8TH GRADE SCIENCE
2014-15
MEGAN JANKE
[email protected]
267-664-3281
CLAYTON WINTER
[email protected]
646-417-2228
UNIT 1: GENETICS
In this unit students will have an introduction to the science of genetics. Students will
learn how organisms express traits and how these traits are passed from one generation to
the next. Students will learn about the mechanisms of biological information storage
including genes, chromosomes and DNA. In this context, students will apply these ideas
to human agriculture and consider the implications of genetic manipulation as it relates to
human poverty and worldwide hunger. Students will approach these questions
specifically through the lens of rice as a model organism.
Essential Question
 How can knowledge of genetics help feed the world?
Learning Targets
 I can name and explain the genetic information structures within the cell
including chromosomes, genes, alleles and DNA.
 I can demonstrate how populations change over time as genetic
information is passed from one generation to the next.
 I can explain the process of cellular division as it relates to the passing of
genetic information.
 I can maintain an organized, detailed record of my thoughts, observations
and methods in my science notebook and reflect on my findings.
Major Assessments/Projects
 Letter written to an international nonprofit with recommendations on how
to breed and grow heartier and more healthful rice
 Anticipation guide for science reading
 Science notebook check
UNIT 2: VEHICLES IN MOTION
This is a design unit in which students will learn to explain concepts in engineering
including motion, acceleration, friction, force and work. These concepts will be key to
understanding how to design a functional toy car. Students will learn to describe the
forces acting on their cars and will be able to translate this information in thinking about
the motion of other objects.
Essential Question
 How can I design a vehicle that will go straight, far, fast and carry a load?
Learning Targets
 I can accurately measure the motion of an object using simple tools and
use that information to make relevant design changes.

I can describe the motion of objects in terms of the forces acting upon
them and the resultant speed and acceleration.
 I can maintain an organized, detailed record of my thoughts, observations
and methods in my science notebook and reflect on my findings.
Major Assessments/Projects
 Vehicle design and experimental observations of vehicle motion
 Anticipation guide for science reading
 Science notebook check
UNIT 3: ENERGY
In this unit students are introduced various forms of energy, how to measure energy as
well as its effects on matter. Students are first introduced to energy in the form of the
electromagnetic spectrum. They then explore the idea of kinetic versus potential energy,
chemical and thermal energy, magnets, light and sound.
Essential Question
 How can I design a Rube Goldberg machine to turn off a light switch
using my knowledge of the nature and transmission of energy?
Learning Targets
 I can explain the concept of energy, as it exists in multiple forms.
 I can explain the changes in energy as it is transmitted from one form to
another and through various media.
 I can maintain an organized, detailed record of my thoughts, observations
and methods in my science notebook and reflect on my findings.
Major Assessments/Projects
 Design and explanation of Rube Goldberg machine to turn off a light
switch
 Anticipation guide for science reading
 Science notebook check
UNIT 4: ASTRONOMY
This unit builds on learning from previous physical science units to develop an
understanding of the physics of motion in space including the motion of planets and
moons. There is also an emphasis on understanding astronomical distances and sizes of
astronomical objects. Students will explore how the motion of planets and all
astronomical objects is governed by the same Newtonian physics that is relevant to
understanding the motion of human-sized matter on Earth. However, the use of these
principles to explain and understand motion in space requires an adjustment in our
thinking.
Essential Questions
 How can I know if objects in space will collide?
Learning Targets
 I can describe the relative motion of the Earth, moon and sun during the
course of a day, a month and a year.

I can consider the relative motion of various astronomical objects for the
purpose of investigating the risk of impact between objects.
 I can maintain an organized, detailed record of my thoughts, observations
and methods in my science notebook and reflect on my findings.
Major Assessments/Projects
 Letter to movie producer answering the essential question from the
perspective of a science advisor for a movie script.
 Anticipation guide for science reading
 Science notebook check
ASSESSMENT POLICY:
Most science assessments occur in class. Students will rarely be assigned science
homework. Exceptions to this could include projects over breaks or lab reports. If
students receive a grade they are unhappy with, they are free to revise and resubmit their
work for a new grade. However, this must occur within a reasonable amount of time after
the original assessment was given.
ADDITIONAL RESOURCES
Strategies to use at home support your child
 Engage students in conversations about what they are learning in class
 Check JumpRope frequently and discuss assessments with students
Resources for extra support or extension
 Urban Advantage (see attached flyer)
WORKS CITED
PBIS (Project-Based Inquiry Science) Curriculum for each unit