COURSE TITLE: Science 8 Self Contained
IB MYP Level: 3
DESCRIPTION OF COURSE
The focus for science in eighth grade is to provide students with inquiry based experiences that develop science concepts in the following areas: Earth's Biologic History-Earth's biologic diversity over time; Structure and Process in Earth System-materials and processes that alter the structure of Earth; Astronomy-characteristics, structure, and motions of celestial bodies in the universe; Forces and Motion-effects of forces on the motion of an object; and, Waves-properties and behaviors of waves.
Prerequisite: IEP/Multidisciplinary Team Placement required
? INTERCULTURAL AWARENESS
I encourage intercultural awareness in my classroom through examples of areas of the world while teaching the standards. For example, while teaching about the gemstone amethyst, I will briefly discuss the occurrence of it in South Korea, Russia and Brazil. This will allow me to discuss what these geographical locations have in common scientifically and their differences socially. I do a very similar thing in each topic I discuss with my students. Science is a very intercultural subject matter. ? HOLISTIC LEARNING
I encourage holistic learning by bringing other subject areas into my classroom. We use both academic and related arts subjects while covering the standards. I encourage the students to take their projects to Art for help. Projects are assigned with the whole learner in mind. I try to design all projects to allow for differences in learning styles with options for each student to chose. Students sit in groups in class all
year and this promotes proper social skill development. Students are welcome to share ideas but are still responsible for individual work.
I encourage communication with both parents and students with weekly updates to my website. I keep the week’s lesson plan posted on my website to allow parents to plan ahead with their students. This also allows students to catch up on missed work in case they are absent. I post pertinent information on the site and rubrics as well. I also encourage communication by sending home weekly emails of student grade sheets and corresponding regularly by phone and email.
THE LEARNER PROFILE
The Learner Profile is displayed in two places in my room. I use it near the lab area to remind students of the behavior required there and it is also used on the board next to the agenda daily. As I write the agenda on the board, I think about which Learner Profile trait is most relevant to the task of the day and post it next to the agenda. I reference it during the lesson encouraging students who may be weak in that area to notice their weakness and look to improve.
MYP AIMS ADDRESSED BY THIS COURSE
The aims of the teaching and study of sciences are to encourage and enable students to:
I. Develop inquiring minds about science and the natural world
II. Acquire knowledge, conceptual understanding and skills for problem solving
III. Develop skills of scientific inquiry to design and carry out investigations and evaluate evidence to draw conclusions
IV. Communicate scientific ideas accurately in a variety of ways
V. Think analytically, critically and creatively to problem solve and make decisions in scientific and other contexts
VI. Appreciate the benefits and limitations of science and its application in technological developments
VII. Understand the international nature of science and the interdependence of science, technology and society
VIII. Demonstrate attitudes and develop values of honesty and respect for themselves, others and their shared environment
MYP OBJECTIVES ADDRESSED BY THIS COURSE
A. One world
Within local and global contexts, students should be able to
1. Describe and discuss way in which science is applied and used to solve local and global problems 2. Describe and evaluate the benefits and limitations of science as well as their effect on life and society
3. Discuss how science and technology are interdependent and assist each other 4. Discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors
B. Communication in science
Students should be able to:
1. Communicate scientific information using a range of scientific language 2. Communicate scientific information using appropriate modes of communication 3. Present scientific information in a variety of formats, acknowledging sources as appropriate 4. Demonstrate honesty when handling data and information, acknowledging sources as appropriate 5. Use a range of information and communication technology to access, process and communicate scientific information where appropriate
C. Knowledge and understanding of science
Students should be able to:
1. Recognize and recall scientific information
2. Explain and apply scientific information to solve problems
3. Analyze scientific information by identifying components, relationships and patterns 4. Discuss and evaluate scientific information from different sources and assess its credibility
D. Scientific inquiry
Students should be able to:
1. Define the problem or research the question to be tested by scientific investigation 2. Formulate a hypothesis and explain it using logical scientific reasoning 3. Design scientific investigations that include variables and controls, material/equipment needed, method to be followed, data to be collected and suggestions for analysis
4. Evaluate the method, commenting on its reliability and/or validity
5. Suggest improvements to the method
E. Processing data
Students should be able to:
1. Collect and record data using appropriate units of measurement
2. Organize and transform data into numerical and diagrammatic forms, including calculations and tables, graphs and charts
3. Present data in a variety of ways using appropriate communication modes and units of measurement
4. Analyze and interpret data by identifying trends, patterns and relationships 5. Draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data
F. Attitudes in science
1. Carry out scientific investigations using materials and techniques safely and skillfully 2. Work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment
3. Show respect for themselves and others, and deal responsibly with the living and non-living environment.
8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic process for safely and accurately conducting investigations
8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
8-1.4 Generate questions for further study on the basis of prior investigations. 8-1.5 Explain the importance of and requirements for replication of scientific investigations. 8-1.6 Use appropriate tools and instruments safely and accurately when conducting a controlled scientific
8-1.7 Use appropriate safety procedures when conducting investigations.
