Grade Eight: Integrated Science

Grade Eight: Integrated Science 2011-2012 Science Course of Study

Course Description

Students in the eighth grade explore Earth, Life and Physical Science. Students will have three primary topics:

. The physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms.

. The forces and motion within, on and around the Earth and within the universe.

. The continuation of the species.

Students also develop skills of scientific inquiry through this course. Students design a solution to a problem or design and build a product, given certain constraints. Technological influences on the quality of life are also explored in this grade level. Grade Eight: Integrated Science 2011-2012 Science Course of Study

TOPIC: Physical Earth  This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms

CONTENT STATEMENT The composition and properties of Earth’s interior are identified by the behavior of seismic waves.

 The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth’s interior. Earth has an inner and outer core, an upper and lower mantle, and a crust.

 The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust.

CONCEPTS VOCABULARY . Three main layers make up the Earth’s . Crust interior. . Mantle . Core . Each layer has its own composition, . Ocean/Continental Crust density, and characteristics. . Lithosphere . Core . Convection currents in the mantle drive o Outer plate movements. o Inner . Plate Tectonics . Theory of plate tectonics. . Convection Currents . Asthenosphere . Heat from the core generated by . Radioactive Decay radioactive decay from the formation of . Seismic Waves the planet. . Reflection . Refraction Grade Eight: Integrated Science 2011-2012 Science Course of Study

PERFORMANCE SKILLS: . Simulate how convection drives plate motion . Predict the outcome of a variety of plate boundaries. . Create a model of the Earth and its layers. . Using real seismic data (wave velocities), create or interpret a cross section of Earth. Explain the change of appearance in the section as the rock type or consistency of the rock changes. . Identify the different composition, and consistency of each layer of Earth’s interior (inner and outer core, upper and lower mantle, and crust). . Design and build a simple seismograph that can actually measure movement of Earth’s lithosphere.

INSTRUCTIONAL RESOURCES . http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics. . http://www.hometrainingtools.com/earthquakes-seismograph-science-project/a/1160/ This website provides data and examples pertaining to designing and building seismograph. . http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link. . http://professionals.collegeboard.com/profdownload/cbscs-science-standards- 2009.pdf The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student. . Foss Kit: Earth History . Story in the Stone Grade Eight: Integrated Science 2011-2012 Science Course of Study

TOPIC: Physical Earth  This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms

CONTENT STATEMENT Earth’s crust consists of major and minor tectonic plates that move relative to each other.

 Historical data and observations such as fossil distribution, paleomagnetism, continental drift and sea-floor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle.

 Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth.

 There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events (such as earthquakes or volcanic activity) or features (such as mountains or trenches) that are indicative of that type of boundary.

CONCEPTS VOCABULARY . Historical evidence for plate motion. . Continental Drift . Paleomagnetism . The edges of different pieces of the . Fossil Distribution lithosphere meet at lines called plates. . Plate Boundaries . Faults . Breaks in Earth’s crust form long . Transform boundaries. . Divergent . Convergent Boundaries . Convection currents in the mantle drive . Mid-Ocean Ridge plate movements . Sea-floor Spreading . Deep-Ocean Trench . Heat from the core generated by . Subduction radioactive decay from the formation of . Collision the planet. . Rift Valley . Mountain Range Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONCEPTS VOCABULARY(cont’d) . Three types of boundaries and resulting . Ocean Crust features are at the surface. . Continental Crust . Folding . Plate boundary specific events and . Faulting features (i.e. earthquakes, volcanoes, . Ring of Fire mountains and trenches, etc.). . Island Arcs . Hot Spots

PERFORMANCE SKILLS: . Differentiate between plate tectonics and continental drift. . Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, eventually lead to the modern theory of plate tectonics. . Recognize that there are three main types of plate boundaries (diverging, converging, and transform). . Interpret the effects of each plate boundary. . Explain why the Ring of Fire and faults usually occur at plate boundaries. . Research the most recent measurements of North America, using this data and the movement of North America throughout geologic time; predict where North America will be in 600 million years or more. Create a model to demonstrate that movement. . Using a world map, mark the locations of all earthquakes and volcanoes that are recorded each week for 1 month (or longer). Use a different color or pattern so that earthquakes and volcanoes can be differentiated. Outline the boundaries of where the concentrations are located. . Compare/contrast this map with a map of plate boundaries. What types of boundaries are found in the volcanoes areas? Earthquake areas? Discuss findings with the class. Resources: http://cse.ssl.berkeley.edu/lessons/indiv/coe/summary.html Grade Eight: Integrated Science 2011-2012 Science Course of Study

