West-Orange Cove CSD
The first six
weeks has 24
instructional
days 8/27 –
9/28
Major Concepts
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
9/3 No School
8th Grade Science – 1st Six Weeks

During week 1 and 2, students will follow standard safety
practices during laboratory and field investigations. Also,
students will practice appropriate use and conservation of
resources, including disposal, reuse, or recycling of materials.
In the various labs, students will use a variety of tools and
safety equipment.
During week 3 and 4, students will use scientific inquiry
methods during field and lab investigations
During week 5, student will know that matter is composed
of atoms and will understand the basic atomic structure.
Processes
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Week 1 and 2
August 27 – September 7
Learning Standards
Scientific investigation and
reasoning. The student, for
at least 40% of instructional
time, conducts laboratory and
field investigations following
safety procedures and
environmentally appropriate
and ethical practices. The
student is expected to:
demonstrate safe practices
during laboratory and field
investigations as outlined in
the Texas Safety Standards;
8.1A
practice appropriate use and
conservation of resources,
including disposal, reuse, or
recycling of materials. 8.1B
Instruction
In order to use time, resources, and hold students
accountable for their own learning, we must agree to:

Notebooking (separate .ppt files sent to show
various ways notebooking1 is used). Also, other
file is sent separate to this planning guide
regarding organization and types of entries.

SMART objective posted and used daily

Developing Effective Science Lessons

Creating a Positive Learning Environment

Using technology and interactive games to
support student engagement.

Collaborative grouping

Formative assessment in science and other
formative assessment strategies that will work
depending the needs of your class(once you are
in the page, click on each formative assessment
strategy to get more details)

Use of the 5E scientific model:
o Engage
o Explore
2012 - 2013
Demonstrate safe practices during laboratory and field investigations as outlined
in the Texas Safety Standards
Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate equipment
and technology;
Design and implement experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses, and using
appropriate equipment and technology;
Collect and record data using the International System of Units (SI) and
qualitative means such as labeled drawings, writing, and graphic organizers;
Construct tables and graphs, using repeated trials and means, to organize data
and identify patterns; and
Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Resources
Products,
Projects, Labs
Assessment
Gateways to Science 8th grade
http://www.utdanacenter.org/scie
ncetoolkit/downloads/safety/texa
s-safety/texas-safety-4th-ch3.pdf
This chapter discusses personal
protective equipment, which
students wear during some
science activities, and
emergency safety equipment,
which should be available in
laboratories where students use
chemicals
Science TEKS Toolkit
Jefferson Lab
Science Education: Teacher
resources
http://theteachingthief.blogs
pot.com/2011/10/sciencesafety-videos.html
Safety video and rap
https://www.scientificminds.
com/Teacher/AncillaryData.a
1.2. Safety T.E 5
EXPLORE
Use lab station
cards found in CD
BLM 4 and 5 or
included in SMART
Notebook file
EXPLAIN
Students will record
information in a
chart to summarize
the purpose of the
safety equipment.
Also, teacher must
have facilitation
questions found in
TE 6 – TE8 ready for
students to use as a
guide to make
observations.
ELABORATE allow
students to create
their own “bad
science” cartoons,
bumper stickers, or
Have students
Identify the purpose
of specific safety
equipment. Use
pictures found in
http://www.utdanacen
ter.org/sciencetoolkit/
downloads/safety/tex
as-safety/texassafety-4th-ch3.pdf
Give students the list
of various safety
rules. Students will
select rules and they
will write an
explanation for the
reasons for having
this rule. As an
extension, students
may write a poem,
rap, or create a
poster to expand on a
safety rule.
West-Orange Cove CSD
Scientific investigation and
reasoning. The student
knows how to use a variety of
tools and safety equipment to
conduct science inquiry. The
student is expected to:
use preventative safety
equipment, including
chemical splash goggles,
aprons, and gloves, and be
prepared to use emergency
safety equipment, including
an eye/face wash, a fire
blanket, and a fire
extinguisher. 8.4B
use appropriate tools to
collect, record, and analyze
information, including lab
journals/notebooks, beakers,
meter sticks, graduated
cylinders, anemometers,
psychrometers, hot plates,
test tubes, spring scales,
balances, microscopes,
thermometers, calculators,
computers, spectroscopes,
timing devices, and other
equipment as needed to
teach the curriculum 8.4A
o
o
o
8th Grade Science – 1st Six Weeks
Explain
Elaborate
Evaluate
spx
Use Science Starters
presentations included in
Vocabulary Week 1
Safety, safety equipment, safety rules, safety symbols,
goggles, aprons, gloves, eye or face wash, fire blanket,
and fire extinguisher
Worksheet Packet 1 : Nature of
Science/Technology to engage
students depending on concept
covered.
During the first week of school, the teacher will
implement activities to get to know students, establish
rules and expectations in the science classroom and
lab, and to introduce students to the world of science in
the 8th Grade. Also, it is crucial to keep in mind that
engaging students at the start of class is a great way to
divert students’ misbehaviors and boredom. Read
more on how to engage middle school students.
Use SMARTBoard – Quiz 1 as
bell ringer for students to answer
1 question daily. It can be used
as a formative assessment to
find out students’ previous
learning and any misconceptions
students may have.
ENGAGE: Get input from students about what they like
and not like about science, use T-char included in CD
BLM 1 or SMART Notebook file, or have a discussion
on what science is for them. Later students will use
Annotated Student Drawings where they labeled
illustrations that visually represent and describe
student’s thinking about a scientific concept they
remember from previous years.
ENGAGE: Create a KWL chart to find out what students
know and want to know about science in the 8th grade.
Leave the L (learned) column blank to use at the end of
the year. You may want to create a KWL per topic as a
formative assessment to adjust based on
misconceptions and/or not mastering a particular
concept.
The teacher will facilitate students’ discussions in a
collaborative approach to set the expectations of
working in groups and engaging in project-based
learning (PBL). To help you start using PBL,
4teachers.org has age-appropriate, customizable
project checklists for written reports, multimedia
projects, oral presentations, and science projects. The
use of these checklists keeps students on track and
allows them to take responsibility for their own learning
through peer- and self-evaluation. Go to
http://pblchecklist.4teachers.org/index.shtml
and select Science 5-8. Follow the instructions on the
page. Based on the menu options, have tables or
2012 - 2013
posters to illustrate
the safety rules.
ELABORATE:
Students will read
and discuss a safety
contract given by the
teacher or the one
found in CD BLM 7.
Each student must
sign and date
contract. Also,
involve parents if
able.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
groups of students decide the criteria to have as part of
the class’ expectations for each other. Once the criteria
are selected, have the groups decide on 3-4 items to
expand on each of the criteria. To maintain
engagement, once a group decides on a particular item,
ask other groups whether they agree or disagree and
why.
Discuss with the class the expectations for notebooking
and how scientists use it for different purposes. Visit
http://www.sciencenotebooks.org/ for an interactive
discussion of how scientists use notebooking before,
during, and after an investigation. Also, refer to
PowerPoint presentations sent with this planning guide
to choose slides that are appropriate to discuss with
students.
Develop guidelines for notebooking/journaling or use
the one included in CD BLM 2 or in SMART Notebook
file
ENGAGE students daily by using the following

