Download Garfield Public Schools Science Curriculum Grade Eight

Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Garfield Public Schools
Science Curriculum
Grade Eight
Revision Committee:
Ms. Rosemarie Avanzato
Ms. Adrienne Patterson
Garfield Board of Education
Dr. Kenneth Conte- President
Mr. Tony Lio - Vice President
Mrs. Rose Marie Aloia
Mr. Anthony Barckett
Mr. Salvatore Benanti
Mr. Richard Giacomarro
Dr. Donna M. Koch
Mr. Nikolce Milevski
Mr. Edward Puzio
Final Revision Date: August 31, 2011
Administration
Mr. Nicholas Perrapato, Superintendent
Mr. Tom Egan, Business Administrator / Board
Secretary
Board Adoption Date – September 26, 2011
Grade Eight – Science
Curriculum Supervisor
Mrs. Alexandra Bellenger
Assistant Curriculum Supervisor – Science
Ms. Jennifer Botten
Resolution # - 09-137-11
1
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Science Department
Grade Eight
Course Overview
The 8th Grade Earth Science course begins with scientific skills, making measurements, conducting scientific
investigations, and technology skills. Students will also work with graphing and mapping skills necessary for
the course. Students begin to utilize the textbook Inside Earth. This course will lead students through volcanoes,
earthquakes, plate tectonics, minerals and rocks. Students discuss the processes of breaking down and building
back up the Earth, which includes rocks, minerals and the rock cycle. Students study and discuss how rocks and
minerals are formed and how to identify them. From geology the curriculum moves through Chemical
Interactions. Here students are introduced to atoms, properties and changes in matter, elements, compounds,
formulas and how they relate to our daily activities. Additionally students will examine covalent, ionic, and
metallic bonds. The students will then move on to Weather and Climate where they will examine how the
atmosphere and air pressure affects our lives. Weather factors such as wind, the jet stream, fronts and air masses
establish weather patterns. Students will examine weather patterns to be able to predict various storms, such as
hurricanes. The Motion, Forces, and Energy textbook covers topics such as types of energy sources, types of
machines and how they work, and motion. They will also look at Newton’s first, second and third laws of
motion. Students develop skills using science tools and equipment, use the Internet and library for research, as
well as independent reading and written work. .
The Honors Science course will follow the same Grade Eight curriculum which will be adapted by the teacher
through the lesson plans to make the course more rigorous.
Grade Eight – Science
2
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Science Department
Grade Eight
Unit Map
Unit Title: Plate Tectonics ..................................................................................................................................... 7
Duration: 6 blocks
Description
This unit identifies the characteristics of Earth's crust, mantle, and core. Students will analyze data
regarding temperature, depth, and features of each layer. Laboratory experiments will involve the
properties of plasticity and its relationship to convection current in the earth's mantle. Students will
examine Alfred Wegner's hypothesis regarding continental drift. Various supporting theories regarding this
concept and the development of Pangaea will be discussed. Students will be able to explain the process of
plate tectonics, giving special attention to sea-floor spreading, mid-ocean ridge, and subduction. Students
will identify the affect of plate movement on land and ocean features.
Unit Title: Earthquakes .......................................................................................................................................... 9
Duration: 3-4 blocks
Description
This unit begins with a discussion regarding how stress affects plate boundaries which in turn generates
earthquake activity. Students explore seismic waves as an indicator of the magnitude of energy released by
an earthquake. Students will review of earthquake measurement scales and seismic activity and discuss the
importance of monitoring the stress to the earth and crust caused by an earthquake. Students will learn
about the ways the USGS estimates earthquake probability and seismic gaps, which are sections along
active faults that have not experienced an earthquake for a long time. Students will understand that one of
the greatest dangers from an earthquake is a tsunami.
Unit Title: Volcanoes ........................................................................................................................................... 11
Duration: 3-4 blocks
Description
Students will identify where Earth's volcano regions are located and explain why they are found there.
Additionally students will examine some of the physical and chemical properties of magma. Pupils will
describe three types of volcanic eruptions and the various landforms lava and ash create.
Unit Title: Minerals ............................................................................................................................................. 13
Duration: 4-6 blocks
Description
This unit begins with students being able to define a mineral and identify how minerals are formed.
Students will observe, classify and identify minerals according to their characteristics. Students will adapt
the Moh’s scale as an indicator for classification. Students will review how minerals are used and how ores
are processed to obtain metals.
Unit Title: Rocks .................................................................................................................................................. 15
Duration: 3-4 blocks
Grade Eight – Science - Unit Map
3
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Description
This unit begins with students identifying the stages of the rock cycle. They will also list characteristics
used to identify rocks. Students will describe three major types of rocks and their origins. Additionally
students will identify uses of various rocks.
Unit Title: Atoms and Bonding ........................................................................................................................... 17
Duration: 5 blocks
Description
Students will understand that scientists use models to explain atoms. Dalton, Thomson, Rutherford, and
Bohr's models will be examined and observed. Additionally, students will identify the basis of the
organization of the periodic table in terms of periods and groups. Electron dot diagrams will be introduced
to help students visualize valence electrons and understand their role in bonding. Students will learn
chemical bonding, ionic, covalent, and metallic. Students will compare and contrast ionic and covalent
bonding.
Unit Title: Chemical Reactions............................................................................................................................ 19
Duration: 5 blocks
Description
This unit begins with a discussion of how matter and changes in matter can be described. Students will
learn that chemical reactions involve two main kinds of change which produce the formation of a new
substance. Additionally, students will identify what information a chemical equation contains. Students
will become familiar with the principle of conservation of energy. Students will learn to balance equations
and classify chemical reactions. Students will gain an understanding of the causes of fire and three things
necessary to maintain fire.
Unit Title: Chemical Interactions ........................................................................................................................ 21
Duration: 5-8 blocks
Description
Students learn the characteristics of solutions, colloids, and suspensions. They will describe what happens
to the particles of a solute and how solutes affect the freezing point and boiling point of a solvent.
Additionally, students will learn how the concentration of a solution is measured and why solubility is
useful in identifying substances. Factors that affect the solubility of a substance will be examined. Students
will learn about the factors that determine whether a substance is an acid or a base. Also, they will learn to
identify where acids and bases are most commonly used. The importance of ions in acids and bases will be
determined as will the importance of understanding and interring the pH scale.
