Grade 8 Science
Unit: Introduction to Physical Science
Suggested Length: 2-3 weeks
Topic(s)
The Scientific
Method
Standards
3.2.8.A1
3.2.8.A4
Laboratory
Procedure(s) and
Safety
The Metric
System,
Significant
Figures and
Measurement
3.2.8.A6
Competencies (Eligible
Content)
S8.A.1.1.2: Design, implement,
record, explain, and justify safe
and effective laboratory
procedures to determine the
relationship between two
variables, controlling for other
factors that might also affect
the relationship.
S8.A.1.1.2: Explain how certain
questions can be answered
through scientific inquiry and/or
technological design.
S8.A.1.1.3: Use evidence, such
as observations or experimental
results, to support inferences
about a relationship.
S8.A.2.1.3: Design a controlled
experiment by specifying how
the independent variables will
be manipulated, how the
dependent variable will be
measured, and which variables
will be held constant.
S8.A.2.1.4: Interpret
data/observations; develop
relationships among variables
based on data/observations to
design models as solutions.
Essential
Questions
Vocabulary
 How do scientists identify
and sort materials?
 How do scientists use the
scientific method to help
them solve problems and
test new ideas?
 How do scientists identify
and use science skills?
 What is a controlled
experiment?
 What are the base units
used in the SI system?
 What are the SI units used
to measure length, mass,
volume and temperature?
 What is scientific notation?
 How do scientists analyze
data and plan a graph?
 How do scientists classify
data and figure out how it
can be graphed?
 Scientific method
 Qualitative
Observation
 Quantitative
Observation
 Inference
 Estimate
 Predict
 Analyze
 Hypothesis
 Experiment
 Procedure
 Conclusion
 Independent
variable
 Dependent
variable
 X – axis
 Y-axis
 Constant
 Control Group
 Metric system
Labs/Activities





Sewer Lice
Demo
Scientific
Method Lab
Stations Lab
String Thing
Variables Lab
S8.A.2.1.5: Use evidence from
investigations to clearly
communicate and support
conclusions.
Unit: Physical Properties of Matter
Suggested Length: 8-10 weeks
Topic(s)
Mass/Volume
Density
Standards
3.2.8.A1
3.2.8.A4
States of Matter:
A substance
has
characteristic
properties such
as density,
boiling point,
freezing point,
solubility, all of
which are
independent of
the mass or
volume of the
sample.
Phase Changes
3.2.8.A6
Competencies (Eligible
Content)
Essential
Questions
S8.A.1.1.3: Use evidence,
such as observations or
experimental results, to
support inferences about a
relationship.
How do scientists identify
and sort materials?
What is the difference
between weight and mass?
What units are used to
express the amount of
space occupied by matter?
How is density of a material
determined?
What are the
characteristics of a solid?
What are the
characteristics of a liquid?
What are the
characteristics of a gas?
What happens to a
substance during changes
between solid and liquid?
What happens to a
substance during changes
between liquid and gas?
What happens to a
substance during changes
between solid and gas?
What types of
measurement are useful
when working with gases?
How are the volume,
temperature and pressure
of gas related?
What type of relationship
does the graph for
Charles’s Law show?
S8.A.1.1.4: Develop
descriptions, explanations,
predictions, and models
using evidence.
S8.A.2.1.3: Design a
controlled experiment by
specifying how the
independent variables will be
manipulated, how the
dependent variable will be
measured, and which
variables will be held
constant.
S8.A.2.1.4: Interpret
data/observations; develop
relationships among
variables based on
data/observations to design
models as solutions
S8.A.2.1.5: Use evidence
from investigations to clearly
communicate and support
conclusions.
Vocabulary
 Mass
 Weight
 Volume
 Density
 Solid
 Crystalline solid
 Amorphous Solid
 Liquid
 Surface Tension
 Viscosity
 Fluid
 Gas
 Plasma
 Kinetic Theory
 Sublimation
 Melting
 Freezing
 Boiling
 Condensation
 Vaporization
 Deposition
 Pressure
 Boyle’s Law
 Charles’s Law
 Directly
proportional
 Indirectly
proportional
Labs/Activities
 Mass Lab
 Coke/Diet Coke
Lab
 Volume of Regular
vs. Irregular
objects
 Volume of Liquids
lab
 Density of Solids
Lab
 Density of Liquids
Lab
 Why Does the
Candle Go out
Lab?
