Eagle Rock Jr/Sr High > Information > Ib > Outlines > Science

Home > information > ib > outlines > science > magnet physical science

MYP Course Outline – Science 8 AB: Physical Science - Magnet

Level: (8)
Course Title: Science 8AB: Physical Science - Magnet
Course Description: The major purpose of this course is to provide all students with science concepts and ideas that build upon the students’ K–7 experiences. Emphasis is placed on Investigation and Experimentation and the Science Standards. This course is planned to help students gain the knowledge and skills necessary for leading a successful and productive life in a technological society and to give them the foundation for future science studies that will enable them to become scientifically literate citizens. The middle school teacher uses a balanced (inquiry/text) approach and establishes connections between the various disciplines of Earth/Space Science, Physical Science, and Life Science with an emphasis on Physical Science in this introductory secondary science course. Inter-connections with other curricular areas are also made.
MYP Aims Addressed by this Course:
The aims of the teaching and study of sciences are to encourage and enable students to:

develop inquiring minds and curiosity about science and the natural world
acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts
develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions
communicate scientific ideas, arguments and practical experiences accurately in a variety of ways
think analytically, critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts
appreciate the benefits and limitations of science and its application in technological developments
understand the international nature of science and the interdependence of science, technology and society, including the benefits, limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors
demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.

First Semester

Time (Weeks)	Instructional Units for the year	Essential and/or Guiding Questions	Area of Interaction	Assessment
1-2	Investigation and Experimentation (Scientific Method) CA Standard: #9 a-g	How do you plan and do a scientific investigation? How do we test the accuracy and see if the data can be reproduced? How do we tell the difference between variable and controlled conditions in a test? How does the student recognize the slope of the linear graph as the constant in the relationship y= kx and be able to interpret graphs constructed from data. Can they tell the difference between linear and non-linear relationships on a graph of data, and interpret them? How do you find a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height)?	Human Ingenuity Approaches to learning	Lab Notebook •Measurement Lab, Density Lab-formative •Graphing Relationships Lab-formative Chapter 1 Test: Investigative Methods & Scientific Measurement-summative Research Projects-standards based - Initial Proposal for Science Project
3-4	Motion CA Standard: #1 a-f	Do students know howposition related to a standard reference point Do students knowthat average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary. Do students knowhow to solve problems involving distance, time, and average speed? Do students knowthe velocity of an object must be described by specifying both the direction and the speed of the object? Do students knowchanges in velocity may be due to changes in speed, direction, or both? Do students knowhow to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction?	Human ingenuity Approaches to Learning	Lab Notebook-formative •Graphing Relative Positions-formative •Measuring Average Speed-formative •Graphing Motion-formative •Pendulum Lab-formative Chapter Test: Motion-summative Research Projects-Revised Proposal for Science Project
5-8	Forces CA Standard: #2 a-g	Do students know a force has both direction and magnitude.? Do students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. Do students know when the forces on an object are balanced, the motion of the object does not change. Do students know that when the forces on an object are unbalanced, the object will change its velocity Do students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. Do students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system?	Environment Human Ingenuity	Lab Notebook-formative •Adding Vertical Forces-formative •Measuring the Force of Friction-formative •Comparing Mass and Weight-formative •Acceleration of Gravity Lab Chapter 2 Test: Force •Inertia Balance Lab-formative •Car Crash Unit-formative Research Project - Progress Report on Science Project
9-10	Density and Buoyancy CA Standard: #8 a-d	Do students know density is mass/unit volume? Do students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume? Do students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced? Do Students know how to predict whether an object will float or sink?	Environment Human Ingenuity	Lab Notebook •Calculating Density & Specific Gravity Lab-formative •Feeling Buoyant Force •Sink or Float Lab-formative Chapter 3 Test: Density and Buoyancy Poster Presentation on Science Project
11-14	Structure of Matter & Periodic Table CA Standard: #3 a-f	Are Students familiar with each of the more than 100 elements of matter? Do students know matter has distinct properties and a distinct atomic structure? Do students know that all forms of matter are composed of one or more of the elements? Do students know that the periodic table is organized based on the properties of the elements and reflects the structure of atoms?	Environment Human Ingenuity	Lab Notebook •Particles in an atom •Building an atom •Modeling molecules •Melting Point Lab-formative Chapter 4 Test: Understand the Atom Chapter 5 Test: How Atoms Form Molecules •Explaining half-life-formative
15-17	Reactions CA Standard: #5 a-e	Do students know that chemical reactions are processes in which atoms are rearranged into different combinations of molecules?	Environment Human Ingenuity	Lab Notebook •Mystery Powders Lab-formative •Oxygen In Air Lab-formative Chapter 8 Test: Chemical Reactions-summative
18-19	Acids and Bases CA Standard#6 a-c	Do students know the principles of chemistry underlie the functioning of biological systems?	Community and Service Environment	Lab Notebook •Polarity and living systems •Successive Dilation Lab •Counting by Weighing Lab •It’s Getting Hot Lab Chapter 9 Test: Acids and Bases in Solutions-summative
20	Review	Review CA standards 1-9	Review All	CA CST’s Science Project Presentation-summative Final Exams - cumulative (1st semester)
Second Semester
1	Earth and Solar System #4 a-e	Do students understand the physical Earth?	Human Ingenuity Environment	Map reading unit-formative Map quiz-summative
2-3	Introduction to the Solar System Measurement & History of Discovery	How have we learned about the mechanics of the Solar System?	Human Ingenuity	“Spacing out the Planets”-formative Ellipse Activity-formative Solar System Basics Quiz-summative Planet Report Assignment-summative
4	Our Moon	What can we learn by studying our Moon?	Human Ingenuity Environment	Lunar topographic maps-formative “Crater Count” Lab-formative Moon Quiz-summative
5-6	Mercury & Venus	How are the terrestrial planets alike and different from Earth?	Environment	Remote sensing-mapping Venus Activity-formative
7	Mars	How is Mars similar to and different from Earth? Was there ever life on Mars?	Human Ingenuity Environment	Martian San Lab-formative Martian Geologic maps-formative Mars Jeopardy-formative Mars Quiz-summative
8-9	Jupiter & Saturn	How are the gas giant planets different from the terrestrials?	Human Ingenuity	Galilean Satellite Activity-formative Mysteries of Titan-formative Jupiter/Saturn quiz-summative
10-11	Uranus & Neptune, Pluto & the Dwarf Planets, Comets & Asteroids	How do the gas planets vary from each other?	Environment Human Ingenuity	A-V Presentations Model Comet Nucleus-formative Outer Solar System Test-summative
12-13	Introduction to stars and galaxies	What is in the Universe beyond the Solar System?	Human Ingenuity	Griffith Observatory Field Trip Activity-Properties of Stars
14	The Sun	How does the sun compare to other stars?	Human Ingenuity	“Here Comes the Sun”-magazine article-formative “Crawl of the Crab” Lab - formative Planet Research Project due-summative
15-16	Review Universe	How do we fit in?	Human Ingenuity	Mystery Spectra Activity-formative Expansion of the Universe Activity-formative Chapter 12 Test - summative
17	Introduction to Global Climate Change	How are humans affecting global climate?	Human Ingenuity Environment	Coral bleaching activity-formative Climate Change Brochure-summative
18	Finals

Course Outlines - Science

Index

Contact Info

Sitemap

Username:
Password: