Mild Cognitive Impaired (MiCI) Science

8th Grade Science

Physical Science

STANDARD: MATTER AND ENERGY (ME)

All students will measure and describe the things around us.

 

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.ME.m.EB01

P.ME.FI.EB.IV.1.m.1a

Describe and compare objects in terms of weight and width. 

 

Key concepts: Limit to standard measures; not metric. 

 

Real-world contexts: Measuring common objects and substances, such as personal weight, clothes sizes, furniture; grocery shopping; hanging pictures; building trades

• Use rulers, tape measures, and scales to measure and weigh objects.

·     Students will keep a record of data collected through weighing and measuring for comparison.

 

MI-Access

See Benchmark for Specific EGLCE

Classroom activities and teacher developed assessment(s).

 

 

 

 

Standard: Matter and Energy (ME) All students will measure and describe the things around us.

 

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.ME.m.EB02

P.ME.FI.EB.IV.1.m.2a

Identify when length, weight, area, volume, or temperature is appropriate to describe the properties of an object or substance. 

 

Key concepts: Appropriate standard units.

 

Real-world contexts: Measurement of ice, snow, hot water, classroom dimensions, soda pop volume.  Also, appropriate measurements for use in clothing selection, cooking, shopping, restaurants and food services.

 

 

 

 

 

·   Identify how to measure appropriate substance and use the correct units of measurement (temperature of water vs. depth of water in a rain gauge).

·   Correctly measure area of a room.

·   Correctly measure the perimeter of a room.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: MATTER AND ENERGY (ME)

All students will measure and describe the things around us.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.ME.m.EB03

P.ME.FI.EB.IV.1.m.3a

Recognize that all items are made of smaller particles.  

 

Key concepts: Element, compound, mixture, molecule, atom. 

 

Real-world contexts: Items such as water, salt, and carbon dioxide.  In cooking, powdered drink mix.

understand the concept that all things are made up of atoms.

 

Identify that water is made up of Hydrogen and Oxygen Molecules.

 

Understand that when making lemonade or

Cool-aid, they are using a mixture of the powder and water.

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

STANDARD: MATTER AND ENERGY (ME)

All students will explain how electricity and magnetism (see Motion of Objects) interact with matter.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.ME.m.EB04

P.ME.FI.EB.IV.1.m.5a

Construct simple circuits and/or identify how they work in terms of the flow of current. 

 

Key concepts: Complete circuit, incomplete circuit (open, closed), current, conductors, non-conductors, batteries, bulbs, bells, electrical switches, electrical appliances, and electrical toys.

 

Real-world contexts: Using household appliances, household wiring, electric appliances; electrical conductivity testing; trades—automotive, HVAC, building trades, computers.

design and assemble simple electrical circuits showing how a switch breaks current.

 

Identify the difference between a serial and parallel circuit.

 

Identify the electrical source of a circuit.

 

 

 

 

 

 

 

 

 

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: MATTER AND ENERGY (ME)

All students will explain how electricity and magnetism (see Motion of Objects) interact with matter.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.ME.m.EB05

P.ME.FI.EB.IV.1.m.6a

Investigate electrical devices, using instructions and appropriate safety precautions. 

 

Key concepts: Safety precautions for using electrical appliances; grounding.

 

Real-world contexts: Situations requiring use of simple appliances, such as replacing light bulbs/batteries; following instructional manuals; hooking up appliances.

Identify safety precautions to take when working with and around electricity (keep away from water, don’t pull on the cord etc).

 

The importance of turning  off breaker when working with electricity, or changing a bulb that has broken in the fixture.

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: CHANGES IN MATTER (CM)

All students will investigate, describe and analyze ways in which matter changes.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.CM.m.EB01

P.CM.FI.EB.IV.2.m.1a

Describe common physical changes in matter: evaporation, condensation, expansion, and contraction. 

 

Key concepts: Processes that change states of matter—heating, cooling, boiling.

