Wethersfield Public Schools
Course Outline
Course Name: Science Grade 8
Department: Science
Grade(s): Grade 8
Course Description:
During the eighth grade, students will continue building on the investigative science skills developed in
their earlier science classes. These skills such as experimental design, data gathering, data analysis and
research will be used to explore science units in physics, earth science, biology, technology and
chemistry. This approach allows the students to learn in a hands-on method, making connections between
science topics they study and the world around them.
The first part of the year focuses on physics. A unit on motion investigating speed and acceleration is
followed by a unit on force, focusing on friction, gravity and Newton’s Laws. The next topic, an earth
science unit, studies the relationship between the earth, moon, and sun and how we experience the effects
of this relationship on earth. The biology unit further develops the students’ understanding of cellular
activity specifically how cells reproduce and how genetic information is passed down, generationally,
through cellular reproduction. After the administration of the CMT in March of the school year, the
remainder of the eighth grade science year is split into an exploration into basic chemistry and an
extensive research project that is co-taught with Language Arts.
Required Instructional Materials:
Prentice Hall: Forces and Motion, Astronomy, Cells and Heredity, Chemical Interactions
Revised/Approval Date: March 21, 2012
Approved by Administrative Team May 9, 2012
Approved Student Programs and Services June 5, 2012
Approved Board of Education June 12, 2012
Authors/Contributors: Charlene Maddock, Maura McLoughlin, and Tom McLoughlin
Science Grade 8
Page 1
Overarching Skills
This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem
solving skills, research skills, etc. These objectives should be taught and assessed through the integration
of the other units. This unit is not meant to be taught in isolation as a separate unit.
Title: Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy
Enduring Understandings
Essential Questions
 Scientific inquiry progresses through a
 How is scientific knowledge created?
continuous process of questioning, data
 How is scientific knowledge
collection, analysis and interpretation.
communicated?
 Scientific ideas are always changing based
 How do scientists investigate questions?
on objective evaluation of new evidence.
 How do you determine the credibility of a
 Scientific literacy includes the ability to
source?
search for and access the relevance and
 How can tools and technology be used to
credibility for scientific information found
gather, organize, analyze and present
in various print and electronic media.
information?
 Scientific inquiry requires the sharing of
 How much new evidence is necessary to
findings and ideas for critical review by
change an idea?
colleagues and other scientists.
 How can mathematical operations be used
 Communication enables us to gain and
to analyze and interpret data?
share information about self and natural
 How do scientists work together to
phenomenon.
communicate new ideas?
Standards
Content Standards
Expected Performances
SCIENTIFIC INQUIRY
C INQ.1
 Scientific inquiry is a thoughtful and
coordinated attempt to search out,
describe, explain and predict natural
phenomena.
Identify questions that can be answered
through scientific investigation.
C INQ.2
Read, interpret and examine the credibility of
scientific claims in different sources of
information.
C INQ.3
Design and conduct appropriate types of
scientific investigations to answer different
questions.
 Scientific inquiry progresses through a
continuous process of questioning, data
collection, analysis and interpretation.
 Scientific inquiry requires the sharing of C INQ.4
findings and ideas for critical review by
colleagues and other scientists.
C INQ.5
SCIENTIFIC LITERACY
 Scientific literacy includes speaking,
listening, presenting, interpreting,
reading and writing about science.
 Scientific literacy also includes the
ability to search for and assess the
Identify independent and dependent variables,
and those variables that are kept constant,
when designing an experiment.
Use appropriate tools and techniques to make
observations and gather data.
C INQ.6
Use mathematical operations to analyze and
interpret data.
C INQ.7
Identify and present relationships between
variables in appropriate graphs.
C INQ.8
Draw conclusions and identify sources of error.
Science Grade 8
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relevance and credibility of scientific
information found in various print and
electronic media.
SCIENTIFIC NUMERACY
C INQ.9
Provide explanations to investigated problems
or questions.
C INQ.10 Communicate about science in different
formats, using relevant science vocabulary,
supporting evidence and clear logic.
 Scientific numeracy includes the ability
to use mathematical operations and
procedures to calculate, analyze and
present scientific data and ideas.
Objectives
S.1 Identify questions that can be answered through scientific investigation.
S.2 Read, interpret and examine the credibility of scientific claims in different sources of information.
S.3 Design and conduct appropriate types of scientific investigations to answer different questions.
