8th Grade Science Guide

Instructional Guide 2024-2025

SCIENCE

Grade

Grade 8

SEEd Overview

INTRODUCTION

The eighth grade SEEd standards describe the constant interaction of matter and energy in nature. Students will explore how matter is arranged into either simple or complex substances. The strands emphasize how substances store and transfer energy, which can cause them to interact physically and chemically, provide energy to living organisms, or be harnessed and used by humans. Matter and energy cycle and change in ecosystems through processes that occur during photosynthesis and cellular respiration. Additionally, substances that provide a beneft to organisms, including humans, are unevenly distributed on Earth due to geologic and atmospheric systems. Some resources form quickly, allowing them to be renewable, while other resources are nonrenewable. Evidence reveals that Earth systems change and affect ecosystems and organisms in positive and negative ways.

SCIENCE LITERACY FOR ALL STUDENTS

Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. Engineering combines the felds of science, technology, and mathematics to provide solutions to real-world problems. The nature and process of developing scientifc knowledge and understanding includes constant questioning, testing, and refnement, which must be supported by evidence and has little to do with popular consensus. Since progress in the modern world is tied so closely to this way of knowing, scientifc literacy is essential for a society to be competitively engaged in a global economy. Students should be active learners who demonstrate their scientifc understanding by using it. It is not enough for students to read about science; they must participate in the three dimensions of science. They should observe, inquire, question, formulate and test hypotheses, analyze data, report, and evaluate fndings. The students, as scientists, should have hands-on, active experiences throughout the instruction of the science curriculum. These standards help students fnd value in developing novel solutions as they engage with complex problems.

3 DIMENSIONS OF SCIENCE

Science education includes three dimensions of science understanding: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Every standard includes each of the three dimensions; Science and Engineering Practices are bolded, Crosscutting Concepts are underlined, and Disciplinary Core Ideas are in normal font. Standards with specifc engineering expectations are italicized.

DISCIPLINARY CORE IDEAS

SCIENCE & ENGINEERING PRACTICES CROSSCUTTING CONCEPTS

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DCI 1: Earth and Space science DCI 2: Life science

SEP 1: Asking questions or defning problems SEP 2: Developing and using models SEP 3: Planning and carrying out investigations SEP 4: Analyzing and interpreting data SEP 5: Using mathematics and computational thinking SEP 6: Constructing explanations and designing solutions SEP 7: Engaging in argument from evidence SEP 8: Obtaining, evaluating and communicating information

CCC 1: Patterns

CCC 2: Cause and effect: mechanism and explanation CCC 3: Scale, proportion, and quantity CCC 4: Systems and system models CCC 5: Energy and matter: fows, cycles, and conservation CCC 6: Structure and function CCC 7: Stability and change

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DCI 3: Physical science

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DCI 4: Engineering

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UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

GRADE 8 INTRODUCTION

The eighth-grade SEEd standards describe the constant interaction of matter and energy in nature. Students will explore how matter is arranged into either simple or complex sub stances. The strands emphasize how substances store and transfer energy which can cause them to interact physically and chemically, provide energy to living organisms, or be har nessed and used by humans. Matter and energy cycle and change in ecosystems through processes that occur during photosynthesis and cellular respiration. Additionally, substanc es that provide a benefit to organisms, including humans, are unevenly distributed on Earth due to geologic and atmospheric systems. Some resources form quickly, allowing them to be renewable, while other resources are nonrenewable. Evidence reveals that Earth’s sys tems change and affect ecosystems and organisms in positive and negative ways.

