8th GRADE OBJECTIVES AND GUIDELINES
SCIENTIFIC METHOD – SPRING SEMESTER PROJECT
TEKS OBJECTIVES:
(1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and
(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:
(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;
(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;
(C) identify advantages and limitations of models such as size, scale, properties, and materials; and
(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:
(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and
(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
February 10-March 5, 2011
Begin Spring Semester Project. Students will design an investigation including identifying the problem, stating a hypothesis, and listing steps for their investigation. After teacher approval, students will conduct the investigation, collect data, analyze data, and draw conclusions. Students will present their work to the class for their spring semester project.
Presentations of Spring Semester Project will be due February 27. Presentations will be worth 2 test grades!
OCEANS, WEATHER, and LANDFORMS – CHAPTERS 15, 16, & 18
TEKS OBJECTIVES:
(10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:
(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and
(C) identify the role of the oceans in the formation of weather systems such as hurricanes.
9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:
(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.
March 6-26, 2011
GUIDELINES:
Each group member is to type in a different color (even slides). Include a key.
Give credit to all images and information other than textbook.
The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:
Group1 – Presentation describing how convection currents are formed in the atmosphere and how winds
are produced.
Due: March 21/22
Group 2 – Presentation describing how convection currents are formed in the ocean and how ocean
currents are produced.
Due: March 21/22
Group 3 – Presentation describing high pressure areas. Include a weather map with high pressure
symbols.
Due: March 21/22
Group 4 – Presentation describing low pressure areas. Include a weather map with low pressure
symbols.
Due: March 21/22
Group 5 – Presentation describing a cold front. Include a weather map with cold front
symbols.
Due: March 21/22
Group 6 – Presentation describing a warm front. Include a weather map with warm front
symbols.
Due: March 23/26
Group 7 – Presentation describing an occluded front. Include a weather map with occluded front
symbols.
Due: March 23/26
Group 8 – Presentation describing a stationary front. Include a weather map with stationary front
symbols.
Due: March 23/26
Group 9 – Presentation describing the role of the oceans in the formation of hurricanes.
Due: March 23/26
Group 10 – Presentation describing the formation of thunderstorms and tornadoes.
Due: March 23/26
March 27-28, 2011
-Land and erosional features: TAKS activity
Identify the feature.
Describe the feature.
Research what causes the feature.
Hypothesize possible future erosional changes in the feature.
FIFTH SIX WEEKS EXAM: April 4-5
The six weeks exam will be over the objectives on oceans, weather, and the scientific method. Study all reviews and notes. Extra credit will be given to those who have their review signed by a parent.
Scientific Method-Chapter 1
Oceans-Chapter 18
Weather-Chapter 16
Atmosphere-Chapter 15
Study all notes, vocabulary, and review worksheets.