 Oobleck
 Ice Cream Lab
 Phase Changes of
Water Lab
 Phase Changes
Gizmo
 Density Gizmo
 Dry Ice Demos
What type of relationship
does the graph for Boyle’s
Law show?
Unit: Physical/Chemical Properties and Changes
Suggested Length: 4-5 weeks
Topic(s)
Physical &
Chemical
Properties
Physical &
Chemical
Changes
Pure SubstancesCompounds &
Elements
Mixtures
Solutions
Standards
3.2.8.A4
3.2.8.A6
Competencies (Eligible
Content)
S8.C.1.1.1: Explain the
differences among elements,
compounds, and mixtures.
S8.C.1.1.2: Use characteristic
physical or chemical properties
to distinguish one substance
from another (e.g., density,
thermal expansion/contraction,
freezing/melting points, streak
test).
S8.A.1.1.3: Use evidence, such
as observations or experimental
results, to support inferences
about a relationship.
Solubility
Properties of
Water
S8.A.1.1.4: Develop
descriptions, explanations,
predictions, and models using
evidence.
S8.A.2.1.3: Design a controlled
experiment by specifying how
the independent variables will
be manipulated, how the
dependent variable will be
measured, and which variables
will be held constant.
S8.A.2.1.4: Interpret
data/observations; develop
relationships among variables
Essential
Questions
Vocabulary
How do scientists identify
and sort materials?
What kinds of properties
are used to describe
matter?
What are elements and
how do they relate to
compounds?
What are the properties of
a mixture?
How can matter and
changes in matter be
described?
What is a physical change?
What is a chemical change?
How are changes in matter
related to changes in
energy?
How can you tell when a
chemical reaction occurs?
What are the
characteristics of solutions,
colloids and suspensions?
What happens to the
particle 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
identifying substances?
 Matter
 Chemistry
 Physical property
 Chemical property
 Element
 Atom
 Physical change
 Chemical change
 Mixture
 Heterogeneous
mixture
 Homogeneous
mixture
 Solution
 Solute
 Solvent
 Colloid
 Suspension
 Chemical reaction
 Precipitate
 Endothermic
Change
 Exothermic Change
 Endothermic
reaction
 Exothermic
reaction
 Dilute solution
 Concentrated
solution
 Solubility
 Saturated solution
Labs/Activities
 Mixtures and
Solutions Lab
 Separation of
Mixtures Lab
 Solutions Gizmo
 Solubility Lab
 Solubility Gizmo
based on data/observations to
design models as solutions
S8.A.2.1.5: Use evidence from
investigations to clearly
communicate and support
conclusions.
What factors affect the
solubility of a substance?
 Unsaturated
solution
 Supersaturated
solution
Unit: Atoms and Bonding
Suggested Length: 5-6 weeks
Topic(s)
Standards
Elements
3.2.8.A2
Periodic Table
3.2.8.A3
Ionic Bonding
3.2.8.A4
Covalent Bonding
3.2.8.A6
Balancing
Equations
Naming
Compounds
Types of
Chemical
Reactions
Conservation of
Matter
Competencies (Eligible
Content)
S8.C.1.1.1: Explain the
differences among elements,
compounds, and mixtures.
S8.C.1.1.2: Use characteristic
physical or chemical properties
to distinguish one substance
from another (e.g., density,
thermal expansion/contraction,
freezing/melting points, streak
test.
S8.C.1.1.3: Identify and describe
reactants and products of
simple chemical reactions.
S8.A.1.1.3: Use evidence, such
as observations or experimental
results, to support inferences
about a relationship.
S8.A.1.1.4: Develop
descriptions, explanations,
predictions, and models using
evidence.
S8.A.2.1.3: Design a controlled
experiment by specifying how
the independent variables will
be manipulated, how the
dependent variable will be
measured, and which variables
will be held constant.
Essential
Questions
How do scientists identify
and sort materials?
Why are elements
sometimes called the
building blocks of matter?
How is the reactivity of
elements related to
valence electrons in
atoms?
What does the periodic
table tell you about atoms
and the properties of
elements?
What are ions, and how do
they form bonds?
How are the formulas and
names of ionic compounds
written?
What are the properties of
ionic compounds?