GRADE 8 | 55

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 8.1: MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD The physical world is made of atoms and molecules. Even large objects can be viewed as a combination of small particles. Energy causes particles to move and interact physically or chemically. Those interactions create a variety of substances. As molecules undergo a chemi cal or physical change, the number of atoms in that system remains constant. Humans use en ergy to refine natural resources into synthetic materials. „ Standard 8.1.1 Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules. Topics like valence electrons, bond energy, ionic complexes, ions, and isotopes will be introduced at the high school level. (PS1.A) „ Standard 8.1.2 Obtain information about various properties of matter, evaluate how different materials’ properties allow them to be used for particular functions in society, and communicate your findings. Emphasize general properties of matter. Examples could include color, density, flammability, hardness, malleability, odor, ability to rust, solubility, state, or the ability to react with water. (PS1.A) „ Standard 8.1.3 Plan and conduct an investigation and then analyze and interpret the data to identify patterns in changes in a substance’s properties to determine whether a chemical reaction has occurred. Examples could include changes in properties such as color, density, flammability, odor, solubility, or state. (PS1.A, PS1.B) „ Standard 8.1.4 Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials. Examples of synthetic materials could include medicine, foods, building materials, plastics, or alternative fuels. (PS1.A, PS1.B, ESS3.A) „ Standard 8.1.5 Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed. Emphasize molecular-level models of solids, liquids, and gases to show how adding or removing heat energy can result in phase changes, and focus on calculating the density of a substance’s state. (PS3.A) „ Standard 8.1.6 Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. Emphasize demonstrations of an understanding of the law of conservation of matter. Balancing equations and stoichiometry will be learned at the high school level. (PS1.B) „ Standard 8.1.7 Design , construct, and test a device that can affect the rate of a phase

GRADE 8 | 56

change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success . (PS1.B, PS3.A, ETS1.A, ETS1.B, ETS1.C).

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 8.2: ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS Objects can store and transfer energy within systems. Energy can be transferred between ob jects, which involves changes in the object’s energy. There is a direct relationship between an object’s energy, mass, and velocity. Energy can travel in waves and may be harnessed to transmit information. „ Standard 8.2.1 Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level. (PS3.A) „ Standard 8.2.2 Ask questions about how the amount of potential energy varies as dis tance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a cart at varying positions on a hill or an object being dropped from different heights. Calculations of kinetic and potential energy will be learned at the high school level. (PS3.A, PS3.C) „ Standard 8.2.3 Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential en ergy from an object. (PS3.A, PS3.B) „ Standard 8.2.4 Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. Examples could include using graphs, charts, computer simulations, or physical models to demonstrate amplitude and energy correlation. (PS4.A) „ Standard 8.2.5 Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, or written descriptions of light waves through a prism; mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums. (PS4.A, PS4.B) „ Standard 8.2.6 Obtain and evaluate information to communicate the claim that the

structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. Examples could include using vinyl record vs. digital song files, film cameras vs. digital cameras, or alcohol thermometers vs. digital thermometers. (PS4.C)

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UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 8.3: LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY Living things use energy from their environment to rearrange matter to sustain life. Photosynthetic organisms are able to transfer light energy to chemical energy. Consumers can break down complex food molecules to utilize the stored energy and use the particles to form new, life-sustaining molecules. Ecosystems are examples of how energy can flow while matter cycles through the living and nonliving components of systems. „ Standard 8.3.1 Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis. (PS3.D, LS1.C) „ Standard 8.3.2 Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasize describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy. (PS3.D, LS1.C) „ Standard 8.3.3 Ask questions to obtain, evaluate, and communicate information

about how changes to an ecosystem affect the stability of cycling matter and the flow of energy among living and nonliving parts of an ecosystem. Emphasize describing the cycling of matter and flow of energy through the carbon cycle. (LS2.B, LS2.C)

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UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 8.4: INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES Interactions of matter and energy through geologic processes have led to the uneven distri bution of natural resources. Many of these resources are nonrenewable, and per-capita use can cause positive or negative consequences. Global temperatures change due to various fac tors, and can cause a change in regional climates. As energy flows through the physical world, natural disasters can occur that affect human life. Humans can study patterns in natural sys tems to anticipate and forecast some future disasters and work to mitigate the outcomes. „ Standard 8.4.1 Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth’s mineral, energy, and groundwater resources is caused by geological processes. Examples of uneven distribution of resources could include Utah’s unique geologic history that led to the formation and irregular distribution of natural resources like copper, gold, natural gas, oil shale, silver, or uranium. (ESS3.A) „ Standard 8.4.2 Engage in argument supported by evidence about the effect of per capita consumption of natural resources on Earth’s systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and natural resources such as freshwater, minerals, or energy sources. (ESS3.A, ESS3.C) „ Standard 8.4.3 Design a solution to monitor or mitigate the potential effects of the

use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem . Examples of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, or water management. (ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C)