Unit Title: Atmosphere ....................................................................................................................................... 23
Duration: 8-9 blocks
Description
This unit introduces students to the process of oxygen is production. Students will learn about the
properties of air. Students will calculate density through hands-on lab work. Students will learn how to
recognize the importance of the use of a barometer to measure air pressure. Students will learn about the
layers of the atmosphere and their various characteristics. After a basic introduction regarding air pollution
students will be able to identify smog, acid rain, and air quality.
Grade Eight – Science - Unit Map
4
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Title: Weather Factors ................................................................................................................................. 25
Duration: 6-8 blocks
Description
This unit will begin with an introduction to radiation, visible light, forms of electromagnetic, radio waves,
and ultraviolet radiation. In addition students will observe remote-sensing imaging and how it provides
data regarding the earth's surface. Students will make connections between heat transfer, radiation,
conduction and convection. The use of a temperature scale is examined. The importance of wind and
especially the jet stream are discussed. Both local and global wind patterns are tracked and studied.
Students will determine relative humidity and its role in the formation of clouds. Students will learn to
recognize the three types of clouds how they are formed and their differences. Students will learn to
classify various types of precipitation.
Unit Title: Weather Patterns ................................................................................................................................ 27
Duration: 8-9 blocks
Description
This unit will introduce students to air masses and their affect on the weather of North America. Air fronts
will be discussed and the location of each type will be examined. Students will explore storms, how they
are formed and their affect on both land and coastal property. Students look at weather forecasting and
improvements that have been made in accurate prediction of weather. Students will be learn how to read
and explain a weather map, paying special attention to symbols.
Unit Title: Climate and Climate Change ............................................................................................................. 29
Duration: 5 blocks
Description
This unit will introduce factors that influence temperature and various causes for seasons. Students
willlearn about the six main climate regions. The unit will also discuss events that can cause short term and
long term climate changes. Additionally, students will learn about human activities that affect the
temperature and ozone depletion on earth.
Unit Title: Motion ................................................................................................................................................ 31
Duration: 6-8 blocks
Description
This unit introduces the concept of objects in motion. Students will be learn to calculate an object’s speed
and velocity. Students will also learn to calculate slope using a distance verses time graph. Additionally,
students will learn to calculate the Earth's plate movements. The use of graphs will assist with determining
an object's acceleration.
Unit Title: Force................................................................................................................................................... 33
Duration: 6-8 blocks
Description
This unit will introduce students to the concept of force. Students will learn what force is, how balanced
and unbalanced forces are related to an object's motion. Students will be learn about friction and identify
factors that determine the friction force between two objects. Newton's First, Second, and Third Law of
Grade Eight – Science - Unit Map
5
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Motion are introduced. Students experience these forces and laws through labs involving measurement and
the calculation of average speed, the comparison of gravitational force, and factors that affect changes in
momentum, force, and inertia. The data obtained in the lab will be used to create various graphs. Students
will also learn about in how a rocket lifts off the ground and what forces keep a satellite in orbit.
Unit Title: Forces in Fluids .................................................................................................................................. 35
Duration: 5-6 blocks
Description
This unit will introduce students to the concept of how elevation and depth can affect fluid pressure.
Students will learn how the density of an object can determine whether it sinks or floats. Additionally,
students will interpret Pascal's and Bernoulli's Principles. Students will list some applications for both
Pascal and Bernoulli.
New Jersey Core Curriculum Content Standards Index ....................................................................................... 37
Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects .................... 38
Grade Eight – Science - Unit Map
6
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Plate Tectonics
Target Course/Grade Level: Science / Grade Eight
Duration: 6 blocks
Description
This unit identifies the characteristics of Earth's crust, mantle, and core. Students will analyze data regarding
temperature, depth, and features of each layer. Laboratory experiments will involve the properties of plasticity
and its relationship to convection current in the earth's mantle. Students will examine Alfred Wegner's
hypothesis regarding continental drift. Various supporting theories regarding this concept and the development
of Pangaea will be discussed. Students will be able to explain the process of plate tectonics, giving special
attention to sea-floor spreading, mid-ocean ridge, and subduction. Students will identify the affect of plate
movement on land and ocean features.
Concepts & Understandings
Concepts
Interior
Movement
Plate Tectonics
Plasticity
Understandings
Earth is composed of layers each with a
specific type of characteristic
The sea floor spreading is responsible for the
creation of new crust.
The Earth's tectonic plates move in different
directions causing sea-floor spreading and
subduction
The ability of the Asthenosphere to adapt to
the consistency of a solid and liquid.
Learning Targets
CPI Codes
5.4..8.D.2
5.4..8.D.3
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What does the Earth's interior look like?
What are the characteristics of the Earth's interior?
Grade 8 – Unit One – Plate Tectonics
7
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How do geologists know what the Earth's interior look like?
How did folded mountains support Wegener's theory?
How did fern seeds appear on two continents?
How do glacier deposits support Wegener's theory?
What evidence supports the theory of sea-floor spreading? What feature of the ocean floor does the
model's center slit stand for?
Why does the magnetic polarity of the ocean floor change in stripes?
How is heat transferred?
How is convection current responsible for plate movement?
Why does heated matter rise?
Unit Results
Students will ...
Identify the characteristics of the Earth's crust, mantle, and core.
Infer what the inside of the Earth is like because it cannot be seen.
Examine four closed canisters each containing different items and use indirect evidence to determine
what each canister contains.
Explain Alfred Wegener's hypothesis about continents.
Arrange the seven continents to represent one supercontinent according to the evidence that has been
provided
Explain the process of sea floor spreading and give evidence to support this theory.
Explain how heat is transferred and how the asthenosphere is composed of plasticity.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Draw strips across one sheet of paper, parallel to the short side of the paper. The stripes should vary in
scape and thickness. Fold paper in half and fold line to form two stripes. Fold second sheet and make
two creases close to the ends. Carefully cut along the lines, unfold the paper. Insert strips into the side
slits and pull the strips until they come up through the center. Analyze your results.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Mix cornstarch and water to form a substance which has the characteristics of both a solid and a liquid.
This substance is representative of the layer of the mantle referred to as the asthenosphere.
To demonstrate the concept of convection currents in the Asthnosphere a tablespoon of rice will be
added to a beaker containing 200 ml of water. Heat the water until boiling, observe rice moving in a
circular motion. The rice representative of convection current occurring in the Earth's lithosphere
Grade 8 – Unit One – Plate Tectonics
8
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Earthquakes
Target Course/Grade Level: Science / Grade Eight
Duration: 3-4 blocks
Description
This unit begins with a discussion regarding how stress affects plate boundaries which in turn generates
earthquake activity. Students explore seismic waves as an indicator of the magnitude of energy released by an
earthquake. Students will review of earthquake measurement scales and seismic activity and discuss the
importance of monitoring the stress to the earth and crust caused by an earthquake. Students will learn about the
ways the USGS estimates earthquake probability and seismic gaps, which are sections along active faults that
have not experienced an earthquake for a long time. Students will understand that one of the greatest dangers
from an earthquake is a tsunami.
