Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Standards/
CPI’s
5.2.6.A.2
Unit Learning Targets
As a result of this segment of learning, students
will…
A. Properties of Matter
Calculate the density of objects or substances after
determining volume and mass.
Lessons and Activities
The learning experiences
that will facilitate
engagement and
achievement
Staying Afloat Boat
project – students will
construct a boat made
entirely out of metal,
must fit inside a
10cmX10cmX10cm
square, weight less than
10 pennies (28gm), float,
and carry a load of 50
pennies.
You are a naval architect
who has been asked to
design, build, and test a
new boat. Research and
explain how and why
two real-life ships sank
(the British Titanic and
the Swedish Vasa) sank.
Based on your findings
about these two ships,
explain how even good
designs can fail and that
the solution to one
problem often leads to
another. Use these new
understandings to
design, build and test the
specifications (water
displacement and load
line) for your model
boat. Once you have
developed a successful
model ship, write an
original song about your
ship.
Resources
Books, articles, text, etc.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
http://www.inquiryinaction.org/
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Conservation of Matter
http://strandmaps.nsdl.org/?id=SMS-MAP1332
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Density p. 164
Page
1
This activity
demonstrates
Archimedes principle,
density, and buoyancy.
The students are
engaged in
brainstorming and
problem solving and
have the opportunity to
present their results in a
live demonstration to
their classmates.
Evidence of Learning
Formative and
Summative measures
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Students are presented
with an unknown
substance which through
scientific exploration and
deductive reasoning they
will determine what the
substance is. The
activity starts by looking
at a clear plastic bottle
containing a clear liquid.
The students come up
with a series of tests to
determine what the
liquid is including but not
limited to: color, boiling
point, freezing point,
viscosity, solubility,
flammability, and odor.
The second phase of the
experiment the students
are given a solid object
which they analyze
through but not limited
to the following
properties: weight,
volume, density,
conduction, sheen,
solubility.z
You are a forensic
scientist who has just
been presented with an
unknown material. It is
your job to identify the
substance to the best of
your scientific ability.
Begin by examining
general properties, the
presence or absence of
which can eliminate
whole classes of
substances.
1. A few of the basic
starting questions are:
 How does the
substance respond to
heat?
 Does it dissolve in
water?
 Does it dissolve in any
other solvent?
 If it dissolves in water,
how does the solution
behave?
 Compare your findings
with those known
substances that you
worked with in your
classroom
investigations to
determine the identity
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
http://www.inquiryinaction.org/
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Conservation of Matter; note the conceptual
strand Changing vs. Constant Properties
http://strandmaps.nsdl.org/?id=SMS-MAP1332
The Physical Setting: Chemical Reactions,
note the conceptual strand Changing
Properties
http://strandmaps.nsdl.org/?id=SMS-MAP1349
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study: Properties of
Matter, p. 171
2
Determine the identity of an unknown substance using
data about intrinsic properties.
Page
5.2.6.A.3
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Learning Activities
• Chem4Kids internet
exploring activity this
webquest helps
students define key
terms in understanding
the structure of the
atom
• Making models of
Atoms and
Isotopes-create a 3dimensional
model of atoms
• Create an atomic
graphic
organizer to identify
each part of
the atom
Materials:
Computer lab carts
www.chem4kids.com
marshmallows
toothpicks graphic
What does an
astronomer mean when
she says that we are all
made of stardust?
Assessment:
Lab report, science
journal writing, unit
test, teacher
observation,
rubric/student
self assessment
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study: Particulate
Nature of Matter (Atoms and Molecules) p.
169
3
Explain that all matter is made of atoms, and give
examples of common elements.
Page
5.2.8.A.1
of the substance.
The Properties of
Unknown Substances, an
Interview with Sherlock
Holmes offers a vignette
for use as a guide related
to the sample
assessment.
http://www.chymist.co
m/properties.pdf
What would be left if all
of the atoms in the chair
that you are sitting in
were removed? Explain.
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
organizer
Analyze and explain the implications of the statement
“all substances are composed of elements.”
