EIGHTH GRADE INTEGRATED SCIENCE

COURSE SYLLABUS

SY 2004-2005

Biology, Chemistry, Physics, Geology, and Astronomy

Patricia Q. Farris

Instructor

Parent Signature_______________________________ Date_________________

COURSE TITLE: Eighth Grade Integrated Science

TEACHER: Patricia Quinn Farris

Room: 3.7 Yellow Pod

E-MAIL: pat_farris@eu.odedodea.edu

COURSE DESCRIPTION:

The science eight course is designed to expand the student’s awareness of content and process in the integrated study of life, earth and physical sciences. The third course of the integrated program is organized on the basis of the following: energy, systems and interactions, scale and structure, stability and change, and patterns. Important scientific concepts are logically integrated. Attention is given to important principals and concepts that collectively serve as a framework for understanding and interpreting the general characteristics of the world of science.

MAJOR INSTRUCTIONAL ACTIVITIES:

Instructional activities in this course will be staged in appropriate settings including the conventional class room, computer/technology laboratories, traditional laboratories, and field study sites. Teaching strategies will include demonstrations, discussions, investigations, hands-on activities, videos and outside reading. Students will have the opportunity to use the 6+1 Trait to improve their writing. TI-83 graphing calculators with link to the computer will support their use of mathematics and the recognition of patterns. CBL will be used for some lab investigations. Students will spend a minimum of 40% of their time engaged in laboratory activities

COURSE GOALS/OBJECTIVES/STANDARDS:

The eighth grade standards are designed to provide students with an integrated approach to the traditional science disciplines (life science, physical science, and earth and space science) in addition to science as inquiry, science and technology, science and social perspectives and the history and nature of science. The standards integrate the traditional disciplines using the unifying concepts and processes of systems, order and organization, evidence, models and explanations; change, consistency and equilibrium and form and function. The abilities necessary to do scientific inquiry and understandings about scientific inquiry are emphasized through practical applications and meaningful applications. The specific topics which students will investigate include ecology, diversity, forces and motion, basic chemistry, and rocks and minerals.

STANDARDS

A. INQUIRY SKILLS

Students will design and conduct scientific investigations

· Identify questions that can be answered through scientific investigations

· Use appropriate tools, technology, and techniques to gather, analyze, and interpret data

· Organize and maintain a journal showing all phases of investigations

· Develop descriptions, explanations, predictions, and models using evidence and logic

· Use mathematics to explain, interpret, and improve investigations and communications

· Construct logical relationships between evidence and explanations

· Identify and analyze alternative explanations, models, and predictions

· Demonstrate understanding about scientific inquiry

· Use fair test procedures

Students will communicate scientific procedures and explanations

· Demonstrate effective methods to organize and display scientific concepts

· Present investigative procedures and results to others verbally, graphically, and in writing

· Communicate science concepts accurately and clearly, using scientific vocabulary

B. PHYSICAL SCIENCE

Students will understand the principles of motion and forces

· Design and conduct investigations that demonstrate Newton’s Laws of Motion

· Analyze the position, direction, and speed of moving objects

· Calculate changes in potential and kinetic energy in everyday activities (examples: bouncing balls, movement of swings)

· Design and conduct investigations that measure forces and angles of colliding objects

Students will investigate the transfer of energy

· Compare the basic characteristics of heat, light, electricity, and sound energy

· Compare and contrast energy transfer in heat, light, electricity, and sound

· Design a device to demonstrate how the sun’s energy can be used to perform a task

· Use a household appliance (examples: hair dryer, refrigerator) to explain how energy can be traced back to the sun

· Compare heat changes in different kinds of energy transfer

· Construct electrical circuits that incorporate multiple energy transfers including light, heat, sound, and mechanical devices

· Design and construct a simple electric motor and generator

C. LIFE SCIENCE

Students will relate structure to function in living systems

· Explain the organizational levels of living systems (examples: ecosystem, organism, organ systems, organs, tissues, cells)

· Explain how the structure and function of one organizational level supports the next level

· Explain the structures and functions of selected body systems (examples: digestive, excretory, reproductive, and circulatory/immune)

· Describe how systems in the human body interact with one another

· Describe the nature of disease via system failure and infectious organisms

Students will analyze how human characteristics are transferred

· Describe the role of sex cells in carrying hereditary information

· Explain how human characteristics are transferred from one generation to the next

· Distinguish between the role of heredity and the role of environment on humans

Students will study the diversity and adaptations of organisms

· Investigate how a population’s diversity assists in adapting to the environment

· Describe examples of how species diversity affects evolution

· Explain how the extinction of a species is a result of the conditions associated with the environment

· Investigate how the common ancestry of organisms is determined through the use of morphological and biochemical evidence

D. EARTH AND SPACE SCIENCE

Students will explain the structures of the Earth system

· Relate plate tectonics to major geological events (examples: earthquakes, volcanic eruptions, and mountain building)

· Examine evidences that explain the internal structures of the Earth

· Diagram and explain how rocks form and change (the rock cycle)