S.4 Identify independent and dependent variables, and those variables that are kept constant, when
designing an experiment.
S.5 Use appropriate tools and techniques to make observations and gather data.
S.6 Use mathematical operations to analyze and interpret data.
S.7 Identify and present relationships between variables in appropriate graphs.
 Graph using software such as Excel.
S.8 Draw conclusions and identify sources of error.
S.9 Provide explanations to investigated problems or questions.
S.10 Communicate about science in different formats, using relevant science vocabulary, supporting
evidence and clear logic.
S.11 Demonstrate ability to work effectively and respectfully with diverse teams.
S.12 Use tools (both print and electronic) to conduct research, organize findings, evaluate information and
communicate findings
S.13 Demonstrate initiative to advance skill levels.
Instructional Support Materials
 See specific unit
Suggested Instructional Strategies
 See specific units
 Peer discourse
 Warm-up questions
 Journal writing
 Inquiry based labs
 Demonstrations
 Connections - concept maps, acrostic poems
 Vocabulary development – flashcards, analogies, word clusters, word walls
 Compare and contrast – venn diagrams, alike but different
 Interactive SmartBoard activities
 Note-taking strategies/highlighting
 Graphic organizers
 Modeling - conclusion writing
Science Grade 8
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Sentence stems for conclusion writing
Peer review and editing
Suggested Assessment Methods
 See specific units
 Formative assessments
 Summative assessments
 Common lab rubric
 Teacher observations
 Evaluation of another students lab reports
Science Grade 8
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Unit 1: Forces and Motion
Time Frame: September - December
Length of Unit: 13 weeks
Enduring Understandings
 An object’s inertia causes it to continue
moving the way it is moving unless it is
acted upon by a force to change its motion.
 An unbalanced force acting on an object
changes its speed and/or direction of
motion.
 Objects moving in circles must experience
force acting toward the center.
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Bridges can be designed in different ways
to withstand certain loads and potentially
destructive forces.
In the design of structures there is a need to
consider factors such as function,
materials, safety, cost and appearance.
Essential Questions
 What makes objects move the way they
do?
 How can the motion of an object be
described?
 What are the relationships between speed,
distance and time?
 How are force, mass and movement of an
object related?
 How do science and technology affect the
quality of our lives?
 How do engineers determine what type of
bridge to build in various places?
 How does the type of bridge affect the
types of materials used in its construction?
Standards: 2004 CT Science Frameworks
Content Standards
Expected Performances
Forces and Motion – What makes objects move the
way they do?
8.1 - An object’s inertia causes it to continue
moving the way it is moving unless it is acted
upon by a force to change its motion.
 The motion of an object can be described by
its position, direction of motion and speed.
 An unbalanced force acting on an object
changes its speed and/or direction of motion.
C1 Calculate the average speed of a moving object
and illustrate the motion of objects in graphs of
distance over time.
C2 Describe the qualitative relationships among
force, mass and changes in motion.
C3 Describe the forces acting on an object moving
in a circular path.
 Objects moving in circles must experience
force acting toward the center.
Science and Technology in Society – How do
science and technology affect the quality of our
lives?
8.4 - In the design of structures there is a need
to consider factors such as function, materials,
safety, cost and appearance.
C9 Explain how beam, truss and suspension
bridges are designed to withstand the forces that act
on them.
 Bridges can be designed in different ways to
withstand certain loads and potentially
destructive forces.
Science Grade 8
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Objectives (content and skills)
1.1 Demonstrate how forces, including friction, act upon an object to change its position over time in
relation to a fixed point of reference.
1.2 Calculate the average speed of an object and distinguish between instantaneous speed and
average speed of an object.
1.3 Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds.
1.4 Predict the motion of an object given the magnitude and direction of forces acting upon it (net
force).
1.5 Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or
direction of an object’s motion).
1.6 Assess in writing the relationship between an object’s mass and its inertia when at rest and in
motion.
1.7 Express mathematically how the mass of an object and the force acting on it affect its
acceleration.
1.8 Design and conduct an experiment to determine how gravity and friction (air resistance) affect a
falling object.
1.9 Illustrate how the circular motion of an object is caused by a center seeking force (centripetal
force) resulting in the object’s constant acceleration.
1.10 Identify the forces acting on a truss, beam and suspension bridge, including compression, tension
and gravity using models, pictures or diagrams.
