Physical Science

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8.1	Demonstrate the two kinds of electrical charges.  (1-1)/03.08.04	pg. 22 "Do electric charges interact?" Inquiry Activity:  "What's the Force?"	**Repelling Charges
8.2	Demonstrate a variety of effects of static electricity. (1-1, 1-2)03.08.04	Inquiry Activity:  "Can a comb pick up paper?" Inquiry Activity:  Do Electrical Charges Stay Put? Inquiry Activity:  Do Conductors Hold a Charge? Inquiry Activity: Conductors and Insulators	*The Triboelectric Series *****Static Electricity *****Electricity Online ***Static Electricity
8.3	Explain the effect of resistance on the current in a circuit. (1-3)/03.08.04	Inquiry Activity:  Circuits Inquiry Activity: Current and Resistance SPS16 Inquiry Activity:  Voltage and Resistance SPS16 Concept Sheet 1-3/1-4 SPS 1, SPS16	****Voltage, Current, and Resistance ****Properties of Electrical Circuits ***Electricity and Moving Charges **Ohm's Law Activity
8.4	Describe the forces magnets produce. (2-1)/01.08.05	Inquiry Activity:  "How to Develop a Magnetic Personality"	*Background information on magnets ***Magnetism Basics
8.5	Identify the north and south poles of a magnet. (2-1)/ 01.08.05	Inquiry Activity:  "Opinion Pole"	*****Circles of Magnetism I
8.6	Explain the effects of magnetic fields on various materials. (2-2)/01.08.05	Inquiry Activity:  "Mapping the Force"	*****Magnetic lines of force
8.7	Explain how loudspeakers and electric motors work. (2-2, 2-3)/01.08.05	Inquiry Activity:  "Get Current"	**Direct Current Electric Motor **Generator ***Inducing Electricity *****Building a Electric Motor in 10 Minutes *****Circles of Magnetism IV *****Magnetic pendulums
8.8	Explain the operation of transformers. (2-4)/01.08.05	pg. 62-63 "How can you make a transformer?" HNS1, HNS2, HNS4	*How does a transformer work? *Transformers
8.9	Describe the nature of electromagnetic waves. (3-1, 3-2)/05.08.04	Have students observe behaviors of light (refraction, reflection) that can be explained by wave models.	*The Electromagnetic Spectrum **Animation of Electromagnetic Waves ****Virtual prism ****Virtual converging lens
8.10	Describe how various observations of color and light can be explained by the wave model. (3-2)/05.08.04	Have students observe the many colors (wavelengths) of light that are contained in the solar spectrum.	****Virtual prism
8.11	Use simple models and measurements to explain observed properties of matter. (4-1 - 7-2; 10-1 - 10-3)/ 02.08.01	Have studeents construct scale models of atoms. Have students measure volume, mass, density of substances Have students develop particle models for states of matter and for chemical reactions. Have students role play the actions of atoms in states of matter and in various chemical reactions; e.g., a "dance" model for various chemical reaction types.	****Phases of matter *****Paper cutting
8.12	Trace the development of the model of the atom. (4-1 - 4-2)/02.08.04	Research projects- reports, role playing, illustrations Activity:  "Parts of an atom." SPS5 Atom model projects- teacher generated pg. 122 "How can you make a mental picture of an atom?" The World of Chemistry, program 6	*Earliest Atomic Ideas *Structure! *The Atomic Theory of Matter *The Discovery of Atomic Structure **Animated Bohr Model of the Atom **Spectroscope of an Atom *****Sizes of Atoms and Molecules
8.13	Relate the contributions of Crookes, Thomson, Becquerel, and Rutherford to the study of the structure of the atom.(4-1 - 4-2)/02.08.04	Research projects- reports, role playing, illustrations Activity:  "Parts of an atom." SPS5 The World of Chemistry, program 6	*The Discovery of Atomic Structure
8.14	Distinguish among electrons, protons, and neutrons. (4-1 - 4-2)/02.08.04	Activity:  "Parts of an atom." SPS5 Atom model projects- teacher generated pg. 122 "How can you make a mental picture of an atom?" The World of Chemistry, program 6	*Atoms *The Modern View of Atomic Structure ***Atoms
EN1	Use the Periodic Table to make predictions about the properties of elements.	Have students examine the properties of active metals and look for trends in reactivity in Groups 1 and 2.	*Elements *Development of the Periodic Table *The Comic Book Periodic Table *Metals, Nonmetals, and Metalloids ***Elements ***The Elements *Chemicool Periodic Table ***Hyperchemistry Periodic Table