INSTRUCTIONAL RESOURCES . http://cse.ssl.berkeley.edu/SegwayEd/lessons/exploring_magnetism/magnetism_on_e arth/index.html This link provides paleomagnetic data for the geologic periods to use in determining sea floor spreading. . http://multimedia2.up.edu/Physics/TOLE/VFEs/ This website allows students to take a virtual field trip to view plate boundaries and tectonic activity. . http://faculty.randolphcollege.edu/tmichalik/tectonics.htm This link provides maps for each geologic period showing plate movement based on evidence in the rock record. . http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/7/SCB-PT.3.1 NSTA provides learning modules called “SciPacks” that are designed to increase teacher content knowledge through inquiry-based modules. This module addresses Plate Tectonics. . Foss Kit: Earth History . Story in the Stone . http://nagt.org/nagt/programs/teachingmaterials/9273.html The National Association of Geoscience Teachers provides inquiry-based activities and resources for constructing geologic maps to demonstrate plate tectonics. . http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics. . http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link.. . http://professionals.collegeboard.com/profdownload/cbscs-science-standards- 2009.pdf The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student.

TOPIC: Physical Earth  This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONTENT STATEMENT A combination of constructive and destructive geologic processes formed Earth’s surface.

 Earth’s surface is formed from a variety of different geologic processes, including but not limited to plate tectonics.

CONCEPTS VOCABULARY . Topography is the shape of the land. . Topography . Elevation . Topography is determined by elevation, . Relief relief, and landforms. . Landforms . Map . A map and globe are models of the . Globe Earth. . Scale . GPS . Forces on the Earth are continuously . Satellite Mapping reshaping its interior and exterior . Latitude features. . Longitude . Constructive Forces . Constructive and destructive forces . Destructive Forces build up and tear down the land areas. . Deformation . Deposition . Crustal deformation is mountain . Sedimentation building. . Sediments . Eruptions . Weathering . Erosion . Mass Wasting . Hydrosphere . Lithosphere . Glaciers . Moraines . Outwash . Till . Erratic . Kettles . Eskers . Streams . Floodplains Grade Eight: Integrated Science 2011-2012 Science Course of Study

PERFORMANCE SKILLS: . Identify high and low areas on a topographic map. . Locate places on a map by latitude and longitude. . Distinguish between destructive and constructive forces and how they affect the Earth’s surface. . Identify examples of destructive geologic processes, such as flooding, mass wasting, volcanic activity, glacial movement, earthquakes, or tsunamis.

INSTRUCTIONAL RESOURCES . http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data to understand the relationship between the structure of Earth and plate tectonics. . http://www.dnr.state.oh.us/tabid/7105/Default.aspx This is a link to the Geology Division of the ODNR, interactive maps and geologic maps are available at this site. There are many other resources that help to support the teaching of geology and using surficial maps to view the changing, dynamic surface of the Earth. . http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources for K-12 teachers. Promoting deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at this link. . http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link. . http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this . Foss Kit: Earth History

TOPIC: Physical Earth  This topic focuses on the physical features of Earth and how they formed. This includes the interior of Earth, the rock record, plate tectonics and landforms. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONTENT STATEMENT Evidence of the dynamic changes of Earth’s surface through time is found in the geologic record.

 Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions.

CONCEPTS VOCABULARY . Geologists use law of superpositioning . Law of superposition to determine relative age of rocks. . Relative Ages . Absolute Age . Geologists also use cross-cutting . Horizontal Rock Layers relationships to determine age of rocks. . Sedimentary Rocks . Igneous Rocks . Extrusions . Intrusions . Faults . Folding . Compression . Cross-Cutting Relations . Index Fossil . Radioactive Dating

PERFORMANCE SKILLS: . Interpret and evaluate geological maps to determine relative age of rock layers. . Using technology, experience the geologic record virtually to collect data and conduct scientific investigations through 60-70 million years of geologic time. Analyze data and document all changes (verified by the data). Discuss conclusions and findings with the entire class. Data Resources: http://www.ucmp.berkeley.edu/education/explorations/ Grade Eight: Integrated Science 2011-2012 Science Course of Study