„ Standard 8.4.4 Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, or volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, or maps of global and regional temperatures. (ESS3.D) „ Standard 8.4.5 Analyze and interpret patterns of the occurrence of natural hazards

to forecast future catastrophic events, and investigate how data are used to develop technologies to mitigate their effects. Emphasize how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow prediction, but others, such as earthquakes, may occur without warning. (ESS3.B)

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SCOPE & SEQUENCE

Science Grade 8

YEARAT AGLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Suggested Pacing

10Weeks

12Weeks

5Weeks

8Weeks

Unit

Physics

Matter & Energy

Ecology

Natural Resources

8.1.1 8.1.2 8.1.5 8.1.7 8.1.3 8.1.6 8.1.4

8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6

8.4.1 8.4.2 8.4.3 8.4.4 8.4.5

Science Performance Expectations

8.3.1 8.3.2 8.3.3

Develop a Model Plan and Conduct Investigations Obtain, Evaluate & Communicate Information

Use Computational Thinking Ask Questions

Engage in Argument Design Solutions Analyze & Interpret Data

Poritized SEP

Ask Questions Develop a Model

Writing Focus

Informative

Informative/Argument

Argument

Argument/Narrative

Evaluate Synthesize Analyze Justify Relevance Opinion

Analyze Reason

Perspective Evidence Explain

Correlation Infer Production

Prioritized Vocabulary

Interpret Accuracy Reliability Source

Canvas Benchmark (optional) ● Olympic Skiing ● Sept/Oct

Canvas Benchmark ● Spider Silk ● Feb/March

Canvas Benchmark ● Hydrothermal Vents ● March/April

RISE Benchmark ● Cluster 8.4.4 ● Code: Test Three ● May

DWSBA Name & Window

8.2: Physics 3 Dimensions & Progressions

Unit 1

PACING

RESOURCES

KEY LANGUAGE USES

● 10Weeks

● CSD Storyline ● OER Textbook ● State Resource ● Vocabulary

● INFORM ● EXPLAIN ● ARGUE

STRAND Objects can store and transfer energy within systems. Energy can be transferred between objects, which involves changes in the object’s energy. There is a direct relationship between an object’s energy, mass, and velocity. Energy can travel in waves and may be harnessed to transmit information. STANDARDS ● 8.2.1 Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level. (MS-PS2-2) ● 8.2.2 Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a cart at varying positions on a hill or an object being dropped from different heights. Calculations of kinetic and potential energy will be learned at the high school level. (MS-PS3-2) ● 8.2.3 Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential energy from an object. (MS-PS3-4) (MS-PS3-5) ● 8.2.4 Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. Examples could include using graphs, charts, computer simulations, or physical models to demonstrate amplitude and energy correlation. (MS-PS4-1) ● 8.2.5 Develop and use a model to describe the structure of waves and how they are refected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, and written descriptions of light waves through a prism; mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums. (MS-PS4-2) ● 8.2.6 Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. Examples could include using vinyl record vs. digital song fles, flm cameras vs. digital cameras, or alcohol thermometers vs. digital thermometers. (MS-PS4-3)

8.2: Physics 3 Dimensions & Progressions

Unit 1

Disciplinary Core Ideas (DCI)

Science & Engineering Practices (SEP) ● EP 2: Developing and Using Models ● SEP 3: Planning and carrying out investigations ● SEP 5: Using mathematical and computational thinking explanations and designing solutions ● SEP 7: Engaging in Argument from Evidence ● SEP 8: Obtaining, evaluating and communicating information Cross Cutting Concepts (CCC) ● CCC 1: Patterns ● CCC 3: Scale and Proportion ● CCC 4: Systems and System Models ● CCC5: Energy and Matter ● CCC 6: Structures and Functions ● CCC 7: Stability and Change ● SEP 6: Constructing