What hold covalently
bonded atoms together?
What are the properties of
molecular compounds?
How does unequal sharing
of electrons occur and how
does it affect molecules?
How can you tell when a
chemical reaction occurs?
What information does a
chemical equation
contain?
What does the principle of
Vocabulary
 Matter
 Element
 Compound
 Mixture
 Atom
 Electrons
 Nucleus
 Protons
 Energy level
 Neutrons
 Valence electrons
 Electron dot
diagram
 Chemical bond
 Symbol
 Atomic number
 Period
 Group
 Family
 Nobel gas
 Halogen
 Alkali metal
 Transition metal
 Alkaline metals
 Ion
 Polyatomic ion
 Ionic bond
 Ionic compound
 Chemical formula
 Subscript
 Covalent bond
 Molecule
Labs/Activities
 Element Project
 Element Builder
Gizmo
 Bonding with a
Classmate
 Conservation of
Mass Lab
 Balancing
Equation Lab
 Open and Closed
System
 Balancing
Chemical
Equations Gizmo
 Chemical
Equations Gizmo
S8.A.2.1.4: Interpret
data/observations; develop
relationships among
variables based on
data/observations to design
models as solutions.
S8.A.2.1.5: Use evidence
from investigations to clearly
communicate and support
conclusions.
conservation of mass
state?
What must a balanced
chemical equation show?
What are the three
categories of chemical
reactions?
 Double bond
 Triple bond
 Molecular
compound
 Polar bond
 Nonpolar bond
 Chemical equation
 Reactant
 Product
 Conservation of
mass
 Open system
 Closed system
 Coefficient
 Synthesis
 Decomposition
 Replacement
Unit: Acids/Bases/Neutralization
Suggested Length: 4-5 weeks
Topic(s)
Structure and
properties
(physical and
chemical) of
matter
Properties of
Acids and Bases
Acid/Base
Neutralization
Reactions
pH Test/Litmus
Paper and other
indicators
Standards
3.2.8.A3
Competencies (Eligible
Content)
S8.C.1.1.3: Identify and describe
reactants and products of
simple chemical reactions.
S8.A.1.1.3: Use evidence, such
as observations or experimental
results, to support inferences
about a relationship.
S8.A.1.1.4: Develop
descriptions, explanations,
predictions, and models using
evidence.
S8.A.2.1.3: Design a controlled
experiment by specifying how
the independent variables will
be manipulated, how the
dependent variable will be
measured, and which variables
will be held constant.
S8.A.2.1.4: Interpret
data/observations; develop
relationships among variables
based on data/observations to
design models as solutions.
S8.A.2.1.5: Use evidence from
investigations to clearly
communicate and support
conclusions.
Essential
Questions
Vocabulary
Labs/Activities
How do scientists identify
and sort materials?
What are the properties of
acids and bases?
Where are acids and bases
commonly used?
What does pH tell you
about a solution?
What happens in a
neutralization reaction?
What kinds of ions do acids
and bases form in water?
What does pH tell you
about a solution?
What happens in a
neutralization reaction?
 Acid
 Base
 Corrosive
 Indicator
 pH paper
 Litmus paper
 Concentration
 Strength
 Neutralization
 pH scale
 Titration
 Phenolphthalein
 Hydrogen ion (H+)
 Hydroxide ion (OH)
 salt
 Identifying
Household Acids
and Bases Lab
 Alien Juice Bar
 Acids and Bases
Gizmo
 Demonstration
(Milk of Magnesia
and HCl)
 Neutralization of
Antacids Lab
Unit: Weather/ Climate and the Environment
Suggested Length: 8-10 weeks
Topic(s)
Standards
Air Pressure
3.3.8.A5
Layers of the
Atmosphere
3.3.8.A6
3.3.8.A7
Air Quality
4.2.8.A
Convection
Currents
4.2.8.B
Water Cycle
4.2.8.D
Heat Transfer
4.5.8.A
Predicting the
Weather
4.5.8.C
Competencies (Eligible
Content)
S8.D.1.1.3: Identify soil types (i.e.,
humus, topsoil, subsoil, loam,
loess, and parent material) and
their characteristics (i.e., particle
size, porosity, and permeability)
found in different biomes and in
Pennsylvania, and explain how
they formed.
