This curriculum guide is adapted from the
Virginia Department of Education Sample Scope and Sequence Guide for Grade 8
Physical Science at: http://www.pen.k12.va.us/VDOE/Instruction/solscope/sssps.pdf.
This guide has also been adapted to correspond
with Arlington County Public school’s choice for the 8th grade
physical science textbook, “Physical Science” published by Glencoe: http://www.glencoe.com/sec/science/lep_science/lep2002/national/physical/index.html.
This curriculum guide was developed under the
supervision of Mark A. Johnston, Arlington Public Schools Science Supervisor.
Phone: 703-228-6166
Special thanks go to the following teachers who
contributed to the development of this guide in 2002 and subsequent revisions
in 2003:
Organizing Topics
|
Related
Standards
|
Investigation Skills and the Nature of
Science
|
PS.1
|
Investigating
the Characteristics of Matter |
PS.2d
PS.5a, PS.1 |
Investigating
Atoms and Atomic Theory |
PS.2a,
PS.3, PS.1 |
Investigating
The Periodic Table |
PS.4,
PS.1 |
Investigating
Chemical Bonds and Changes |
PS.2b,
PS.4, b, PS.5c, PS.1 |
Investigating
Nuclear Reactions and Radioactivity |
PS.5b,
PS.1 |
Investigating
States and Forms of Energy |
PS.6,
PS.1 |
Investigating
Heat and Heat Transfer |
PS.7,
PS.1 |
Investigating
Sound |
PS.8,
PS.1 |
Investigating
Light and the Electromagnetic Spectrum |
PS.9,
PS.1 |
Investigating
Electricity and Magnetism |
PS.11,
PS.1 |
Investigating
Force and Motion |
PS.10a, b,
PS.1 |
Investigating
Work and Power |
PS.10a, b,
PS.1 |
Grade 8 Physical Science
Pacing Guide
1st
Quarter
|
|
|
|
Investigation
Skills and the Nature of Science
|
one week and additional focus throughout
the year
|
|
Investigating the Characteristics of Matter |
about 4 ½ weeks |
|
Investigating Atoms
and Atomic Theory and Investigating the Periodic Table |
about 3 ½ weeks |
2nd
Quarter |
|
|
|
Investigating
Chemical Bonds and Changes |
about 4 ½ weeks |
|
Investigating
Nuclear Reactions and Radioactivity |
about 1 week |
|
Investigating
States and Forms of Energy |
about 2 weeks |
3rd
Quarter |
|
|
|
Investigating Heat
and Heat Transfer |
about 3 weeks |
|
Investigating Force
and Motion |
about 5 weeks |
|
Investigating Work
and Power |
about 3 weeks |
4th
Quarter |
|
|
|
Investigating Sound |
about 3 weeks |
|
Investigating Light
and the Electromagnetic Spectrum |
about 3 weeks |
|
Investigating
Electricity and Magnetism |
about 3 weeks |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigation Skills and the Nature of Science (A discrete introduction to specific science skills is
not necessary, as all of the inquiry skills should be incorporated within the
following topical areas. Teachers may consider introducing some of these
skills in isolation or coordinated with mathematics, English, and history
instruction.)
