EIGHTH GRADE

Physical Science

Eighth-grade students exhibit a wide range of learning styles and intellectual abilities. This diverse range of development requires the implementation of a science curriculum that is designed to engage students in multiple types of scientific inquiry. The classroom environment must provide opportunities for questioning, exploration, and an in-depth study of important concepts. Curiosity and creativity flourish as teachers develop activities that encourage students to use their imaginations for solving problems and designing investigations. As in other disciplines, students engage in higher, more abstract thinking processes as they become well-grounded in experimental, manipulative, and laboratory-oriented processes. They also work in a variety of groups to foster collaboration among their peers.

Content standards in Grade 8 are inquiry-based and include concepts and skills in chemistry and physics that are considered foundational. This focus is designed to prepare students for the physics and chemistry courses that are often taken in high school. The scientific process and application skills should be integrated into the teaching of the required science content to allow students to combine reasoning and thinking skills with scientific knowledge. This Physical Science course provides eighth-grade students with a firm foundation for scientific literacy and for the pursuit of subsequent science courses.

Cherokee County Schools: This Curriculum Guide shows one possible way that the Alabama Course of Study: Science standards may be presented over the time of a particular class. The guide also shows alignment with state mandated student assessment objectives as well as newly adopted county textbooks.

The 7^th and 8^th grade curriculum guides are based on a block schedule using 96 minutes of class time with the course being taught over approximately 19 weeks, or one semester. The 6^th grade curriculum guide is based on a regular schedule with the class time being approximately 50 minutes and the class lasting all year or 37 - 38 weeks. The 7^th and 8^th grade guides can be used on a regular 50-minute class schedule if the suggested time frames are approximately doubled. (If one chapter is covered in one week on a block schedule, the same material will take approximately 2 weeks on a regular schedule.)

The resources that are included in the county’s newly adopted textbooks are an excellent source of materials. There are many hands-on activities, transparencies, PowerPoint presentations, and demonstrations that can be used in class to enhance your presentation of the particular subject being taught. The Lab Activities include instructions as well as needed materials to perform the activity. The activities found in the “Additional Resources” of the Curriculum guide are included as extra suggestions that may be used in addition to resources included with the new textbook material. They are not to be considered an exhaustive list of suggestions, but merely as a starting point.

8th Grade

Alabama Course of Study: Science	Timeline	Stanford 10	Alabama High School Graduation Exam	Textbook Prentice Hall: Science Explorer	Additional Resources/ Activities
PHYSICAL SCIENCE Students will: Identify steps within the scientific process. - Apply process skills to interpret data from graphs, tables, and charts - Identify controls and variables in a scientific investigation - Measure dimension, volume, and mass using SI units - Identify examples of hypotheses - Identify appropriate laboratory glassware, balances, time measuring equipment, and optical instruments used to conduct an investigation	Week 1-2	X	Standard I, Objective 1: Analyze the methods of science used to identify and solve problems.	Chapter 1 Sections 1, 2, 3, 4	Construct graphs, and tables of data collected by students. Data can come from internet or information from students.
Describe the structure of atoms, including the location of protons, neutrons, and electrons. - Identify charge of each subatomic particle - Identify Democritus and Dalton as contributors to atomic theory	Week 2-3	X	Standard II, Objective 3: Apply information from the periodic table and make predictions using the organization of the periodic table.	Chapter 4 Sections 1, 2, 3, 4, 5	Construct timeline showing how the structure of the atom has changed over time.
Determine the number of protons, neutrons, and electrons, and the mass of an element using the periodic table. - Locating metals, nonmetals, metalloids, and noble gases on the periodic table - Using data about the number of electrons in the outer shell of an atom to determine its reactivity	Week 2-3		Standard II, Objective 3: Apply information from the periodic table and make predictions using the organization of the periodic table.	Chapter 4 Sections 1, 2, 3, 4, 5	Make periodic table and identify different groups. Construct atomic models.
5. Differentiate between ionic and covalent bonds. - Illustrate the transfer or sharing of electrons using electron dot diagrams	Week 4		Standard II, Objective 3: Apply information from the periodic table and make predictions using the organization of the periodic table.	Chapter 5 Sections 1, 2, 3, 4	Draw electron dot diagrams to show ionic and covalent bond formations.
State the law of conservation of matter. - Balance chemical equations by adjusting coefficients	Week 5	X		Chapter 6 Sections 1, 2, 3, 4	Demonstrate chemical reactions.
7. Describe the states of matter based on kinetic energy of particles in matter. - Explain effects of temperature, concentration, surface area, and catalysts on the rate of chemical reactions	Week 6-7	X	Standard II, Objective 2: Relate particle motion to the states of matter (solids, liquids, and gases). Standard II, Objective 4: Identify how factors affect rates of physical and chemical changes.	Chapter 2 Sections 1, 2, 3, 4 Chapter 3 Sections 1, 2, 3, 4	“Solid + Liquid = Gas” ACOS Bulletin 2005
Define solutions in terms of solute and solvent. - Define diffusion and osmosis - Define isotonic, hypertonic, and isotonic solutions - Describe acids and bases based on their hydrogen ion concentration	Week 8-9	X	Standard II, Objective 4: Identify how factors affect rates of physical and chemical changes.	Chapter 7 Sections 1, 2, 3, 4, 5	Determine the pH of different household substances.

Alabama Course of Study: Science

Timeline

Stanford

Alabama High School Graduation Exam

Textbook

Prentice Hall:

Science Explorer

Additional Resources/

Activities

PHYSICAL SCIENCE

Students will:

Identify steps within the scientific process.