8.15	Use models or diagrams to describe how atoms form molecules. (6-1)02.08.03	Inquiry Activity:  The Electrolysis of Water Use gumdrop or commercial model kits to build models of molecules. The World of Chemistry, program 8	*Bonding! *Electron Dot Diagrams and Bonding *Covalent Bonding *Ions! *Molecules and Ions *Ionic Bonding *Compounds! ****Molecular Models ***Molecules ***Buckyballs *****Making a Glue Polymer *****Mighty Molecules
8.16	Name compounds from their formulas. (6-1, 6-2)/02.08.06	Inquiry Activity:  The Electrolysis of Water pg. 187 Teachers Edition (specify what this is) Have students build models of molecules and/or crystal lattices using commercial modeling kits or gumdrop/marshmallow variations. SPS5 Have students electrolyze salt water using 9-volt batteries and collect and test the gases produced, with special attention to the regular, ratio between hydrogen and oxygen gases that results. Reading Guide 6-1 Reading Guide 6-2	*Elements and Compounds *Naming Compounds *Naming!
8.17	Explain what is meant by a balanced chemical equation. (6-3, 6-4)/04.08.01	Inquiry Activity:  Masses Before and After a Chemical Reaction SPS 1, SPS19 Have students observe chemical reactions and write balanced formula equations describing those reactions Have students find the mass of reactants versus products in a precipitation reaction; do the same with an alka seltzer tablet and account for loss of mass Have students use manipulatives representing different atoms (e.g., pattern blocks, coins) to construct models of compound particles (unit cells and/ or molecules) and combine/ recombine them to form new compound particles to represent chemical reactions. Reading Guide 6-3	*Balancing Chemical Equations ***Balancing Chemical Equations ***Equation Balancing Exercises
8.18	Describe four types of chemical reactions, using their general formulas. (6-3, 6-4)/04.08.01	Have students observe examples of the four types of chemical reactions and write balanced formula equations describing those reactions. Give students the reactant(s) involved in a chemical reaction and have them predict the products.  Inquiry Activity:  "The Classification of Chemical Reactions" Reading Guide 6-4	*Synthesis Reactions *Decomposition Reactions *Single Replacement Reactions *Double Replacement Reactions
EN1	Describe the four states of matter in terms of the kinetic theory.	Have students observe and record macroscopic properties of solids, liquids, and gases.  Show students examples of plasma (van de Graaf spark, plasma glow tube, yellow flame) Inquiry Activity:  Molecules in Motion 1 SPS 1, SPS14, SPS19	*The Kinetic Theory of Gases *The Kinetic Theory of Liquids and Solids *States of Matter *Properties of Liquids:  Viscosity and Surface Tension ***Temperature's Effect on Atomic Movement ****Phases of matter *****Changes in Volume of Freezing Water *****Sublimation *****Surface Tension
8.19	Explain evaporation, condensation, and sublimation. (7-1)/03.08.02	Demonstration: sublimation of dry ice Have students explore the way that different materials will heat up or cool off at different rates; e.g., apply heat to a sample of water and to a sample of metal and see which one gets hot faster. Have students construct a heating curve for the melting/boiling of water, or a cooling curve for the freezing of sodium thiosulfate - identify the plateaus on the curve as points of phase change (melting point, boiling point, etc.)	*Changes of State *States ***States of Matter
8.20	Describe pressure in terms of kinetic theory. (7-2)/02.08.05	Show animations of particle movement in gases with changes in pressure. (The World of Chemistry, program 5).	***Pressure *****Temperature and Pressure of a Gas
8.21	Explain the meaning of temperature in gases. (7-2)/ 02.08.05	Make a kinetic theory model by putting a half-layer of plastic beads in a lidded plastic petri dish, then placing the model on the overhead projector, shaking the model from side to side to simulate changes in temperature. Inquiry Activity:  Molecules in Motion 1 SPS 1, SPS14, SPS19 Have students draw simulated "microscope views" of the arrangements of particles in various states of matter. Show animations of particle movement in gases under various temperature conditions. (The World of Chemistry, program 5).	*Characteristics of Gases *****Temperature and Volume of a Gas
