting laboratory equipment with corresponding names. |

|Posters and other visual aids with metric prefixes. |

|Crossword puzzles and word games. |

|Study guides. |

|Provide classroom notes or note starters. |

| |

|Extensions: |

|Recommendations of appropriate TV programs regarding scientists. |

|More advanced calculations as a part of density labs. |

|Advanced worksheet on metric, English conversions. |

|Demonstrate proper safety techniques throughout year. |

| |

| |

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Physical and Chemical Nature of Matter |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.6; |

|Mathematics: 2.1; 2.2; 2.3; 2.6; 2.7; 2.8; 2.9 |

|Science and Technology: 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.8; 3.9 |

|Civics and Government: 5.1; 5.4 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.C.1; S8.D.1 |

|RESOURCES |

|District approved textbook |

|Lab equipment (computer) |

|Various videos |

|Library resources |

|Periodic tables |

|Atomic models |

|Element bingo |

|Various worksheets |

|OBJECTIVES |

|The learner will describe and explain the phases and composition of matter |

|ESSENTIAL CONTENT |

|Identify the historical developments of the atomic theory. |

|Define matter. |

|Explain the law of conservation of mass. |

|Name the four phases of matter and give one example of a substance in each phase. |

|Draw a picture of molecules in each phase of matter. |

|Name and describe the phase changes using a phase change diagram. |

|Classify the three main subatomic particle according to mass, location, and charge. |

|Define atomic number. |

|Define element. |

|Match atomic symbols to common elements. |

|Use the periodic table to predict chemical reactions. |

|Define mixture. |

|Name two main types of mixtures, and give one example of each. |

|Describe what happens when a substance dissolves to form a solution. |

|Distinguish among unsaturated, saturated, and supersaturated solutions. |

|Describe the process of crystal formation. |

|Define compound. |

|Define molecule. |

|Classify the various chemical reactions. |

|Compare and contrast characteristics of acids, bases, and salts. |

|Give at least two examples of acids, bases, and salts. |

|Define indicator and give at least one example. |

|Define pH. |

|Given a known pH value of a substance, determine the strength and whether it is an acid or a base. |

|Explain how a salt is formed. |

|INSTRUCTIONAL STRATEGIES |

|Have the students compare properties of compounds and mixtures. Observe individual particles of sulfur and iron with a hand lens. |

|Check effect of a magnet on iron and sulfur. Mix iron and sulfur together. Repeat above procedure. Place iron/sulfur mixture in |

|a test tube and heat over a Bunsen burner. Check with hand lens and magnet. |

|Have students identify unknown substances as acids or bases by the use of pH paper. |

|Have students play element bingo game. |

|Have students perform various laboratory experiments. |

| |

|ASSESSMENTS |

|Portfolios |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Projects and reports correlated with specific objectives designed to demonstrate practical application of the concepts taught |

|Laboratory activities and demonstrations with specific objectives designed to demonstrate practical applications of the concepts |

|taught. |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Study guide. |

|Word searches and other word games. |

|Flash cards for element names and symbols. |

|Program for balancing equations. |

|Various worksheets not used in class that can be used for additional practice. |

|Provide classroom notes or note starters. |

|Extensions: |

|Provide advanced periodic tables for use in writing or predicting chemical reactions. |

|Higher level of difficulty worksheets on balancing chemical equations. |

|Students can grow their own crystals. |

|Drawing pictures of the larger atoms using electron configuration formulas. |

|Outside resources provided for the newest man-made elements. |

|Program for balancing equations. |

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Nuclear Energy and Radioactivity |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.6; |

|Mathematics: 2.1; 2.6; 2.7; 2.8; 2.9 |

|Science and Technology: 3.1; 3.2; 3.3; 3.4; 3.5; 3.7; 3.9 |

|Environment and Ecology: 4.3; 4.4; 4.5; 4.8 |

|Civics and Government: 5.1; 5.4 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.B.3; S8.C.1; S8.C.2; S8.D.1 |

|RESOURCES |

|District approved textbook |

|Lab equipment (computer) |

|Various videos |

|Library resources |

|Periodic tables |

|Various worksheets |

|OBJECTIVES |

|The learner will explain the processes of nuclear chemistry and describe the uses of nuclear energy. |

|ESSENTIAL CONTENT |

|Trace the historical development of work in radioactivity, as well as recent developments in nuclear energy. |

|Differentiate between fission and fusion. |

|Identify half-life and solve problems involving half-life. |

|List the advantages and disadvantages of nuclear fission and nuclear fusion as an energy source. |