INSTRUCTIONAL RESOURCES . http://pubs.usgs.gov/gip/dynamic/dynamic.html The USGS provides helpful background data to understand the relationship between the structure of Earth, the history of Earth, and plate tectonics. . http://pubs.usgs.gov/gip/geotime/geotime.html Another USGS site that addresses geologic time. A discussion of relative versus absolute time is included. . http://www.dnr.state.oh.us/tabid/7105/Default.aspx This is a link to the Geology Division of the ODNR, interactive maps and geologic maps are available at this site. There are many other resources that help to support the teaching of geology and using surficial maps to view the changing, dynamic surface of the Earth. . http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources for K-12 teachers. Promoting deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at this link. . http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link. . http://professionals.collegeboard.com/profdownload/cbscs-science-standards- 2009.pdf The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student. . Foss Kit: Earth History . Story in the Stone

TOPIC: Species and Reproduction  This topic focuses on continuation of the species.

CONTENT STATEMENT Reproduction is necessary for the continuation of every species.

 Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONCEPTS VOCABULARY . An individual organism does not live . Genes forever; therefore reproduction is . Sexual reproduction necessary for the continuation of every . Asexual reproduction species. . Sperm . Egg . Most organisms reproduce either . Offspring sexually or asexually. Some organisms . Gamete are capable of both. . Zygote . Genetic variation . In asexual reproduction all the genes . Cloning come from a single parent, which . Detrimental Characteristics usually means the offspring are genetically identical to their parent, which allows for genetic continuity.

. In sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm). Typically half of the genes come from each parent. The fertilized cell, carrying genetic information from each parent, multiplies to form the complete organism. The same genetic information is copied in each cell of the new organism. In sexual reproduction new combinations of traits are produced which may increase or decrease an organism’s chances for survival.

. Asexual reproduction limits the spread of detrimental characteristics through a species.

PERFORMANCE SKILLS: . Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. . Explain why genetic variation is a survival advantage. Give an example of an organism that would give a survival and reproductive advantage during an environmental change. . Examine offspring that are produced sexually, note and record the variations that appear. . Predict how those variations may help an organism to survive if the environment should change (warmer or cooler temperatures, increase or decrease in precipitation etc). . Research cloning in the food industry. Select one practice and determine whether or not it is an environmentally healthy practice. Justify your position with scientific evidence.

INSTRUCTIONAL RESOURCES . http://www.teachersdomain.org/resource/tdc02.sci.life.repro.lp_reproduce/ Teachers’ Domain: Reproduction is an online activity in which students explore the various ways that organisms reproduce. . http://www.teachersdomain.org/search/?q=reproduction&fq_grade=PK&fq_grade=PS Teachers’ Domain: Reproduction and Genetics is a two session course that explores the cellular processes which organisms use to develop, reproduce and pass traits from one generation to the next. . Foss Kit: Populations and Ecosystems

CONTENT STATEMENT Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.

 Fossils provide important evidence of how life and environmental conditions have changed.  Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species.  Throughout Earth’s history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct.

CONCEPTS VOCABULARY . The fossil record archives the variation . Relative age in a species that may have resulted . Geologic time from changes in environmental . Fossils conditions. . Fossil evolution . Darwin . Diversity is the result of alterations in . Evolution of species genetic information. Diversity can . Extinction result from sexual reproduction. The . Population sorting and combination of genes . Genetics results in different genetic . Diversity combinations, which allow offspring to . Heterozygous be similar yet different from their . Homozygous parents and each other.

CONCEPTS VOCABULARY(cont’d) Those variations may allow for survival of . Homozygous individuals when the environment changes. . Alle Diversity in a species increases the . Trait likelihood that some individuals will have characteristics suitable to survive under changed conditions.

. The evidence from the fossil record can be used to infer what the environment was like and how it has changed. The variations that exist in organisms can accumulate over many generations, so organisms can be very different in appearance and behavior from their distant ancestors.