Concepts & Understandings
Concepts
Stress
Seismic Waves
Monitoring Earthquakes
Earthquake Safety
Understandings
Stress in the Earth's crust changes the Earth's
surface
Sudden movement of the Earth's plates causes
earthquakes.
Earthquake energy travels through the Earth in
the form of seismic waves.
To reduce deaths and injuries due to
earthquakes new buildings must be stronger
and flexible.
Learning Targets
CPI Codes
5.4.8.E.1
21st Century Themes and Skills
Themes
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What causes stress?
How does stress change landforms?
Grade 8 – Unit Two
9
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How can you locate an epicenter?
Why do you need three seismograph readings?
Why is it important for scientists to know where an earthquake epicenter is located?
How do seismographic data used?
How do geologists monitor faults?
How do geologists determine earthquake risk?
What can be done to increase earthquake safety and reduce earthquake damage?
Unit Results
Students will ...
Explain how stress in the crust changes Earth's surface.
Identify how pressure and stress affect the Earth's crust.
Explain how scientists locate the epicenter of an earthquake.
Interpret data to determine the distance of three seismographs from an earthquake's epicenter.
Students will be given a copy of a data table showing differences in earthquake seismic wave arrival
times. Record seismic arrival times for three different cities. Using a compass, students will draw a
circle with a radius equal to the distance of the first city; complete all three circles from each city.
Students will observe the location at which all three circles intersected. Label the Epicenter.
Determine how geologists use seismograph data to help monitor faults.
Determine the stability of stable or unstable Earthquake prone buildings.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Students will collect pictures of the San Andreas Fault line that have clearly visible surface features.
Make multiple photocopies of each for the class to analyze. Explain to students to use the evidence in
the photographs to locate and mark the fault line. Draw arrows to show the direction in which the two
opposing rock slabs moved. Discuss
Students will hold a small Popsicle stick in both hands and slowly bend the stick into an arch. Then the
student will release the pressure on the stick and observe what happens. Repeatedly bend the stick and
release each time observing the reaction of the stick. Finally bend each end of the stick towards the other
end, observe the effect of pressure on the stick.
Students will be given a copy of a data table showing differences in earthquake seismic wave arrival
times. Record seismic arrival times for three different cities. Using a compass, students will draw a
circle with a radius equal to the distance of the first city; complete all three circles from each city.
Students will observe the location at which all three circles intersected. Label the Epicenter.
Students will receive a copy of the Mercalli Scale and assign a rate for each Earthquake damages city.
Next each student will circle a specific rated area. Later observe the highest rating city to be the location
of the earthquake's epicenter
Each student will build a simple structure from materials approved by the teacher. Each structure will be
built to specifications stated by the teacher. The structure should be able to withstand several earthquake
of increasing intensity.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Two
10
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Volcanoes
Target Course/Grade Level: Science / Grade Eight
Duration: 3-4 blocks
Description
Students will identify where Earth's volcano regions are located and explain why they are found there.
Additionally students will examine some of the physical and chemical properties of magma. Pupils will
describe three types of volcanic eruptions and the various landforms lava and ash create.
Concepts & Understandings
Concepts
Magma
Ring of Fire
Elements
Physical & Chemical Properties
Understandings
Volcanoes occur along plate boundaries.
The Ring of Fire follows along the Pacific
Plate boundary
A volcano forms above a hot spot when
magma erupts through the crust.
Learning Targets
CPI Codes
5.1.8.A.1
5.1.8.A.2
5.1.8.A.3
5.4.8.D.1
5.4.8.D.2
5.4.8.D.3
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
Does the viscosity of magma affect the formation of a volcano?
What landforms do lava and ash create?
What other distinctive features occur in volcanic areas?
Unit Results
Students will ...
Grade 8 – Unit Three – Volcanoes
11
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
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ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
List factors that determine viscosity of magma.
List the types of landforms that lava and ash create.
Determine how the magma that hardens beneath the surface creates landforms.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Secure the neck of a balloon over one end of a straw. Place the balloon in the center of a large box with
the straw protruding. Partially inflate the balloon. Place damp sand on the top of the balloon until it is
covered. Slowly inflate the balloon, observe what happens to the surface of the sand. This activity
models one of the ways in which volcanic activity can cause a mountain to form.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Students will fill one third of a small cup with honey and fill one third of a second cup with cooking oil.
Holding the cup containing the honey tip it until the liquid begins to flow out of the cup. Time how long
it takes for all the honey to flow out. Repeat this procedure for the cooking oil. The honey should take
longer than the oil to flow. Students will determine the viscosity by timing how long it took for the two
different liquids to drain from the same type of cup. The honey will have the greater viscosity.
Grade 8 – Unit Three – Volcanoes
12
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Minerals
Target Course/Grade Level: Science / Grade Eight
Duration: 4-6 blocks
Description
This unit begins with students being able to define a mineral and identify how minerals are formed. Students
will observe, classify and identify minerals according to their characteristics. Students will adapt the Moh’s
scale as an indicator for classification. Students will review how minerals are used and how ores are processed
to obtain metals.
Concepts & Understandings
Concepts
Minerals Identification
Mineral Characteristics
Mineral Formation
Understandings
Minerals can be identified by more than one
property
Minerals must occur naturally on Earth.
Minerals can form from magma, lava, and
water solutions
Learning Targets
CPI Codes
5.4.8.C.1
5.4.8.C.3
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What is density?
What is the formula for density?
How can density help identify a mineral?
Are all toothpastes made of the same minerals?
What brand of toothpaste do you use?
Do you think that all toothpaste is equally effective in cleaning teeth?
What id density?
How do we determine density?
Can you give the five characteristics of a mineral?
Grade 8 – Unit Four - Minerals
13
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Results
Students will ...
Explain how minerals are identified.
Identify a mineral by their density.
Calculate density using the density formula.
Explain how minerals form from magma and lava.
Explain how minerals form from water
Describe how minerals are used.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Students will select 5-8 mineral samples and begin identifying the density of each sample. Students will
fill a graduated cylinder with 50 ml. of water. Place the sample in the graduated cylinder and calculate
the volume of the sample by measuring the difference in the displaced water. Record your volume on
your chart. Place mineral sample on the balance scale to find mass. Calculate the mass and record.