Have students view the safety rap video and then
EXPLORE AND EXPLAIN: hold a class discussion
sharing appropriate and inappropriate actions in
the science lab. If available, students
ELABORATE by creating own video or role play
showing safe and unsafe practices.

Use the story “Sponge Bob and the Bikini Bottom
Gang Learn Safety Rules” and do activity listed.
Then, ask “Why are safety rules important?” Allow
students to discuss among groups and share out.
Provide time for students to read the paragraphs
and EXPLAIN by identifying the broken safety rules
underlining each one. When finished, discuss each
example and ELABORATE making a list of the
correct safety rules as a class on a poster.
ENGAGE
Use the attached Safety PowerPoint presentation to
review safety procedures, safety symbols, and safety
equipment.
2012 - 2013
West-Orange Cove CSD
Week 2
September 4 - 7
Learning Standards
Scientific investigation
and reasoning. The student
knows how to use a variety
of tools and safety
equipment to conduct
science inquiry. The student
is expected to:
use preventative safety
equipment, including
chemical splash goggles,
aprons, and gloves, and be
prepared to use emergency
safety equipment, including
an eye/face wash, a fire
blanket, and a fire
extinguisher. 8.4B
use appropriate tools to
collect, record, and analyze
information, including lab
journals/notebooks, beakers,
meter sticks, graduated
cylinders, anemometers,
psychrometers, hot plates,
test tubes, spring scales,
balances, microscopes,
thermometers, calculators,
computers, spectroscopes,
timing devices, and other
equipment as needed to
teach the curriculum 8.4A
8th Grade Science – 1st Six Weeks
Instruction
Vocabulary Week 2
Science models, meter sticks, graduated cylinders,
anemometers, psychrometers, hot plates, test tubes,
spring scales, balances, microscopes, thermometers,
calculators, computers, spectroscopes, timing devices,
Journals/notebooks, beakers, triple beam balances, SI
unit, volume, Celsius, Kelvin, conversion,
In order for students to understand using appropriate
tools to collect, record, and analyze information, they
need to review physical properties of matter in order to
connect how the various tools are used.
ENGAGE daily using one of the following

Demonstrate one of the lab station cards in CD BLM
10 and 11 or in the SMART Notebook file attached to
engage students in discussing properties of matter.
Also, allow students to describe the tools used to
describe these properties and how to properly use
each tool

Use various measuring equipment to show students
what they may have available. Use the left side to
browse lab supply and measuring equipment

Use Tools Sort to have teams sort words and
pictures. Each team will EXPLAIN their rationale.
Have enough copies for various teams/tables.