8.22	Describe radioactivity. (18-1)/05.08.02	Simulate half-life using 100 popcorn kernels in shoeboxes; students shake box, remove all kernels pointing left; record number removed versus number left; repeat trial with remaining kernels and record; do this for 10 trials, then make graphs of "removed" versus "remaining." Science, Society, and America's Nuclear Waste, Unit 1 (Department of Energy)	**Radioactive decay **Half-life animation
8.23	Describe high level and low level nuclear wastes and their associated hazards./05.08.03	Science, Society, and America's Nuclear Waste, Unit 1 (Department of Energy) SPS2, SPS9	Nuclear Waste in Nevada:   Against: Nevada Nuclear Waste Project Office   For: Department of Energy Yucca Mountain Project The Study Committee High Level Nuclear Waste Low Level Nuclear Waste   Sites that contain information about nuclear waste but which are not biased one way or another about it: None found!
8.24	Model a chain reaction. (18-1)/05.08.05	Science, Society, and America's Nuclear Waste, Unit 1 (Department of Energy) SPS9
8.25	Distinguish between nuclear fusion and nuclear fission. (18-1, 18-2)/05.08.05	Science, Society, and America's Nuclear Waste, Unit 1 (Department of Energy) SPS9	****Fusion vs. Temperature
8.26	Explain how nuclear reactions convert small amounts of matter into a relatively large amount of energy. (18-1)/05.08.06	Science, Society, and America's Nuclear Waste, Unit 1 (Department of Energy) SPS9

Life Science
 

8.27	Describe the purpose of the mechanical breakdown of food in your digestive system. (11-2)/06.08.02	pg. 353 "Where does digestion begin?"	*Your Digestive System *Atlas of the Body - Digestive System * Overview of the Digestive System *Digestive System Hypertext
8.28	Explain the role of enzymes in chemical digestion. (11-2)/06.08.02	Inquiry Activity:  Pretzel Predictions Inquiry Activity:  Digestion SPS19 Have students observe the reaction between protease in liver and its catalyzing decomposition of H2O2 (see "The Classification of Chemical Reactions")	*Definition of enzyme *Saliva and salivary amylase *How salivary enzymes work *The stomach and its enzymes *Pepsin and pepsinogen *The pancreas and pancreatic enzymes *The small intestine and its enzymes *Some myths about digestive enzymes debunked *****How Many Pretzels Can You Eat?
8.29	Identify disorders that result from poor nutrition.  (11-1)/06.08.01	Construct visual display (collage, poster, mobile) showing healthy life styles, and of the disorders that result from unhealthy lifestyles.	American Anorexia Bulimia Association, Inc. (AABA) Anorexia Nervosa and Related Eating Disorders, Inc. (ANRED) National Eating Disorders Organization (NEDO)  Overeaters Anonymous (OA) Harvard Eating Disorders Center About-Face! -- About body image and body acceptance Eating Disorders Awareness & Prevention (EDAP)
8.30	Identify different types of nutrients and describe the importance of each. (11-1)/06.08.06	p.343 "Which foods contain carbohydrates?" p. 348 "Vitamin C"	*Nutrients *US Dept of Agriculture Food Nutrient Database ***Food Pyramid Game *The Basics of Nutrition *****Iron in Cereal
8.31	Describe how blood transports substances within living organisms. (12-1)/06.08.02		*****Taking a Pulse
8.32	Explain the natural defenses your body has against disease. (12-2)/06.08.01		*Virology Lab *How Vaccines Work *Understanding the Immune System ***Virology on the Web
8.33	Explain the nature of communicable diseases. (12-2)/06.08.01	Tobacco mosaic virus lab - soak 1 g of dried tobacco leaves from a cigar or cigarette in 10 mL of water for 10-15 minutes. Grind the mixture with a mortar and pestle an dilute 1:100.  Inoculate young tomato plants by lightly scratching the leaf surface with 600 grit sandpaper.  Brush leaf surface with tobacco mixture, then rinse.  Look for mottled leaves in 2-4 weeks. Have students compare and contrast microscope views of healthy and infected cells.	*Antibiotic-Resistant Bacteria
8.34	Describe the sequence of events that lead from meiosis to germination in plants (13-2)/06.08.02	Dissection: flowering plants (recommended species:  snapdragon, tulip, lily), fruits, and seeds. Have students observe/describe the cells, tissues, and corresponding reproductive system of a plant and describe the relationships that exist among these.	*Meiosis
8.35	Compare and contrast external and internal fertilization in animals. (13-4)06.08.02	Collaborate with the Family Life teacher; science teacher can teach the scientific aspects of the reproduction, and the family life teacher can address the health/values aspects of human sexuality.