1.11 Explain in writing the advantages and disadvantages of truss, beam and suspension bridge
design and visually identify each bridge.
1.12Conduct an experiment to discover and report on a bridge’s ability to support a load based upon
the interplay of tension and compression forces that result in a net force of zero.
1.13Use technology to simulate how engineers plan, test and revise designs of bridges given
parameters, including cost, time, safety and aesthetics.
Instructional Support Materials & Resources
 Prentice Hall Science Explorer- Force and Motion
 Pasco Probeware
 Balloons, string, tape, sandpaper, blocks, material, wax paper, aluminum foil, stop watches,
rulers, meter sticks, safety glasses, triple beam balance, spring scales, dowels, graph paper,
colored pencils, calculators, goggles, scissors and paper cups.
 www.quia.com
 www.brainpop.com
 www.discoveryeducation.com
 http://www.Phschool.com
 Videos:
o Discovery Schools: Bridge Design and Function, Bridge Structures, and Understanding
Bridges
 Discoveryschools.com
Suggested Instructional Strategies (Lessons)
 First Fives
 Pasco Probe Laboratories – Match graph, May the force be with you.
 Write around
 Interactive smartboard activities
Science Grade 8
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Vocabulary Story
Journal writing
T.A.I.L.S Graphing
Turn and talk
Collect data (toy car laboratory) and analyze relationships between time, distance, and speed
(how fast, how far)
Manipulatives (Force boxes)
Active Art
Video Clips (Yo,yos, skydiving)
Friction Laboratory (CMT Embedded Task)
Amusement park activities (Centripetal force)
Note taking strategies
Bridge research
Create bridges
PBS interactive bridge activity
Bridge research
Create bridges
PBS interactive bridge activity
Suggested Assessment Methods
 Forces poster project
 Amusement park ride
 Formative Assessment
 Laboratory Report – Common rubric
 Essay Questions
 Summative motion test
 Summative forces test
 Vocabulary story
 Quizzes
 Bridge Research Presentation
Science Grade 8
Page 7
Unit 2: Earth in the Solar System
Time Frame: December and January
Length of Unit: 4 weeks
Enduring Understandings
 The solar system is composed of planets
and other objects that orbit the sun.
 The relationship between the sun, moon
and earth are responsible for natural
phenomena related to tides, eclipses and
the seasons.
Essential Questions
 How does the position of Earth in the solar
system affect conditions on our planet?
 Why do the Earth, Moon and Sun move the
way they do?
 What will happen to the motion of objects in
the solar system if the sun was suddenly
removed?
Standards: 2004 CT Science Frameworks
Content Standards
Expected Performances
Earth in the Solar System – How does the position
of Earth in the solar system affect conditions on
our planet?
8.3 - The solar system is composed of planets
and other objects that orbit the sun.
C7 Explain the effect of gravity on the orbital
movement of planets in the solar system.
C8 Explain how the regular motion and relative
position of the sun, Earth and moon affect the
seasons, phases of the moon and eclipses.
 Gravity is the force that governs the motions
of objects in the solar system.
 The motion of the Earth and moon relative to
the sun causes daily, monthly and yearly
cycles on Earth.
Objectives (knowledge and skills)
2.1 Describe in writing how gravitational attraction and the inertia of objects in the solar system keep
them on a predictable elliptical pathway.
2.2 Distinguish between rotation of Earth on its axis and its elliptical revolution around the sun.
2.3 Use models to explain how Earth’s revolution around the sun affects changes in daylight hours and
seasonal temperatures.
2.4 Compare the revolution times of planets and relate them to distance from the sun.
2.5 Design and conduct a scientific simulation to explore the relationship between the angle of the light
source and the temperature on the surface it strikes.
2.6 Use a model to demonstrate the phases of the moon relative to the position of the sun, Earth and
moon.
2.7 Develop a model or illustration to show the relative positions of the earth, sun and moon during a
lunar and solar eclipse and explain how those positions influence the view from Earth.
2.8 Describe factors affecting tidal changes and analyze tidal change data for Long Island Sound.
2.9 Describe the properties of common elements, such as oxygen, hydrogen, carbon, iron and aluminum.
Instructional Support Materials
 Prentice Hall Science Explorer-Astronomy
 Nova DVD: The Elegant Universe
 Nova- DVD: Origins
 Globes, rolls of papers, tripods, telescopes, flashlights, batteries, and Styrofoam balls.
