Mr.
Marshall
marshallc1@fultonschools.org
Room
618
404-843-7710
I. Course
Description
The 8th Grade Physical Science curriculum is designed to provide students with an introductory overview of the common concepts in physical science including but not limited to the nature of matter, laws of conservation of matter and energy, motion, forces, and energy transformation. These concepts are investigated through observing, collecting, summarizing, analyzing, and presenting results of scientific investigations and fieldwork designed for students to develop the appropriate skills in science as inquiry. In all levels of 8th grade Science the units that are presented to the students support the three fundamental concept s of the International Baccalaureate Middle Years Program:
Holistic learning – students discover ways in which science is related to all other subjects. They also learn that the strategies they develop to analyze and solve problems are those that will be used throughout their lives.
Intercultural awareness – through their study of science, students discover the rich history of the subject. They gain an understanding and appreciation for the many cultures that have contributed to the body of knowledge they study.
Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will practice both informal and formal ways to communicate science.
In addition, throughout this course we explore ways and examine topics that provide opportunities for our students to develop the traits contained in the Learner Profile. Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that their attention is focused on the processes and outcomes of their students’ learning.
Unit 1 – Characteristics
of Science
Unit Question – How do we learn
to think like scientists?
Area of Interaction – Approaches
to Learning, Community and Service
Assessment Criteria – Scientific
Inquiry, Attitudes in Science
Significant Concepts – Scientific
Method, Metric Measurement, and Lab Safety
We start each year by reviewing key concepts of scientific inquiry that the students should retain from their previous year. Students participate in a series of lab experiments and activities that allow them to explore and demonstrate understanding of the way scientists think and conduct investigations.
Unit 2 – Matter
Unit Question –What makes something what it is?
Area of Interaction: Health and Social
Assessment Criteria – Knowledge and Understanding in Science, One World
Significant Concepts – Structure of Matter, Chemical and Physical
Properties and Changes
Students learn the rudiments of chemistry by examining and demonstrating knowledge of the phases of matter and phase changes, the structure of the atom, and the principle that matter can undergo changes but cannot be created or destroyed.
Unit 3 – Motion and
Forces
Unit Question – Which falls
faster, a penny or a feather?
Area of Interaction: Environment
Assessment Criteria – Processing Data
Significant Concepts– Investigate and understand the relationship
between forces, such as gravity and friction, and motion.
In this unit students will be led on a discovery of how various forces affect motion. Students will be able to measure motion and the changes in motion and accurately chart and graph those changes over time.
Unit 4 – Work and
Simple Machines
Unit Question – How can a
machine make work easier?
Area of Interaction: Human Ingenuity
Assessment Criteria – One World
Significant Concepts – Work is a scientific term and is the product of
the force exerted and the distance traveled as a result of that force. Simple or complex machines can be employed to
make work easier.
Students will determine the best simple machines to use to accomplish various tasks, demonstrating an understanding of the mechanical advantage of each machine. Students will demonstrate their understanding through the completion of an authentic assessment. The concept that while work will remain the same, it is sometimes easier to exert a greater force or to go a greater distance in order to make a job easier will be explored through demonstrations, labs and group activities.
Unit 5 – Energy
Unit Question – What are the different forms of energy and their
characteristics?
Area of Interaction: Environments
Assessment Criteria –Communication in Science
Significant Concept – Law of
Conservation of Energy, forms of energy, and energy conversions.
Explore the importance of curiosity, honesty, openness, and skepticism in science and
will exhibit these traits in their own efforts to understand how the world works via comparing and
contrasting the different forms of energy(heat, light, electricity, mechanical motion, sound) and their
characteristics. Explain energy transformation in terms of the Law of Conservation of Energy.
Unit 6 – Electricity
and Magnetism
Unit Question – To what extent has the development of electricity
improved the quality of our lives?
Area of Interaction: Human Ingenuity
Assessment Criteria – Knowledge and Understanding in Science
Significant Concept – Investigate parallel and series circuits,
electric currents, and magnetic fields
Recognize characteristics of electricity and magnetism as major kinds of forces acting in nature.
Explore the advantages and disadvantages of parallel and series circuits. Students will also investigate the connection between electrical currents and magnetic fields through labs and demonstrations.
III. Texts and
resources
For On-level and advanced Holt Science and Technology, Georgia,
Physical Science Computer Labs
IV. Methodology
A number of methodologies are used in the Science 8 classes. Students will work individually or as a member of a team. They will receive direct instruction or will have to research and report on their learning. They will read, conduct experiments, participate in projects, calculate answers, formulate creative solutions, write and reflect on their work depending on the unit.
V. Methods of assessment – A wide variety of assessments are used to gauge the success of Ridgeview students. These assessments can be formative or summative. At Ridgeview assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during each unit. . Students letter grade will be calculated using the following percentages: : Projects (30%), Tests (25%), Learning Log (10%), class work (25%), homework (10%).
VI. Grading policy
including the use of MYP criteria – Ridgeview adheres to the
VII. Required Supplies: Pen or pencil, paper, Science folder, Agenda and 1 of the following: Hand soap, paper towels, or Clorox wipes.
VIII. I have read and
understand all the policies and procedures.
I agree to keep this page in my notebook at all times for reference.
____________________________________________
Date ______/_______/_______
Student Signature
We have read all the policies and procedures. We understand our student’s responsibilities and know how to contact Mr. Marshall if we have any concerns.
____________________________________________
Date ______/_______/_______
Parent’s
Signature