8.36	Demonstrate an understanding of how humans reproduce. (13-4)/06.08.02
8.37	Compare and contrast eggs and sperm. (13-1)/08.08.04	Have students observe, describe, and compare and contrast sperm and ova as viewed under a microscope.
8.38	Contrast chromosome number in body cells and sex cells. (13-1)/08.08.04	pg. 410 "How do the number of chromosomes in body cells and sex cells compare?" p. 415 - "Comparing Mitosis and Meiosis"
8.39	Determine where and when meiosis occurs.  (13-2)/08.08.04	Have students examine prepared slides of mitosis and meiosis. Show students videos/computer animations of the meiosis process. Role play - have students act out the  processes of mitosis and meiosis.
8.40	Model the structure of DNA.(14-4) 06.08.06	p. 460 "Can you make a candy model of DNA?"
8.41	Can illustrate with minimal assistance  how behavior may be based on experience and/or evolutionary history. 07.08.02	Have students perform the following, and describe whether behaviors experienced/ observed are learned or evolutionary:   knee reflexes   increased heart rate and respiration with        excercise   reading   performing calculations   blinking
8.42	Describe how pedigrees are used to trace patterns of inheritance. (14-1)08.08.01	pg. 440 "What can a pedigree tell you about a family?" p. 441 "Do more students have attached or unattached earlobes?"
8.43	Explain how the sorting of genes during meiosis demonstrates inheritance of traits. (14-2)/08.08.01	p. 447 "Can you explain how Mendel got tall and short plants when he crossed tall heterozygotes?"	*Primer on Molecular Genetics
8.44	Investigate how selective breeding can result in new varieties of animals and plants./08.08.03	Make crosses between different types of Drosophilia, or between different varieties of fast plants (Brassica rapa).
8.45	Describe sickle-cell anemia and explain how it illustrates a pattern of inheritance called incomplete dominance. (14-3)/08.08.05	Science Interactions  pg. 452 "Looking  at color blindness" Science Interactions  pg. "454 Genetic counseling"
8.46	Explain how changes in the genes of sex cells may affect offspring. (17-2)/08.08.07	Make crosses between different types of Drosophilia, and use the results of those crosses to determine if white eyes and vestigial weings are sex-linked characteristics.
8.47	Explain Darwin's theory of natural selection. (17-2)/09.08.05	Simulate natural selection:  use a patterned table cloth and colored plastic chips, some of which blend in with the table cloth; dim the room and have "predators" quickly gather chips and tally; collect "survivors" (those chips colored to blend in) and tally; "reproduce" the survivors (add three more to each survivor) and repeat. Perform artificial selection using Fast Plants.	*Basics of Evolution *Teaching About Evolution and the Nature of Science
8.48	Determine how fossils are evidence of evolution.  (17-3)/09.08.05	Conduct a simulated stratigraphy activity in which faunal succession can be observed in stratigraphically continuous rock layers.