S8.D.1.2.2: Describe potential
impacts of humanmade processes
(e.g., manufacturing, agriculture,
transportation, mining) on Earth’s
resources, both nonliving (i.e., air,
water, or earth materials) and
living (i.e., plants and animals).
4.5.8.D
Conservation of
Land and Soil
Waste Disposal and
Recycling
Water Pollution
and Solutions
Air Pollution and
Solutions
Global Climate
Change
S8.D.1.3.1: Describe the water cycle
and the physical processes on
which it depends (i.e.,
evaporation, condensation,
precipitation, transpiration,
runoff, infiltration, energy inputs,
and phase changes).
S8.D.1.3.2: Compare and contrast
characteristics of freshwater and
saltwater systems on the basis of
their physical characteristics (i.e.,
composition, density, and
electrical conductivity) and their
use as natural resources.
S8.A.1.1.3: Use evidence, such as
observations or experimental
results, to support inferences about
a relationship.
Essential
Questions
Vocabulary
Labs/Activities
 How do scientists identify and
sort materials?
 What is the composition of
the Earth’s atmosphere?
 How is the atmosphere
important to living things?
 How does increasing altitude
affect air pressure and
density?
 What are the four main layers
of the atmosphere and what
are their properties?
 What are the major sources
of air pollution?
 What causes smog and acid
rain?
 What can be done to improve
air quality?
 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?
 How do weather forecasters
predict the weather?
 How has technology helped
to improve weather
forecasts?
 What can be learned from the
information on weather
maps?
 What factors influence
 Atmosphere
 Ozone
 Water vapor
 Pressure
 Air pressure
 Barometer (mercury
vs. aneroid)
 Troposphere
 Stratosphere
 Mesosphere
 Thermosphere
 Ionosphere
 Exosphere
 Pollutants
 Photochemical smog
 Acid rain
 Water cycle
 Psychrometer
 Relative humidity
 Cirrus
 Cumulus
 Stratus
 Dew point
 condensation
 Climate change
 Carbon cycle
 Precipitation
 Drought
 Cloud seeding
 Rain gauge
 Meteorologist
 Isobar
 Isotherm
 Climate
 Microclimate
 Weather project
(chapter 1)
 Online ozone
activity
 How Clean Is the Air
Anchor Activity?
 Weather Ball Game
 Cars and Clean Air
Debate
 Making a Cloud
Activity/Demo
(Chapter 2-4 and 25)
 Weather Maps
Gizmo
 Using
Psychrometers to
determine humidity
 How Can You Make
it Hail?
 Lab:
Communicating
Local Weather
Conditions
 Lab: Reading a
Weather Map
 Interdisciplinary
Exploration:
Antarctica
 Waste Away Skill
Lab – Landfillls
 How do Pollutants
Affect Seed
Growth?
S8.A.1.1.4: Develop descriptions,
explanations, predictions, and
models using evidence.
S8.A.2.1.3: Design a controlled
experiment by specifying how the
independent variables will be
manipulated, how the dependent
variable will be measured, and
which variables will be held
constant.
S8.A.2.1.4: Interpret
data/observations; develop
relationships among variables
based on data/observations to
design models as solutions
S8.A.2.1.5: Use evidence from
investigations to clearly
communicate and support
conclusions.
temperature?
 What factors influence
precipitation?
 What causes the seasons?
 What events can cause shortterm climate change?
 How might human activities
be affecting the temperature
of Earth’s atmosphere?
 How have human activities
affected the ozone layer?
 What kind of problems occur
when soil is not properly
managed?
 What are three methods for
handling solid waste?
 What can people do to help
control the solid waste
problem?
 How can hazardous waste be
properly disposed of?
 Why is freshwater a limited
resource?
 What are the major sources
of water pollution?
 How can water pollution be
reduced?
 How have human activities
damaged the ozone layer?
 How might human activities
be linked to global climate
changes?
 Tropical zone
 Polar zone
 Temperate zone
 Marine climate
 Continental climate
 Windward
 Leeward
 Monsoon
 El Nino
 La Nina
 Global warming
 Greenhouse Gas
 Chlorofluorocarbon
 Groundwater
 Pesticides
 Radon
 Erosion
 Incineration
 Composting
 Biodegradable
 Sanitary Landfill
 Hazardous Waste
 Sediment
 Pollutant