˘ ˇˆ˙ - new brunswick...k to 12, released in october 1997, assists provinces in developing a...

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Additional copies of this document (Science Grade 8) may beobtained from the Instructional Resources Branch.

Title Code (842310)

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 8 i

Foreword

The pan-Canadian Common Framework of Science Learning Outcomes K to 12, released in October 1997, assists provinces in developing acommon science curriculum framework.

New science curriculum for the Atlantic Provinces is described inFoundation for the Atlantic Canada Science Curriculum (1998).

This curriculum guide is intended to provide teachers with theoverview of the outcomes framework for science education. It alsoincludes suggestions to assist teachers in designing learningexperiences and assessment tasks.

Acknowledgements

The departments of Education of New Brunswick, Newfoundlandand Labrador, Nova Scotia and Prince Edward Island gratefullyacknowledge the collaborative effort of all teachers and othereducators and stakeholders across Atlantic Canada who contributedto the development of the Grade 8 Science curriculum.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 8 iii

Contents

Introduction

Learning and Teaching Science .........................................................3Writing in Science ............................................................................4The Three Processes of Scientific Literacy ........................................5Meeting the Needs of All Learners ...................................................6Assessment and Evaluation ...............................................................7

Background .......................................................................................1Aim ...................................................................................................1

Program Design and

Components

Curriculum

Outcomes

Framework

Overview ...........................................................................................9General Curriculum Outcomes ..................................................... 10Key-Stage Curriculum Outcomes ................................................. 10Specific Curriculum Outcomes ..................................................... 10Attitude Outcomes ........................................................................ 11Curriculum Guide Organization .................................................. 14Unit Organization ......................................................................... 14The Four-Column Spread ............................................................. 15

Water Systems on

Earth

Introduction .................................................................................. 18Focus and Context ......................................................................... 18Science Curriculum Links ............................................................. 18Curriculum Outcomes .................................................................. 19

Optics Introduction .................................................................................. 34Focus and Context ......................................................................... 34Science Curriculum Links ............................................................. 34Curriculum Outcomes .................................................................. 35

Fluids Introduction .................................................................................. 48Focus and Context ......................................................................... 48Science Curriculum Links ............................................................. 48Curriculum Outcomes .................................................................. 49

Cells, Tissues,

Organs and Systems

Introduction .................................................................................. 64Focus and Context ......................................................................... 64Science Curriculum Links ............................................................. 64Curriculum Outcomes .................................................................. 65

The placement of the units in this curriculum guide is not meant to suggest coveragesequence. Units can be covered in any order.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 8 1

Introduction

Background The curriculum described in Foundation for the Atlantic CanadaScience Curriculum was planned and developed collaboratively byregional committees. The process for developing the common sciencecurriculum for Atlantic Canada involved regional consultation withthe stakeholders in the education system in each Atlantic province.The Atlantic Canada science curriculum is consistent with theframework described in the pan-Canadian Common Framework ofScience Learning Outcomes K to 12.

Aim The aim of science education in the Atlantic provinces is to developscientific literacy.

Scientific literacy is an evolving combination of the science-relatedattitudes, skills, and knowledge students need to develop inquiry,problem-solving, and decision-making abilities; to become life-longlearners; and to maintain a sense of wonder about the world aroundthem. To develop scientific literacy, students require diverse learningexperiences that provide opportunities to explore, analyse, evaluate,synthesize, appreciate, and understand the interrelationships amongscience, technology, society, and the environment.


Program Design and Components

Learning and

Teaching Science

What students learn is fundamentally connected to how they learnit. The aim of scientific literacy for all has created a need for newforms of classroom organization, communication, and instructionalstrategies. The teacher is a facilitator of learning whose major tasksinclude

creating a classroom environment to support the learning andteaching of sciencedesigning effective learning experiences that help students achievedesignated outcomesstimulating and managing classroom discourse in support ofstudent learninglearning about and then using students’ motivations, interests,abilities, and learning styles to improve learning and teachingassessing student learning, the scientific tasks and activitiesinvolved, and the learning environment to make ongoinginstructional decisionsselecting teaching strategies from a wide repertoire

Effective science learning and teaching take place in a variety ofsituations. Instructional settings and strategies should create anenvironment that reflects a constructive, active view of the learningprocess. Learning occurs through actively constructing one’s ownmeaning and assimilating new information to develop a newunderstanding.

The development of scientific literacy in students is a function of thekinds of tasks they engage in, the discourse in which theyparticipate, and the settings in which these activities occur. Students’disposition towards science is also shaped by these factors.Consequently, the aim of developing scientific literacy requirescareful attention to all of these facets of curriculum.