● The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. ● All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. ● A system of objects may also contain stored (potential) energy, depending on their relative positions. ● When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. ● Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. ● The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. ● When the motion energy of an object changes, there is inevitably some other change in energy at the same time. ● Substances react chemically in characteristic ways. In a chemical process, A simple wave has a repeating pattern with a specifc wavelength, frequency, and amplitude. ● A sound wave needs a medium through which it is transmitted. ● When light shines on an object, it is refected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. ● The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. ● A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. ● However, because light can travel through space, it cannot be a matter wave, like sound or water waves. ● Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

K-2

3-5

9-12

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Pushes and pulls can have different strengths and directions, and can change the speed or direction of its motion or start or stop it. Bigger pushes and

The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth

Newton’s 2nd law (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects. Forces at a distance are explained by felds that can transfer energy and can be described in terms of the arrangement and properties of the

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8.2: Physics 3 Dimensions & Progressions

Unit 1

pulls cause bigger changes in an object’s motion or shape. Sound can make matter vibrate, and vibrating matter can make sound. Objects can be seen only when light is available to illuminate them. People use devices to send and receive information.

acting on an object near Earth’s surface pulls that object toward the planet’s center. Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form. When objects collide, contact forces transfer energy so as to change the objects’ motions. Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move. Object can be seen when light refected from their surface enters our eyes. Patterns can encode, send, receive and decode information.

interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic felds The total energy within a system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or confguration of particles (objects). Systems move toward stable states. Fields contain energy that depends on the arrangement of the objects in the feld. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy. Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation. Large amounts of information can be stored and shipped around as a result of being digitized.

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8.2: Physics 3 Dimensions & Progressions

Unit 1

STANDARD ● 8.2.1 Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level. (MS-PS2-2)

CONCEPTS

SKILLS

● Relationships between mass and speed of objects ● Kinetic energy

● Computational thinking ● Analyze data ● relationships

LEARNING PROGRESSIONS

● Objects at rest have potential energy ● Motion energy is called kinetic energy ● It is proportional to the mass of the moving object and grows with the square of its speed.

VOCABULARY

● Kinetic energy ● Potential energy ● Energy transfer ● Exert

● Relative ● Stationary ● Conversion ● Stored energy ● Collision

● Proportional ● Linear ● Non-linear

POSSIBLE PHENOMENA ● When an adult does a cannonball into the swimming pool, their splash is much larger than a kid’s cannonball splash. ● When a Soyuz Capsule returns to Earth from the International Space Station, parachutes and motors are used to slow the falling capsule before it hits the Earth. ● The softballs used in the Milk Bottle Toss game at the fair are flled with cork to make them lighter. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can graph the kinetic energy of two objects with the same mass moving at different velocities. ○ Language Supports: ■ Abstract nouns to introduce concepts (effect, relationship) ■ Connectors to link clauses (as a result of, therefore, instead, however, on the other hand) ■ Clause types to express causality (if/then)

8.2: Physics 3 Dimensions & Progressions

Unit 1

DIFFERENTIATION IN ACTION

● An explanation of the two types of energy: potential & kinetic. ● Gizmos - Roller Coaster Physics ● Design a rollercoaster that has 1 large hill and 3 small hills that a marble can travel on.

Skill Building

Extension

FORMATIVE ASSESSMENT ● SEEd 8.2.1 Formative Assessment ELA CONNECTIONS ● RST.6-8.1: Cite specifc textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. ● RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a fowchart, diagram, model, graph, or table). MATH CONNECTIONS ● MP.2: Reason abstractly and quantitatively. (MS-PS3-1) ● 8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. ● 8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. ● 8.F.A.3: Interpret the equation y = mx + b as defning a linear function, whose graph is a straight line; give examples of functions that are not linear.

8.2: Physics 3 Dimensions & Progressions

Unit 1

STANDARD ● 8.2.2 Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a cart at varying positions on a hill or an object being dropped from different heights. Calculations of kinetic and potential energy will be learned at the high school level. (MS-PS3-2) ● 8.2.3 Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential energy from an object. (MS-PS3-4) (MS-PS3-5)

CONCEPTS

SKILLS

● Potential energy ● Distance ● Relative amounts of energy

● Ask questions ● Plan and conduct investigations

LEARNING PROGRESSIONS

● Objects contain stored (potential) energy. ● The energy is dependent on their relative positions.