· Explain the role of water in the sedimentation process

· Investigate and test soil samples to determine their physical and chemical properties

· Examine how organisms contribute to erosion and weathering of rocks and soils

Students will understand the evolutionary nature of the Earth’s history

· Investigate how fossils provide evidence of how life and environmental conditions have changed

· Describe conditions during the Earth’s major geologic eras

· Provide evidence that the Earth’s processes have been ongoing through geologic time (examples: erosion, plate movements, changes in atmospheric conditions)

E. SCIENCE AND TECHNOLOGY

Students will demonstrate abilities in technological design

· Design and construct a solution to an identified problem

· Determine the effectiveness of the solution

· Design and conduct an investigation to determine the quality of commercial products

Students will understand about science and technology

· Determine how science and technology are interrelated

· Compare the intended benefits and unintended consequences of a technology

· Explain constraints in technological designs (examples: properties of materials, size, weight)

F. PERSONAL AND SOCIAL PERSPECTIVE

Students will practice safety

· Demonstrate personal and group safety when engaged in science activities

· Describe health problems related to sun exposure

· Analyze the use of personal safety devices

Students will evaluate risks and benefits of natural or other hazards

· Identify and describe the risks associated with natural, biological, chemical and social hazards

· Describe personal actions required during natural hazards

· Discuss the benefits and risks associated with social decisions related to natural, biological, chemical, and social hazards

· Relate the principles of motion and forces to personal safety

G. HISTORY AND NATURE OF SCIENCE

Students will investigate examples of science as a human endeavor

· Provide examples of how scientific endeavor involves teamwork in various fields (examples: military, engineering, and the health professions)

· Investigate contributions from scientists representing different cultures and genders

· Identify human qualities associated with successful work in science

· Describe methods of communication that scientists use to share information

Students will explain the nature of science

· Describe examples from current events where scientists disagree about scientific evidences, theories, and interpretations

· Compare and analyze experimental procedures in contemporary science investigations

Students will understand important historical events of science

· Describe the efforts of scientists who have contributed significantly to scientific knowledge

· Explain how scientific theory and explanations have been influenced by historic cultures (examples: Egyptians, Mayans, Arabs)

CSP GOAL

AFNORTH International Middle/High School’s CSP goal is “ALL students will improve their written communication skills across the curriculum.” The 6+1 Trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards writing improvement. Success of all students requires that the 6+1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

6+1 Trait will be used in the writing of lab reports, science logs and in the science projects for each unit. Since the middle school curriculum is based on a team approach, the teachers will work together on some writing assignments. The “Life-BUT not As We Know It Project and the Energy Transfer Essay is graded by both the Science and Language Arts teacher. The Social Studies teacher will work with me on Chief Seattle and Global Warming Project using the 6+1 Trait.

COURSE ASSESSMENT:

Under the semester system grades will be closed after each quarter and each semester grade will be determined by: 40% first quarter, 40% second quarter, and 20% for the semester exam. If a student fails science second semester, they will be assigned to summer school to complete a packet of science material. At the end of the summer they will take a final exam to determine if they pass science. Failure to complete the packet and pass the final exam will result in repeating eighth grade science.

QUARTER GRADES: Quarter grades will be determined by the following:

Homework 10% of quarter grade

Notebook 10% of quarter grade

Class Work 20% of quarter grade

Tests/Labs/Projects 60% of quarter grade

PROJECTS:

Students will complete a major project for each unit.

ü Metric Unit Using Metric Units

ü Ecology Unit Symbiotic Relationships

ü Chemistry Unit Global Warming-Fact or Myth

ü Universe Unit Life-But NOT as We Know It

ü Physics Unit Roller Coaster Construction

Students are given three options for each project which allows them to work in their learning style or develop another weaker style. Parents are encouraged to become involved in the projects and support their student’s learning.

CLASS ROOM EXPECTATIONS:

• All students will come to class each day with their text, notebook, pencil, metric ruler, and paper.
• All students will have a two or three ringed binder.
• For safety all students will obey the instructor’s directions and the safety codes written on each lab.
• All students will ask permission before using equipment in the laboratory.

CLASS ROOM BEHAVIOR:

• All students will be in their seat at the start of class ready to work. Pencil sharpening, paper borrowing, restroom visits, visitation with peers, and walks to lockers will be completed before the start of class. Failure to meet the expectation will result (1) in a warning, (2) detention during lunch, (3) after school detention (4) call to parents for a conference.
• Do not bring gum or drink to class. Lab equipment, chemicals and computers do not mix well with food and drink. Failure to follow this rule results in an after school detention.
• Everyone is expected to treat fellow students and teachers with respect. Stop and think before you react and save yourself a lot of stress.
• No book bags in the class room as a safety hazard.
• No hats or coats in the class room.