|
Students should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes -Glencoe TE – p. 458, 467, 473, online §
Tests:
Test Generator – Glencoe, Chapter 1: The
Methods of Science -Chapter Test – p. 39-42 Chapter Resources Book |
§
Glencoe
Text Chapter 1 pgs. 6-26 §
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
|
use chemicals and equipment safely. use select appropriate equipment (triple beam balances, thermometers, metric rulers, graduated cylinders, and spring scales) and utilize correct techniques to measure length, mass, volume, temperature, and force. record measurements using the following metric units (SI):
liter, milliliter (cubic centimeters), meter, centimeter, millimeter, grams,
degrees Celsius, and convert among metric units applying appropriate prefixes. express scientific notation when appropriate. read a graph and analyze patterns, determine trends, and make predictions through extrapolation. gather, evaluate, and summarize information using multiple and variable resources. Detect bias from a given source. |
PS.1
|
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigation Skills and
the Nature of Science (cont’d) |
identify the key components of controlled experiments: independent and dependent variables, constants, controls, and repeated trials. construct and interpret data tables showing the independent and dependent variables, derived quantities, the number of trials, descriptive statistics showing specific measures of central tendency and the range of the data set. construct and interpret frequency distributions, scattergrams, line plots and histograms. formulate conclusions that are supported by the gathered data. apply the methodology of scientific inquiry: begin with a question, design an
investigation, gather evidence, formulate an answer to the original question,
and communicate the investigative process and results. communicate in written form the following information about investigations: the purpose/problem of the investigation, procedures, materials, data and/or observations, and an interpretation of the results. develop an understanding of the nature of science. |
PS.1 |
|
§
SOL
assessment blueprints and sample items §
Science SOL Teacher Resource Guide http://www.pen.k12.va.us/VDOE/Instruction/sol.html §
Foldables
booklet –Glencoe p. 5 TE §
Converting
Kitchen Measurement Lab – Glencoe p. 27 TE §
Setting
High Standards for Measurement Lab – Glencoe p. 28 TE |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
the Characteristics of Matter |
Students should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes:
Glencoe TE p. 495, 501, 507, 524, 533, 712, 717, 722, 726 and 16 online, 17 online, 23 online §
Tests:
Glencoe Test Generator -Chapters 16, 17, and 23 -Chapter
test 16- p. 41-44 -Chapter Resources Booklet -Chapter
test 17 – p. 37-40 -Chapter Resources Booklet -Chapter
test 23 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
|
find
the mass and volume of substances and calculate and compare their densities. describe the properties
of the states of matter (solid, liquid, and gas). distinguish
between physical (i.e., shape, density, solubility, odor, melting point,
boiling point, and color) and chemical (i.e.,
acidity, basicity, combustibility, and reactivity) properties. determine the
identity of an unknown substance by comparing its properties to those of
known substances. |
PS.2d |
|||
|
design
an investigation that illustrates physical changes. |
PS.5a |
|
|
Organizing Topic |
Essential Knowledge, Skills, and Processes |
Related SOL |
Sample Classroom Assessment Methods |
§
Sample
Resources |
Investigating
the Characteristics of Matter (cont’d) |
design an investigation from a testable question related
to physical and chemical properties of matter. The investigation may be a
complete experimental design or may focus on systematic observation,
description, measurement, and/or data collection and analysis. (Students
should be able to use the inquiry skills represented in PS.1 (and LS.1) to
compose a clear hypothesis, create an organized data table, identify
variables and constants, record data correctly, construct appropriate graphs,
analyze data, and draw reasonable conclusions.) |
PS.2 |
|
§
SOL
assessment blueprints and sample items §
Glencoe
Text Chapters 16, 17 and 23 pgs. 487-507 , pgs. 517-533, and pgs. 705-726 §
Foldables
Glencoe TE - p. 487, 517 and 705 §
How Thermal Energy Affects Matter Lab –
Glencoe p. 496 TE §
Testing the Viscosity of Common Liquids –
Glencoe TE p. 508-509 §
The Behavior of Gases – p. 13-18 Chapter
Resource Book · Elements, Compounds and Mixtures p. 525 TE · Chromatography Lab p. 13-16 Chapter Resource Book · Checking Out Chemical Change p. 534-535 Glencoe TE · Boiling Points of Solutions p. 727 Glencoe TE · Examining Properties of Solutions p. 13-16 Chapter Resource Book §
Saturated Solutions p 728-729 Glencoe TE |
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Atoms and Atomic Theory |
Students
should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes:
Glencoe TE, pgs. 549, 553, 562, 615,
620, 629 §
Tests:
Test Generator -Chapter 18 and 20 Chapter 18 Test p. 39-42 -Chapter
Resource Book -Chapter 20 Test p. 41-44 Chapter Resource Book |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items §
Foldables – Glencoe TE pgs. 549 and 607 §
What’s in a Name? P. 564-565 Glencoe TE §
What type is it? P. 621 Glencoe TE §
Preparation of Carbon Dioxide p. 13-16 Chapter
Resource Book §
Slippery Carbon p. 630-631 Glencoe TE |