● Applying a force on an object will transfer the energy from potential to kinetic energy. ● Energy can be lost in a system through friction which leaves in the form of heat.

VOCABULARY ● Gravity

● Speed ● Spring ● Friction ● Transfer of Energy ● Conservation of Energy

● Force ● Mass

● Gravitational potential ● Kinetic energy ● Potential Energy ● Heat Energy

● Closed System ● Open System ● Joule

POSSIBLE PHENOMENA ● A gravity light is elevated, and then produces light as it slowly falls back to the ground. ● Dropping a marble into sand leaves a crater, the greater the height from which it is dropped the bigger the crater. ● When using a rubber band to shoot paper across the room, the distance you pull the rubber band affects the speed of the paper and how far it fies. ● The further a trampoline stretches when you land on it, the higher you can jump. ● When an object goes down a hill and then up the other side, the speed of the object changes. ● Runaway truck lanes provide a safe way for trucks with no breaks to slow down. ● When a skateboarder is going up the halfpipe, they are slowing down until they momentarily stop at the top of their jump. When they are going down the halfpipe, they speed up. ● A ball dropped from 1 m will bounce up but not return to the original height.

8.2: Physics 3 Dimensions & Progressions

Unit 1

● When two heavy spheres are hit together with a piece of paper in between, they burn a hole in thepaper.

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can compare relative amounts of energy in a system. ○ Language Supports:

■ Abstract nouns to introduce concepts (effect, relationship) ■ Connectors to link clauses (as a result of, therefore, instead, however, on the other hand) ■ Clause types to express causality (if/then)

DIFFERENTIATION IN ACTION

● Kinetic & Potential Energy Text Set

Skill Building

● Complete the STEM RollerCoaster Design Challenge

Extension

FORMATIVE ASSESSMENT ● No available assessment at this time.

ELA CONNECTIONS ● SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MATH CONNECTIONS ● MP.2: Reason abstractly and quantitatively. ● 8.F.A.3: Interpret the equation y = mx + b as defning a linear function, whose graph is a straight line; give examples of functions that are not linear.

8.2: Physics 3 Dimensions & Progressions

Unit 1

STANDARD ● 8.2.4 Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. Examples could include using graphs, charts, computer simulations, or physical models to demonstrate amplitude and energy correlation. (MS-PS4-1)

CONCEPTS

SKILLS

● Kinetic energy ● Energy transfer

● Engage in argument ● Support claim

LEARNING PROGRESSIONS

● A simple wave has a repeating pattern ● The repeating pattern has specifc wavelengths, frequencies, and amplitude. ● A sound wave needs a medium through which it is transmitted

VOCABULARY ● Speed ● Force

● Proportional ● Soundwave ● Wavelength

● Frequency ● Medium ● Amplitude

● Kinetic Energy

POSSIBLE PHENOMENA ● The higher a rock is dropped from, bigger waves will be created. ● A big wave at the beach can knock me down, but a small wave can’t. ● It takes more energy to yell than it does to whisper. ● If I turn the volume on my phone all the way up to watch videos, the battery will wear down faster. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can use computational thinking to describe the differences between waves and explain how amplitude is related to wave energy. ○ Language Supports: ■ Abstract nouns to introduce concepts (effect, relationship) ■ Connectors to link clauses (as a result of, therefore, instead, however, on the other hand) ■ Clause types to express causality (if/then) ■ Connectors to signal time (therefore, consequently, as a result of, because)

DIFFERENTIATION IN ACTION

● Newsela - Waves Text Set ● Gizmo - Ripple Tank

Skill Building

8.2: Physics 3 Dimensions & Progressions

Unit 1

● Gizmo - Earthquakes. Students could learn about earthquake waves and how we use them to measure the distance from the earthquake to the recording center based on our knowledge of waves.

Extension

FORMATIVE ASSESSMENT ● SEEd 8.2.4 Formative Assessment

ELA CONNECTIONS ● SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MATH CONNECTIONS ● MP.2: Reason abstractly and quantitatively. ● MP.4: Model with mathematics. ● 8.F.A.3: Interpret the equation y = mx + b as defning a linear function, whose graph is a straight line; give examples of functions that are not linear.