Using the density formula, calculate the density for each mineral. Students will now match their
minerals to the minerals listed on their chart. Identify each mineral.
Students will construct a data sheet. Students will predict how effective different toothpaste samples will
be in removing the stain from a tile. Place a pea size amount of toothpaste on a toothbrush and brush a
tile 50 times back and forth. Repeat this procedure for each sample. Record and compare your findings
Grade 8 – Unit Four - Minerals
14
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Rocks
Target Course/Grade Level: Science / Grade Eight
Duration: 3-4 blocks
Description
This unit begins with students identifying the stages of the rock cycle. They will also list characteristics used to
identify rocks. Students will describe three major types of rocks and their origins. Additionally students will
identify uses of various rocks.
Concepts & Understandings
Concepts
Rock Cycle
Igneous Rock
Sedimentary Rock
Metamorphic Rock
Understandings
The movement of tectonic plates determines
Rock Cycle.
Rocks are identified by their composition,
color, and texture.
Igneous rocks can by either Intrusive or
Extrusive.
Sedimentary rocks are classified as Classic,
Organic, or Chemical.
Learning Targets
CPI Codes
5.1.8.B.4
5.1.8.C.1
5.1.8.C.3
5.4.8.C.1
5.4.8.C.2
5.4.8.C.3
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What characteristics do geologists use to classify rocks?
What are the three main groups of rocks?
Grade 8 – Unit Five - Rocks
15
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What characteristics are used to classify igneous rocks?
How are igneous rocks used?
How do sedimentary rocks form?
What are the three major types of sedimentary rocks?
How are sedimentary rocks used?
How do coral reefs form?
What evidence do limestone deposits from coral reefs provide about Earth’s history?
Under what conditions do metamorphic rocks form?
How do geologists classify metamorphic rocks?
How are metamorphic rocks used?
What is the rock cycle?
What is the role of plate tectonics in the rock cycle?
Unit Results
Students will ...
Classify rocks by observing various samples.
List the three main groups of rocks.
List the characteristics used to classify igneous rocks.
Explain some uses of igneous rocks.
Explain how sedimentary rocks form.
List the three major types of sedimentary rocks.
Explain some uses of sedimentary rocks.
Summarize the formation of coral reefs.
Explain how limestone deposits from coral reeds provide information about Earth’s history.
Explain how metamorphic rocks form.
Describe how to classify a metamorphic rock.
List some uses of metamorphic rocks.
Define the rock cycle.
Explain the relationship between plate tectonics and the rock cycle.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Look at samples of conglomerate and marble with a hand lens. Describe the color and texture of each
rock. Try scratching the surface of each rock with a penny. Which seems harder? Hold each rock in your
hand. Allowing for the fact that the samples aren't exactly the same size, which rock seems denser?
Determine What Kind of Stone Makes the Best Flooring The student will: Students will be able to
design an experiment to determine which building stones are easiest to maintain. Draw conclusions
about which building stones would make the best flooring.
Predict the best stone for a kitchen floor. Consider what type of rock to use and the materials used to
acquire it. Decide what test to perform on the samples. Measure the samples' resistance to staining,
grease, and scratches. Create a data table that includes a column in which they predict each material will
perform in each test.
Grade 8 – Unit Five - Rocks
16
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Atoms and Bonding
Target Course/Grade Level: Science / Grade Eight
Duration: 5 blocks
Description
Students will understand that scientists use models to explain atoms. Dalton, Thomson, Rutherford, and Bohr's
models will be examined and observed. Additionally, students will identify the basis of the organization of the
periodic table in terms of periods and groups. Electron dot diagrams will be introduced to help students
visualize valence electrons and understand their role in bonding. Students will learn chemical bonding, ionic,
covalent, and metallic. Students will compare and contrast ionic and covalent bonding.
Concepts & Understandings
Concepts
Atom
Chemical Bonding
Elements
Understandings
All atoms of the same element are exactly alike
and have the same mass.
The ability of atoms to join together through
covalent, ionic, or metallic bonding.
Elements are the simplest pure substances and
cannot be broken down into any other
substances.
Learning Targets
CPI Codes
5.2.8.A.3
5.2.8.B.1
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What are the three subatomic particles of an atom?
Why does an atom have a neutral charge?
What are ions, and how do they form bonds?
How are the formulas and names of ionic compounds written?
What are some properties of Ionic compounds?
What holds covalently bonded atoms together?
Grade 8 – Unit Six – Atoms and Bonding
17
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What are the properties of molecular compounds?
How does unequal sharing of electrons occur, and how does it affect molecules?
How are metal atoms bonded in a solid metal?
How does metallic bonding result in useful properties of metals?
Unit Results
Students will ...
List the three subatomic particles of an atom.
Explain why an atom has a neutral charge.
Calculate the distance of an electron from the nucleus
Define ion.
Explain how ions form bonds.
Write formulas and names of ionic compounds.
List the properties of ionic compounds.
Explain how atoms are covalently bonded.
List some properties of molecular compounds.
Compare molecular and ionic compounds.
Interpret tables and create graphs and utilize the information to determine whether the substance is a
molecular or ionic compound.
Compare the properties of hydrogen peroxide and water, mixed with manganese oxide.
Explain how metals atoms bond.
List some properties of metals that are useful in every day life.
Suggested Activities
The following activities can be incorporated into the daily lessons:
On a piece of paper students will make a small circle the size of a dime. Measure the diameter of the
circle. Calculate the diameter of your model atom by multiplying the diameter of the nucleus by
100,000. Adjust the units of measurement from centimeters to meters to understand the scale. Now
discuss where the outer edges of the atom would be, edge of the paper, edge of desk, or end of
classroom?
Students will be given white squares of paper, each square till have a number written on it from 1 -44.
Each grouping of numbers will be missing at least 5 numbers and will be out of order. Students will be
asked to place in number order all sheets, leaving a space for any missing numbers. The numbers must
be laid out to follow at least two patterns. Students should be able to understand the difficulty in
arranging the first periodic table.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Measure the mass of a collection of nuts, a collection of bolts, and a collection of screws. Count out the
same amount of nuts and bolts, but a less amount of screws. Mold some molding clay into a ball and
stuff the clay with the nuts, bolts, and screws. Now exchange clay balls with another student. Using just
a toothpick ask the student to infer how many nuts, bolts, and screws are hidden in the clay. The clay
ball represents an atom and the nuts = electrons, bolts = protons, and screws = neutrons. An example of
how difficult it is to determine something when you cannot see it.