Learning experiences in science education should vary and shouldinclude opportunities for group and individual work, discussionamong students as well as between teacher and students, andhands-on/minds-on activities that allow students to construct andevaluate explanations for the phenomena under investigation. Suchinvestigations and the evaluation of the evidence accumulatedprovide opportunities for students to develop their understanding ofthe nature of science and the nature and status of scientificknowledge.

ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 84

Writing in Science Learning experiences should provide opportunities for students touse writing and other forms of representation as ways to learning.Students, at all grade levels, should be encouraged to use writing tospeculate, theorize, summarize, discover connections, describeprocesses, express understandings, raise questions, and make sense ofnew information using their own language as a step to the languageof science. Science logs are useful for such expressive and reflectivewriting. Purposeful note making is also an instrinsic part of learningin science that can help students better record, organize, andunderstand information from a variety of sources. The process ofcreating webs, maps, charts, tables, graphs, drawing, and diagramsto represent data and results help students learn and also providesthem with useful study tools.

Learning experiences in science should also provide abundantopportunities for students to communicate their findings andunderstandings to others, both formally and informally, using avariety of forms for a range of purposes and audiences. Suchexperiences should encourage students to use effective ways ofrecording and conveying information and ideas and to use thevocabulary of science in expressing their understandings. It isthrough opportunities to talk and write about the concepts theyneed to learn that students come to better understand both theconcepts and related vocabulary.

Learners will need explicit instruction in and demonstration of thestrategies they need to develop and apply in reading, viewing,interpreting, and using a range of science texts for various purposes.It will be equally important for students to have demonstrations ofthe strategies they need to develop and apply in selecting,constructing, and using various forms for communicating in science.


The Three

Processes of

Scientific Literacy

An individual can be considered scientifically literate when he/she isfamiliar with, and able to engage in, three processes: inquiry,problem-solving, and decision making.

Inquiry Scientific inquiry involves posing questions and developingexplanations for phenomena. While there is general agreement thatthere is no such thing as the scientific method, students requirecertain skills to participate in the activities of science. Skills such asquestioning, observing, inferring, predicting, measuring,hypothesizing, classifying, designing experiments, collecting data,analysing data, and interpreting data are fundamental to engaging inscience. These activities provide students with opportunities tounderstand and practise the process of theory development inscience and the nature of science.

Problem Solving The process of problem solving involves seeking solutions to humanproblems. It consists of proposing, creating, and testing prototypes,products, and techniques to determine the best solution to a givenproblem.

Decision Making The process of decision making involves determining what we, ascitizens, should do in a particular context or in response to a givensituation. Decision-making situations are important in their ownright, and but they also provide a relevant context for engaging inscientific inquiry and/or problem solving.


Meeting the

Needs of All

Learners

Foundation for the Atlantic Canada Science Curriculum stresses theneed to design and implement a science curriculum that providesequitable opportunities for all students according to their abilities,needs, and interests. Teachers must be aware of and makeadaptations to accommodate the diverse range of learners in theirclass. To adapt instructional strategies, assessment practices, andlearning resources to the needs of all learners, teachers must createopportunities that will permit them to address their various learningstyles.

As well, teachers must not only remain aware of and avoid genderand cultural biases in their teaching, they must also actively addresscultural and gender stereotyping (e.g., about who is interested inand who can succeed in science and mathematics. Researchsupports the position that when science curriculum is madepersonally meaningful and socially and culturally relevant, it is moreengaging for groups traditionally under-represented in science, andindeed, for all students.

While this curriculum guide presents specific outcomes for eachunit, it must be acknowledged that students will progress atdifferent rates.

Teachers should provide materials and strategies that accommodatestudent diversity, and should validate students when they achievethe outcomes to the best of their abilities.

It is important that teachers articulate high expectations for allstudents and ensure that all students have equitable opportunities toexperience success as they work toward achieving designatedoutcomes. Teachers should adapt classroom organization, teachingstrategies, assessment practices, time, and learning resources toaddress students’ needs and build on their strengths. The variety oflearning experiences described in this guide provide access for a widerange of learners. Similarly, the suggestions for a variety ofassessment practices provide multiple ways for learners todemonstrate their achievements.


Assessment and

Evaluation

The terms “assessment” and “evaluation” are often usedinterchangeably, but they refer to quite different processes. Sciencecurriculum documents developed in the Atlantic region use theseterms for the processes described below.

Assessment is the systematic process of gathering information on studentlearning.

Evaluation is the process of analysing, reflecting upon, and summarizingassessment information, and making judgments or decisions based uponthe information gathered.