PERFORMANCE SKILLS: . Describe how to determine the relative age of fossils found in sedimentary rock. . Create a timeline that illustrates the relative ages of fossils of a particular organism in sedimentary rock layers. . Graph data that indicates how the biodiversity in a particular biome or continent have changed over time. . Examine organisms that are found in a variety of environments and others that have very specific habitats. Compare and contrast the ability of an organism to survive under different environmental conditions. . Explain why variation within a population can be advantageous for a population of organisms. . Investigate fossils in sedimentary rock layers to gather evidence of changing life forms. Infer what was happening in the environment at the time the changes occurred. . Conduct a field study on a specific population of plant or animal in a local area. Examine members of that population and record the variations in the physical characteristics that can be seen (e.g. height, coloration, number of flowers, etc). Predict which traits are more beneficial for survival in that environment. Predict what variations may result in higher survival rates if the environment changed (e.g. became warmer, colder, windy etc).

INSTRUCTIONAL RESOURCES . http://www.learner.org/resources/series179.html This is the Annenberg Media series Essential Science for Teachers: Life Science Session 5. This session provides information about how children can learn about the variations of living things with classroom footage to illustrate implementation. . http://www.learner.org/resources/series179.html?pop=yes&pid=1959# This is a course designed to summarize essential science for teachers. There are eight one-hour programs that highlight the fundamental information of life science by means of real-world examples, demonstrations, animations, still graphics and interviews with students, teachers, and scientists. This program is produced by a partnership of the Smithsonian and Harvard University. Teachers do need to sign up to use this site, but there is no charge. The program of focus for this content is Session 5. Variation, Adaptation and Natural Selection. . http://www.learner.org/courses/essential/life/bottlebio/fieldpop/assessvar.html This is a lesson that features bottle biology to study adaptation of organisms and how it affects survival in a particular environment. This lesson compliments the content of Session 5. Variation, Adaptation and Natural Selection. . http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c8053252c Ohio Department of Education Instructional Management System Lesson Plan: Describing Variability of Organisms – Grade Eight This lesson uses life-science content to help students understand the . difference between observations and predictions. Students then will predict how the frequency distribution might change given different sets of environmental pressures. . http://www.mbgnet.net/index.html Missouri Botanical Garden, MBGnet, helps students explore the world's biomes and the organisms that live in there. When students choose a biome or ecosystem, they'll discover a wide variety of information on plants, animals, and the amazing habitats they live in. . http://www.learner.org/resources/series179.html (4, 8 or both?) This is the Annenberg Media series Essential Science for Teachers: Life Science Session 6. This session provides information about how children can learn about the variations of living things that leads to evolution. It focuses on the development of a species. . Foss Kit: Populations and Ecosystems

CONTENT STATEMENT The characteristics of an organism are a result of inherited traits received from parent(s).

 During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring.  Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene.

CONCEPTS VOCABULARY . The traits of one or two parents are . Genes passed on to the next generation . Deoxyribonucleic acid (DNA) through reproduction. . Mendelian genetics . Law of segregation . Traits are determined by instructions . Law of independent assortment encoded in deoxyribonucleic acid . Codominant (DNA), which forms genes. . Dominant . Recessive . Genes have different forms called . Phenotype alleles. . Genotype . Monohybrid cross . Punnett Square . Introduce the principles of Mendelian . Traits genetics. Mendel’s two laws provide . Inherited the theoretical base for future study of Expression modern genetics. Mendel’s first law, . Pedigree the Law of Segregation, and his second law, the Law of Independent Assortment should be demonstrated and illustrated in a variety of organisms.

. The concepts of dominant and recessive genes are appropriate at this grade level. Codominant traits such as color in snapdragons may also be useful to provide further validation of the theory and to help dispel some misconceptions.

. Pedigree analysis is appropriate for this grade level when limited to dominant, recessive or codominance of one trait. The Law of Independent assortment should only be explored in simple cases of dominance and recessive traits. Chi- Square and dihybrid crosses are reserved for high school.

PERFORMANCE SKILLS: . Design and implement an investigation to predict the genotype and phenotypes of offspring between plants of known heritage (Wisconsin Fast Plants™) . Compare the exchange of genetic information during sexual and asexual reproduction. . Describe how genes, chromosomes and inherited traits are connected. . Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. . Describe the characteristics and transfer of dominant and recessive traits.