The importance of the SI (International System of
Units) The Metric Program helps implement the
national policy to establish the SI (International
System of Units, commonly known as the metric
system) as the preferred system of weights and
measures for U.S. trade and commerce. It provides
leadership and assistance on SI use and conversion
to federal agencies, state and local governments,
businesses, trade association, standards
development organizations, educators, and the
general public. Go to
http://www.nist.gov/pml/wmd/metric/metricprogram.cfm
Resources
http://jc-schools.net/PPTsscience.html#Grades6-12
Jefferson County Schools
http://www.slideshare.net/hseuf
ert/science-tools-presentation
Science tools PowerPoint
presentation
Gateways to science 8th
https://www.scientificminds.com/
Teacher/AncillaryData.aspx
Use Science Starters
presentations included in
Worksheet Packet 1 : Nature
of Science/Technology to
engage students depending on
concept covered.
Use SMARTBoard – Quiz 1 as
bell ringer for students to
answer 1 question daily. It can
be used as a formative
assessment to find out students’
previous learning and any
misconceptions students may
have.
2012 - 2013
Products, Projects, Labs
Assessment
Properties of matter
Concept Map. Students
will engage in this activity
to make a connection to
how and why we
measure matter.
EVALUATE
Knowing that 95%
of the population in
the word uses the
metric system;
suppose there are
two scientists, one
is in the U.S and
one in Colombia,
South America.
Both scientists are
working on a cure
against marsh fever
or malarial disease.
What problems
might arise if they
shared their data?
Have lab equipment
available for students.
Use the Science tools
PowerPoint presentation
to assist students in the
EXPLORE and EXPLAIN
phase of various tools.
Students will create a
presentation to the class
explaining how the tool is
used and the physical
property of matter that it
helps to determine.
The students will
EXPLORE the
microscope. The teacher
will facilitate by showing
the students how to use
and care for the
microscope. Use the
Microscope PowerPoint
presentation to guide
students through this lab.
Also, you may use
SMART Notebook file.
Teacher notes ,
microscope stations, and
mystery cards for
stations.
EVALUATE: Have
students collaborate
to discuss the
answers to the
following questions:
Why do scientists
use a standard
measurement
system? What are
the SI units of
measure for length,
mass, volume,
density, time, and
temperature? How
are conversion
factors useful?
Reflection- A
student is working
on a science
laboratory
procedure where
two rockets are
West-Orange Cove CSD

8th Grade Science – 1st Six Weeks
http://www.nist.gov/public_affairs/kids/metricfacts.ht
m Just as global competition is heating up the way
Americans conduct business, sporting competition
has become increasingly international. The need for
a universal system of weights and measures is
clearly evident. Because the metric system is the
language of measurement used by 95 percent of the
world's population, the U.S. Department of
Commerce and its Metric Program offer these
Sporting Fast Facts to help make the transition a little
easier.
EXPLORE and EXPLAIN: Have various lab equipment
set out for students to rotate. You want to set up
equipment in stations based on equipment used to
measure mass, volume, temperature, time, make
observations and calculations and others as you see fit.
Students will create a foldable to draw and describe the
various tools
Use the SMART Notebook file to find interactive science
tools to play a game in recognizing various tools.
Students take turns EXPLAINING the purpose of each
tool.
2012 - 2013
Metric Measurement Lab.
There are 7 stations set
up in the classroom.
Each station is
numbered. There is a
Task Card at each station
with instructions. The
equipment and supplies
needed for each station
are already at the station.
made of different
materials and the
students want to
find out the type of
material that works
best. What tools
would be
appropriate to use
in order to collect
data? Explain your
answer. What
would not be used?
West-Orange Cove CSD
Week 3 and Week 4
September 10 - 21
Learning Standards
Week 3-4
Scientific
Investigation and
reasoning. The student uses
scientific inquiry methods
during laboratory and field
investigations. The student is
expected to:
plan and implement
comparative and descriptive
investigations by making
observations, asking welldefined questions, and using
appropriate equipment and
technology 8.2A
design and implement
experimental investigations
by making observations,
asking well-defined
questions, formulating
testable hypotheses, and
using appropriate equipment
and technology;
8.2B
collect and record data using
the International System of
Units (SI) and qualitative
means such as labeled
drawings, writing, and graphic
organizers 8.2 C
8th Grade Science – 1st Six Weeks
Instruction
Resources
Vocabulary
Scientific method, observation, inference, experiment,
hypothesis, data, procedure, conclusion, constant, variable,
independent variable, dependent variable, controlled
experiment, law, theory, scientists
Scientific Method for
Students- Tutorial for the
Scientific Method
ENGAGE students daily by

Reviewing the processes of scientific investigations by
participating and discussing the Inquiry Board. Using the
inquiry board will support students to determine a testable
experiment and figuring out a testable question. Also, you
may use the Science Inquiry Board file to make it
interactive and show students how to move “sticky notes”
around to generate a research question.
https://www.scientificminds.c
om/Teacher/AncillaryData.as
px
Use Science Starters
presentations included in
Worksheet Packet 1 :
Nature of
Science/Technology to
engage students depending
on concept covered.