The assessment process provides the data, and the evaluation processbrings meaning to the data. Together, these processes improveteaching and learning. If we are to encourage enjoyment in learningfor students now and throughout their lives, we must developstrategies to involve students in assessment and evaluation at alllevels. When students are aware of the outcomes for which they areresponsible and of the criteria by which their work will be assessedor evaluated, they can make informed decisions about the mosteffective ways to demonstrate their learning.

The Atlantic Canada science curriculum reflects the three majorprocesses of science learning: inquiry, problem solving, and decisionmaking. When assessing student progress, it is helpful to know someactivities/skills/actions that are associated with each process ofscience learning. Student learning may be described in terms ofability to perform these tasks.


Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework thatincludes statements of essential graduation learnings, generalcurriculum outcomes, key-stage curriculum outcomes, and specificcurriculum outcomes. The general, key-stage, and specificcurriculum outcomes reflect the pan-Canadian Common Frameworkof Science Learning Outcomes K to 12. Figure 1 provides the blueprintof the outcomes framework.

Outcomes Framework

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General

Curriculum

Outcomes

The general curriculum outcomes form the basis of the outcomesframework. They also identify the key components of scientificliteracy. Four general curriculum outcomes have been identified todelineate the four critical aspects of students’ scientific literacy. Theyreflect the wholeness and interconnectedness of learning and shouldbe considered interrelated and mutually supportive.

Science, Technology,

Society, and the

Environment

Students will develop an understanding of the nature of science andtechnology, of the relationships between science and technology, andof the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific andtechnological inquiry, for solving problems, for communicatingscientific ideas and results, for working collaboratively, and formaking informed decisions.

Knowledge Students will construct knowledge and understandings of conceptsin life science, physical science, and Earth and space science, andapply these understandings to interpret, integrate, and extend theirknowledge.

Attitudes Students will be encouraged to develop attitudes that support theresponsible acquisition and application of scientific andtechnological knowledge to the mutual benefit of self, society, andthe environment.

Key-Stage

Curriculum

Outcomes

Key-stage curriculum outcomes are statements that identify whatstudents are expected to know, be able to do, and value by the endof grades 3, 6, 9, and 12 as a result of their cumulative learningexperiences in science. The key-stage curriculum outcomes are fromthe Common Framework for Science Learning Outcomes K-12.

Specific

Curriculum

Outcomes

Specific curriculum outcome statements describe what students areexpected to know and be able to do at each grade level. They areintended to help teachers design learning experiences and assessmenttasks. Specific curriculum outcomes represent a framework forassisting students to achieve the key-stage curriculum outcomes, thegeneral curriculum outcomes, and ultimately, the essentialgraduation learnings.

Specific curriculum outcomes are organized in units for each gradelevel.


Attitude Outcomes It is expected that the Atlantic Canada science program will fostercertain attitudes in students throughout their school years. TheSTSE, skills, and knowledge outcomes contribute to thedevelopment of attitudes, and opportunities for fostering theseattitudes are highlighted in the Elaborations—Strategies forLearning and Teaching sections of each unit.

Attitudes refer to generalized aspects of behaviour that teachersmodel for students by example and by selective approval. Attitudesare not acquired in the same way as skills and knowledge. Thedevelopment of positive attitudes plays an important role instudents’ growth by interacting with their intellectual developmentand by creating a readiness for responsible application of whatstudents learn.

Since attitudes are not acquired in the same way as skills andknowledge, outcome statements for attitudes are written as key-stagecurriculum outcomes for the end of grades 3, 6, 9, and 12. Theseoutcome statements are meant to guide teachers in creating alearning environment that fosters positive attitudes.

The attitude outcomes from grade 7 through grade 9 are listed onPages 12-13.


From grade 7 through grade 9

It is expected that students will be encouraged to...

Appreciation of science

422 appreciate the role andcontribution of science andtechnology in ourunderstanding of the world

423 appreciate that the applicationsof science and technology canhave advantages anddisadvantages

424 appreciate and respect thatscience has evolved fromdifferent views held by womenand men from a variety ofsocieties and culturalbackgrounds

Evident when students, for example,

− recognize the potential conflicts ofdiffering points of view on specificscience-related issues

− consider more than one factor orperspective when formulatingconclusions, solving problems, ormaking decisions on STSE issues

− recognize the usefulness ofmathematical and problem-solvingskills in the development of a newtechnology

− recognize the importance ofdrawing a parallel between socialprogress and the contributions ofscience and technology

− establish the relevance of thedevelopment of informationtechnologies and science to humanneeds