8.2: Physics 3 Dimensions & Progressions

Unit 1

STANDARD ● 8.2.5 Develop and use a model to describe the structure of waves and how they are refected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, and written descriptions of light waves through a prism; mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums. (MS-PS4-2)

CONCEPTS

SKILLS

● Structure of waves ● Wave refection/absorption/transmission

● Develop a model

LEARNING PROGRESSIONS

● A sound wave has a repeating pattern with a specifc wavelength, frequency, and amplitude. ● A sound wave needs a medium through which it is transmitted. ● When light shines on an object, it is refected, absorbed, or transmitted through the object, depending on the object’s material and the frequency of the light. ● The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g. air and water, air and glass) where light paths bend. ● A wave model of light is useful for explaining brightness, color, and the frequency dependent bending of light at a surface between media. ● Because light can travel through space, it cannot be a matter wave, like sound or water waves.

VOCABULARY

● Refracted ● Medium ● Transparent ● Frequency ● Brightness ● Color

● Amplitude ● SoundWave ● LightWave ● Matter ● Mechanical Wave ● Visible Light

● Ray ● Prism

● Wavelength ● Proportion ● Transmitted ● Refected

POSSIBLE PHENOMENA ● A rainbow can be seen in the sky after rain or in a sprinkler when watering on a sunny day. ● Blue whales can hear blue whale sounds from over 800 kilometers away. The Guinness World Record for the farthest a human voice can be heard is 180 meters (on land). ● Snow melts faster around the base of a tree in the spring forming a ring. ● Bats use echolocation to navigate and hunt. ● An arrow behind a glass of water will fip its position as seen, depending on your point of view. ● Foam is hung on walls to soundproof a room. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can develop a model to show how light waves are refected, absorbed, or transmitted through

8.2: Physics 3 Dimensions & Progressions

Unit 1

various materials.

○ Language Supports:

■ Abstract nouns to introduce concepts (effect, relationship) ■ Connectors to link clauses (as a result of, therefore, instead, however, on the other hand) ■ Clause types to express causality (if/then) ■ Connectors to signal time (therefore, consequently, as a result of, because)

DIFFERENTIATION IN ACTION

● Light Waves Text Set ● Gizmo - Refraction

Skill Building

● Students could research echolocation and how animals use waves to navigate.

Extension

FORMATIVE ASSESSMENT ● SEEd 8.2.5 Formative Assessment ELA CONNECTIONS ● SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

MATH CONNECTIONS ● N/A

8.2: Physics 3 Dimensions & Progressions

Unit 1

STANDARD ● 8.2.6 Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. Examples could include using vinyl record vs. digital song fles, flm cameras vs. digital cameras, or alcohol thermometers vs. digital thermometers. (MS-PS4-3)

CONCEPTS

SKILLS

● Structure of digital signals ● Reliable way to store and transmit information ● Analog signals

● Obtain and evaluate information ● Communicate a claim

LEARNING PROGRESSIONS

● Digitized signals are sent as wave pulses ● Digitized signals are a more reliable way to encode and transmit information.

VOCABULARY

● Computer ● Machine ● Electricity ● Device

● Conversion ● Convert ● Transfer ● Wave

● Transmission ● RadioWave ● Digital Signal ● Analog Signal

POSSIBLE PHENOMENA ● A vinyl record has better sound quality than a CD or an MP3, however it can be easily scratched when an MP3 on an electronic device cannot. ● In 1977, NASA recorded many sounds from Earth on a record that was sent into space on the Voyager spacecraft. ● Analog television signals can be viewed, but may be fuzzy. Digital television signals are perfectly clear or not seen at all. ● My phone can store thousands of songs, a CD can store about 100 songs, and a vinyl record can store about 12 songs. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ● I can provide evidence for a claim that digital signals are more reliable for storing and transmitting information than analog signals. ○ Language Supports: ■ Abstract nouns to introduce concepts (effect, relationship)

■ Connectors to link clauses (as a result of, therefore, instead, however, on the other hand) ■ Clause types to express causality (if/then) ■ Connectors to signal time (therefore, consequently, as a result of, because)

8.2: Physics 3 Dimensions & Progressions

Unit 1

DIFFERENTIATION IN ACTION

● Analog & Digital Signals Text Set

Skill Building

● Students could make an informational graphic using canva or another program, where they share the pros and the cons of each type of wave. ● Students could research products that use digital or analog waves and make a model of their product and how the waves are essential.