Science Grade 8
Page 8
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Nasa.gov www.quia.com
www.brainpop.com
www.discoveryeducation.com
http://www.Phschool.com
Suggested Instructional Strategies
 First Fives
 Model the phases of the moon and seasons on Earth
 Write around
 Interactive smartboard activities
 Journal writing
 T.A.I.L.S Graphing
 Turn and talk
 Manipulatives
 Active Art
 Video Clips (Origins, Elegant Universe)
 Pendulum Laboratory
 Note taking strategies
Suggested Assessment Methods
 Oral and written presentation of modeling
 Formative Assessment
 Laboratory Report – Common rubric
 Essay Questions
 Summative astronomy test
 Quizzes
Science Grade 8
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Unit 3: Heredity and Evolution
Time Frame: February - March
Length of Unit: 6weeks
Enduring Understandings
 Reproduction is a characteristic of living
systems and it is essential for the
continuation of every species.
Essential Questions
 What processes are responsible for life’s
unity and diversity?
 How do organisms inherit traits from their
parents?
Standards: 2004 Connecticut Science Frameworks
Content Standards
Expected Performances
Heredity and Evolution – What processes are
responsible for life’s unity and diversity?
8.2 - Reproduction is a characteristic of living
systems and it is essential for the continuation
of every species.
 Heredity is the passage of genetic
information from one generation to another.
 Some of the characteristics of an organism
are inherited and some result from
interactions with the environment.
C4 Explain the similarities and differences in cell
division in somatic and germ cells.
C5 Describe the structure and function of the male
and female human reproductive systems, including
the process of egg and sperm production.
C6 Describe how genetic information is organized
in genes on chromosomes, and explain sex
determination in humans.
Objectives (knowledge and skills)
3.1 Relate the continued existence of any species to its successful reproduction and explain in writing the
factors that contribute to successful reproduction.
3.2 Describe the structure, location and function of chromosomes, genes and DNA and how they relate to
each other in the living cell.
3.3 Illustrate and chart the purpose, cell type (somatic and germ) and resulting chromosome count during
cell division in mitosis and meiosis.
3.4 Identify the major structures in human male and female reproductive systems and explain where
meiosis and gamete formation take place.
3.5 Investigate and report on the role of hormone production as it initiates and regulates the creation of
male and female germ cells from birth through adolescence and into adulthood.
3.6 Compare and contrast the events and processes that occur when a human egg is fertilized or not
fertilized.
3.7 Demonstrate the relationship of corresponding genes on pairs of chromosomes to traits inherited by
offspring.
3.8 Describe in writing the role of the germ cells in the formation of the human zygote and its resulting
23 pairs of chromosomes, the 23rd of which determines gender and the other 22 of which determine
the characteristics of that offspring.
Science Grade 8
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Instructional Support Materials
 Prentice Hall Science Explorer- Cells and Heredity
 Nova Video- Cracking the Code of Life
 Play-Doh, yarn, index cards, and colored pencils
 www.quia.com
 www.brainpop.com
 www.discoveryeducation.com
 http://www.Phschool.com
 www.biology.arizona.edu (Online onion root tip lab)
Suggested Insructional Strategies(Lessons)
 First Fives
 Model meiosis with Play-Doh
 “Act Out” The Cell Cycle
 Write around
 Interactive smartboard activities
 Journal writing
 T.A.I.L.S Graphing
 Turn and talk
 Manipulatives
 Active Art
 Video Clips (DNA and chromosomes video, youtube)
 Note taking strategies
 Cell cycle wheel
 Punnett Square activities (Unimonster laboratory, variations on a human, dominant and recessive
traits class survey)
Suggested Assessment Methods
 Oral and written presentations
 Formative Assessment
 Essay Questions
 Summative genetics test
 Quizzes
Science Grade 8
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Unit 4: Space Research Project
Time Frame: March/April/May
Length of Unit: 4 weeks
Enduring Understandings
Essential Questions
 Scientific ideas are always changing based
 How is scientific knowledge created?
on objective evaluation of new evidence.
 How is scientific knowledge
 Scientific literacy includes the ability to
communicated?
search for and access the relevance and
 How do scientists investigate questions?
credibility for scientific information found
 How do you determine the credibility of a
in various print and electronic media.
source?
 Scientific inquiry requires the sharing of
 How can tools and technology be used to
findings and ideas for critical review by
gather, organize, analyze and present
colleagues and other scientists
information?