− recognize that science cannotanswer all questions

− consider scientific andtechnological perspectives on anissue

− identify advantages anddisadvantages of technology

− seek information from a variety ofdisciplines in their study

− avoid stereotyping scientists− show and interest in the

contributions women and menfrom many cultural backgroundshave made to the development ofscience and technology

Interest in Science

425 show a continuing curiosityand interest in a broad scope ofscience-related fields and issues

426 confidently pursue furtherinvestigations and readings

427 consider many careerpossibilities in science- andtechnology-related fields


− attempt at home to repeat orextend a science activity done atschool

− actively participate in co-curricularand extra-curricular activities suchas science fairs, science clubs, orscience and technology challenges

− choose to study topics that drawon research from different scienceand technology fields

− pursue a science-related hobby− discuss with others the information

presented in a science show or onthe Internet

− attempt to obtain informationfrom a variety of sources

− express a degree of satisfaction atunderstanding science concepts orresources that are challenging

− express interest in conductingscience investigations of their owndesign

− choose to investigate situations ortopics that they find challenging

− express interest in science- andtechnology-related careers

− discuss the benefits of science andtechnology studies

Scientific inquiry

428 consider observation and ideasfrom a variety of sources duringinvestigations and beforedrawing conclusions

429 value accuracy, precision, andhonesty

430 persist in seeking answers todifficult questions andsolutions to difficult problems


− ask questions to clarify meaning orconfirm their understanding

− strive to assess a problem orsituation accurately by carefulanalysis of evidence gathered

− propose options and comparethem before making decisions ortaking action

− honestly evaluate a complete set ofdata based on direct observation

− critically evaluate inferences andconclusions, basing theirarguments on fact rather thanopinion

− critically consider ideas andperceptions, recognizing that theobvious is not always right

− honestly report and record allobservations, even when theevidence is unexpected and willaffect the interpretation of results

− take the time to gather evidenceaccurately and use instrumentscarefully

− willingly repeat measurements orobservations to increase theprecision of evidence

− choose to consider a situation fromdifferent perspectives

− identify biased or inaccurateinterpretations

− report the limitations of theirdesigns

− respond skeptically to a proposaluntil evidence is offered to supportit

− seek a second opinion beforemaking a decision

− continue working on a problem orresearch project until the bestpossible solutions or answers areidentified


From grade 7 through grade 9

It is expected that students will be encouraged to...

Collaboration Stewardship Safety

431 work collaboratively in carryingout investigations as well as ingenerating and evaluating ideas


− assume responsibility for theirshare of the work to be done

− willingly work with newindividuals regardless of their age,their gender, or their physical orcultural characteristics

− accept various roles within a group,including that of leadership

− help motivate others− consider alternative ideas and

interpretations suggested bymembers of the group

− listen to the point of view of others− recognize that others have a right

to their points of view− choose a variety of strategies, such

as active listening, paraphrasing,and questioning, in order tounderstand others’ points of view

− seek consensus before makingdecisions

− advocate the peaceful resolution ofdisagreements

− can disagree with others and stillwork in a collaborative manner

− are interested and involved indecision making that requires full-group participation

− share the responsibility for carryingout decisions

− share the responsibility fordifficulties encountered during anactivity

432 be sensitive and responsible inmaintaining a balance betweenthe needs of humans and asustainable environment

433 project, beyond the personal,consequence of proposedactions


− show respect for all forms of life− consider both the immediate and

long-term effects of their actions− assume personal responsibility for

their impact on the environment− modify their behaviour in light of

an issue related to conservationand protection of the environment

− consider the cause-and-effectrelationships of personal actionsand decisions

− objectively identify potentialconflicts between responding tohuman wants and needs andprotecting the environment

− consider the points of view ofothers on a science-relatedenvironmental issue

− consider the needs of other peoplesand the precariousness of theenvironment when makingdecisions and taking action

− insist that issues be discussed usinga bias-balanced approach

− participate in school or communityprojects that address STSE issues

434 show concern for safety inplanning, carrying out, andreviewing activities

435 become aware of theconsequences of their actions


− read the labels on materials beforeusing them, and ask for help ifsafety symbols are not clear orunderstood

− readily alter a procedure to ensurethe safety of members of the group

− select safe methods and tools forcollecting evidence and solvingproblems

− listen attentively to and followsafety procedures explained by theteacher or other leader

− carefully manipulate materials,using skills learned in class orelsewhere

− ensure the proper disposal ofmaterials

− immediately respond to remindersabout the use of safety precautions

− willingly wear proper safety attirewithout having to be reminded

− assume responsibility for theirinvolvement in a breach of safetyor waste disposal procedures