Compare the properties of hydrogen peroxide and water, mixed with manganese oxide. Students will
record the reactions on their data chart. Special attention will be given to the difference in reactions due
to an increase of one oxygen atom.
Grade 8 – Unit Six – Atoms and Bonding
18
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Chemical Reactions
Target Course/Grade Level: Science / Grade Eight
Duration: 5 blocks
Description
This unit begins with a discussion of how matter and changes in matter can be described. Students will learn
that chemical reactions involve two main kinds of change which produce the formation of a new substance.
Additionally, students will identify what information a chemical equation contains. Students will become
familiar with the principle of conservation of energy. Students will learn to balance equations and classify
chemical reactions. Students will gain an understanding of the causes of fire and three things necessary to
maintain fire.
Concepts & Understandings
Concepts
Chemical Change
Chemical Reactions
Controlling Chemical Reactions
Understandings
Matter can undergo changes that are physical
and chemical.
Chemical equations are used to define
chemical reactions
In order for a chemical reaction to occur, the
reactant particles must collide and have enough
energy to reach the transition state and change
into the products.
Learning Targets
CPI Codes
5.2.8.A.1
5.2.8.A.2
5.2.8.A.3
5.2.8.B.1
21st Century Themes and Skills
Themes
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What happens to chemical bonds when chemical changes occur?
Grade 8 – Unit Seven – Chemical Reactions
19
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How can you tell when a chemical reaction occurs?
What information does a chemical equation contain?
What does the principle of conservation of mass state?
What must a balanced equation show?
What are the three categories of chemical reactions?
How is activation energy related to chemical reactions?
What factors affect the rate of a chemical reaction?
What are the three things necessary to maintain a fire?
Why should you know about the causes of fire and how to prevent a fire?
Unit Results
Students will ...
Explain what happens to chemical bonds when a chemical change occurs.
Describe the information contained in a chemical equation.
State the principle of conservation of mass.
Explain what a balanced equation is.
List and describe the three categories of chemical reactions.
Describe the relationship of activation energy to chemical reactions.
List some factors that affect the rate of a chemical reaction.
List three things necessary to maintain a fire.
Explain why it is important to know about what causes fire and how to prevent them.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Demonstrate the Concept of Conservation of Mass. Students will be able to emulate the idea of
conservation of mass by weighing various objects in different combination to demonstrate that mass
does not change.
Measure the mass of a collection of nuts and bolts with a nut attached to each. Remove the nuts from the
bolts. Measure the total mass of the nuts. Do the same with the nuts and add these values. Rearrange the
collection, putting two or three nuts on one bolt, and so on. Measure the total mass again and compare
this figure with the totals from steps one and two.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Measure the length and width of a gelatin cube. Calculate the area of that face of the cube. Area=length
x width Repeat for each of the five faces of the cube. Add the six values to get the total surface area.
Predict the total surface area if you cut each cube in two again. Test the prediction.
Fill a test tube with hydrogen peroxide. Record the temperature of the peroxide. Add a small piece of
liver to the test tube. Record any observations and record the temperature of the peroxide once again.
Note any changes.
Grade 8 – Unit Seven – Chemical Reactions
20
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Chemical Interactions
Target Course/Grade Level: Science / Grade Eight
Duration: 5-8 blocks
Description
Students learn the characteristics of solutions, colloids, and suspensions. They will describe what happens to the
particles of a solute and how solutes affect the freezing point and boiling point of a solvent. Additionally,
students will learn how the concentration of a solution is measured and why solubility is useful in identifying
substances. Factors that affect the solubility of a substance will be examined. Students will learn about the
factors that determine whether a substance is an acid or a base. Also, they will learn to identify where acids and
bases are most commonly used. The importance of ions in acids and bases will be determined as will the
importance of understanding and interring the pH scale.
Concepts & Understandings
Concepts
Understanding solution, colloids, and
suspensions
Concentration and solubility
Describing acids and bases
Understandings
A solution has the same properties throughout,
including particles that are too small to see.
A base is a substance that tastes bitter, feels
slippery, and turns red litmus paper red.
To measure concentration, you compare the
amount of solute to the amount of solvent.
An acid is a substance that tastes sour, reacts
with metals and carbonates, and turns blue
litmus paper blue.
Learning Targets
CPI Codes
5.1.8.C.1
5.1.8.C.2
5.1.8.C.3
5.2.8.B.1
21st Century Themes and Skills
Themes
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
Grade 8 – Unit Eight – Chemical Interactions
21
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What are the characteristics of solutions, colloids, and suspensions?
What happens to the particles of a solute when a solution forms
How do solutes affect the freezing point and boiling point of a solvent?
How is concentration measured?
Why is solubility useful in indentifying substances?
What factors affect the solubility of a substance?
What are the properties of acids and bases?
Where are acids and bases commonly used?
What is one safe way to identify a base? What vitamin is an acid?
Where are you most likely to find acids and bases in your home?
Why must your body digest food?
How does pH affect digestion?
Unit Results
Students will ...
Differentiate between solutions, colloids, and suspensions.
Explain what happens to the particles of a solute when a solution forms.
Explain how solutes affect the freezing point and boiling point of a solvent.
Describe how concentration is measured.
Describe how solubility is useful in identifying substances.
List the properties of acids and bases.
Identify where acids and bases are commonly used.
Explain how to safely identify a base.
State which vitamin is considered an acid.
Explain where you are most likely to find acids and bases in your home.
Describe why your body must digest food.
Explain how pH affects digestion.
Suggested Activities
The following activities can be incorporated into the daily lessons:
With a family member, search your house and refrigerator for items found on the pH scale. Line up
what you are able to find in order of increasing pH. Then ask your family member to guess why you
ordered the substances this way. Use the lineup to explain what pH means and how it is measured
Laboratory Experiments
The following experiments should be included into the daily lessons.
Identify Whether an Unknown Substance Is an Acid or a Base the student will: Students will be able to
determine whether an unknown substance is a liquid or a base by submerging litmus paper in the
substance and observing the change in color, in any.
Grade 8 – Unit Eight – Chemical Interactions
22
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Atmosphere
Target Course/Grade Level: Science / Grade Eight
Duration: 8-9 blocks
Description
This unit introduces students to the process of oxygen is production. Students will learn about the properties of
air. Students will calculate density through hands-on lab work. Students will learn how to recognize the
importance of the use of a barometer to measure air pressure. Students will learn about the layers of the
atmosphere and their various characteristics. After a basic introduction regarding air pollution students will be
able to identify smog, acid rain, and air quality.