Standards: 2004 CT Science Frameworks
Content Standards
Expected Performances
Scientific literacy includes speaking, listening,
presenting, interpreting, reading and writing about
science.
Scientific literacy also includes the ability to search
for and assess the relevance and credibility of
scientific information found in various print and
electronic media.
C1 Identify questions that can be answered
through scientific investigation.
C2 Read, interpret and examine the credibility of
scientific claims in different sources of
information.
C3 Design and conduct appropriate types of
scientific investigations to answer different
questions.
C4 Communicate about science in different
formats, using relevant science vocabulary,
supporting evidence and clear logic.
Objectives (knowledge and skills)
S.1 Identify questions that can be answered through scientific investigation.
S.2 Read, interpret and examine the credibility of scientific claims in different sources of information.
S.10 Communicate about science in different formats, using relevant science vocabulary, supporting
evidence and clear logic.
S.12 Use tools (both print and electronic) to conduct research, organize findings, evaluate information and
communicate findings.
Science Grade 8
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Instructional Support Materials
 Magazine subscriptions (Astronomy, Sky and Telescope, Discover)
 Books
 Index cards
 Folders
 Online subscriptions (Grolier, Worldbook, Brainpop, DiscoveryEducation, Noodletools)
 Universe DVD
Suggested Instructional Strategies
 Topic Round Robin
 Turn and Talk
 Workshop Conference
 Individual Conference
 Peer and Self Edit
 Daily Progress Logs
 Note Taking Strategies
 Noodletools
 Evaluating Websites
Suggested Assessment Methods
 Research Paper
 Research Process
Science Grade 8
Page 13
Unit 5: Chemical Structures and Properties
Time Frame: May - June
Length of Unit: 4 weeks
Enduring Understandings
 Atoms react with one another to form new
molecules.
 Due to its unique chemical structure,
carbon forms many organic and inorganic
compounds.
 Chemical technologies present both risks
and benefits to the health and well-being of
humans, plants and animals.
Essential Questions
 How does the structure of matter affect the
properties and uses of materials?
 How do science and technology affect the
quality of our lives?
Standards: 2004 Connecticut Science Frameworks
Content Standards
Expected Performances
Properties of Matter – How does the structure of
matter affect the properties and uses of
materials?
9.4 - Atoms react with one another to form
new molecules.
 Atoms have a positively charged nucleus
surrounded by negatively charged
electrons.
 The configuration of atoms and molecules
determines the properties of the materials.
D10 Describe the general structure of the atom, and
explain how the properties of the first 20 elements in
the Periodic Table are related to their atomic
structures.
D11 Describe how atoms combine to form new
substances by transferring electrons (ionic bonding)
or sharing electrons (covalent bonding).
D12 Explain the chemical composition of acids and
bases, and explain the change of pH in neutralization
reactions.
Objectives (knowledge and skills)
5.1 Describe the general structure of the atom, and explain how the properties of the first 20 elements in
the Periodic Table are related to their atomic structures.
5.2 Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or
sharing electrons (covalent bonding).
5.3 Write correct chemical formulas and balance simple equations.
5.4 Explain how atoms combine to form new substances through ionic bonding (transferring electrons)
and covalent bonding (sharing electrons).
5.5 Explain the chemical composition of acids and bases.
5.6 Investigate the pH of acids, bases and neutral substances.
5.7 Explain the change of pH of neutralization reactions.
Science Grade 8
Page 14
Instructional Support Materials
 Prentice Hall Science Explorer: Chemical Building Blocks
 Household supplies, citric acid, sodium carbonate, universal indicator solution, beakers,
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and goggles
www.quia.com
www.brainpop.com
www.discoveryeducation.com
http://www.Phschool.com
http://www.plasticsmuseum.org/
www.polymerambassadors.org/
www.middleschoolchemistry.com
Suggested Instructional Strategies
 First Fives
 Write around
 Interactive smartboard activities
 Journal writing
 Turn and talk
 Manipulatives
 Active Art
 Video Clips (Brainpop)
 Note taking strategies
 Periodic Table Activities
 Valence Electron Activity
Suggested Assessment Methods
 Oral and written presentations
 Formative Assessment
 Essay Questions
 Summative chemistry test
 Quizzes
District Curriculum Office\Curriculum Documents and Programs\Science\7-8 Science\Grade 8 Science Curriculum.docx
Science Grade 8
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