Explain why astronomers
can use spectroscopy to
determine the chemical
composition of stars that
are millions of light years
away.
Explain why astronomers
can use spectroscopy to
determine the chemical
composition of stars that
are millions of light years
away.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Page
4
5.2.8.A.2
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
When 1 gram of water is
evaporated, the volume
of the water vapor
increases but the mass
remains constant. Why
does the mass of the
water remain constant?
A) The temperature of
the water remains
constant.
B) The pressure acting
on the water remains
constant.
C) The number of
atoms in the water
remains constant.
The distance between
water molecules remains
constant.
5.2.8.A.4
Predict the physical and chemical properties of elements
based on their positions on the Periodic Table.
Students will be given
their own copies of the
periodic table and begin
their exploration of the
table, they will work on
a series of games and
online activities at
http://sciencespot.net
including Element
Trading Cards (pdf) ,
Periodic Table Basics 1
(pdf) , Atomic Basics
(pdf) and Element
When 1 gram of water is
evaporated, the volume
of the water vapor
increases but the mass
remains constant. Why
does the mass of the
water remain constant?
D) The temperature of
the water remains
constant.
E) The pressure acting
on the water remains
constant.
F) The number of
atoms in the water
remains constant.
G) The distance
between water
molecules remains
constant.
Magnesium metal (Mg)
is grayish-white in color
and reacts actively with
water. Fluorine (F2) is a
greenish-yellow gas at
room temperature and is
a member of the
halogen family. These
two elements react to
produce magnesium
fluoride (MgF2), a
chemical commonly used
in making windows and
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
States of Matter
http://strandmaps.nsdl.org/?id=SMS-MAP1341
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
States of Matter, p. 173
http://sciencespot.net/Pages/classchem.htm
l#Anchor-ptable
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
5
Use the kinetic molecular model to predict how solids,
liquids, and gases would behave under various physical
circumstances, such as heating or cooling.
Page
5.2.8.A.3
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Identify unknown substances based on data regarding
their physical and chemical properties
Learning Activities
States of Matter Lab –to
identify the state
of matter of different
substances
Heating Ice Water-STC
lab to discuss,
observe, measure and
interpret graphs
based on phase changes
of ice as it is
heated
Materials:
Data chart, plastic box
Water, burner,
Cornstarch, burner stand
Food coloring,
thermometer, Liquid
laundry starch, beaker
White glue, Ice9, Borax
White glue
Properties of Matter-STC
middle school
Which statement best
describes the properties
of sodium, chlorine, and
sodium chloride?
A. All have similar
chemical and
physical properties.
B. All have different
chemical and
physical properties.
C. All have similar
physical properties
but different
chemical properties.
D. All have similar
chemical properties
but different
physical properties.
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
6
5.2.8.A.5
lenses.
According to the
Periodic Table of the
Elements, which element
is most similar to
magnesium (Mg)?
A. calcium (Ca)
B. iodine (I)
C. sodium (Na)
D. sulfur (S)
When Chemical X is
added to a certain
Page
Jeopardy (PPT)
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
teacher manual lesson 7
Just a Phase
www.scienceclass.net/chemistry/phas
es
liquid, the chemical
breaks into Substances
Y and Z. It is not
possible to break
Substances Y and Z into
simpler particles.
Determine whether a substance is a metal or nonmetal
through student-designed investigations
designed investigations
A metal spoon and a
plastic spoon are placed
in hot water. After a
minute, the metal spoon
feels hot and the plastic
spoon feels warm.
Explain why the heat
transfer is different
between the two
spoons.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Page
5.2.8.A.6
A. Chemical X is an
element.
B. Chemical X is soluble
in water.
C. Substances Y and Z
are elements.
D. Substances Y and Z
are compounds.
A metal spoon and a
plastic spoon are placed
in hot water. After a
minute, the metal spoon
feels hot and the plastic
spoon feels warm.
Explain why the heat
transfer is different
between the two
spoons.
7
1. Which statement is
best supported by
this evidence?