Extension

FORMATIVE ASSESSMENT

No available assessment at this time

ELA CONNECTIONS ● RST.6-8.1: Cite specifc textual evidence to support analysis of science and technical texts. ● RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. ● RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. ● WHST.6-8.9: Draw evidence from informational texts to support analysis, refection, and research.

MATH CONNECTIONS ● N/A

8.2: Physics 3 Dimensions & Progressions

Unit 1

Storyline 8.2.1 Phenomena Introduction: Stopping Distances for Different Vehicles

Objective

Overview

Materials

● I can make inferences about stopping differences for vehicles based on background knowledge.

● Students watch a video about the stopping distances of different vehicles and make inferences and predictions about why the stopping distances might be different.

● https://youtu.be/ruR8TTr ksbU ● https://youtu.be/KGkKDa Yd3Mo

Activity: Potential & Kinetic Energy

Objective

Overview

Materials

● I can defne mass, speed and kinetic and potential energy.

● Students watch a very short video to defne potential and kinetic energy. They watch for defnitions and example of the two.

● VideoClip

Activity: Bounce - Kinetic & Potential Energy

Objective

Overview

Materials

● I can defne mass, speed and potential and kinetic energy.

● Students read about potential & kinetic energy and then complete a lab with a bouncy ball.

● Lab & Reading

Activity: Skate Park Basics

Objective

Overview

Materials

● I can defne mass, speed and potential and kinetic energy.

● Students test variables of mass, speed, kinetic, and

● Skate Park Basics PhET Simulation

potential energy as a skateboarder moves through various tracks.

Activity: Ski Jump - Mass, Height, Energy Conservation

Objective

Overview

Materials

8.2: Physics 3 Dimensions & Progressions

Unit 1

● I can defne mass, speed and kinetic and potential energy. ● I can describe, develop a model, and graph the kinetic energy of two objects of different mass

● This is an interactive

● Ski Jump Interactive ● Ski Jump Student Worksheet

where the students can alter the mass, the form and then measure the height of the skier’s jump. As the skier goes down the track, there is a graph that tracks the conservation of energy. Recommend building a study guide.

moving (relationship: kinetic energy & mass).

Activity: Potential & Kinetic Energy Lab

Objective

Overview

Materials

● I can defne mass, speed and kinetic and potential energy. ● I can describe, develop a model, and graph the kinetic energy of two objects of different mass

● Students defne the terms “potential energy” and “kinetic energy,” and explain the difference between the two. They observe potential and kinetic energy of various sized marbles. They discover that the heavier and larger an object is, the more potential energy it has. ● Link includes lab write up sheet.

● Potential and Kinetic Energy ● 3 different sized marbles, Wood for a ramp, Meter stick, Milk carton, Rubber bands (one for each student)

moving (relationship: kinetic energy & mass).

Activity: Energy, Mass & Speed Graphing

Objective

Overview

Materials

● I can defne mass, speed and kinetic and potential energy. ● I can describe, develop a model, and graph the kinetic energy of two objects of different mass

● Students will collect and use data to predict energy output.

● Kinetic Energy, Mass, andSpeed

moving (relationship: kinetic energy & mass).

Activity: Kinetic Energy & Mass Lab

8.2: Physics 3 Dimensions & Progressions

Unit 1

Objective

Overview

Materials

● I can defne mass, speed and kinetic and potential energy. ● I can describe, develop a model, and graph the kinetic energy of two objects of different mass

● This lab has students roll marbles of various masses down a ramp to crash into a golf tee. They are testing the effect of mass on the kinetic energy of the marble and the distance it can move the tee. ● In the Sled Wars Gizmo, students explore the energy and momentum of a sled as it slides down a hill and crashes into a snowman. In the Gizmo, students can vary the mass and initial height of the sled, as well as the number of snowmen at the bottom. In a second mode, students can experiment with two sleds that crash into each other. This Gizmo provides an elementary introduction to speed, acceleration, energy, and momentum.