Concepts & Understandings
Concepts
Atmosphere
Air Pressure
Layers of the Atmosphere
Air Quality
Understandings
Atmosphere is the envelope of gases that
surrounds the Earth.
Because air has mass, it also has other
properties, including density and pressure.
Scientists divide Earth's atmosphere into four
main layers classified according to the changes
in temperature
The burning of fossil fuels can cause smog and
acid rain
Learning Targets
CPI Codes
5.2.8.A.3
21st Century Themes and Skills
Themes
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What is the composition of Earth’s atmosphere?
How is the atmosphere important to living things?
What are some properties of air?
What instruments are used to measure air pressure?
Grade 8 – Unit Nine - Atmosphere
23
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How does increasing altitude affect air pressure and density?
What are the four main layers of the atmosphere?
What are the characteristics of each layer of the atmosphere?
What are the major sources of air pollution?
What causes smog and acid rain?
What can be done to improve air quality?
Unit Results
Students will ...
List the gases that make up Earth’s atmosphere.
Explain why the atmosphere is important to living things.
List the properties of air.
Explain how to measure air pressure.
Describe the relationship between altitude and air pressure and density.
List and describe the characteristics of the four layers of the atmosphere.
List the major sources of air pollution.
Identify the causes of smog and acid rain.
Describe things that can be done to improve air quality.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Construct a Barometer and Describe How It Works The student will: Students will be able to interpret
data for the kinds of weather conditions that are associated with high and low air pressure.
Students will be able to detect changes in air pressure. Students will interpret data for the kinds of
weather conditions that are associated with high and low air pressure. After constructing a barometer,
students will check straw measurement and record. Students will draw conclusions about the effect of a
large temperature change on the accuracy of their barometer
Grade 8 – Unit Nine - Atmosphere
24
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Weather Factors
Target Course/Grade Level: Science / Grade Eight
Duration: 6-8 blocks
Description
This unit will begin with an introduction to radiation, visible light, forms of electromagnetic, radio waves, and
ultraviolet radiation. In addition students will observe remote-sensing imaging and how it provides data
regarding the earth's surface. Students will make connections between heat transfer, radiation, conduction and
convection. The use of a temperature scale is examined. The importance of wind and especially the jet stream
are discussed. Both local and global wind patterns are tracked and studied. Students will determine relative
humidity and its role in the formation of clouds. Students will learn to recognize the three types of clouds how
they are formed and their differences. Students will learn to classify various types of precipitation.
Concepts & Understandings
Concepts
Energy in Earth’s Atmosphere
Heat Transfer
Winds
Water in the Atmosphere
Precipitation
Understandings
Most energy from the sun travels to Earth in
the form of visible light.
Heat is transferred by radiation, conduction,
and convection.
Winds are caused by changes in air pressure.
Relative humidity can be measured using a
psychrometer.
Common types of precipitation include rain,
hail, sleet, snow, and freezing rain.
Learning Targets
CPI Codes
5.4.8.F.1
5.4.8.F.2
21st Century Themes and Skills
Themes
Global Awareness
Civic Literacy
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
In what forms does energy from the sun travel to Earth?
Grade 8 – Unit Ten – Weather Factors
25
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What happens to the sun’s Energy when it reaches Earth?
How is temperature measured?
In what three ways is heat transferred
How is heat transferred in the troposphere?
What causes winds?
How do the local winds and global winds differ?
Where are the major global wind belts located?
What is humidity and how is it measured?
How do clouds form?
What are the three main types of clouds?
What are the common types of precipitation?
How is precipitation measured?
Unit Results
Students will ...
Explain what forms energy is in as it travels from the sun to Earth.
State what happens to the sun’s energy once it reaches Earth.
Summarize how temperature is measured.
List three ways heat can be transferred.
Explain how heat is transferred in the troposphere.
Explain what causes wind.
Differentiate between the local winds and the global winds.
Identify the locations of the major global wind belts.
Define humidity and explain how it is measured.
Summarize the process of cloud formation.
List the three main types of clouds.
List the common types of precipitation.
Explain how precipitation is measured.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Laboratory Experiments
The following experiments should be included into the daily lessons.
Design and Build a Weather Station: Students will be able to build a weather station to monitor at least
three weather factors and to look for patterns that can be used to predict the next day's weather.
Determining Relative Humidity: Students will be able to determine the relative humidity in different
locations within the school and around the school grounds. Students will construct a psychrometer using
a wet bulb and dry bulb thermometer. The temperatures of both the wet and dry will be recorded.
Students will be sent to at least 5 different locations and will record the changes in their bulb
temperature. Collect data from all locations and determine the relative humidity for each.
Grade 8 – Unit Ten – Weather Factors
26
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Weather Patterns
Target Course/Grade Level: Science / Grade Eight
Duration: 8-9 blocks
Description
This unit will introduce students to air masses and their affect on the weather of North America. Air fronts will
be discussed and the location of each type will be examined. Students will explore storms, how they are formed
and their affect on both land and coastal property. Students look at weather forecasting and improvements that
have been made in accurate prediction of weather. Students will be learn how to read and explain a weather
map, paying special attention to symbols.
Concepts & Understandings
Concepts
Air Masses and Fronts
Storms
Predicting the Weather
Understandings
Four major types of air masses influence the
weather in North America.
Thunderstorms form in large cumulonimbus
clouds, also known as thunderheads.
Technological improvements in gathering
weather data and using computers have
improved the accuracy of weather forecasts
Learning Targets
CPI Codes
5.4.8.E
5.4.8.F.1
5.4.8.F.2
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What are the major types of air masses in North America, and how do they move?
What are the main types of fronts?
What type of weather is associated with cyclones and anticyclones?
What are the main kinds of storm, and how do they form?
What measure can you take to ensure safety in a storm?
Grade 8 – Unit Eleven – Weather Patterns
27
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What is a hurricane?
What is a storm surge?
How long after a hurricane will a storm surge occur?
How do weather forecasters predict the weather?
How has technology helped to improve weather forecasts?
What can be learned from information on weather maps?
Unit Results
Students will ...
List the major types of air masses in North America and explain how they move.
List the main types of fronts.
Describe the type of weather associated with cyclones and anticyclones.
List the main types of storms and explain how each forms.
Describe safety precautions that you would take in preparation for a storm.