INSTRUCTIONAL RESOURCES . http://www.dnaftb.org/dnaftb/1/concept/ This site explores aspects of Mendel’s genetic experiments with animations. The Law of Segregation, the Law of Independent Assortment and the Law of dominance is explained. . http://learn.genetics.utah.edu/content/begin/tour/ The University of Utah’s Learn Genetics Tour of the Basics is a tutorial which contains animations to explain heredity and its components. Focus on What is Heredity and What is a Trait are the areas of interest for this content. Some areas of this site go beyond the scope of the grade level content. . http://nature.ca/genome/index_e.cfm The Canadian Museum of Nature’s section called The GEEE! In Genome offers foundational information for heredity. Click on the “The Basics” and then “Heredity and Reproduction” for activities to support the understanding of genetics. . http://www.teachersdomain.org/search/?q=reproduction&fq_grade=PK&fq_grade=PS Teachers’ Domain: Reproduction and Genetics is a two session course that explores the cellular processes which organisms use to develop, reproduce and pass traits from one generation to the next. . Foss Kit: Populations and Ecosystems

TOPIC: Forces and Motion  This topic focuses on forces and motion within, on and around the Earth and within the universe.

CONTENT STATEMENT Some forces between objects act when the objects are in direct contact or when they are not touching.

 Magnetic, electrical and gravitational forces can act at a distance.

CONCEPTS VOCABULARY . A force is applied when two objects in . Force (balanced, unbalanced) contact interact by pushing or pulling . Gravitational potential energy on each other. The interaction stops as . Gravitational field soon as the objects stop touching and . Magnetic field the forces as a result of the interaction . Electrical field are gone. Forces are not transferred to . Electrical current objects – the interaction stops as soon . Poles as the objects stop touching. . Charges (positive, negative) . Mass . Gravitational, electrical, and magnetic . Weight forces may occur between objects that . Magnet are not touching. The two objects . Mechanical energy exerting forces on each other do not . Electrical energy require a material (medium) between . Electromagnetic energy them to interact. One way to think . Generator about and explain this phenomenon is . Field Model to use a field model. In this model, two non touching, interacting objects can be thought to apply forces on each other because of the regions of influence, called fields, which surround them. When an object with an appropriate property is placed in the field of another object, the field can exert a force on and can cause changes in motion of the object placed in the field.

CONCEPTS VOCABULARY(cont’d) . Using the field model for gravitational forces, gravitational fields exist around objects with mass. If a second object with mass is placed in the field, it, as well as the original object, experiences an attractive gravitational force (toward each other). Although the attraction is mutual, the effect of the force will be greater on the less massive object. Gravitational force weakens rapidly with increasing distance between the objects with mass.

. Using the field model for electric forces, electric fields exist around objects with charge. If a second object with charge is placed in the field, it experiences an electric force. Electric force can attract or repel, depending on the charges involved. Electric force weakens rapidly with increasing distance between the charged objects.

. Using the field model for magnetic forces, magnetic fields exist around magnetic objects. If a second magnetic object is placed in the field, it experiences a magnetic force. Magnetic forces can attract, repel, or have no effect, depending on the objects involved. Magnetic force weakens rapidly with increasing distance between the magnetic objects. An example of magnetic field lines can be seen if iron filings are sprinkled around a magnet.

CONCEPTS VOCABULARY(cont’d) . Every object exerts a gravitational force on every other object with mass. The force depends on how much mass the objects have and on how far apart they are. The force is hard to detect unless at least one of the objects has a lot of mass (e.g., the Sun, planets). Gravitational force points toward the center of such large objects. Gravitational force is also known as weight and is often confused with mass. Mass is the amount of matter in an object and does not change with location. Weight is proportional to mass, but depends upon the gravitational field at a particular location. For example, an object will have the same mass when it is on the moon as it does on Earth. However, the weight (force of gravity) will be different at these two locations.

. The sun’s gravitational pull holds Earth and other planets in their orbits. The planets’ gravitational pull keeps their moons in orbit around them.

