Download Eighth Grade Science Course Description

Eighth Grade Science Course Description
The eighth grade science curriculum at LBMS, like that in the sixth and seventh grades, covers
three main branches of science: physical science, life science, and earth science. The goal of any
science, research or applied, is to know the unknown. Answering questions through solid
evidence and asking further questions keeps the field alive. The three units of eighth grade
science are as follows:
Properties of Matter
In this STC/MS physical science unit, students perform hands-on investigations into characteristic
properties of matter such as density, boiling and freezing points, and solubility and utilize these
properties to identify substances. Later they use the characteristic properties to separate mixtures
into pure substances, and investigate the interaction of compounds and elements. This unit
provides students with a foundation in chemistry and continues the middle school level physics
taught in sixth and seventh grade.
Ecology and Evolution
This SEPUP life science unit combines the Ecology and the Evolution units from Science and
Life Issues. It begins by focusing on what happens when a new species is introduced into an
ecosystem. Students consider this issue as they model ecological relationships within an
ecosystem. They simulate the effect of competition, predation, and other factors on population
size. Next, they investigate local ecosystems. Students culture and investigate blackworms (small
aquatic worms) as they differentiate between observation and inference. Students have the
opportunity to further develop their research skills by delving into the problems of introduced
species.
In the second section of this unit, students consider whether an extinct species should be brought
back to life as they begin to explore evolution. Students examine fossils as they continue to
distinguish between observation and inference. A roleplay presents the basic concept of evolution
and the process of natural selection. Activities model the lines of evidence for evolution, natural
selection, and the role of genetic mutations. Finally, students evaluate the impact of humans on
the extinction and evolution of species.
Earth History
The FOSS Earth History Course emphasizes the use of knowledge and evidence to construct
explanations about the processes and systems that have operated over geological time. Students
investigate sedimentary rocks and fossils from the Grand Canyon to discover clues that reveal
Earth's history. They study the processes that create sedimentary, igneous and metamorphic rocks
and organize their observations and inferences into the Rock Cycle. Students use the knowledge
and data gained from observing rocks to make inferences about organisms, environments, and
events that occurred over Earth's history. The FOSS Earth History Course emphasizes the use of
knowledge and evidence to construct explanations about the processes and systems that have
operated over geological time. Students investigate sedimentary rocks and fossils from the Grand
Canyon to discover clues that reveal Earth's history.
Eighth Grade Science Grading and Assessment
Grades come from a variety of evaluation methods including completed assignments, lab scores,
quiz scores, folder checks, projects, and unit tests. Any student who keeps up with the workload
will receive an acceptable grade. After all, grades should not be the primary focus of any learning
environment. Please remember that an A is reserved for work beyond teacher expectations and a
B is completely satisfactory.
Labs and Participation (40%): Labs are the most significant part of science class. They are inclass investigations in which students complete hands-on experiments in pursuit of answers to
given problems. They allow guided observations that provide eyewitness proof of concepts and
theories and allow students to . Following the experiments, students produce written answers to
between five and ten analysis questions to show understanding of their observations. The
questions range from concrete to higher-level abstract thinking. Students work in groups to
discuss ideas, but are held individually accountable for their own interpretations of results.
Homework and In-Class Assignments (15%): These assignments are pre-lab/post-lab activities
or reading assignments with comprehension questions at the end. They usually allow students to
show comprehension of written scientific material, to prepare for an upcoming lesson, or review
concepts presented recently in class. These assignments are generally worth fewer points than
labs and contain more basic concepts.
Folder Checks (10%): Students are required to keep a chronological folder of all handouts and
assignments completed in class during each unit of study. About a week before each unit test,
students will receive a checklist denoting the correct order for the items in the folder. The purpose
of the folder is to provide students with a reference to class material and a framework for
studying for tests. Folders are generally graded on test days.
Tests and Quizzes (15%): Tests are comprehensive assessments where students will be asked to
apply the large body of knowledge that has been presented during an entire unit of study. There
are 4 tests in the eighth grade and students should be keeping these tests in mind at all times.
Students should not wait until a study guide has been handed out to start studying for tests.
Study guides are usually given out a week before the test date and, if time allows, class time is
given for working on the study guide. Students should never expect to be given a handout
with the answers to the study guide on it. It is their responsibility to find the answers before the
tests. Quizzes are different from tests in that they will cover only one or two concepts, are worth
far fewer points, and may or may not be announced.
Projects (10%): Projects are assessments where students will be asked to apply concepts
presented during a unit of study. Projects are a way for students to demonstrate their ability to
understand and use scientific information in a context outside that which was presented in class.
The mode of presentation will vary from electronic to oral to three-dimensional modeling. There
is one large project each term, as well as other small projects.
Class Participation (10%): Every three weeks (four times a term), students will receive a class
participation score that is based on a ten-point scale. These 40 points are earned for coming to
class prepared, following class discussion, active participation in labs/activities, and behavior.
Students have received a copy of the rubric with these expectations.