8-2.1 Explain how biological adaptations of populations enhance their survival in a particular environment.
8-2.2 Summarize how scientists study Earth’s past environment and diverse life-forms by examining
different types of fossils.
8-2.3 Explain how Earth’s history has been influence by catastrophes that have affected the conditions on
Earth and the diversity of its life-forms.
8-2.4 Recognize the relationship among the units – era, period, and epoch – into which the geologic time
scale is divided.
8-2.5 Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time
8-2.6 Infer the relative age of rocks and fossils from index fossils and the ordering of rock layers. 8-2.7 Summarize the factors, both natural and man-made, that can contribute to the extinction of a species.
8-3.1 Summarize the three layers of Earth – crust, mantle and core – on the basis of relative position,
8-3.2 Explain how scientists use seismic waves – primary, secondary and surface waves- and Earth’s
magnetic fields to determine the internal structure of Earth.
8-3.3 Infer an earthquake’s epicenter from seismographic data.
8-3.4 Explain how igneous, metamorphic and sedimentary rocks are interrelated in the rock cycle. 8-3.5 Summarize the importance of minerals, ores and fossil fuels as Earth resources on the basis of their
physical and chemical properties.
8-3.6 Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the geologic activities at the plate boundaries and the changes in landform areas over geologic time. 8-3.7 Illustrate the creation and changing of landforms that have occurred through geologic processes. 8-3.8 Explain how earthquakes result from forces inside Earth.
8-3.9 Identify and illustrate geologic features of South Carolina and other regions of the world through the
use of imagery and topographic maps.
8-4.1 Summarize the characteristics and movements of objects in the solar system.
8-4.2 Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares.
8-4.3 Explain how the surface features of the Sun may affect Earth.
8-4.4 Explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun. 8-4.5 Explain how the tilt of Earth’s axis affects the length of the day and the amount of heating on Earth’s
surface, thus causing the seasons of the year.
8-4.6 Explain how gravitational forces are influenced by mass and distance.
8-4.7 Explain the effects of gravity on tides and planetary orbits.
8-4.8 Explain the difference between mass and weight by using the concept of gravitational force. 8-4.9 Recall the Sun’s position in the universe, the shapes and composition of galaxies and the distance
measurement unit (light year) needed to identify star and galaxy locations.
8-4.10 Compare the purposes of the tools and the technology that scientists use to study space. 8-5.1 Use measurement and time-distance graphs to represent the motion of an object in terms of position,
direction or speed.
8-5.2 Use the formula for average speed, v=d/t, to solve real world problems.
8-5.3 Analyze the effects of forces (including gravity and friction) on the speed and direction of an object. 8-5.4 Predict how varying the amount of force or mass will affect the motion of an object. 8-5.5 Analyze the resulting effect of balanced and unbalanced forces on an object’s motion in terms of
magnitude and direction.
8-5.6 Summarize and illustrate the concept of inertia.
8-6.1 Recall that waves transmit energy but not matter.
8-6.2 Distinguish between mechanical and electromagnetic waves.
8-6.3 Summarize factors that influence the basic properties of waves.
8-6.4 Summarize the behaviors of waves.
8-6.5 Explain hearing in terms of the relationship between sound waves and the ear. 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by
8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perceptions of color.
8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum.
Color, Light and Sound Our Solar System
The Earth/Moon Relationship Force and Motion
Earthquakes and Volcanoes
Earthquake and Volcanoes Faults, Folding and Mountains The Rock Cycle
Adaptations, Fossils Geologic Time
Mapping Earth’s Surface
TEXT AND RESOURCES
“South Carolina Science Grade 8” by Glencoe, 2007
Student Workbooks also by Glencoe
NSRC Lab Manuals (Smithsonian)
“GIZMO” On-Line Laboratory Activities
Other Teacher created activities
On Line Sources
ROLES OF THE AREAS OF INTERACTION IN YOUR COURSE
Approaches to Learning – I promote this area of interaction quite often in my classroom. I often remind students where to place items in their notebooks. There is a quiz that we take that requires them to have their Starter notebook. I have likened this to a lab notebook in college. We work on organization skills in Science all year. I am organized and I try to pass this along to my students.
I also have encouraged them to discover how they learn and to take advantage of that. We discuss during the year that each person needs to put different amounts of time into their studies at different times of the year. I encourage them to find what is right for them.
Human Ingenuity – We look at Human Ingenuity during Science quite a bit. Students create their own projects and this is Human Ingenuity. The entire space program is a great example of Human Ingenuity!
Environments - Environments is perhaps the easiest Area of Interaction to focus on in Science. We examine many areas of Earth and space and focus on the Environments lens during this time. Two of the best units for this are Astronomy and Geology.
Health and Social – The Health and Social impact of many areas of science is also simple to interpret. We examine the human eye and ear which is the epitome of health. When we discuss volcanoes and earthquakes we also focus on the Health and Social lens.