describe the
particle theory of matter. |
PS.2a |
|||
use the Bohr model to differentiate among the three basic particles in the atom (proton, neutron, and electron) and their charges, relative masses, and locations. compare the
Bohr atomic model to the electron cloud model with respect to their ability
to represent accurately the structure of the atom. investigate
and understand the modern and historical models of atomic structure including
the contributions of |
PS.3 |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
The Periodic Table |
Students should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes:
Glencoe TE pgs. 549, 553 and 562 §
Tests:
Test Generator Chapter 18, Glencoe Chapter Resource book pgs. 39-42 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items § Periodic Table of Foods – Glencoe TE p. 563 §
Chemical Activity Lab p. 13-15 Chapter
Resource Book |
use the periodic table to obtain the following information about the atom of an element: - symbol - atomic number - atomic mass - state of matter at room temperature - number of outer energy level (valence) electrons. describe the organization and use of the periodic table in terms of: - atomic number - metals, metalloids, and nonmetals - groups/families vs. periods. - simple compounds, formulas and the nature of bonding. |
PS.4a |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Chemical Bonds and Changes |
Students should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes:
Glencoe TE pgs. 578, 586, 593, 644, 648, 655, 661, 742, 745, 754, 771, 775,
785 §
Tests:
Test Generator Chapters 19, 21, 24 and 25 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items · Foldables - Glencoe TE pgs. 573, 639, 737, and 765 · Atomic Trading Cards – Glencoe TE pg 579 · The 5 Solutions Problem Chapter Resource Book pg. 13-16 (Ch 19) · Alcohols and Organic Acids p. 649 Glencoe TE ·
The Breakdown of Starch – Chapter Resource
Book p. 13-15 (Ch 21) ·
Catalyzed Reaction – Glencoe TE p. 755 ·
Conservation of Mass – Chapter Resource Book
(Ch 24) p. 13-16 |
design an investigation to determine whether a -substance is an
element, compound, or mixture. analyze
the pH of a solution and classify it as
acidic, basic,
or neutral. describe what a salt is and explain how salts form. |
PS.2b |
|||
compare and contrast physical (and) chemical changes. given chemical formulas, write and balance simple chemical equations. given a chemical formula, identify the elements and the recognize that the number of electrons in the outermost energy level determines an element’s chemical properties or chemical reactivity or number of atoms of each. predict what kind of bond forms (ionic or covalent) when two specific elements combine chemically. |
PS. 5a, c |
|||
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Chemical Bonds and Changes (cont’d) |
apply the PS.1 science skills in the context of this topic. |
PS.1 |
|
· Strong and Weak Acids – Glencoe TE pg. 776 · Acids, Bases and Indicators Chapter Resource Book (Ch 25) p. 13-16 · Become a Bond Breaker – p. 594 Glencoe TE · Preparing an Ester – Glencoe TE p. 662-663 · Fossil Fuels and Greenhouse Gases p. 756-757 Glencoe TE · Be a Soda Scientist – Glencoe TE p. 786 –787 · Acid Rain PBL Tie in with chapter 25 |
Organizing Topic |
Essential
Knowledge, Skills, and Processes |
Related SOL |
Sample
Classroom Assessment
Methods |
Sample Resources
|
Investigating
Nuclear Reactions and Radioactivity |
Students
should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes:
Glencoe TE pg. 262, 267, 272, and 278 §
Tests:
Test Generator Chapter 9 Chapter Resource Book p. 41-44 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
SOL
assessment blueprints and sample items §
Foldables
– Glencoe TE p. 257 §
Chain
Reactions – Glencoe TE p. 279 §
The
Effect of Radiation on Seeds: Chapter Resource Book p. 13-16 ·
Modeling
Transmutation p. 280-281 Glencoe TE |
describe
the processes that release nuclear energy (i.e., nuclear fission and nuclear
fusion). compare
and contrast physical, chemical, and nuclear changes. appraise
the positive and negative effects of using nuclear energy. |
PS.5b |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
States and Forms of Energy |
Student should be able to: |
|
§
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Text
pages 98-123 §
Mini-labs:
resource book pgs 3+4, text pg 106 “Bouncing balls” §
Quizzes:
Glencoe TE – p. 105, 115, 122, 123 §
Tests:
Chapter 4 resource book pg 37 §
Concept
map pg 121 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items |
Distinguish between potential and kinetic energy - use diagrams or concrete examples to compare relative amounts of potential or kinetic energy. |
PS.6a |
|||
Recognize different ways that energy can be stored. |
||||
Identify and give examples of common forms of energy; design an investigation to illustrate energy transformations. |
PS.6b |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Heat and Heat Transfer |
Students should be able to: |
|
§
Text
pages 156A-188 §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes
pg 163, 179 §
Tests
Chapter 6 resource book pg 37 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items §
PBL “Thermal House” tie in. |
illustrate and explain the results of the addition or subtraction of heat energy on the motion of molecules. distinguish between heat and temperature. compare and contrast temperature Celsius and Kelvin temperature scales and absolute zero. analyze a time/temperature graph of a phase change experiment to determine the temperature at which the phase change occurs (freezing point, melting point, or boiling point). compare and contrast conduction, convection, and radiation