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Determine the relative acidity and reactivity of common
acids, such as vinegar or cream of tartar, through a
variety of student-designed investigations.
During an investigation,
students were given
chemical data for several
common household
products, as shown in
the data table below.
Students were to
determine if a substance
was an acid or base by
using litmus paper.
Litmus paper turns red in
an acid and turns blue in
a base.
During an investigation,
students were given
chemical data for several
common household
products, as shown in
the data table below.
Students were to
determine if a substance
was an acid or base by
using litmus paper.
Litmus paper turns red in
an acid and turns blue in
a base.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP1325
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Elements and the Periodic Table p. 165
Page
8
5.2.8.A.7
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
5.2.8.B.1
B. Changes in Matter
Compare the properties of reactants with the properties
of the products when two or more substances are
combined and react chemically.
You work for a consumer
magazine that publishes
reviews and comparisons
of consumer products.
You have been asked to
review several rust
removal products. Plan
and conduct an
investigation to compare
the effectiveness of
several rust-prevention
treatments you have
been given. When your
investigation is
complete, write a short
article for the magazine,
explaining how you
determined which
product was most
effective. Use data and
evidence from your
investigation to make
your argument.
You work for a consumer
magazine that publishes
reviews and comparisons
of consumer products.
You have been asked to
review several rust
removal products. Plan
and conduct an
investigation to compare
the effectiveness of
several rust-prevention
treatments you have
been given. When your
investigation is
complete, write a short
article for the magazine,
explaining how you
determined which
product was most
effective. Use data and
evidence from your
investigation to make
your argument.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Conservation of Matter
http://strandmaps.nsdl.org/?id=SMS-MAP1332
The Physical Setting: Chemical Reactions
http://strandmaps.nsdl.org/?id=SMS-MAP1349
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Chemical Properties and Change p. 161
Explain, using an understanding of the concept of
chemical change, why the mass of reactants and the
mass of products remain constant.
How are transforming
liquid water to ice similar
to or different than
transforming steel wool
into rust?
How are transforming
liquid water to ice similar
to or different than
transforming steel wool
into rust?
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Page
5.2.6.B.1
9
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Conservation of Matter
http://strandmaps.nsdl.org/?id=SMS-MAP1332
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Conservation of Matter p. 163
Compare and contrast the physical properties of
reactants with products after a chemical reaction, such
as those that occur during photosynthesis and cellular
respiration.
Compare and contrast
the physical properties
of the reactants in the
photosynthesis reaction
with the physical
properties of the
products.
Compare and contrast
the physical properties
of the reactants in the
photosynthesis reaction
with the physical
properties of the
products.
Inquiry in Action: Investigating Matter
through Inquiry, 3rd edition. Permission is
granted in advance for reproduction for
classroom use. Please include “Reprinted
with permission from Inquiry in Action, Third
Edition, Copyright © 2007, American
Chemical Society.”
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Chemical Reactions
http://strandmaps.nsdl.org/?id=SMS-MAP1349
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study: Chemical
Properties and Change p. 161
Page
10
5.2.8.B.2
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
5.2.8.C.2
C. Forms of Energy
Predict the path of reflected or refracted light using
reflecting and refracting telescopes as examples.
New iPods often have a
shiny smooth side that
you can use as a mirror.
After a couple of
months, the smooth
shiny surface becomes
scratched and dented.
The used iPod no longer
works well as a mirror.
Explain why a person can
see an image so clearly
on the smooth mirrored
surface but not on the
scratched surface.
New iPods often have a
shiny smooth side that
you can use as a mirror.
After a couple of
months, the smooth
shiny surface becomes
scratched and dented.
The used iPod no longer
works well as a mirror.
Explain why a person can
see an image so clearly
on the smooth mirrored
surface but not on the
scratched surface.
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Waves
http://strandmaps.nsdl.org/?id=SMS-MAP1364
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Visible Light, Color and Vision p. 225
Model and explain current technologies used to capture
solar energy for the purposes of converting it to
electrical energy.