|Describe the major components and functions of a nuclear power plant. |

|Identify Einstein's E=MC2. |

|Identify the problems of nuclear waste storage. |

|List at least four advantages and disadvantages of nuclear energy. |

|Define fallout and how it enters the food chain. |

|List the beneficial aspects and uses of radiation. |

|Describe the harmful conditions associated with radiation. |

|List three devices for detecting radiation. |

|Complete nuclear equations. |

|Distinguish among the three main types of radiation. |

|INSTRUCTIONAL STRATEGIES |

|• Have students do research in the library on the pros and cons of nuclear energy as a power source. Divide class into two groups |

|and debate the advantages and disadvantages of each position. |

|• Have students determine the rate at which nuclear waste products will decay. |

|• Have students demonstrate a chain reaction through the use of dominoes. |

|• Have students perform M&M half-life activity. |

|ASSESSMENTS |

|Portfolios |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Laboratory activities and reports correlated with specific objectives designed to demonstrate practical application of the concepts|

|taught. |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Study guides. |

|Word searches and other word games. |

|Various worksheets not used in class that can be used for additional practice. |

|Provide classroom notes or note starters. |

|Extensions: |

|Library research on topics related to nuclear energy and radiation. |

|Speaker from SSES on topic of nuclear energy. |

|Additional readings and articles on nuclear energy. |

|Worksheet on advanced nuclear equations. |

|Recommend TV programs on nuclear energy issues. |

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Heat, Light and Sound (Energy) |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.6; |

|Mathematics: 2.1; 2.2; 2.3; 2.6; 2.7; 2.8; 2.9 |

|Science and Technology: 3.1; 3.2; 3.3; 3.4; 3.5; 3.7; 3.9 |

|Environment and Ecology: 4.3; 4.4; 4.5; |

|Civics and Government: 5.1; 5.4 |

|Family and Consumer Science: 11.2 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.B.1; S8.B.3; S8.C.1; S8.C.2; S8.C.3; S8.D.1; S8.D.2 |

|RESOURCES |

|District approved textbook |

|Lab equipment (computer) |

|Various videos |

|Library resources |

|Various worksheets |

|Cow/Pig eyes |

|Laser box |

|Hot air balloons |

|Single string instrument |

|OBJECTIVES |

|The learner will define, describe, and compare the forms and uses of energy. |

|ESSENTIAL CONTENT |

|Describe light and its uses. |

|Define energy. |

|Distinguish between potential and kinetic energy. |

|List the forms of energy. |

|Define and explain heat energy and it's uses. |

|Define temperature. |

|Differentiate among conduction, convection, and radiation. |

|Solve problems involving calories and BTU's. |

|Label the main parts of a wave. |

|Describe the difference between transverse and compressional waves. |

|Explain the electromagnetic spectrum. |

|Compare the reflection of light from smooth and rough surfaces. |

|Define refraction. |

|Demonstrate how lenses refract light. |

|Define sound. |

|Relate amplitude, volume, pitch, and frequency to components of a sound wave. |

|Define ultrasonic sounds. |

|Identify the parts and functions of parts of the eye. |

|Evaluate their diet. |

|Identify various alternative energy resources for the future. |

|INSTRUCTIONAL STRATEGIES |

|Have students calculate experimentally the number of calories in a certain food. |

|Have students identify energy loss in their home through convection and conduction. |

|Have students use a plane mirror to trace their way through a maze. |

|Have students track their diet over several days and analyze and evaluate fat, protein, carbohydrate, and caloric intake. |

|Have students perform various laboratory experiments. |

|ASSESSMENTS |

|Portfolios |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Projects and reports correlated with specific objectives designed to demonstrate practical application of the concepts taught |

|Laboratory activities and demonstrations with specific objectives designed to demonstrate practical application of the concepts |

|taught. |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Study guides. |

|Word searches and other games. |

|Various worksheets not used in class for additional practice. |

|Various activities to demonstrate concepts discussed in class such as refraction, reflection, etc. |

|Various videos used as review. |

|Hands on models of light gathering and reflecting devices. |

|Provide classroom notes or note starters. |

|Extensions: |

|Dissection of cow or pig eyes. |

|Construction of houses with varying insulation to measure their effectiveness. |

|Library research on alternative energy sources. |

|Designing pre graphs based on various countries' energy resources. |

|Measure decibel level with meter throughout school. |

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Work, Power and Simple Machines |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.6 |

|Mathematics: 2.6; 2.7; 2.8; 2.9; 2.10 |

|Science and Technology: 3.1; 3.2; 3.3; 3.4; 3.7 |

|Civics and Government: 5.4 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.B.1; S8.C.2; S8.C.3 |