● Kinetic Energy & Mass Lab

moving (relationship: kinetic energy & mass).

Activity: Gizmo Sled Wars

Objective

Overview

Materials

● I can explore how an object accelerates as it slides down a slope, Distinguish kinetic and potential energy, Relate the kinetic energy of an object to its mass and speed, Observe how

● Gizmo

potential energy is converted to kinetic energy, Explore how

energy and momentum relate to the outcomes of collisions.

Activity: Identify and Calculate Potential & Kinetic Energy

Objective

Overview

Materials

● I can defne mass, speed and kinetic and potential energy.

● Students calculate and identify PE and KE.

● Student Worksheet

Formative Assessment: SEEd 8.2.1 Formative Assessment

Phenomena Assessment: Different Stopping Rates of Vehicles

Objective

Overview

Materials

8.2: Physics 3 Dimensions & Progressions

Unit 1

● I can defne mass, speed and kinetic and potential energy. ● I can describe, develop a model, and graph the kinetic energy of two objects of different mass

● Speed and mass affect the amount of kinetic energy an object has. Students are shown video or data of stopping distances for different sizes of vehicles. Now students should be able to answer the following questions using the ideas of mass, speed, potential, and kinetic energy. damage in a crash, a semi truck or a smart car? ● Why is it hard to stop a train? Stopping a truck vs a semi truck: Different vehicles have different stopping distances. Why? ● Which would do more drop a ball from different heights. The height a ball is dropped from determines the height it will bounce back up. Have students ask questions or make explanations. Then pose the following question to prepare for activity 2. How does the height of the hill on a roller coaster affect the cart speed? ● Option 2: Stacked ball demo. You can fnd a video of this in the materials below and a set What are the variables that affect how long it takes a car to stop? ● Option 1: Teacher will

● https://youtu.be/ruR8TTr ksbU ● https://youtu.be/KGkKDa Yd3Mo

moving (relationship: kinetic energy & mass).

8.2.2 Phenomena: Ball Bounce

Objective

Overview

Materials

● I can ask questions about the amount of potential energy related to distance. ● I can develop and conduct an investigation to measure the potential energy of an object that falls/rolls from many different heights (think of elastic potential energy).

● Option 1: a ball to bounce ● Option 2 video ● Option 2 directions

8.2: Physics 3 Dimensions & Progressions

Unit 1

of directions. Teacher will show this phenomenon to the students and they propose explanations based on energy.

Activity: Ball Drop Lab

Objective

Overview

Materials

● I can ask questions about the amount of potential energy related to distance. ● I can develop and conduct an investigation to measure the potential energy of an object that falls/rolls from many different heights (think of elastic potential energy).

● Students will observe energy transferring

● Per Group: Meter stick, 3 balls: golf, rubber, tennis Optional: calculator ● Lesson Plan & Student Worksheet

between potential and kinetic, learn that energy cannot be created or destroyed, but can change its form, and participate in an experiment comparing rebound heights of different types of balls.

Activity: Roller Coaster Lab

Objective

Overview

Materials

● I can describe and

● Students will use pipe

● Pipe insulation tubes (cut in half), tape, and marbles. ● Roller Coaster Mass and Distance Lab

develop a model and graph the kinetic energy of two objects of different masses moving. (Relationship:kinetic energy and mass) develop a model and graph the kinetic energy of two objects with the same mass moving at different speeds. (relationship:kinetic energy and speed) ● I can ask questions about the amount of potential energy related to distance. ● I can describe and

insulation tubes cut in half as the track. They will use blue painter’s tape to connect the tracks to make a roller coaster. They will select a variable to test: mass (using different sized marbles) or height (using different heights of hills in coaster). They will draw their coaster design, collect data, calculate speed and link their observations to potential and kinetic energy.

Activity: Gizmo - Energy of a Pendulum