Defining and understanding the steps of the Scientific
Method.
Once students understand the Inquiry Board; then, EXPLAIN
the function of the control and the variables in an experiment. If
students struggle with this concept, take time to address
Variables in a Science Project to make sure students have a
very good understanding of this concept.
Also, explain how graphs, tables, and charts differ and how
scientists present their data using graphs, tables, charts. Use
this link to engage students in graphing activities- Graphs
and/or use a PowerPoint presentation to EXPLORE various
data analysis tools.
Teachers will facilitate students’ learning and discovery to
reinforce skills and concepts by

Making observations, using inference and prediction skills
as teacher shows students the concept of pressure in the
demonstration Pressure or the Amazing Can Crushing.
Or

Making observations, using inference and prediction skills
as teacher facilitates Wonderful Waterlock. This is a
Graphs- Students engage in
graphing activities.
Use SMARTBoard – Quiz 1
as bell ringer for students to
answer 1 question daily. It
can be used as a formative
assessment to find out
students’ previous learning
and any misconceptions
students may have.
2012 - 2013
Products, Projects,
Labs
Assessment
Students will reflect
in their journals as
the teacher performs
the Amazing Can
Crushing
demonstration. See
Student Task or if
EVALUATE
Students will
demonstrate
mastering and
understanding of the
scientific method by
creating a comic
strip, poster, rap,
poem, or story. Use
the following criteria
as a reference.
teacher works
with Wonderful
Waterlock, then
use the following
this Alternate
Student Task.
Scientific Method
Lab. - Graphing
Lab. Students will
use the thumb of war
game to learn the
scientific method and
to start identifying
sources of
experimental error.
ELABORATE: Using
newspapers (may
assign this as
homework the day or
week before),
students find and cut
out various types of
graphs, tables and
charts. Have
students work in
groups to create a
poster to display
findings. Also, have
students write a
short explanation of
Reflection- During
an electromagnet
Lab students tested
how the number of
coils affected the
number of paper
clips the
electromagnet could
pick up . Identify the
independent
variable, dependent
variable and
constant in the
experiment.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
great demonstration because it is unusual, unexpected and
very thought provoking. It is a great science activity to do
during the first week of school when you are talking about
the importance of making careful observations of the world
us. In this simple activity students make observations, form
explanations, and they connect their ideas to the real
world.
2012 - 2013
each.
Using the Science
Inquiry Board and
the Balloon Rocket
ideas “make it an
experiment,”
students will design,
implement and
collect data in an
experimental
investigation
OR
If time permits, use
the Rockets 3, 2, 1
Puff rocket lab to
design, implement
and collect data.
West-Orange Cove CSD
Week 5
September 24 - 28
Learning Standards
Week 5
Matter and energy. The
student knows that matter
is composed of atoms and
has chemical and physical
properties. The student is
expected to:
describe the structure of
atoms, including the
masses, electrical
charges, and locations, of
protons and neutrons in
the nucleus and electrons
in the electron cloud. 8.5A
Use models to represent
aspects of the natural
world such as an atom, a
molecule, space, or a
geological feature. 8.3B
8th Grade Science – 1st Six Weeks
Instruction
Resources
Vocabulary
Matter, atoms, mass, elements, protons, neutrons, nucleus
electrons, electron cloud, orbital, electron shell, particles,
charges,
https://www.scientificminds.co
m/Teacher/AncillaryData.asp
x
Use the following lessons to
support students’
understanding and
knowledge that matter is
composed of atoms and has
chemical and physical
properties by describing the
structure of atoms

Science Starter 24
Atomic Structure

Science Starter 25
Periodic Table: Elements
ENGAGE students daily by

Having students work in groups or with a partner to
research about Atomic Structure and then share with
the class.

Using the video clip Atoms to scaffold students’
learning. Students will be introduced to atoms in the
periodic table of the elements, which groups all the
elements in the universe, as well as the concepts of
atomic number and atomic mass. Students will find out
all about protons, neutrons, and electrons, the strong
force that binds the atomic nucleus.
Teachers will facilitate students’ learning and discovery to
reinforce skills and concepts