Define hurricane.
Define storm surge and explain when a storm surge occurs.
Explain how weather forecasters predict the weather.
Explain how technology has helped improve weather forecasts.
Explain what we can learn from a weather map.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Tracking a Hurricane Students will be able to interpret data in tables to plot the continuous path of a
hurricane. Problem: How can you predict when and where a hurricane will come ashore? Students will
plot the path of specific hurricanes; each dot will represent the location of the eye of the hurricane at sixhour intervals. The last dot shows where the hurricane touched land.
Reading A Weather Map Students will understand that symbols on weather maps communicate
information about weather factors and systems.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Eleven – Weather Patterns
28
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Climate and Climate Change
Target Course/Grade Level: Science / Grade Eight
Duration: 5 blocks
Description
This unit will introduce factors that influence temperature and various causes for seasons. Students willlearn
about the six main climate regions. The unit will also discuss events that can cause short term and long term
climate changes. Additionally, students will learn about human activities that affect the temperature and ozone
depletion on earth.
Concepts & Understandings
Concepts
What causes climate?
Climate Regions
Understandings
The seasons are caused by the tilt of Earth's
axis as Earth travels around the sun.
Scientists classify climates according to two
major factors: Precipitation and temperature.
There are six main climate regions.
Learning Targets
CPI Codes
5.4.8.F.1
5.4.8.F.2
5.4.8.F.3
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What factors influence temperature?
What factors influence precipitation?
What causes the seasons?
What factors are used to classify climates?
What are the six main climate regions?
What principle do scientists follow in studying ancient climates?
What changes occur on Earth’s surface during an ice age?
What factors can cause climate change?
Grade 8 – Unit Twelve – Climate and Climate Change
29
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What events can cause short-term climate changes?
How might human activities be affecting the temperature of Earth’s atmosphere?
How have human activities affected the ozone layer.
Unit Results
Students will ...
List factors that influence temperature.
List factors that influence precipitation.
Explain what causes the seasons.
List factors that are used to classify climates.
List the six main climate regions.
Explain how scientists study ancient climates.
Explain what happens to Earth’s surface during an ice age.
List some factors that cause climate change.
Describe some events that can cause short-term climate change.
Describe how human activities can affect the temperature of Earth’s atmosphere.
Explain how human activities have affected the ozone layer.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Cool Climate Graph- Students will be able to graph the monthly average precipitation and the monthly
average high and low temperature for a city.
What is the Greenhouse Effect? Students will understand how the Greenhouse Effect cause changes in
our climate
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Twelve – Climate and Climate Change
30
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Motion
Target Course/Grade Level: Science / Grade Eight
Duration: 6-8 blocks
Description
This unit introduces the concept of objects in motion. Students will be learn to calculate an object’s speed and
velocity. Students will also learn to calculate slope using a distance verses time graph. Additionally, students
will learn to calculate the Earth's plate movements. The use of graphs will assist with determining an object's
acceleration.
Concepts & Understandings
Concepts
Describing and measuring motion
Slow motion on planet Earth
Acceleration
Understandings
An object is in motion if it changes position
relative to a reference point.
According to the theory of plate tectonics, the
position of Earth's landmasses have changed
over time
Acceleration refers to increasing speed,
decreasing speed, or changing direction
Learning Targets
CPI Codes
5.2.8.E.1
5.2.8.E.2
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
When is an object in motion?
How do you know an object’s speed and velocity?
How can you graph motion?
How does the theory of plate tectonics explain the movement of Earth’s landmasses?
How fast do Earth’s plates move?
What kind of motion does acceleration refer to?
How is acceleration calculated?
Grade 8 – Unit Thirteen - Motion
31
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What graphs can be used to analyze the motion of an accelerating object?
Unit Results
Students will ...
Explain how you know an object is in motion.
Describe an object’s speed and velocity.
Describe how you graph motion.
Explain how the theory of plate tectonics explains the movement of Earth’s landmasses.
Describe how fast Earth’s plates move.
Identify what type of motion acceleration is.
Describe how acceleration is calculated.
Explain the type of graphs that can be used to analyze the motion of an accelerating object.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Incline to Roll-Students will calculate speed using time and distance. How does the steepness of a ramp
affect how fast an object rolling off it moves across the floor?
Reaction Time Students will be able to calculate reaction times
The school will put in a new basketball court in a small area between two buildings. Safety is an
important consideration in the design of the court. What is the distance needed between an out-ofbounds line and a wall so that a player can stop before hitting the wall?
Stopping On a Dime Students will calculate the average speed of a run for a 25m course. The school
will put in a new basketball court in a small area between two buildings. What is the distance needed
between an out-of-bounds line? Problem: What is the distance needed so that a player can stop before
hitting the wall.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Thirteen - Motion
32
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Force
Target Course/Grade Level: Science / Grade Eight
Duration: 6-8 blocks
Description
This unit will introduce students to the concept of force. Students will learn what force is, how balanced and
unbalanced forces are related to an object's motion. Students will be learn about friction and identify factors that
determine the friction force between two objects. Newton's First, Second, and Third Law of Motion are
introduced. Students experience these forces and laws through labs involving measurement and the calculation
of average speed, the comparison of gravitational force, and factors that affect changes in momentum, force,
and inertia. The data obtained in the lab will be used to create various graphs. Students will also learn about in
how a rocket lifts off the ground and what forces keep a satellite in orbit.
Concepts & Understandings
Concepts
the Nature of Force
Friction and Gravity
Newton’s First and Second Laws
Understandings
Balanced forces on an object do not change the
object's motion.
Mass and distance affect the gravitational
attraction between objects
Acceleration depends on the object's mass and
on the net force acting on the object
The momentum of a moving object is equal to
its mass times its velocity.
Learning Targets
CPI Codes
5.2.8.E.2
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
How is force described?
How are unbalanced and balanced forces related to an object’s motion?
What factors determine the strength of the friction force between two surfaces?
Grade 8 – Unit Fourteen - Force
33
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
What factors affect the gravitation force between two objects?
Why do objects accelerate during free fall?
What is Newton’s first law of motion?
What is Newton’s second law of motion?
What is Newton’s third law of motion?
How can you determine the momentum of an object?
What is the law of conservation of momentum?
How does a rocket lift off the ground?
What keeps a satellite in orbit?
Unit Results
Students will ...
Describe force.
Explain how unbalanced and balanced forces relate to an object’s motion.
Identify factors that determine the strength of the friction force between two surfaces.