. There are two types of charges which are called positive and negative. Most objects are uncharged. Two objects that are charged in the same manner exert a repulsive force on each other, while oppositely charged objects exert an attractive force on each other. Uncharged objects can be attracted to either positive or negative objects, although that attraction may be difficult to observe when other forces, like gravity, also act on the object. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONCEPTS VOCABULARY(cont’d) . Magnets always have two different sides, which are called north and south poles. Earth has magnetic properties. North poles are so named because they are attracted to Earth’s north pole. When magnets are brought together so similar poles are close, the objects repel each other. When they are brought together so opposite poles are close, the objects attract each other. Some magnetic materials, like iron, can be attracted to both north poles and south poles.

. Electricity is related to magnetism. Magnetic fields can produce electrical current in conductors. Electricity can produce a magnetic field and cause iron and steel objects to act like magnets.

. A generator is a device that converts mechanical energy into electrical energy. Most of the electrical energy we use comes from generators. Hand-cranked radios or cell-phone chargers are examples of items that include generators. Generators are also used to produce electrical energy in power plants. Electric motors convert electrical energy into mechanical energy that is used to do work. Motors are in many household appliances, such as blenders and washing machines. Electromagnets are temporary magnets that lose their magnetism when the electric current is turned off. Both a motor and a generator have magnets (or electromagnets) and a coil of wire that creates its own magnetic field when an electric current flows through it.

PERFORMANCE SKILLS: . Given a simple contact interaction between two objects, identify the objects involved and give the direction of the force on each object. . Given a simple interaction between two objects that are not touching (i.e. a ball falling to the ground, a magnet and a steel cabinet, your hair and a brush when you are experiencing “static”), identify the objects involved in the interaction and give the direction of the force on each object. . Through the simulation titled Coulomb’s Law (link below) investigate the relationship between either distance and force or charge and force for two charges. Record the results and present them graphically. Make a claim about the relationship and support your claim with evidence from the simulation. http://employees.oneonta.edu/viningwj/sims/coulombs_law_s.html . Use the field model to explain why an apple will fall toward Earth.

INSTRUCTIONAL RESOURCES . http://employees.oneonta.edu/viningwj/sims/coulombs_law_s.html This interactive simulation allows students to change the amount and distance between two charges and see the resulting change in electric force. . Foss Kit: Force and Motion, Investigation 5

CONTENT STATEMENT Forces have magnitude and direction.

 The motion of an object is always measured with respect to a reference point.  Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The net force acting on an object can change the object’s direction and/or speed.  When the net force is greater than zero, the object’s speed and/or direction will change.  When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line.

CONCEPTS VOCABULARY . Motion can be described in different . Motion ways by different observers. For . Reference Point example, a pencil held someone’s hand . Speed may appear to be at rest. However, to . Rate an observer in a car speeding by, the . Distance pencil may appear to be moving . Time backward. . Vector . Velocity . Forces can be large or small. A force is . Force described by its strength (magnitude) . Balanced Force and in what direction it is acting. Many . Unbalanced Force forces can act on a single object . Velocity simultaneously. The forces acting on an . Acceleration/Accelerate object can be represented by arrows . Direction drawn on an isolated picture of the . Net Force object (a force diagram). The direction . Unbalanced/Balanced Force of each arrow shows the direction of . Newton’s First Law of Motion push or pull. When many forces act on . Inertia an object, their combined effect is what . Mass influences the motion of that object.

CONCEPTS VOCABULARY(cont’d) The sum of all the forces acting on an object depends not only on how strong the forces are, but in what directions they act in. Forces can cancel to a net force of zero if they are equal in strength and act in opposite directions. Such forces are said to be balanced. If all forces are balanced by equal forces in the opposite direction, the object will maintain its current motion (both speed and direction). This means if the object is stationary, it will remain stationary. If the object is moving, it will continue moving in the same direction and at the same speed. Such qualitative, intuitive understandings and descriptions of inertia can be developed through inquiry activities.

. Kinetic friction is a force that opposes the motion of an object when two objects in contact interact by sliding past one another. Drag is a force that opposes the motion of an object when an object moves through a fluid (e.g., gas or liquid). Kinetic friction and drag act in a direction opposite to the motion of the object. These forces cause moving objects to slow to a stop, unless another force is exerted in the direction of motion. This phenomenon leads to the misconception that objects require a sustained force to continue moving.