 

Real-world contexts: States of matter—solid, liquid, gas. Changes in state, such as water evaporating as clothes dry, condensation on cold window panes, disappearance of snow or dry ice without melting; expansion of bridges in hot weather, expansion and contraction of balloons with heating and cooling; solid air fresheners; weather conditions; hobbies—fishing, melting ice.

understand that heat and cooling causes matter to expand and contract.

Students will understand the reason that there are expansion joints in concrete.

Students will identify how the changes in matter affect their daily lives (making ice cubes, clothes evaporating when wet etc).

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: CHANGES IN MATTER (CM)

All students will investigate, describe and analyze ways in which matter changes.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.CM.m.EB02

P.CM.FI.EB.IV.2.m.2a

Describe common chemical changes in terms of properties of reactants and products. 

 

Key concepts: Common chemical changes—burning, rusting iron, acid reacting with metal and other substances.

 

Real-world contexts: Chemical changes—burning, photosynthesis, digestion, corrosion, acid reactions, common household chemical reactions, such as with alkaline drain cleaners; cooking; automobile care; care of toys and equipment (rain and bicycles).

Describe basic chemical changes in their environment such as rusting metal, photosynthesis in plants (leaves changing colors) etc.

Students will understand the danger of mixing dangerous chemicals together that could cause a reaction that could put them in danger (drain cleaner with cleaning substances).

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: CHANGES IN MATTER (CM)

All students will explain how changes in matter are related to changes in energy and how living things and human technology change matter and transform energy.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.CM.m.EB03

P.CM.FI.EB.IV.2.m.4a

Identify common energy transformations in everyday situations.

 

Key concepts: Common physical/chemical changes—melting, burning, fireworks.

 

Real-world contexts: Heat/melting.

 

identify how batteries work.

Identify how gasoline creates energy in an automobile.

 

 

 

 

 

 

 

 

MI-Access

 

 

 

 

 

 

 

STANDARD: MOTION OF OBJECTS (MO)

All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motions of objects.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

S.FI.P.MO.e.EB0B

P.MO.FI.EB.IV.3.m.1a

Compare motions of common objects in terms of speed and direction. 

 

Key concepts: Relative motion, faster/slower.

 

Real-world contexts: Motions of familiar objects in two dimensions, including rolling or thrown balls, wheeled vehicles, sliding objects; navigating, speed (up hills, down hills).

identify key concepts such as forward, backward, above, below, faster, slower and friction.

 

Students will identify how a brake works on a bicycle or automobile.

 

 

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STANDARD: MOTION OF OBJECTS (MO)

All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motions of objects

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.MO.m.EB01

P.MO.FI.EB.IV.3.m.2a

Identify forces (push/pull) that speed up, slow down, stop, or change the direction of a moving object. 

 

Key concepts: Changes in motion—speeding up, slowing down, turning. Common forces—push, pull, friction, gravity.  Size of change is related to strength of push or pull.

 

Real-world contexts: Playing ball, moving chairs, sliding objects; sports; motored and non-motored vehicles (bicycle, automobile); accelerating/decelerating

identify how gravity and centrifugal force has an effect on an object.

Students will identify how people have developed machines to overcome the effects of gravity and friction (wheels, pulleys, inclined plane etc).

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: MOTION OF OBJECTS (MO)

All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motions of objects

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.MO.m.EB02

P.MO.FI.EB.IV.3.m.3a

Identify and/or describe patterns of interaction of magnetic materials with other magnetic and non-magnetic materials. 

 

Key concepts: Magnetic poles, magnetic attraction and repulsion.

 

Tools: Magnets, variety of magnetic and non-magnetic materials, magnetic compass.

 

Real-world contexts: Common magnets, using a magnetic compass to find direction.

 

Identify that there is a south and north pole and the effects of putting two like poles together and two unlike poles together.

 

Students will identify how a compass works.

 

MI-Access

 

 

 

 

 

 

 

 

 

STANDARD: MOTION OF OBJECTS (MO)

All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motions of objects

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.MO.m.EB0A

P.MO.FI.EB.IV.3.m.5a

Identify which simple machine is best used in a given situation.