EXPLORE / EXPLAIN- Gateways to Science Lab 1.4
Atomic Structure T.E ___ Students will conduct lab
to get a better understanding of the atom and its
structure.
EXPLORE / EXPLAIN – using the Atomic Structure
Activity SMART Notebook file to create interactive
models of various elements. The teacher will facilitate
as the groups work together to describe electrons,
protons, and neutrons. During the interactive activity
to create models, have available a periodic table and
marbles of 3 different colors to make sure all students
participate and practice.
Atomic Structure Resources
CPO Science. Use the menu
at the beginning of the
presentation to browse
through the lesson. Also,
you can use the Atomic
Structure PowerPoint to guide
students’ thinking and lab.
At the end of the lesson,
teacher may distribute
essential understanding notes
to students to make sure
everyone has the vocabulary
and most important
information.
2012 - 2013
Products, Projects,
Labs
Using textbooks,
library resources, an
Atom Timeline
PowerPoint
presentation and the
computer, students
will make a poster
including a timeline
of the development
of the atomic model.
Students describe
contributions of
various scientists
such as Dalton,
Thomson,
Rutherford, and
Bohr. Explain how
each model reflects
new knowledge the
scientists’ gained
through their
experiments.
Protons, Electrons,
and Neutrons Lab.
Students will put a
static charge on a
strip of plastic by
pulling it between
their fingers. They
will see that the
plastic is attracted to
their fingers.
Through these
activities, students
will be introduced to
some of the
characteristics of
electrons, protons,
and neutrons, which
make up atoms.
Assessment
EVALUATE
Students will create
a model depicting
the number of
protons, neutrons,
and electrons of a
chosen element.
Students will create
an acrostic poem
about Atomic
Structures describing
characteristics of the
atom.
Reflection –
Students will
complete research
report on Protons,
Electrons, and
Neutrons Lab.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
8th Grade Science Introduction.
(1) Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of
natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is
described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science
because they deal with phenomena that are not scientifically testable.
(2) Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories
are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that
scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and
technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that
involve the application of scientific information.
(3) Grade 8 science is interdisciplinary in nature; however, much of the content focus is on earth and space science. National standards in
science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format
used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics,
and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.
http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
SMART Objective
In the book, Learning by Doing, P. 126, Richard DuFour, Rebecca DuFour, Thomas Many, and Robert Eaker, talk about SMART goals and how
establishing these goals will assist stakeholders in creating a collaborative effort oriented by results.
According to Dufour et al, SMART objectives are Strategic and Specific, Measurable, Attainable, Results-Oriented, Timebound. For our
purposes in the classroom, we will use SMART objectives in the following manner:
Standards-based – use the wording of the TEK
Makes a connection – find a way to connect to everyday situation
Attainable - do students feel they can learn the concept?
Results oriented – how will students know they have learned the concept?
Tell – Students are able to tell what they are learning
The objective does not have to change every day as you write it on the board or keep it in a prominent place. Keep in mind that by posting
the learning objective in this manner and using with the students before, during, and after the lesson then the students will know the what,
how, and why of the learning. Besides, using the standard will support the students learn the vocabulary they are expected to know and
master by the end of the lesson.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Some Examples of Formative Assessments in Science
(Source: Science Formative Assessments by Page Keeley)
Concept Cartoons
(p.71)
Familiar Phenomenon Probe/
Friendly Talk Probe
(p.85 & 102)
Interest Scale
(p.115)
I Used to Think…Now I Know
(p.119)
KWL (and its variations)
(p.128)
Pass the Question
(p.149)
Popsicle Stick Questioning
(p.158)
R.E.R.U.N.
(p.172)
Sticky Bars
(p.178)
Terminology Inventory Probe
(p.180)
-cartoon of people sharing their ideas on common, everyday phenomenon/concept
-students choose the cartoon they agree with most and explain their reasoning
-used to assess and address misconceptions, diagnostic
-see: www.conceptcartoons.com for examples
-a dialogue between characters addressing a concept
-students choose the character they agree with most and explain their reasoning
-used to assess and address misconceptions, diagnostic
-students use sticky notes to indicate their interest in a subject on a low to high scale (e.g. a
thermometer with the heading “How Hot is the Topic?”)
-kinesthetic, student interest
-at the end of a lesson, students reflect and compare what they knew at the beginning of a lesson to
what they know after a lesson
-metacognition, assessment as learning
KWL – what I know, what I wonder, what I learned
OWL – what I observed, what I wonder, what I learned
KWLH – KWL + H = how I learned it
-students begin to respond to a question; halfway through, they exchange responses and complete,
modify, or change each other’s responses
-can be done in pairs and then exchanged with another pair
-cooperative learning
-names of students are written on a popsicle stick
-pull popsicles sticks for name of student to call on (e.g. for questioning)
-reflection/exit card for a lab activity
-recall (summarize), explain the purpose, results (describe their meaning), uncertainties
(list/describe), new things you learned
-to answer a multiple choice question, students write their responses on a sticky note, hand in to
their teacher, teacher posts answers to show the variety of answers from all students
-diagnostic, metacognition
-give a list of terms to students
-students use a checklist to indicate what they know of a term using a range from “I have never
heard of the this” to “I clearly know what it means and can describe it”
-students revisit the list at the end of learning
-ask students to reveal their understanding by providing a description, drawing a picture, etc.
West-Orange Cove CSD
Synectics
(p.186)
Traffic Light Cups
(p.201)
A&D Statements
Annotated Student Drawings
Commit and Toss
Concept Card Mapping Concept
Missed Conception
8th Grade Science – 1st Six Weeks
2012 - 2013
-“the fitting together of different and apparently irrelevant elements”
-analogies/metaphors
e.g. a physical change is like a milkshake because different ingredients are put together and
combined to make something different but each ingredient can still be physically separated
-teacher can assess student’s conceptual understanding of a concept
-link to Marzano’s “identifying similarities and differences” instructional strategy
-red, yellow, and green stackable party cups
-used to signal whether a group does not need help from the teacher (green), needs some feedback
or assistance (yellow), or does not know what to do next (red)
-allows teacher to circulate and differentiate the process based on readiness
Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first part
of A & D Statements, students may choose to agree or disagree with a statement or identify
whether they need more information. In addition, they are asked to describe their thinking
about why they agree, disagree, or are unsure. In the second part of the FACT, students
describe what they can do to investigate the statement by testing their ideas, researching what
is already known, or using other means of inquiry.
“If a picture is worth a thousand words, perhaps drawing and visualizing can help science
students enhance their learning potential” (National Science Teacher Association [NSTA],
2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visually
represent and describe student’s thinking about a scientific concept.
Commit and Toss is an anonymous technique used to get a quick read on the different ideas
students have in the class. It provides a safe, fun, and engaging way for all students to make
their ideas known to the teacher and the class without individual students being identified as
having “wild” or incorrect ideas. Students are given a question. After completing the question,
students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls
around the room until the teacher tells them to stop and pick up or hold on to one paper.
Students take the paper they end up with the share the ideas and thinking that are described
on their “caught” paper, not their own ideas.
Card Mapping is a variation on the familiar strategy of concept mapping (Novak, 1998). Instead of
constructing their own concept maps from scratch, students are given cards with the concepts
written on them. They move the cards around and arrange them as a connected web of knowledge.