. If the forces are not balanced, the object's motion will change, either by speeding up, slowing down or changing direction. Unbalanced forces acting on an object change its speed or direction of motion, or both. Such qualitative, intuitive understandings of the influence. Grade Eight: Integrated Science 2011-2012 Science Course of Study

PERFORMANCE SKILLS: . Recognize the effects of magnetism on magnets (attraction and repulsion). . State that an unbalanced force acting on an object changes that object's speed and/or direction. . State the effect of gravitational attraction on an object (e.g. free fall) . A book is at rest on a table. A force of gravity is acting on it and therefore it doesn’t float away. Explain how the force of gravity can be acting on the book and yet the book remains at rest and does not change its motion. . Hang a string over a pulley. Attach weights to each side of the string and let the string go. Measure the amount of time for the weight to reach the pulley. Repeat using a different combination of weights. Use this system to determine a conclusion about how two opposing forces affect the change in motion of a system. . Blow through a straw to provide a force to a puck on an air hockey table. Determine what type of force is needed to get the puck to travel so the puck is slowing down, speeding up, and moving in a circle. Use evidence to support your conclusions. (Using a broom on a bowling ball to trace the lines and circles on the gymnasium floor could be substituted if an air hockey table is not available.) . Predict the combined effect of several forces on an object at rest or an object moving in a straight line (e.g. speed up, slow down, turn left, turn right). . You push on a heavy cabinet, yet it does not move. Explain how you can apply a force, yet there is no change in motion. . Create simple models to demonstrate the benefits of seatbelts using Newton's first law of motion. Use the models to compare the effectiveness of shoulder and lap belts vs lap belts alone.

INSTRUCTIONAL RESOURCES . http://phet.colorado.edu/en/simulation/gravity-force-lab This interactive simulation allows students to visualize the gravitational force that two objects exert on each other. Students may change the mass of and distance between the objects and observe the changes in the gravitational force. . Foss Kit: Force and Motion Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONTENT STATEMENT There are different types of potential energy.

 Gravitational potential energy changes in a system as the masses or relative position(s) of objects are changed. Objects can have elastic potential energy due to their compression, or chemical potential energy due to the nature and arrangement of the atoms that make up the object.

CONCEPTS VOCABULARY . Gravitational potential energy is . Conservation of energy associated with the mass of an object . Gravitational potential energy and its height above a reference point . Mass (for example, above ground level or . Weight above floor level). A change in the . Reference point height of an object is evidence that the . Elastic potential energy gravitational potential energy has . Compression changed. . Chemical potential energy . Atom . Elastic potential energy is associated . Energy transformation with how much an elastic object has . Thermal energy been stretched or compressed and how . Electrical potential energy difficult such a compression or stretch . Magnetic potential energy is. A change in the amount of compression or stretch of an elastic object is evidence that the elastic potential energy has changed. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONCEPTS VOCABULARY(cont’d) . Chemical potential energy is associated with the position and arrangement of the atoms within substances. A rearrangement of atoms into new positions to form new substances (chemical reaction) is evidence that the chemical potential energy has most likely changed. The energy transferred when a chemical system undergoes a reaction often involves thermal energy.

. Electrical potential energy is associated with the position of electrically-charged objects relative to each other and the amount of charge they have. A change in the position of charged particles relative to each other is evidence of a change in electrical potential energy.

. Magnetic potential energy is associated with the position of magnetic objects relative to each other.

PERFORMANCE SKILLS: . Investigate the relationship between the mass of a metal sphere and the amount of change that it can make to sand held in a container below. Determine how to make quantify the changes to the sand and graphically present the results to the class. Make a claim about the relationship between mass and change and justify your relationship with. . List and describe five different types of potential energy. . Use an energy bar graph to show different types of energy (gravitational potential, elastic potential, kinetic energy) for a stretched rubber band that is launched straight up into the air. Show bar graphs for five different positions: before launching, ¼ the way up, ½ the way up, ¾ the way up, and at the top of its path. Grade Eight: Integrated Science 2011-2012 Science Course of Study

PERFORMANCE SKILLS: (cont’d) . Investigate the relationship between the height of a metal sphere and the amount of change that it can make to sand held in a container below. Determine how to make quantify the changes to the sand and graphically present the results to the class. Make a claim about the relationship between height and change and justify your relationship with experimental evidence. . Energy is a big component of a pinball game. Design a way to give a steel marble the most possible potential energy in a pinball machine before it is launched. With the class, brainstorm and discuss ways that the amount of energy could be tested and compared. Perform the test on the class designs. From the results, identify which design features provide the marble with the most energy.