− stay within their own work areaduring an activity, respectingothers’ space, materials and work

− take the time to organize theirwork area so that accidents can beprevented

− immediately advise the teacher ofspills, breaks, and unusualoccurrences, and use appropriatetechniques, procedures, andmaterials to clean up

− clean their work area during andafter an activity

− seek assistance immediately for anyfirst aid concerns like burns, cuts,or unusual reactions

− keep the work area uncluttered,with only appropriate materialspresent


Curriculum Guide

Organization

Specific curriculum outcomes are organized in units for each gradelevel. Each unit is organized by topic. Suggestions for learning,teaching, assessment, and resources are provided to support studentachievement of the outcomes.

The order in which the units of a grade appear in the guide is meantto suggest a sequence. In some cases, the rationale for therecommended sequence is related to the conceptual flow across theyear. That is, one unit may introduce a concept that is thenextended in a subsequent unit. Likewise, one unit may focus on askill or context that will be built upon later in the year.

Some units or certain aspects of units may also be combined orintegrated. This is one way of assisting students as they attempt tomake connections across topics in science or between science and thereal world. In some cases, a unit may require an extended time frameto collect data on weather patterns, plant growth, etc. These casesmay warrant starting the activity early and overlapping it with theexisting unit. In all cases, the intent is to provide opportunities forstudents to deal with science concepts and scientific issues inpersonally meaningful and socially and culturally relevant contexts.

Unit Organization Each unit begins with a two-page synopsis. On the first page,introductory paragraphs provide an unit overview. These are followedby a section that specifies the focus (inquiry, problem solving, and/ordecision making) and possible contexts for the unit. Finally, acurriculum links paragraph specifies how this unit relates to scienceconcepts and skills addressed in other grades so teachers willunderstand how the unit fits with the students’ progress through thecomplete science program.

The second page of the two-page overview provides a table of theoutcomes from the Common Framework of Science Learning OutcomesK to 12 that the unit will address. The numbering system used is theone in the pan-Canadian document as follows:

100s—Science-Technology-Society-Environment (STSE)outcomes200s—Skills outcomes300s—Knowledge outcomes400s—Attitude outcomes

These code numbers appear in brackets after each specificcurriculum outcome (SCO).


The Four-Column

Spread

All units have a two-page layout of four columns as illustratedbelow. In some cases, the four-column spread continues to the nexttwo-page layout. Outcomes are grouped by a topic indicated at thetop of the left page.

Two Page, Four Column Spread

Topic

OutcomesElaborations—Strategies forLearning and Teaching

Tasks for Instruction and/orAssessment Resources/Notes

Students will beexpected to

Specificcurriculumoutcome basedon the pan-Canadianoutcomes(outcomenumber)

Specificcurriculumoutcome basedon the pan-Canadianoutcomes(outcomenumber)

elaboration of outcome andstrategies for learning andteaching

elaboration of outcome andstrategies for learning andteaching

Informal/Formal Observation

Performance

Journal

Interview

Paper and Pencil

Presentation

Portfolio

Provincialresponsibility

Page One Page Two


Column One: Outcomes The first column provides the specific curriculum outcomes. Theseare based on the pan-Canadian Common Framework of ScienceLearning Outcomes K to 12. The statements involve the Science-Technology-Society-Environment (STSE), skills, and knowledgeoutcomes indicated by the outcome number(s) that appears inparenthesis after the outcome. Some STSE and skills outcomes havebeen written in a context that shows how these outcomes should beaddressed.

Specific curriculum outcomes have been grouped by topic. Othergroupings of outcomes are possible and in some cases may benecessary to take advantage of local situations. The grouping ofoutcomes provides a suggested teaching sequence. Teachers mayprefer to plan their own teaching sequence to meet the learningneeds of their students.

Column One and Column Two define what students are expected tolearn, and be able to do.

Column Two: Elaborations—Atlantic Science Curriculum

The second column may include elaborations of outcomes listed incolumn one, and describes learning environments and experiencesthat will support students’ learning.

The strategies in this column are intended to provide a holisticapproach to instruction. In some cases, they address a singleoutcome; in other cases, they address a group of outcomes.

Column Three: Tasks forInstruction and/orAssessment

The third column provides suggestions for ways that students’achievement of the outcomes could be assessed. These suggestionsreflect a variety of assessment techniques and materials that include,but are not limited to, informal/formal observation, performance,journal, interview, paper and pencil, presentation, and portfolio.Some assessment tasks may be used to assess student learning inrelation to a single outcome, others to assess student learning inrelation to several outcomes. The assessment item identifies theoutcome(s) addressed by the outcome number in brackets after theitem.