They create linkages between the concept cards that describe the relationship between concepts.
Moving the cards provides an opportunity for students to explore and think about different linkages.
A Missed Conception is a statement about an object or phenomenon that is based on a commonly
held idea noted in the research on students’ ideas in science. Students are asked to analyze a
statement, describe why some people may believe it is true, describe what one could do to help
someone change his or her “missed conception” in favor of the scientific idea, and reflect on their
own ideas in relation to the statement.
West-Orange Cove CSD
Two-Minute Paper
8th Grade Science – 1st Six Weeks
2012 - 2013
The Two-Minute Paper is a quick and simple way to collect feedback from students about their
learning at the end of an activity, field trip, lecture, video, or other type of learning experience.
Students are given two minutes to respond to a predetermined prompt in writing.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CHYQFjAC&url=http%3A%2F%2Fdpcdsbcla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2
QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Name ________________________
Science Safety Rules
The Bikini Bottom gang has been learning safety rules during science class. Read the
paragraphs below to find the broken safety rules and underline each one. How many
can you find?
SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a
chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the
safety rules they had learned in science class. The teacher passed out the materials and
provided each person with an experiment book.
SpongeBob and Gary flipped through the book and decided to test the properties of
a mystery substance. Since the teacher did not tell them to wear the safety goggles, they
left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame
to get a test tube from Gary. In the process, he knocked over a bottle of the mystery
substance and a little bit splashed on Gary. SpongeBob poured some of the substance into
a test tube and began to heat it. When it started to bubble he looked into the test tube to see
what was happening and pointed it towards Gary so he could see. Gary thought it smelled
weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little
bit of the substance. They were worried about running out of time, so they left the test tube
and materials on the table and moved to a different station to try another experiment.
Patrick didn’t want to waste any time reading the directions, so he put on some
safety goggles and picked a couple different substances. He tested them with vinegar (a
weak acid) to see what would happen even though he didn’t have permission to
experiment on his own. He noticed that one of the substances did not do anything, but the
other one fizzed. He also mixed two substances together to see what would happen, but
didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and
decided to do that test. He ran over to that station and knocked over a couple bottles that
SpongeBob had left open. After cleaning up the spills, he read the directions and found
the materials he needed. The only test tube he could find had a small crack in it, but he
decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube
over the flame. He forgot to move his notebook away from the flame and almost caught it
on fire.
Before they could do another experiment, the bell rang and they rushed to put
everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube
before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger,
but decided he didn’t have time to tell the teacher about it. Since they were late, they
skipped washing their hands and hurried to the next class.
Worksheet created by T. Trimpe 2003 http://sciencespot.net/
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
SAFE SCIENCE:
Lab Safety Awareness
Major General Laboratory Safety Rules and Reasons
RULE
 Never eat or drink in the lab.
 Never eat or drink from laboratory glassware.
 Do not run or play roughly in the lab.
 Do not play practical jokes in the lab.
 Do not perform experiments unless instructed by your teacher. Don’t mix chemicals for “fun.”
 Avoid spilling material in the laboratory. If anything spills, call your teacher immediately. Ask the
teacher about the correct procedure for cleanup.
 If an accident occurs, report it to your teacher promptly.
 Keep equipment and work areas clean and organized.
 Be sure all gas jets or valves, electrical connections and water faucets are turned off when you are
through with them or at the end of the lab period.
 Wear eye protection, aprons or lab coats, closed-toe shoes and other safety protection as directed
by your teacher or the instructions in your book.
 Read labels on containers with care before using their contents.
 Carry microscopes and other pieces of equipment with both hands, using one hand to support the
instrument from underneath.
 Follow instructions with care about the handling and management of live animals.
 Follow safety instructions precisely as stated in your book and/or by your teacher.
 Always obtain permission from your teacher before experimenting on your own.
 Do not perform any activities that have not been approved by your teacher.
 Never use broken or chipped glassware. If you notice a chip, crack or break, inform your teacher
immediately. Dispose of the glassware in the proper container.
 Learn the meaning of every safety symbol used in the lab.
 Always wash your hands after each laboratory experiment, or whenever your hands have been
exposed to anything that might harm you.
 Wash your hands after handling animals or animal cages.
 Read instructions for an experiment several times.
 Be sure you understand each of them. Follow directions exactly. For example add acid to water,
not water to acid. If you are not sure about any part of the directions, ask your teacher for help.
 Never return chemicals to their original containers.
 Dispose of extra material you do not need according to your teacher’s directions.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Pressure
(or the Amazing Can-Crushing)
Purpose:
To examine the influence of pressure differences
Equipment:
clean and empty aluminum cans (soda cans with ridges at the ends work best), hot plate,
shallow dish or pan, safety equipment (heat resistent gloves; tongs, goggles also
recommended)
Procedure:
Fill the dish or pan about half full with water.
Put ~15mL of water into a can (just enough to cover the bottom). Place the can on
the hot plate and turn on the hot plate. Heat the can and water until the water is
boiling. This will likely take just a couple of minutes. Steam will come out of the
hole in the top of the can when the water is boiling. Let the can steam for at least
another minute to try to maximize the ratio of water vapor to dry air inside the can.
As rapidly and carefully as possible remove the can from the hot plate, turn it
upside down, and submerge the top of the can in the water. The faster this is
done, the better. It is recommended to have the pan of water near the hot plate so
you may grab the can about in the middle with the hand turned over (thumb
pointing down) and in one motion turn it over and into the water.
With a little luck and skill the can will be crushed and water will be drawn up into
the can.
Explanation:
When it is first put on the hot plate the can is filled with air (except for the very small
volume of liquid water at the bottom), and there is no difference between the air pressure
on the inside and the outside of the can. When the water begins to boil the gaseous water
vapor begins to take up some of the volume of the can and force out dry air that had been
occupying the can. As the can top is put into the water, the can and thus the hot water
vapor are cooled. The water vapor condenses back into liquid water and thus occupies a
much smaller volume. Since the hole in the can is submerged in water, air is not able to
rush in and fill that volume. With very little air inside the can the air pressure inside the
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
can is much less than the air pressure outside of it. The can is crushed by the net inward
forces exerted by this pressure difference.
Also, since the air pressure pushing down on the water outside of the can is much
greater than the air pressure pushing down on the water through the drinking hole
of the can, water is drawn up into the can.
To further convince yourself the condensation of the water vapor is what leads to
the rapid fall of pressure inside the can, try the same procedure without putting any
water into the can. As long as the can is dry, some water will likely be drawn into
the can, but it will not be crushed. However, do remember this is an extreme
demonstration and that evaporation and condensation have only a small effect on
air pressure in the atmosphere.
Conclusions:
1) Atmospheric pressure acts in all directions (right and left as well as up and down).
2) Pressure imbalances exert a net force on objects.
Links:
http://www.youtube.com/watch?v=NklQnWoKaic
Note that when the can is pulled up after imploding water that was drawn up into the can
pours out.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Can-Crushing Student Task
Review the vocabulary