TEXTBOOK: Science Plus-Technology and Society (Red Level)

By Earl S. Morrison (Author in Chief)

Holt, Rinehart and Winston

SUPPLEMENT MATERIALS:

Thinking Physics by Lewis Carroll Epstein

The Cartoon Guide to Physics by Larry Gonick

The Cartoon Guide to the Environment by Larry Gonick

Real World Math with CBL Systems by Chris Brueningsen

Relativity Visualized by Carroll Epstein

Videos (see scope and sequence for titles)

Current Science and Discover Magazine (see scope and sequence for titles)

HOMEWORK POLICY:

No late homework. Late labs and projects will loose 10% each day late.

Homework must have your name, the date and page number (if applicable) to be graded. You must show all your work. Answers must be in complete sentences and imply the question.

MAKE-UP WORK POLICY:

It is the responsibility of the student to arrange for make-up. Tests, labs and quizzes should be made up in seminar as soon as possible. Homework should be turned in when arrive back at school. Students receive weekly assignments so should not be a problem. I expect students taking planned leave to see me before they go to collect their assignments. They are due when the student returns to class. Parents should notify me if a problem prevents completion of assignments.

FIELD TRIPS: Students will take numerous field trips to the Brunssumheide to study the ecology and geology of the region. Parents will be asked to sign a permission slip at the start of the year for the trips. Students are expected to attend all field trips to the heide. Parents are invited to come along as chaperones.

Students will also travel to:

ü The Technopolis to experience hand-on science and math

ü Six Flags to study the physics of roller coasters and other carnival rides

ü The local planetarium to study our universe

AFNORTH MIDDLE SCHOOL

Integrated Science Eight Scope and Sequence

FIRST SEMESTER

CP	Topic	Class work and labs	Assignments Others
1	Metric System	Think Metric with SI Units using KHDUDCM Assign Metric project	Practice worksheet
1	Meter Stick and unit	Meter Stick Lab and Precision and Accuracy Lab write-up due next class	Practice worksheet
1	Gram vs. Newton	Penny Lab (weight vs. mass) Lab write-up due next class	Practice worksheet
1	Liter vs. centimeter cubed Density	Discuss various ways to work with volume in SI units	Quiz and Density Problems
1	Density of water and the relationship of gram to ml of water	Density Lab Introduction to rate of change in linear relationships. Lab write-up due next class	Work on rate of change concept
1	Continuous vs. Discrete Data	Practice organizing data mathematically	Use of graphing calc.
1	Celsius vs. Centigrade	Estimation practice and Little Millie Metric	Review Metric
1	Metric System	Collect Metric Projects, Test on Metrics
1	ECOLOGY	Biotic vs. Abiotic Factors-Exploration One	In-Text p.8&9
1	Relationships	Habitat vs. Niche In-Text p.10-11.	Read p.12-13
1	Symbiotic Relationships Mutualism, Parasitism, Commensalism	Discuss with Overhead and Notes Discuss class room animals and plants	Problems to consider p. 14-15
1	Abiotic Factors	Set up Exploration 2 p. 17 complete over next week.	Read p. 18-19 Do In-Text
1	Water Needs	Exploration Two P. 20-21 Review reading of graphs, metric units	Who needs water most p. 21
1	Review of Ecology	Test and Symbiotic Project Due
1	Energy Transfer	Introduction to Energy Flow in Nature Continue Explore. Two	P. 28-31for class and HW
1	Food Chains and Pyramids	Exploration One P. 35 Pyramid and Dionosaurs	Practice Sheet on farm study
1	Field Study	Conifer vs. Deciduous Forest	Write-up data
1	Field Study	Set up in class room Use of Microscope	Study notes
1	Complete Field Study in Class	Classification and Energy Transfer	Write-up
1	Review Energy Transfer	Video Energy Transfer Take Home Test on Energy Transfer (Autumn Break)	% energy loss study
1	Succession	Discuss why change-Pages 47-49	Vocabulary
2	Field Study-Succession	Koffie Pool Study	Write-up
1	Populations	Why and how populations cause change	P. 52-55
1	Succession	Study of Lake Michigan - Video	Write up
1	Man’s Influence	Study of Chief Seattle	Pages 56-63
3	Global Warming	Fact or Myth Research Project	Library
1	Global Warming Debates	Presentations by students	Data Organization
2	Cycles	Water, Nitrogen, Carbon- Oxygen, others by overhead	Water Drop Story
1	Acid Rain	Video Trouble in the North	Write up
1	Review on Changes	Class discussions	Study for test
1	Test on Succession and Populations, Cycles including man’s role	Test
2	Intro to Chemistry	Atoms, Molecules, Compounds	Worksheets
1	Periodic table	How to use it	Worksheets
3	Study of Water	Water so common yet so unique-Physical Properties Complete Lab Study (a) Head of Penny Lab, (b) Float a Needle Lab © Capillary Action (d) Solubility Lab (e) Colloids (f) Phases of Water Lab with CBL	Write ups due as complete each lab
2	Chemical	Wet and Wild Article and vocabulary study	Review notes
1	Water uniqueness	Video on Water	Review Notes
1	Test	Water’s properties
		First Semester Over-45 class periods