Column Four: Resources/Notes

Although Science PowerTM 8 (McGraw Hill Ryerson) is the textthat is primarily referred in the column, teachers are encouraged toseek out other resources to help address a particular outcome.

All audiovisual movies stated can be obtained through InstructionalResources New Brunswick Deparment of Education.

WATER SYSTEMS

ON EARTH

Unit 1:

Water Systems on Earth

Unit OverviewOver two-thirds of Earth’s surface is covered by oceans and freshwaterfeatures. Because of this, our planet has been nicknamed the “BluePlanet” owing to its appearance from space. A study of Earth’s marineand freshwater systems provides opportunity for students to learn aboutthe relationship between the geomorphology of Earth and the dynamicsof oceans and freshwater basins. As students develop theseunderstandings, they should be able to explain how these geologicalfeatures have developed and their impact on society.

Each of the Atlantic Provinces has considerable shorelines, rangingfrom towering steep cliffs to flat sandy beaches. In addition, mostpeople in our region live close to the ocean and have many experienceswith it. Our region’s close proximity to the ocean, as well as theinfluence the ocean has on our climate, economy, and lifestyles shouldmake this unit particularly relevant to many students.

Focus and Context The focus of this unit is inquiry. Students should also have theopportunities to investigate how the oceans and the shorelines interact,what relationships exist between ocean currents, wind, and climates,and how these abiotic factors impact upon life in and around theoceans. The context of this unit could include the local coastlines in aregion, as well as how the ocean and local coastlines interact.

Science

Curriculum Links

Students are introduced to and explore the effects of wind, water, andice on the landscape, and they should be able to demonstrate a varietyof methods of weathering and erosion in grade 4. As well, studentsrelate the constant circulation of water on Earth to the processes ofevaporation, condensation, and precipitation in grade 5.

In grade 10, students investigate heat transfer in the hydrosphere andatmosphere, its effects on ocean currents, as well as the development,severity, and movement of weather systems.

In grades 11 and 12, students may opt to study earth systems in whichthey investigate the characteristics of Canada’s three oceans andinvestigate the major interactions among the hydrosphere, lithosphere,and the atmosphere.

Introduction


Skills Knowledge

19

GRADE 8 EARTH AND SPACE SCIENCE: WATER SYSTEMS ON EARTH

STSE

Students will be expected to

Nature of Science and Technology110-8 describe examples of howtechnologies have been improvedover time

Relationships Between Science andTechnology111-3 provide examples oftechnologies that have enabledscientific research

111-6 apply the concept of systems asa tool for interpreting the structureand interactions of natural andtechnological systems

Social and environmental contextsof science and technology112-3 explain how society’s needs canlead to developments in science andtechnology

112-5 provide examples of publicand private Canadian institutionsthat support scientific andtechnological research and endeavors

113-2 describe possible positive andnegative effects of a particularscientific or technologicaldevelopment, and explain howdifferent groups in society may havedifferent needs and desires in relationto it

113-10 provide examples ofproblems that arise at home, in anindustrial setting, or in theenvironment that cannot be solvedusing scientific and technologicalknowledge


Initiating and Planning208-7 formulate operationaldefinitions of major variables andother aspects of their investigations

Performing and Recording209-1 carry out procedures in orderto investigate how temperaturedifferences in water cause currents

209-4 organize data using a formatthat is appropriate to the task orexperiment

209-5 select and integrateinformation from various print andelectronic sources or from severalparts of the same source

Analysing and interpreting210-3 identify strengths andweaknesses of different methods ofcollecting and displaying data

210-4 predict the value of a variableby interpolating or extrapolatingfrom graphical data

210-6 interpret patterns and trends indata, and infer and explainrelationships among the variables

210-11 state a conclusion based onexperimental data, and explain howevidence gathered supports or refutesand initial idea

210-16 identify new questions andproblems that arise from what waslearned

Communication and Teamwork211-2 communicate questions, ideas,intentions, plans, and results, usinglists, notes in point form, sentences,data tables, graphs, drawings, orallanguage, and other means

211-4 evaluate individual and groupprocesses used in planning, problem-solving, decision-making, andcompleting a task


311-10 explain how waves and tidesare generated and how they interactwith shorelines

311-11 describe processes of erosionand deposition that result from waveaction and water flow

311-7 describe processes that lead tothe development of ocean basins andcontinental drainage systems

311-9 describe the interactions of theocean currents, winds, and regionalclimates

311-8 analyse factors that affectproductivity and species distributionin marine and fresh waterenvironments