INSTRUCTIONAL RESOURCES . http://phet.colorado.edu/en/simulation/mass-spring-lab This site has a realistic simulation of a mass and spring lab. Students select a mass to hang from spring and adjust the spring stiffness and damping. The results can be observed in slow motion and the apparatus can be transported lab to different planets. A chart can show the kinetic, potential, and thermal energy for each spring. . Foss Kit: Force and Motion

TOPIC: Cycles and Patterns of Earth and the Moon  This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic currents, the relationship between thermal energy and the currents, and the relative position and movement of the Earth, sun and moon.

CONTENT STATEMENT The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon.

 The moon’s orbit and its change of position relative to the Earth and sun result in different parts of the moon being visible from Earth (phases of the moon). A solar eclipse is when Earth moves into the shadow of the moon (during a new moon). A lunar eclipse is when the moon moves into the shadow of Earth (during a full moon). Gravitational force between the Earth and the moon causes daily oceanic tides. When the gravitational forces from the sun and moon align (at new and full moons) spring tides occur. When the gravitational forces of the sun and moon are perpendicular (at first and last quarter moons), neap tides occur. Grade Eight: Integrated Science 2011-2012 Science Course of Study

CONCEPTS VOCABULARY . The role of gravitational forces and . Rotation tides are introduced in relation to the . Axis position of the Earth, moon and sun. . Revolution Models and technology should be used . Orbit to demonstrate the changing positions . Ellipse of the moon and Earth (as they orbit the . Aphelion sun) and lunar/solar eclipses, daily . Perihelion tides, neap and spring tides, and the . Hemisphere phases of the moon. . Equinox . Solstice . The emphasis should not be on naming . Precession the phases of the moon or tides, but in . Solar – Partial/Total understanding why the phases of the . Lunar – Partial/Total moon or tides are cyclical and . Umbra predictable. . Penumbra . High/Low Tide . Earth rotates, revolves, and wobbles in . Spring Tide space. . Neap Tide . Waxing . The moon’s gravity causes the rise and . Waning fall of tides. . Quarter . Crescent . Earth, moon, and sun’s position in . New space determines seasons, tides, day, . Full month, year, and eclipses. . Calendar . Day . Month . Solar Year

PERFORMANCE SKILLS: . Recognize the different phases of the moon. . Recognize the relationship between gravity and tidal movement. . Make a chart or graph that illustrates moon phases, Earth’s rotation, sun position, and resulting tidal data for one month Include specific data about Spring and Neap tides. Use actual data to document the graphic representation. Grade Eight: Integrated Science 2011-2012 Science Course of Study

PERFORMANCE SKILLS: (cont’d) . Design and conduct an experiment using 3-D modeling, drawing, or technology to represent the factors that must exist for a full or partial solar or lunar eclipse. Use actual data to create the model. Present (with detailed explanation) to the class. . Research the availability of tidal-generated power facilities. Outline the requirements and output. Critique and analyze all collected data. Using tidal and current (and any other physical requirements, such as ocean depth, geographic location)) requirements, make a determination of a recommended location for maximum effectiveness within the United States.

INSTRUCTIONAL RESOURCES . http://solarsystem.nasa.gov/docs/Sky_Time.pdf NASA provides examples, data, and resources to assist in teaching about eclipses using models. . http://www.dnr.state.oh.us/tabid/3501/Default.aspx Project Wet offers training and resources for K-12 teachers. Promoting deep understanding about all aspects of water and the interconnectedness of all of Earth’s spheres (Earth Systems). Training and workshop opportunities can be found at this link. . http://www.dlese.org/library/query.do?q=&s=0&gr=05 The Digital Library for Earth Systems Education offers resources from a number of sources, such as National Geographic, government agencies, and other scientific agencies. Grade 6-8 resources provided at this link. . http://professionals.collegeboard.com/profdownload/cbscs-science-standards-2009.pdf The college board provides Earth Science recommendations for Earth Science grades 6-12 (beginning on page 21). Essential questions and scientific applications are included in this document to encourage investigation and scientific inquiry. In addition, connections to other topics and subjects are suggested to add relevancy and interest for the student. . Foss Kit: Planetary Science