Predicting: To tell in advance the outcome of a future event based on current
evidence or past experience.

Observation: Using one or more of your five senses to gather information about
the world.

Inference: Attempting to explain an observation. Statements that are inferences
often times begin with “perhaps” or “maybe”.
As the teacher begin the demonstration, prompt the students with the following:

We will boil 15 ml of water in a soda can and then we will turn it upside down, and
submerge the top of the can in a container of water. Predict what will occur
next.

Write at least five observations from this demonstration.

Write three possible inferences for what you observed in this experiment.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Waterlock Student Task
Review the vocabulary

Predicting: To tell in advance the outcome of a future event based on current
evidence or past experience.

Observation: Using one or more of your five senses to gather information about
the world.

Inference: Attempting to explain an observation. Statements that are inferences
often times begin with “perhaps” or “maybe”.
Essential Questions
1. What observations did you make that might help you explain what happened to the water?
2. Brainstorm 3-5 ideas that could possibly explain what happened to the water.
3. If you invented this substance, what could you use it for and how could you sell it to make a
profit?
4. Write a commercial, song, poem, or infomercial that you could use to sell Waterlock to the rest
of the world.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Tools Sort
Length
Width
Height
Volume
Mass
Weight
Time
°C
Meter stick
Ruler
Graduated cylinder
Measuring cup
Measuring spoon
Beaker
Flask
Pan balance
Triple-beam balance
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Spring scale
Stopwatch Clock
Calendar
Meter
Thermometer
Kilometer
Liter
Gram
Second
M
km
Temperature
Mg
Kilogram
Centimeter
Year
Degrees Celsius
Milligram
hr
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Millimeter Minute
Cm
Milliliter
Kg
Week
Day
Hour
L
Decade
Century
mm
mL
Year
Month
g
Sec
min
Tape measure
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Matter Concept Map
Materials Needed:
You will need to gather household items that include: plastics (polymer recycling codes 1-7), metals
(aluminum, iron, etc.), glass (bottles and jars), compounds (salt, sugar, baking soda, etc.), solutions
(colored flavor drinks, tea, coffee, etc), and a variety of materials that are heterogeneous (granite, rocks,
wood, etc.). You should supply enough items so that each student has at least one item and distribute at
least four or five items per material category. Provide some discrepant items such as a light bulb or
capped bottle which are assemblies and do not fit any one category.
Engagement
Before giving materials to students to handle, remind them to exercise safe procedures. Introduce the
lesson by passing out the items you have collected; one to each student. Ask, "Each one of these items is a
piece of matter because? Solicit responses. (Answer is that matter has mass and occupies space.) Ask,
"How would you describe your item?" Accept all responses. (Example: A student holds up an aluminum
wire and states that it is solid, shiny, and the same throughout. List each response on the board. Give
students an opportunity to look over all the responses. Ask, "Could we take these responses and organize
them into categories?" After the students offer suggestions, say, "Look at all the entries on the board and
group items that have the same thing in common." An example would be all things that are shiny and
solid should be grouped together as "metals".
Assessment: Have students work in groups to organize all the items that have been distributed into
categories.
Exploration
Brainstorm words related to matter and write them on a place where students can see them. Students
should provide words such as, matter, states, materials, heterogeneous, homogeneous, solids, liquids,
gases, solutions, pure substances, element, atoms, and compounds. Take one of the objects and ask a
series of questions that leads students to operationally define the terms. "Is this matter? What state is it? Is
it uniform (homogeneous)? Is it an element?" You are looking for descriptions that fit the ones in the
Content knowledge section. Then using these terms have the students develop a hierarchy of these terms.
You might lead the students through the diagram or have them draw a concept map.
If students have never done a concept map, you may scaffold using the concept of a sport which the
students like.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
http://agpa.uakron.edu/p16/lesson.php?id=classification&pg=procedures
West-Orange Cove CSD