8.49	Explain how variation occurs in populations.(17-1)/ 09.08.03	pg. 537 "Which beans are easier to find?"
8.50	Give examples of how adaptations help organisms survive. (17-1)/09.08.03	pg. 537 "Which beans are easier to find?"
8.51	Explain differences and similarities between species in terms of biological evolution. (17-2)/09.08.02

Earth Science
 

8.52	Demonstrate that the sun is the ultimate source for many Earth processes. (8-1)/13.08.01	Have students draw diagrams and that show that the sun is the ultimate source of energy for and the water cycle. Weather Channel Video:  "Sun, Seasons, & the Sky" Weather Channel Video:  "Water:  Oceans to Air"	/                                                                                            /
8.53	Use a color-coded map to compare and contrast various features. (8-2)/11.08.03	Use color maps from a local newspaper to describe and predict weather. pg. 241 "What kind of data can you find on a weather map?" pg. 258 "Reading a Weather Map" Weather Channel Video:  "Forecasting Weather"
8.54	List the major components of the atmosphere at the Earth's surface and their relative abundance (e.g., nitrogen is the largest component, followed by oxygen, with other gases like carbon dioxide and water vapor in smaller amounts)/10.08.05	Have students conduct the following investigation: light a candle, then set it in a shallow pan of water; place a graduated cylinder over the lit candle and record the volume of air that is consumed by the brief continuing burn of the candle; calculate the percentage of oxygen in atmospheric gases. Weather Channel Video:  "Sun, Seasons, & the Sky"
8.55	Explain the moderating effect that large bodies of water have on weather and climate./13.08.02	Specific heat experiments: have students observe that metal heats up and cools off more quickly than water; relate this to heating cooling rates of land and water; compare this to temperature extremes found in coastal versus inland regions. Weather Channel Video:  "Climate"
8.56	Explain, using weather maps, weather that occurs near boundaries between air masses. (8-2)/13.08.02	Using weather maps in print or digitized form (i.e., on the world wide web), compare and contrast the weather that occurs near warm, cold, and occluded fronts. Weather Channel Video:  "Air in Motion"
8.57	Describe the formation and types of clouds, and how these cloud types are associated with particular patterns of weather (e.g., particular clouds often precede particular kinds of fronts between air masses; cumulonimbus clouds are typically associated with thunderstorms). (8-1)/13.08.02	Have students keep a daily weather log, and search for patterns of cloud formation that are related to specific weather conditions. Weather Channel Video:  "Look Up"
8.58	Explain the relationship between temperature, moisture, and origin of air masses (e.g., air masses that form over land tend to by dry, air masses that form in polar regions tend to be cold).(8-2)/13.08.02	Have students examine maps of temperatures and relative humidities and discover patterns that exist in polar maritime, polar continental, tropical maritime, and tropical continental regions. Weather Channel Video:  "Water:  Oceans to Air"	Min-Max Temperature Activity
8.59	Explain, citing first-hand observations (e.g., radiation striking a surface from a light bulb at various angles of incidence) the relationship between changes in the aspect of Earth's axis relative to the sun and the incidence of solar radiation./13.08.02	Have students conduct the following experiment: take a thermometer and place it on a level surface.  At constant distance but varying angles, place a lamp. Record temperatures reached by the thermometer with each position of the lamp.  Relate the data to the Earth-sun situation, with Earth's tilted axis contributing to seasonal temperature changes as Earth orbits the sun.
8.60	Explain, using climate and weather data, diagrams, maps, and models, how long-term patterns of air movement combined with regional topography affect regional climate (e.g., rain-shadow deserts caused by coastal mountain ranges)./13.08.04	Have students evaluate a map of an imaginary continent and predict climate conditions that would exist at various latitudes and altitudes, near or far from large bodies of water, and on the leeward side of mountain ranges.
8.61	Describe, using climate and weather data, drawings, and maps, how climate is affected by proximity to large bodies of water, patterns of atmospheric movement, latitude, and altitude./13.08.04	Have students infer the relationships between climate and latitude, altitude, and nearness to bodies of water by examining at global data on temperature extremes and precipitation. Use the Internet to observe satellite time-lapse photography and make short range predictions about local weather conditions based on visual clues of movement of air masses (clouds, water-vapor imagery). Weather Channel Video:  "Climate"
8.62	Describe reasons that fossil evidence may not form or may be destroyed (e.g., scavenger and decomposer activity, weathering/erosion). (16-1)/12.08.02	Have students brainstorm what would happen to a chicken leg if it were left out of doors a) on a mountain top; b) on the sandbar of a river just before it floods; c) in a dry cave; d) along a path frequented by scavengers.