List the factors that affect the gravitation force between two objects.
Explain why objects accelerate during free fall.
State Newton’s first law of motion.
State Newton’s second law of motion.
State Newton’s third law of motion.
Explain how you determine the momentum of an object.
State the law of conservation of momentum.
Explain how a rocket lifts off the ground.
Explain what keeps a satellite in orbit.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Sticky Sneakers Friction is a force that acts in the opposite direction to motion. How does the amount of
friction between a sneaker and a surface compare for the different brands of sneakers?
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Fourteen - Force
34
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Forces in Fluids
Target Course/Grade Level: Science / Grade Eight
Duration: 5-6 blocks
Description
This unit will introduce students to the concept of how elevation and depth can affect fluid pressure. Students
will learn how the density of an object can determine whether it sinks or floats. Additionally, students will
interpret Pascal's and Bernoulli's Principles. Students will list some applications for both Pascal and Bernoulli.
Concepts & Understandings
Concepts
Pressure
Floating and Sinking
Pascal’s Principle
Bernoulli’s Principle
Understandings
Pressure decreases as the area over which a
force is distributed increases.
The buoyant force acts in the direction
opposite to the force of gravity
When force is applied to a confined fluid, the
change in pressure is transmitted equally to all
parts of the fluid
Bernoulli's principle states that as the speed of
a moving fluid increases, the pressure within
the fluid decreases.
Learning Targets
CPI Codes
5.2.8.E.2
21st Century Themes and Skills
Themes
Global Awareness
Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
ICT Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Guiding Questions
What does pressure depend on?
How do fluids exert pressure?
How does fluid pressure change with elevation and depth?
What is the effect of the buoyant force?
How can you use density to determine whether an object will float or sink in a fluid?
What does Pascal’s principle say about change in fluid pressure?
Grade 8 – Unit Fifteen Forces in Fluids
35
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
How does a hydraulic system work?
According to Bernoulli’s principle, how is fluid pressure related to the motion of a fluid?
What are some applications of Bernoulli’s principle?
Unit Results
Students will ...
Identify what pressure depends on.
Explain how fluids exert pressure.
Explain how fluid pressure changes with elevation and depth.
Describe the effect of the buoyant force.
Explain how you can use density to determine whether an object will float or sink in a fluid.
Describe what Pascal’s principle say about change in fluid pressure.
Explain how a hydraulic system works.
Describe how fluid pressure is related to the motion of a fluid using Bernoulli’s principle.
List some applications of Bernoulli’s principle.
Suggested Activities
The following activities can be incorporated into the daily lessons:
Spinning Sprinklers What factors affect the speed of rotation of a lawn sprinkler? Teacher will introduce
Newton's third law of motion to explain why a spinning lawn sprinkler spins. Explanations may include
how the number and the size of the holes affect the speed of rotation.
Laboratory Experiments
The following experiments should be included into the daily lessons.
Grade 8 – Unit Fifteen Forces in Fluids
36
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
New Jersey Core Curriculum Content Standards Index
5.1.8.A.1................................................................................................................................................................ 11
5.1.8.A.2................................................................................................................................................................ 11
5.1.8.A.3................................................................................................................................................................ 11
5.1.8.B.4 ................................................................................................................................................................ 15
5.1.8.C.1 .......................................................................................................................................................... 15, 21
5.1.8.C.2 ................................................................................................................................................................ 21
5.1.8.C.3 .......................................................................................................................................................... 15, 21
5.2.8.A.1................................................................................................................................................................ 19
5.2.8.A.2................................................................................................................................................................ 19
5.2.8.A.3.................................................................................................................................................... 17, 19, 23
5.2.8.B.1 .................................................................................................................................................... 17, 19, 21
5.2.8.E.1 ................................................................................................................................................................ 31
5.2.8.E.2 .................................................................................................................................................... 31, 33, 35
5.4..8.D.2................................................................................................................................................................. 7
5.4..8.D.3................................................................................................................................................................. 7
5.4.8.C.1 .......................................................................................................................................................... 13, 15
5.4.8.C.2 ................................................................................................................................................................ 15
5.4.8.C.3 .......................................................................................................................................................... 13, 15
5.4.8.D.1................................................................................................................................................................ 11
5.4.8.D.2................................................................................................................................................................ 11
5.4.8.D.3................................................................................................................................................................ 11
5.4.8.E ................................................................................................................................................................... 27
5.4.8.E.1 .................................................................................................................................................................. 9
5.4.8.F.1 .................................................................................................................................................... 25, 27, 29
5.4.8.F.2 .................................................................................................................................................... 25, 27, 29
5.4.8.F.3 ................................................................................................................................................................ 29
New Jersey Core Curriculum Standards Index
37
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
Common Core Standards for Literacy in History/Social Studies, Science, and Technical
Subjects
The following Common Core Standards are infused throughout the curriculum. Specific standards addressed
will be noted in the individual teacher’s lesson plans.
RST: Reading Standards for Science/Technical Subjects
Key Ideas and Details
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Craft and Structure
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
RST.6-8.5. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic.
RST.6-8.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or
discussing an experiment in a text.
Integration of Knowledge and Ideas
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text.
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video or
multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
RST.6-8.10. By the end of grade 8 read and comprehend science/technical texts in the grades 6–8 text
complexity band independently and proficiently.
Anchor Standards for Writing 6-8
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
o WHST.6-8.1a - Introduce claim(s) about a topic or issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
o WHST.6-8.1b - Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
o WHST.6-8.1c - Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
o WHST.6-8.1d - Establish and maintain a formal style.
o WHST.6-8.1e - Provide a concluding statement or section that follows from and supports the
argument presented
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
o WHST.6-8.2a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose; include formatting
Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects 38
Garfield Middle School
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ST
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 CENTURY GLOBAL SKILLS
(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
o WHST.6-8.2b - Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
o WHST.6-8.2c - Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
o WHST.6-8.2d - Use precise language and domain-specific vocabulary to inform about or explain
the topic.
o WHST.6-8.2e - Establish and maintain a formal style and objective tone.
o WHST.6-8.2f - Provide a concluding statement or section that follows from and supports the
information or explanation presented.
WHST.6-8.3. (See note; not applicable as a separate requirement)
o Note: Students’ narrative skills continue to grow in these grades. The Standards require that
students be able to incorporate narrative elements effectively into arguments and
informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and
technical subjects, students must be able to write precise enough descriptions of the step-by-step
procedures they use in their investigations or technical work that others can replicate them and
(possibly) reach the same results.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects 39