Solar cooking lesson plan
http://www.teachersdo
main.org/resource/psu0
6-e21.sci.solarcooking/
When toasting bread in
an electric toaster (or
roasted a chicken in a
regular oven) identify
what types of energy are
present before, during,
and after the toasting
(roasting) and explain
where the energy forms
are coming from, where
they went, and how they
traveled.
National Science Digital Library, Science
Digital Literacy Maps The Designed World:
Energy Resources
http://strandmaps.nsdl.org/?id=SMS-MAP2246
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Investigate solar heating
http://www1.curriculum.
edu.au/sciencepd/energ
y/solr_invest.htm
Heat transfer interactive
http://www.wisconline.com/objects/View
Object.aspx?ID=sce304
Prentice Hall Science Explorer- Motion,
Forces and Energy, Chapter 6, Energy,
section 1-4; pp. 174-199.
11
5.2.6.C.1
Page
Thermal Energy transfer
http://www.bbc.co.uk/sc
hools/ks3bitesize/scienc
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
e/energy_electricity_forc
es/energy_transfer_stor
age/activity.shtml
Energy at play activity
http://www.thetech.org/
education/downloads/dc
online/Energy_at_Play.p
df
Potential and Kinetic
energy: spool racer
http://www.teachersdo
main.org/resource/phy0
3.sci.phys.mfe.zsplcar/
Interactive roller coaster
http://www.classzone.co
m/books/ml_science_sh
are/vis_sim/mfm05_pg1
26_coaster/mfm05_pg1
26_coaster.html
http://www.learner.org/i
nteractives/parkphysics/
coaster.html
-Journal entry
Energy forms
demonstrations
http://www.teachengine
ering.org/view_activity.p
hp?url=http://www.teac
Which has more kinetic
energy, a typical loaded
large 18- wheel truck
traveling at 5 mph (on
average they weigh
50,000 pounds) or a
typical car traveling at
100 mph (on average
they
weigh
3000
pounds)? Explain your
reasoning. Which do you
think will cause more
damage if it, by accident,
ran into a building
located on the side of
the road? (Teacher may
want to include pictures
of the truck and car to
give students and image
of these objects).
Prentice Hall Science Explorer- Motion, Forces
and Energy, Chapter 5, Energy, section 1-4;
pp. 144-168.
Energy transformations on a Roller coaster
http://www.teachersdomain.org/resource/he
w06.sci.phys.maf.rollercoaster/
http://www.physicsclassroom.com/mmedia/e
nergy/ce.cfm
Amusement park physics
http://www.learner.org/interactives/parkphys
ics/
Kinetic energy
http://www.prisms.mmsa.org/review.php?rid
=793&cat=4
http://jersey.uoregon.edu/vlab/KineticEnergy
/index.html
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Energy Transformations
http://strandmaps.nsdl.org/?id=SMS-MAP2071
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
12
D. Energy Transfer and Conservation
Relate the kinetic and potential energies of a roller
coaster at various points on its path.
Page
5.2.8.D.1
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Describe the flow of energy from the Sun to the fuel
tank of an automobile.
Sunlight to starch
http://www.hsdvl.org/vi
deo.php?record_serial=2
31
Energy flow
http://www.teachersdo
main.org/resource/tdc02
.sci.life.oate.energyflow/
http://prisms.mmsa.org/
review.php?rid=161
Pennsylvania Biomass
http://www.teachersdo
main.org/resource/psu0
6-e21.sci.pabiomass/
Sample Assessments
1. Is a hamburger an
example of stored
energy? Explain why or
why not. (NAEP)
2. Right before Anna was
about to run in a long
race, she drank a large
glass of orange juice to
get energy. Tell how the
energy that was in the
orange juice actually
came from the Sun.
(NAEP)
3. Some people have
proposed that ethyl
alcohol (ethanol), which
can be produced from
corn, should be used in
automobiles as a
substitute for gasoline.
Explain an
environmental and an
economic impact that
could result from
Prentice Hall Science Explorer- Motion,
Forces and Energy, Chapter 5, Energy,
section 1-4; pp. 144-168.
