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Mild Cognitive Impaired (MiCI) Science |
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8th
Grade Science |
Physical Science
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STANDARD: MATTER AND ENERGY (ME) All
students will measure and describe the things around us. |
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Benchmark |
Students Will |
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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. |
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MI-Access See Benchmark
for Specific EGLCE Classroom
activities and teacher developed assessment(s). |
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Standard:
Matter and Energy (ME) All students will measure
and describe the things around us.
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Benchmark |
Students
Will |
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Reference |
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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. |
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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. |
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MI-Access
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STANDARD: MATTER AND ENERGY (ME) |
All students will
measure and describe the things around us.
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Benchmark |
Students
Will |
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Reference |
Suggested
Activities/Assessment
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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. |
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MI-Access |
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STANDARD: MATTER
AND ENERGY (ME) All students will
explain how electricity and magnetism (see Motion of Objects) interact with
matter. |
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Benchmark |
Students
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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. |
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MI-Access
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STANDARD: MATTER
AND ENERGY (ME)
All students will
explain how electricity and magnetism (see Motion of Objects) interact with
matter.
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Benchmark |
Students
Will |
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Reference |
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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. |
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STANDARD: CHANGES
IN MATTER (CM)
All students will investigate,
describe and analyze ways in which matter changes.
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Benchmark |
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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. |
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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). |
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MI-Access
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STANDARD: CHANGES IN MATTER (CM)
All students will
investigate, describe and analyze ways in which matter changes.
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Benchmark |
Students
Will |
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Reference |
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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). |
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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.
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Benchmark |
Students
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Reference |
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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. |
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MI-Access
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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.
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Benchmark |
Students
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Reference |
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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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MI-Access
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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 |
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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 |
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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). |
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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 |
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Benchmark |
Students
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Reference |
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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. |
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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 |
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Benchmark |
Students
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Reference |
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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. |
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MI-Access
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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 |
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Benchmark |
Students
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Reference |
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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. |
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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. |
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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). |
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STANDARD: WAVES
AND VIBRATIONS (WV) All students will
explain shadows, color, and other light phenomena. |
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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. |
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STANDARD: WAVES
AND VIBRATIONS (WV) All students will
explain shadows, color, and other light phenomena. |
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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). |
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