8th Grade Science – 1st Six Weeks
2012 - 2013
1 balloon (round ones will work, but the longer "airship" balloons work best)
1 long piece of kite string (about 10-15 feet long)
1 plastic straw
tape
1.
2.
3.
4.
Tie one end of the string to a chair, door knob, or other support.
Put the other end of the string through the straw.
Pull the string tight and tie it to another support in the room.
Blow up the balloon (but don't tie it.) Pinch the end of the balloon and tape the balloon to the straw
as shown above. You're ready for launch.
5. Let go and watch the rocket fly!
So how does it work? It's all about the air...and thrust. As the air rushes out of the balloon, it creates a
forward motion called THRUST. Thrust is a pushing force created by energy. In the balloon experiment,
our thrust comes from the energy of the balloon forcing the air out. Different sizes and shapes of balloon
will create more or less thrust. In a real rocket, thrust is created by the force of burning rocket fuel as it
blasts from the rockets engine - as the engines blast down, the rocket goes up!
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these
questions:
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
1. Does the shape of the balloon affect how far (or fast) the rocket travels?
2. Does the length of the straw affect how far (or fast) the rocket travels?
3. Does the type of string affect how far (or fast) the rocket travels? (try fishing line, nylon string, cotton
string, etc.)
4. Does the angle of the string affect how far (or fast) the rocket travels?
http://www.sciencebob.com/experiments/balloonrocket.php
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
Name _______________
2012 - 2013
Date _____________
Atoms Acrostic Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a
word or line that tells something about that person or topic.
Example: An acrostic poem using the word "Sun."
Sometimes when we go to the beach, I will get sun burn.
Usually if I put Sun block on my skin, I will not burn.
Noon is when I'm really prone to burning.
Write an Acrostic Poem using the word below.
A
T
O
M
S
Modified from The Online Teacher Resource (www.teach-nology.com)
© Teachnology, Inc. All rights reserved.
West-Orange Cove CSD
8th Grade Science – 1st Six Weeks
2012 - 2013
Atoms Are Building Blocks
Atoms are the basis of chemistry. They are the basis for everything in the Universe. You should start by
remembering that matter is composed of atoms. Atoms and the study of atoms are a world unto
themselves. We're going to cover basics like atomic structure and bonding between atoms. As you learn
more, you can move to the biochemistry pages and see how atoms form compounds that help the
biological world survive.
Smaller Than Atoms?
Are there pieces of matter that are smaller than atoms? Sure there
are. You'll soon be learning that atoms are composed of pieces like
electrons, protons, and neutrons. But guess what? There are even
smaller particles moving around in atoms. These super-small
particles can be found inside the protons and neutrons. Scientists
have many names for those pieces, but you may have heard of
nucleons and quarks. Nuclear chemists and physicists work
together at particle accelerators to discover the presence of these
tiny, tiny, tiny pieces of matter.
Even though super-tiny atomic particles exist, you only need to
remember the three basic parts of an atom: electrons, protons,
and neutrons. What are electrons, protons, and neutrons? A
picture works best to show off the idea. You have a basic atom. There are three types of pieces in that
atom: electrons, protons, and neutrons. That's all you have to remember. Three things! As you know,
there are almost 120 known elements in the periodic table.
Chemists and physicists haven't stopped there. They are trying to
make new ones in labs every day. The thing that makes each of
those elements different is the number of electrons, protons, and
neutrons. The protons and neutrons are always in the center of the
atom. Scientists call the center region of the atom the nucleus.
The nucleus in a cell is a thing. The nucleus in an atom is a place
where you find protons and neutrons. The electrons are always
found whizzing around the center in areas called shells or orbitals.
You can also see that each piece has either a "+", "-", or a "0."
That symbol refers to the charge of the particle. Have you ever
heard about getting a shock from a socket, static electricity, or
lightning? Those are all different types of electric charges. Those charges are also found in tiny particles
of matter. The electron always has a "-", or negative, charge. The proton always has a "+", or positive,
charge. If the charge of an entire atom is "0", or neutral, there are equal numbers of positive and
negative pieces. Neutral means there are equal numbers of electrons and protons. The third particle is
the neutron. It has a neutral charge, also known as a charge of zero. All atoms have equal numbers of
protons and electrons so that they are neutral. If there are more positive protons or negative electrons in
an atom, you have a special atom called an ion.
http://www.chem4kids.com/files/atom_structure.html