Energy conversion
http://www.teachengineering.org/view_acti
vity.php?url=http://www.teachengineering.c
om/collection/cla_/activities/cla_activity2_e
nergy_conversion/cla_activity2_energy_con
version.xml
Energy flow through ecosystem
http://www.marietta.edu/%7Ebiol/102/ecos
ystem.html#Energyflowthroughtheecosyste
m3
Energy flow diagrams
http://www1.curriculum.edu.au/sciencepd/
energy/chem_flow.htm
13
5.2.8.D.2
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Page
hengineering.com/collec
tion/cla_/activities/cla_a
ctivity1_forms_states/cla
_activity1_forms_states.
xml
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
E. Forces and Motion
Model and explain how the description of an object’s
motion from one observer’s view may be different from
a different observer’s view.
Suppose you are riding in
a car along the highway
at 55 miles per hour
when a truck pulls up
along the side of your
car. This truck seems to
stand still for a moment,
and then it seems to be
moving backward.
1. Tell how the truck can
look as if it is standing
still when it is really
moving forward.
2. Explain why astronauts
on the International
Space Station look
down at NJ and observe
that we are rotating at a
speed of almost 795
mph. Explain why you
do not feel as though
you are moving at all?
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Laws of Motion
http://strandmaps.nsdl.org/?id=SMS-MAP1357
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Laws of Motion, p. 218
Photofinish
http://www.fossweb.com/modulesMS/kit_
multimedia/ForceandMotion/foto/walkrun_student.html
Computer races
http://www.fossweb.com/modulesMS/kit_
multimedia/ForceandMotion/foto/walkrun_comp.html
Motion stories
http://www.fossweb.com/modulesMS/kit_
multimedia/ForceandMotion/motion/motio
ngraph.html
Teacher resources on average velocity and
instantaneous velocity
http://www.physicsclassroom.com/mm
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Page
5.2.6.E.1
14
substituting ethyl alcohol
for gasoline.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
edia/kinema/trip.cfm
5.2.6.E.3
Demonstrate and explain the frictional force acting on
an object with the use of a physical model.
1.
To keep a
heavy box sliding across
a carpeted floor at
constant speed, a
person must continually
exert a force on the
box. This force is used
primarily to overcome
which of the following
forces?
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Laws of Motion
http://strandmaps.nsdl.org/?id=SMS-MAP1357
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Forces, p. 214
D. Air resistance
E. The weight of the
box
F. The frictional force
exerted by the floor
on the box
G. The gravitational
force exerted by the
Earth on the box
Page
15
A. Air resistance
B. The weight of the
box
C. The frictional force
exerted by the floor
on the box
The gravitational force
exerted by the Earth on
the box
2.
To keep a
heavy box sliding across
a carpeted floor at
constant speed, a
person must continually
exert a force on the
box. This force is used
primarily to overcome
which of the following
forces?
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Calculate the speed of an object when given distance
and time.
Staying Afloat Boat
project – students will
construct a boat made
entirely out of metal,
must fit inside a
10cmX10cmX10cm
square, weight less than
10 pennies (28gm), float,
and carry a load of 50
pennies.
This activity
demonstrates
Archimedes principle,
density, and buoyancy.
The students are
engaged in
brainstorming and
problem solving and
have the opportunity to
present their results in a
live demonstration to
their classmates.
Investigation 1: Part
1&2-Fly air trolleys & Air
Trolley graphs
Student sheet Terms,
definitions and Symbols;
Equations -Lab Book(LB)
pp.1, 3.
-Student sheet Air trolley
construction; Flight
Students have two
blocks the same size.
They drop each block
into a beaker of water.
Science Curriculum Topic Study:
Pressure and Buoyancy, p. 222
Why does block 1 float
and block 2 sink?
A. Block 1 is a different
material than block 2.
B. Block 1 absorbs
more light than block
2.
C. Block 2 repels more
water than block 1.
D. Block 2 weighs less
than block 1.