8.63	Describe the constancy of Earth's processes from geologic past to the present. (16-1, 16-2)/12.08.03	Show students picture from re-photographic surveys in the west. Ask students how much change appears to have taken place over the period of 100 years. In the context of teaching and learning about theories, laws, hypotheses, etc., and differences between scientific and nonscientific ways of knowing, the principle of uniformitarianism is a good example of how assumptions may be used to guide scientific inquiry.
8.64	Describe the historical development of Kepler's laws of motion, and apply them qualitatively to describe planetary motion. (19-1)/14.08.06	Computer simulations (Interactive Physics) Internet, video, student reports pg. 600 "Orbits"	****Orbit simulator
8.65	Explain the conditions necessary for fossils to form. (16-1)/12.08.02	Have students simulate the processes that make various fossils.
8.66	Infer the environmental conditions that are implied by fossils. (16-1)/12.08.02	Give students real or simulated fossil trackway diagrams and have them infer the behaviors of the organisms from those trackways Have students compare and contrast fossil and living organisms (trilobites to crayfish and horseshoe crabs; brachiopods to clams) and infer the kinds of environmental conditions the fossils imply from the kinds of conditions favored by their modern analogs.	****Life Has a History
8.67	Explain how the age of rocks/magnetic clues confirm sea floor spreading. (15-2)13.08.08	pg. 480 "Magnetic Data"
8.68	Relate the occurrence of earthquakes and volcanoes to plate tectonics. (15-4)13.08.08	pg. 491 "How are plate boundaries related to earthquakes and volcanos?"	*Update on Recent Volcanic Activity *Near Real-Time Earthquake Data
8.69	Explain the theory of plate tectonics. (15-4)13.08.08	Continental Drift Symposia HNS4 Have students use a pan filled with corn syrup to simulate magma, heat that corn syrup to cause convection that causes floating styrofoam blocks ("plates") to separate.	*The Structure of the Earth *Plate Tectonics and Continental Drift *The Pangaea Puzzle ****The Mountain Maker, Earth Shaker ***Interactive Visualization of Space-Time Processes  *****Fractures in Cheese
8.70	Explain one hypothesis for how the solar system formed. (19-1)/14.08.01		**The Solar System
8.71	Compare and contrast Earth with Mercury, Venus, and Mars. (19-1)/14.08.01	Have students use the Internet to research, compare, and contrast the composition, atmospheres, sizes, magnetic fields, and other features of the inner (terrestrial) planets.
8.72	Compare and contrast the gaseous giant planets with the terrestrial planets. (19-1)/14.08.01	Have students use the Internet to research the composition, atmospheres, sizes, magnetic fields, and other features of the gaseous planets, and compare and contrast them with the terrestrial planets.
8.73	Differentiate between comets, asteroids, and meteors. (19-3)/14.08.01	Have students use the Internet to research the composition, origins, and trajectories of comets, asteroids, and meteors, and present their research in the form of a multimedia presentation.
8.74	Explain the cause of tides. 14.08.02		****Gravity Tutorials
8.75	Compare and contrast a star's actual brightness with how bright it appears from earth, and its color with its temperature. (20-1)/14.08.03	pg. 628 "What factors affect the brightness of stars?"
8.76	Explain the process by which a star produces energy. (20-1, 20-2)/14.08.03		*Stars *What is the sun?
8.77	Describe a galaxy and list three main types of galaxies. (20-3)/14.08.03		*Galaxies *Active Galaxies and Quasars
8.78	Explain how various tools (e.g., optical and radio telescopes, unmanned robotic spacecraft) allow us to investigate objects in the sky that are too distant, faint, or bright to observe directly from Earth. (20-1, 20-2, 20-3)/14.08.05		**Imagine the Universe

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