311-12 describe factors that affectglaciers and polar icecaps, anddescribe their consequent effects onthe environment

Curriculum Outcomes

20 ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 8

Outcomes Elaboration—Strategies for Learning and Teaching



Waves, Tides, and Water Currents

• carry out procedures in orderto investigate how temperaturedifferences in water causecurrents (209-1)

• state a conclusion based onexperimental data about theformation of water currents(209-4, 210-11)

• explain how waves and tides aregenerated (311-10a)

• formulate operationaldefinitions,on the basis ofinvestigations of waves for- wave length- wave height- crest- trough (208-7)

To begin this unit, students may be asked if they have ever seen orexperienced exceptional events involving waves or tides. Surge tides andlarge waves produced by storms can produce a context to set the scenefor this unit of study. Students can also be asked if they have ever feltthe force (energy) of waves and/or currents while standing or swimmingin a body of water.

Students should follow a set of procedures that will permit them toexperience the formation of water currents. Using a large beaker ofwater at room temperature, for example, students can investigate howtemperature differences in the water cause currents. By placing a dropof food colouring near a bag of ice located at the edge of the beaker,students will see that colder water moves down. The reading ofthermometers placed inside the beaker wll permit the students to gatherevidence that the colder water moves downward.

Most shoreline processes are either directly or indirectly related to theaction of waves. An understanding of waves is very important for thestudy of shorelines. Teacher Information: Waves are generated primarily bythe wind and transfer the energy of the wind across the surfaces of bodies ofwater. When the waves come into contact with the shoreline, the energy isthen used to erode the coast as well as reshape it.

Students can investigate wave structure by generating waves in a basin,sink or large baking pan. Ropes and slinkys may also be used toillustrate and investigate wave action and the direct relationshipbetween the shape of waves and the forces used to create them. Thestudents should be able to identify or determine the wave length,height, crest, and trough of an ocean wave.

Other types of waves on oceans are quite rare. Tsunamis (caused byearthquakes) and tidal bores also cause waves in oceans and estuaries.Students should come to understand that all waves are essentiallysimilar in structure.

Tides are the rising and falling of the ocean’s surface because ofgravitational interactions with the moon and the sun. It is sufficient forstudents at this age level to know that tides are generated bygravitational forces. It is not necessary to delve into the reasons for thefrequency of tides nor the differences in tidal forces. It would beappropriate to investigate local conditions that accentuate or nullifytidal forces, such as the tides of the Bay of Fundy or the smaller tides inother regions.

21ATLANTIC CANADA SCIENCE CURRICULUM: GRADE 8

Tasks for Instruction and/or Assessment Resources


Waves, Tides, and Water Currents

Observation and Performance

• Conduct an investigation into how temperature differences createwater currents.

• Obsevation checklist for assessment:Rarely Always

- Carries out procedures carefully 1 2 3 4- Uses instruments effectively 1 2 3 4- Organizes, compiles and displays data 1 2 3 4

(209-1), (209-4, 210-11)

Journal

• Watch a video about waves and wave types and write a summary inyour journal. (311-10a)

Paper and Pencil

• Write a short story in which waves and their effects are described.(311-10a)

• Construct a graph of the mean high and low tides of severalcommunities along the Atlantic coast. Using this graph, predict themean high and low tides in neighbouring communities. (311-10a)

• Research the Newfoundland tsunami of 1929. Report its cause andhow it affected Newfoundland. (311-10a)

Presentation

• Using props, design a model that illustrates wave features. (311-10a)

• Using the following diagram, illustrate what you observed when youplaced the ice and a drop of food colouring into the water. (209-1,209-4, 210-1)

Thermometres

Water

Ice

Science PowerTM 8

Pages 369-374 Sec 11.3 withActivities(209-1, 209-4,210-11)

Pages 344-346 Sec 11.1 withActivities(311-10a,208-7)

Pages 352-354 (311-10a)

AV“Touched by the Tide” - Ducks#702999, VH(311-10a, 311-10b)





Shorelines

• select and integrateinformation, from variousprint and electronic sources,related to processes of erosionand deposition that result fromwave action and water flow(209-5, 311-11)

• explain how waves and tidesinteract with shorelines(311-10b)

• provide examples of varioustechnologies designed tocontain damage due towaves and tides (112-3)

• prepare a presentation or reporton the effect of tides and waveson a shoreline, and evaluateindividual and group processesused in planning andcompleting the task (211-2,211-4)

Early in the unit, students may have the opportunity to bring personalobservations and experiences to a study of shorelines. By beginningwith a focus on shorelines and how they are different and yet similar inmany ways, students can begin to explore the reasons for the differencesand similarities. Pictures and videos of a variety of shorelines canfurther stimulate discussion regarding the features of shorelines. If aclass has access to a shoreline, a class trip may be taken to survey thetype of shoreline in the local community. If the students live in or by acommunity that has a harbour that is dredged periodically, questionsrelated to the origin of the material that is dredged could be explored.Students can twin with another community within the Atlanticprovinces or on the west coast of Canada in order to compare andcontrast shorelines and/or tidal phenomena.