Planetary Science
Module, Investigation 1
Where am I? Part 1,2, 3
-Student sheet LB , pp. 3,
5
Journal entry
Mid-summative exam 1
Force and Motion, Investigation 1: Here to
there, TG pp.37-66.
Moving along
http://www.fossweb.com/modulesMS/kit_
multimedia/ForceandMotion/teacherguide/i
ndex.html
Prentice Hall Science Explorer- Motion,
Forces and Energy, Chapter 1, section 1:
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
16
5.2.8.E.1
Predict if an object will sink or float using evidence and
reasoning.
Page
5.2.6.E.4
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
distances -Lab Book(LB)
pp. 5, 7.
-Teacher master Demo
air trolley and number
line TG, pp. 337-339.
-Student sheet Air trolley
distance graph Lab, LB.,
pp.9.
Journal entry
Part 3- Road Races A & B
-LB pp.10-11.
Moving along
multimedia
Describing and measuring motion; pp. 4-18.
National Science Digital Library, Science
Digital Literacy Maps The Physical Setting:
Laws of Motion
http://strandmaps.nsdl.org/?id=SMS-MAP1357
National Science Digital Library, Science
Refreshers
http://nsdl.org/refreshers/science/
Science Curriculum Topic Study:
Laws of Motion, p. 218
Planetary Science , Investigation 1, Where
am I ? TG 29-53
Investigation 5: Part 1Faster and Faster
-Student sheets
Comparing tracks A & B,
Lab Book (LB) pp.48-49.
Part- 2 Mechanical dot
car
-Student sheet , Rolling
dot car LB., pp.51
-Reading Faster and
Faster- pp. 32.
Journal entry
Part 3- Dots and Motion
-Student sheet X and Z
car, LB pp.52-53.
A toy car rolls at a
constant speed down a
straight inclined track.
When the car reaches
the flat surface at the
base of the inclined
track, the speed of the
car decreases because1.
Which statement
best explains why
the speed of the car
decreases when it
reaches the flat
surface?
Force and Motion, Investigation 5
Acceleration, TG pp. 157-198
Force and motion resource book :
The other great: Armadillo and Hare, pp.3640.
Prentice Hall Science Explorer- Motion,
Forces and Energy, Chapter 1, section 3:
Acceleration; pp. 22-33.
Effects of balanced and unbalancecd forces
on a bicyclist
http://www.prisms.mmsa.org/review.php?ri
d=885&cat=4
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.
17
Compare the motion of an object acted on by balanced
forces with the motion of an object acted on by
unbalanced forces in a given specific scenario.
Page
5.2.8.E.2
Content Area Science
Target Course/Grade level 8 Unit Title The Physical World
Essential Questions How do the properties of materials determine their use? How does conservation of mass apply to the interaction of materials in a closed
system? What determines the type and extent of a chemical reaction? How do we know that things have energy? How can energy be transferred from one
material to another? What happens to a material when energy is transferred to it? How can energy be transferred from one material to another? What
happens to a material when energy is transferred to it?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
-Student sheet
Acceleration practice A &
B, pp. 58-59.
-Reading The other
great: Armadillo and
Hare, pp.36-40.
Part 4 Cars and Load
Assessment Refer TG
p.443-449;
Mid-summative exam 5
B.
C.
D.
The force of gravity
acting on the car
increases.
The force of gravity
acting on the car
decreases.
The forces
influencing the car
are not balanced.
The forces
influencing the car
are balanced.
http://www.footprintsscience.co.uk/forces.htm
Interactive simulation- Forces in 1 dimension
http://phet.colorado.edu/en/simulation/forc
es-1d
Velocity and acceleration
http://www.teachersdomain.org/asset/phy0
3_int_accel/
Page
18
What is Force
http://lgfl.skoool.co.uk/c
ontent/keystage3/Physic
s/pc/learningsteps/FORL
C/launch.html
Forces
http://www.bbc.co.uk/sc
hools/ks3bitesize/scienc
e/energy_electricity_forc
es/forces/activity.shtml
A.
North Arlington Public Schools
NOTE: Learning Targets in BOLD will be shared by two grade levels.