and explain common examples. explain how the principle of heat transfer applies to heat engines, thermostats, refrigerators, and heat pumps. design an
investigation from a testable question related to heat transfer. The
investigation may be a complete experimental design or may focus on
systematic observation, description, measurement, and/or data collection and
analysis. |
PS.6c PS.7 |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing
Topic |
Essential
Knowledge, Skills, and Processes |
Related SOL |
Sample
Classroom Assessment
Methods |
Sample Resources
|
Investigating
Sound |
Students should be able to: |
|
§
Chapter
12 pgs 356A-387 §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes
txt pg 368, 373, 379, Glencoe Online test §
Tests
Resource book chapter 12 pgs 37-39 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items |
model a compression wave; diagram, label, and describe the basic components: wavelength, compression, rarefaction, ,frequency. determine the relationship between frequency , wavelength, speed, amplitude and interference. Understand the factors that contribute to the nature of mechanical waves. analyze factors that determine the speed of sound through
various materials and interpret graphs and charts that display this
information. describe technological applications of sound waves and how each application functions. |
PS.8 |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing
Topic |
Essential
Knowledge, Skills, and Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Light and the Electro-magnetic Spectrum |
Students should
be able to: |
|
§
Chapter
13+14 pgs 388a-449 §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes
Ch
13 pg 395, 401, 409, 416+417. Online quiz Ch 14 pgs 424, 429, 435, 440 §
Tests
Chapter
13 resource book pg 39 Chapter
14 resource book pg 39 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items |
design an investigation to illustrate the wave behavior of light – reflection and refraction. Describe how reflection and refraction occur. compare and contrast diffraction and interference. model a transverse wave and draw and label the basic
components. Explain wavelength, amplitude, and frequency. compare the various types of electromagnetic waves in terms of wavelength, frequency, and energy. describe an
application of each of the major forms of electromagnetic energy. predict the
images formed by different types of lenses and mirrors. |
PS.9 |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Electricity and Magnetism |
Students should be able to: |
|
§
Text
pages 192-254 §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes -Electricity: pgs 201, 207, 215, 220
and online . -Magnetism: 232, 239, 246, 254 and online. §
Tests; -Electricity teacher resource pg 37 -Magnetism:
teacher resource pg 39 |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items ·
PBL electromagnet tie-in. |
explain the relationship between a magnetic field and an
electric current. design an investigation to illustrate the effects of static
electricity. create series and parallel circuits. create an electromagnet and explain how it works. construct simple circuits to determine the relationship between current and resistance. compare and
contrast generators and motors and how they function. |
PS.11 |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Force and Motion |
Students should be able to: |
|
§
text
pages 36-96 §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports Quizzes:
Text pgs, 41, 51, 56, 64, 74, 82, 88, 96, speed quiz, §
Tests Teacher resource chapter 2 pg 37 chapter 3
pg 39. |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items §
PBL “toy car” tie in. |
make measurements to calculate the speed of a moving object. apply the concepts of speed, velocity, and acceleration when describing motion. explain how force, mass, and acceleration are related. differentiate between mass and weight. identify
situations that illustrate each of solve basic problems given the following formulas: - Speed = distance/time (s = d/t) -
Force
= mass x acceleration (F = ma). |
PS.10a-b |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |
Organizing Topic |
Essential Knowledge, Skills, and
Processes |
Related SOL |
Sample Classroom Assessment Methods |
Sample Resources |
Investigating
Work and Power |
Students should be able to: |
|
§
Text
chapter 5 pgs 124-154. §
Student
demonstrations §
Classroom
observations §
Student
laboratory reports §
Quizzes
pgs, 131, 137, 141 online
quiz. §
Tests:
chapter 5 resource book page 37. |
§
Physical
Science Activities resource site (UVA Physics Dept.) http://www.phys.virginia.edu/education/outreach/8thgradesol/home.htm §
Physical Science Solutions module http://www.smv.org/pubs/index.html
§
SOL
assessment blueprints and sample items |
apply the concept of mechanical advantage to test and explain how a machine makes work easier. make measurements to calculate the work done on an object. make measurements to calculate the power of an object. explain how the concepts of work, force, and motion apply to car safety technology, machines, and rockets. solve basic problems given the following formulas: -
Work = force x distance (W = F d) - Power = work /time (P = W/t). |
PS.10a-b |
|||
apply the PS.1 science skills in the context of this topic. |
PS.1 |