Science - COURSE GUIDE and FORM
Course: 8th Grade Science
Educator: Ms Manganaan
E-Mail: amanganaan@lvjusd.org
SCHOOLOGY: Schoology - MANGANAAN
Science8 - AGENDA
Christensen Middle School
8th Grade Science Curriculum
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INTERACTING OBJECTS - Unit 01: Objects Move and Collide | |||
1.1 - Falling Objects | MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | In this concept, you will learn how to describe motion using common frames of references. | Why do space objects fall to Earth? |
1.2 - Energy for Launch | MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | In this concept, you will learn that a larger force causes a larger change in motion. | How do mass and energy affect the acceleration of a rocket? |
1.3 - Colliding Objects | MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | In this concept, you will learn that when transferring energy between two objects, each object exerts a force on the other. | How much energy would an asteroid impact transfer to Earth’s surface? |
YEAR-ROUND Concepts
‣ Scientific Method
‣ Engineering Design Process
‣ Measurement
‣ Graphing
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UNIVERSAL FORCES - Unit 02: Moving Planets | |||
2.1 - Observing Planetary Objects | MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. | In this concept, you will learn how to observe patterns in the phases of the moon and how to use patterns to predict lunar and solar eclipses. | How do we obtain data about the properties of exoplanets and objects in our solar system? |
2.2 - Planetary Forces | MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | In this concept, you will learn why the strength of magnetic and electrical forces depends on the mass and distance between objects. | How can changes in electric and magnetic forces cause water to disappear from a planet? |
2.3 - Orbital Forces | MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. | In this concept, you will learn why the strength of gravitational forces depends on the mass and distance between objects and the causes for the seasons, daylight hours, and phases of the moon. | How does the force of gravity move objects in the solar system? |
2.4 - Energy in the Universe | MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. | In this concept, you will learn how the kinetic energy of objects in the solar system is determined by their velocity and mass. You will also investigate how energy is transferred from the sun to Earth’s surfaces. | How does energy from the sun reach the surface of Earth? |
YEAR-ROUND Concepts
‣ Scientific Method
‣ Engineering Design Process
‣ Measurement
‣ Graphing
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EVOLUTION IN ACTION - Unit 03: Life’s Unity and Diversity | |||
3.1 - Earth's History and the Fossil Record | MS-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | In this concept, you will learn how patterns, including the relatedness of life and mass extinction events, can be inferred from the fossil record. | What are fossils, and how effectively do they provide a record of the history of life on Earth? |
3.2 - Evolution and Natural Selection | MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | In this concept, you will learn how evolution is the change in the genetic make-up of populations. | What is natural selection, and how does it work? |
3.3 - Evidence for Evolution | MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. | In this concept, you will learn why evolution is a scientific theory that is supported by a wide variety of evidence including the fossil record genetics, and evolution of living organisms. | What kind of evidence do you think can be used to explain and support evolution in organisms, including humans? |
3.4 - Modifying Organisms* *Concept/Chapter may be skipped | MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | In this concept, you will learn how scientists can now modify organisms using a process called genetic engineering. | How do humans influence the traits of organisms through various techniques? |
YEAR-ROUND Concepts
‣ Scientific Method
‣ Engineering Design Process
‣ Measurement
‣ Graphing
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MONITORING EARTH - Unit 04: Monitoring Biodiversity | |||
4.1 - Nature of Waves | MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | In this concept, you will learn about mechanical waves and electromagnetic waves, their characteristics, how they carry energy, and how they are used to transfer information | What are the similarities and differences between mechanical and electromagnetic waves? |
4.2 - Waves and Matter | MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | In this concept, you will learn that waves can travel through, bend around, be reflected off of, or be absorbed by matter. You will also learn how waves change speed when they move from one medium to another. | What happens to a ray of light as it is reflected off a mirror and into a glass of water? |
4.3 - Warming Earth | MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. | In this concept, you will learn that differences in the amount of solar energy striking Earth cause variation in its climate and seasons. | How does the shape of our planet and its axial tilt impact the distribution of solar energy and life upon its surface? |
4.4 - Remote Sensing *Concept/Chapter may be skipped | MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. | In this concept, you will learn how remote sensing uses waves to gather information and monitor changes in Earth systems. | How can satellite technology be used to monitor human impacts on Earth systems? |
4.5 - Sustaining Biodiversity *Concept/Chapter may be skipped | MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | In this concept, you will learn how increases in human population and consumption threaten Earth’s biodiversity and what measures can reduce these impacts. | What human activities harm biodiversity, and what human activities help to sustain biodiversity? |
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