 

Key concepts: Types of simple machines.

 

Real-world contexts: Blocks and tackles; screwdrivers and screws; can openers; objects being moved by using simple machines, such as wagons on inclined planes; heavy objects moved by levers; seesaw; cutting with knives or axes; building trades.

Develop simple machines when given a task requiring the use of a simple machine.

Students will explain how the simple machine is used to help reduce effort.

 

MI-Access

 

 

 

 

 

 

 

 

 

STANDARD: MOTION OF OBJECTS (MO)

All students will describe how things around us move, explain why things move as they do, and demonstrate and explain how we control the motions of objects

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.MO.m.EB03ADD

P.MO.FI.EB.IV.3.e.5ADDm

Manipulate simple mechanical devices and explain how their parts work together. 

 

Key concepts: Names and uses for parts of machines, such as levers, wheel and axles, pulleys, inclined planes, gears, screws, wedges.

 

Real-world contexts: Simple mechanical devices, such as bicycles, bicycle pumps, pulleys, faucets, clothespins, can openers; cooking; laundry; household repairs.

Identify how simple and complex machines are used in their daily lives (door knobs, elevators, wheelchairs etc.).

Students will explain what part of the simple machine is doing the work and how it reduces effort.

 

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STANDARD: WAVES AND VIBRATIONS (WV)

All students will describe sounds and sound waves.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.WV.m.EB01

P.WV.FI.EB.IV.4.m.1a

Recognize how sounds travel through different media. 

 

Key concepts: Media—solids, liquids, gases.

 

Real-world contexts: Sounds traveling through solids, such as glass windows, strings, the earth; sound traveling through liquids, such as dolphin and whale communication; sound traveling through gases, such as human hearing, sonic booms; health—hearing.

Understand that sound travels through different media at different rates depending on the density of the structure.

Students will understand that sound waves travel in waves.

 

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STANDARD: WAVES AND VIBRATIONS (WV)

All students will describe sounds and sound waves.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.WV.m.EB01

P.WV.FI.EB.IV.4.m.2a

Identify and/or recognize echoes and how they are used.

 

Key concepts: Echo, sonar, reflection.

 

Real-world contexts: Echoes in rooms—acoustics—and outdoors; practical uses of echoes, such as navigation by bats and dolphins, ultrasound imaging, sonar.

Identify that sounds travel in waves and when they hit an object, they “echo” back. 

Students will understand that this echo effect helps bats locate food, dolphins to communicate and the medical field uses this technology (ultra sound imaging).

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: WAVES AND VIBRATIONS (WV)

All students will explain shadows, color, and other light phenomena.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.WV.m.EB02

P.WV.FI.EB.IV.4.m.3a

Identify and/or explain how light is required to see objects. 

 

Key concepts: Light source, object, eye as a detector, illumination, path of light, reflection, absorption.

 

Real-world contexts: Seeing common objects in our environment; seeing "through" transparent media, such as windows, water; using flashlight to see in the dark; using flashlight with mirrors; light source and different colors of paper (absorption); glossy medium and reflection of light; clothing choice (light shirt/hot day); safety practices.

Understand that light is required to see objects.

They will identify that it is much safer to wear bright/light colors when walking at night because of the difficulty of seeing dark objects at night.

 

 

 

MI-Access

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD: WAVES AND VIBRATIONS (WV)

All students will explain shadows, color, and other light phenomena.

Benchmark

Students Will

Text Reference

Suggested Activities/Assessment

 

S.FI.P.WV.m.EB03ADD

P.WV.FI.EB.IV.4.e.4ADDm

Identify applications of shadows in real-world contexts. 

 

Key concepts: Shadow, blocked path, surface, object.

 

Real-world contexts: Protection from sun and sunburns; horticulture—plant shade trees covering sun's path for cooling.

 

Tell how a shadow works and identifies how shadows impact their daily lives (shade to cool off or hinder plant growth, solar eclipse etc).

 

MI-Access