|RESOURCES |

|District approved text |

|Lab equipment (computer) |

|Various videos |

|Various worksheets |

|OBJECTIVES |

|The learner will define and compare mathematically power and work. |

|ESSENTIAL CONTENT |

|Define force. |

|Define work. |

|Given the formula w=Fxd, calculate the work done. |

|Calculate the mechanical advantage of a machine. |

|Identify the types of simple machines, and give examples of each. |

|Diagram and label the three main parts of a lever. |

|Calculate forces and resistance using the Law of Levers. |

|Define compound machine and give examples of compound machines. |

|Define power and horsepower. |

|Given the formula P=w/t, calculate the power. |

|Define efficiency. |

|INSTRUCTIONAL STRATEGIES |

|Have students determine the horsepower they produce in running a 100-meter dash. Mass the students on a kg scale and convert to |

|weight in Newton by multiplying by 9.8. Time the students running 100 meters. Calculate horsepower as follows: |

|• Wt x 100m –horsepower |

|• Sec. X 750 |

|Have students observe a model steam engine at work. |

|Have students perform various laboratory experiments. |

|ASSESSMENTS |

|Portfolios |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Laboratory activities and demonstrations with specific objectives designed to demonstrate practical application of the concepts |

|taught. |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Study guides. |

|Word searches and other games. |

|Various worksheets not used in class for additional practice. |

|Hands on models of simple machines. |

|Provide classroom notes or note starters. |

|Extensions: |

|Have students build simple machines. |

|Recommendation of TV programming on simple machines and their development. |

|Allow students to calculate their maximum horsepower. |

|COURSE: Physical Science |GRADE(S): 8 |

|STRAND: Force and Motion |TIME FRAME: 1 Year |

|PA ACADEMIC STANDARDS |

|Communications: 1.1; 1.2; 1.6 |

|Mathematics: 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.7; 2.8; 2.9; |

|Science and Technology: 3.1; 3.2; 3.3; 3.4; 3.6; 3.7; 3.8; 3.9 |

|Civics and Government: 5.4 |

|Arts and Humanities: 9.3 |

|ASSESSMENT ANCHORS |

|S8.A.1; S8.A.2; S8.A.3; S8.C.2; S8.C.3; S8.D.3 |

|RESOURCES |

|District approved textbook |

|Lab equipment (computer) |

|Various videos |

|Various worksheet |

|Library resources |

|Rocket and launching equipment |

|OBJECTIVES |

|The learner will explain motion. |

|ESSENTIAL CONTENT |

|Define acceleration and momentum. |

|Identify major development in the evolution of rocketry. |

|Define linear and rotary motion. |

|Solve problems using D=RT. |

|Compare and contrast speed and velocity. |

|Define positive and negative acceleration. |

|Solve problems using Vf=Vi + at. |

|List and explain with examples Newton's 3 Laws of Motion. |

|Distinguish between centripetal and centrifugal force. |

|Build and launch a model rocket. |

|Label and describe the functions of the main parts of a rocket. |

|INSTRUCTIONAL STRATEGIES |

|Have students demonstrate centripetal and centrifugal force by tying a whiffle ball on a string. Whirling the string rapidly keeps|

|the forces relatively balanced. Slowing down, centripetal force brings ball toward your body. Releasing string while swinging, |

|centrifugal force causes ball to fly off in a straight line. |

|Have students calculate a baseball's velocity by throwing it as high as possible and timing the number of seconds with a stopwatch |

|until it hits the ground. |

|Have students build a model rocket as a project. The altitude and velocity of the rocket is calculated. |

|Have students perform various laboratory activities |

|ASSESSMENTS |

|Portfolio |

|Teacher designed tests and quizzes |

|Worksheets designed to demonstrate knowledge of the concepts taught |

|Projects and reports correlated with specific objectives designed to demonstrate practical application of the concepts taught |

|Laboratory activities and demonstrations with specific objectives designed to demonstrate practical application of the concepts |

|taught |

|CORRECTIVES/EXTENSIONS |

|Correctives: |

|Study guide. |

|Word searches and other games. |

|Various worksheets not used in class for additional practice. |

|Allow multiple launches of rockets to improve outcomes. |

|Provide classroom notes or note starters. |

|Extensions: |

|Recommendation of TV programming on force, motion and rockets. |

|Provide students with data to calculate velocity and maximum height of rocket during launch. |

|Demonstrate proper safety techniques when launching rockets. |

|Provide resources to enhance classroom activities. |

|Allow for creative expression in designing rockets. |

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