- Apply process skills to interpret data from graphs, tables, and charts

- Identify controls and variables in a

scientific investigation

- Measure dimension, volume, and mass using SI

units

- Identify examples of hypotheses

- Identify appropriate laboratory glassware, balances, time measuring equipment, and optical instruments used to conduct an investigation

Week 1-2

Standard I, Objective 1:

Analyze the methods of science used to identify and solve problems.

Chapter 1 Sections 1, 2, 3, 4

Construct graphs, and tables of data collected by students. Data can come from internet or information from students.

Describe the structure of atoms, including the location of protons, neutrons, and electrons.

- Identify charge of each subatomic particle

- Identify Democritus and Dalton as contributors

to atomic theory

Week 2-3

Standard II, Objective 3:

Apply information from the periodic table and make predictions using the organization of the periodic table.

Chapter 4 Sections 1, 2, 3, 4, 5

Construct timeline showing how the structure of the atom has changed over time.

Determine the number of protons, neutrons, and electrons, and the mass of an element using the periodic table.

- Locating metals, nonmetals, metalloids, and

noble gases on the periodic table

- Using data about the number of electrons in the

outer shell of an atom to determine its reactivity

Week 2-3

Standard II, Objective 3:

Apply information from the periodic table and make predictions using the organization of the periodic table.

Chapter 4 Sections 1, 2, 3, 4, 5

Make periodic table and identify different groups.

Construct atomic models.

5. Differentiate between ionic and covalent bonds.

- Illustrate the transfer or sharing of electrons

using electron dot diagrams

Week 4

Standard II, Objective 3:

Apply information from the periodic table and make predictions using the organization of the periodic table.

Chapter 5 Sections 1, 2, 3, 4

Draw electron dot diagrams to show ionic and covalent bond formations.

State the law of conservation of matter.

- Balance chemical equations by adjusting

coefficients

Week 5

Chapter 6 Sections 1, 2, 3, 4

Demonstrate chemical reactions.

7. Describe the states of matter based on kinetic energy of particles in matter.

- Explain effects of temperature, concentration,

surface area, and catalysts on the rate of

chemical reactions

Week 6-7

Standard II, Objective 2:

Relate particle motion to the states of matter (solids, liquids, and gases).

Standard II, Objective 4:

Identify how factors affect rates of physical and chemical changes.

Chapter 2 Sections 1, 2, 3, 4

Chapter 3 Sections 1, 2, 3, 4

“Solid + Liquid = Gas” ACOS Bulletin 2005

Define solutions in terms of solute and solvent.

- Define diffusion and osmosis

- Define isotonic, hypertonic, and isotonic solutions

- Describe acids and bases based on their hydrogen ion concentration

Week 8-9

Standard II, Objective 4:

Identify how factors affect rates of physical and chemical changes.

Chapter 7 Sections 1, 2, 3, 4, 5

Determine the pH of different household substances.

Alabama Course of Study: Science

Timeline

Stanford

Alabama High School Graduation Exam

Textbook

Prentice Hall:

Science Explorer

Additional Resources/

Activities

8. Identify Newton’s three laws of motions.

- Define terminology such as action and reaction

forces, inertia, acceleration, momentum, and

friction

- Interpret distance-time graphs

Week 10-11

Standard VIII, Objective 1:

Relate Newton’s three laws of motion to real-world applications.

Chapter 9

Section 1, 2, 3

Chapter 10 Section 1, 2, 3, 4, 5

Demonstrate motion, acceleration, friction, momentum, and inertia using toy cars

9. Describe how mechanical advantages of simple

machines reduce the amount of force needed for

work.

- Describe the effect of force on pressure in fluids

Week 12-13

Standard VIII, Objective 2:

Relate force to pressure in fluids.

Chapter 11 Sections 1, 2, 3, 4

Chapter 12 Sections 1, 2, 3

Construct simple machines.

Find simple machines that are used everyday.

10. Differentiate between potential and kinetic energy.

Week 14

Standard VII, Objective 1:

Relate the Law of Conservation of Energy to energy transformations

Chapter 13 Sections 1, 2, 3, 4

Demonstrate kinetic and potential energy changes using toy cars.

11. Explain the law of conservation of energy and its

relationship to energy transformation, including

chemical to electrical, chemical to heat, electrical

to light, electrical to mechanical, and electrical to

sound.

Week 14

Standard VII, Objective 1:

Relate the Law of Conservation of Energy to energy transformations

Chapter 13 Sections 1, 2, 3, 4

Identify household items that show energy

transformation

Alabama Course of Study: Science

Timeline

Stanford

Alabama High School Graduation Exam

Textbook

Prentice Hall:

Science Explorer

Additional Resources/

Activities

12. Classify waves as mechanical or electromagnetic.

- Describe how earthquake waves, sound waves, water waves, and electromagnetic waves can be

destructive or beneficial due to the transfer of

energy

- Describe longitudinal and transverse waves

- Describe how different waves travel through different media

- Relate wavelength, frequency, and amplitude to energy

- Describe the electromagnetic spectrum in terms of frequencies

Week 15, 16, 17, 18, 19

Standard VII, Objective 1:

Relate the Law of Conservation of Energy to energy transformations.

Standard VII, Objective 2:

Relate waves to the transfer of energy.

Chapter 15 Sections 1, 2, 3, 4

Chapter 16 Section 1, 2, 3, 4, 5

Chapter 17 Sections 1, 2, 3, 4

Chapter 18 Sections 1, 2, 3, 4, 5

Demonstrate wave characteristics using slinky toys.

Use tuning forks to show different frequencies of sound.

Use a prism to show how visible light is made up of different colors of light.

Use mirrors and lens to demonstrate reflection and refraction.