Students should have opportunities to investigate technologicalattempts to prevent or reduce damage to coastal areas due to waveaction and tides. Students could use local exemplars such as piers,jetties, breakwaters, dykes, dune vegetation, and coastlinereconfiguration to help them investigate and understand their uses.

Identification of and focus on the two main factors influencingshorelines, wave action and tidal action, can help students to appreciatethe ongoing influence these two energy sources have on our shoreline.Examples of intense wave action such as that produced during a winterstorm and hurricanes can help illustrate how shorelines can be changedquickly over a short period of time. Students may offer local examplesof how people have used technologies to slow down the effect of waveand tidal erosion and deposition. Sea walls, the use of large bouldersagainst wharves, the use of jetties and groynes are examples that can beused to illustrate our attempt to cope with the effects of tides andwaves. If historical data are available, students can relate wave action,ocean currents, and tides to the local shoreline over a period of time.

Students should prepare a presentation or report of their investigationsinto the effects of tides and waves on shorelines. They may do thisindividually or in small groups. A self-or group assessment on thevarious aspects of their research about waves and tides and how theyinteract with shorelines should be completed.




Shorelines

Performance

• Complete self-assessment checklist for research and presentationskills.

Poor Good- Made a plan for doing the research. 1 2 3 4- Used a variety of resources. 1 2 3 4- Summarized information clearly 1 2 3 4

and in my own words,- Information is organized so others 1 2 3 4

can understand it. (211-2, 211-4)

Paper and Pencil

• Write a letter to a politician describing the need to fund a particulartechnology to protect a local shoreline. (112-3)

• Compose a poem which describes the action and effect of waves on ashoreline. (311-10b, 311-11)

Presentation

• Research the history of a local shoreline to determine its evolutionover time. Report on its changes in a report or in sketches. (211-2,311-11)

• Prepare a report comparing three to four different shorelines that areexposed to different conditions (sheltered verus open, shorelinecomposition, for example). (311-10b)

• Create three-dimensional models of structures and technologies usedto contain damage due to wave and tidal action. (112-3, 209-5)

• Prepare a multimedia presentation that illustrates the effects wavesand tides have on shorelines. (209-5, 311-10b)

• Prepare a photo essay that depicts erosion and deposition due to waveaction and water flow. (209-5, 311-11)

• Through a series of sketches/drawings, describe how a local shorelineor waterway has been modified owing to the processes of erosion anddisposition as a result of wave action or water flow. (211-2, 311-11)

Science PowerTM 8

Pages 347-351 Sec 11.1INV 11-A(209-5, 311-11,112-3)

Pages 355 (311-10b)

Pages 355 CYU # 9(211-2, 211-4)

AV“Waves, Beaches and Coasts” -Magic#704165, VH(209-5, 311-11, 311-10b)





Ocean Basins and Continental Drainage Systems

• describe processes that lead tothe development of oceanbasins and continental drainagesystems:- glaciation- continental drift- erosion- volcanic action (311-7)

• select and integrateinformation from various printand electronic sources toprovide examples oftechnologies that have enabledscientific research involvingocean basins(111-3, 209-5)

• provide examples of howtechnologies used to investigatethe ocean floor have improvedover time (110-8)

• identify some strengths andweaknesses of technologiesused to investigate the oceanfloor (210-3)

• provide examples of public andprivate Canadian institutionsthat support scientific andtechnological researchinvolving the oceans (112-5)

The investigation and study of the processes that lead to thedevelopment of ocean basins and continental drainage systems are oftenbased on evidence and data collected from indirect observations (forexample sonar readings, satellite imaging) and inferential geologicalprocesses. This unit provides an opportunity to investigate some of thetechnologies used to gather evidence about the ocean floor.Investigating the utility of technolgies such as sonar, core sampling,satellite imaging, bathyscaphs, tracking devices, and underwaterphotography and videography in helping us to explore and understandthe ocean floor will help students to better appreciate theinterconnectedness of various science disciplines and how we can learnabout parts of the world from indirect observation. Students shouldinvestigate how some technologies used to investigate the oceans havechanged and improved over time. Local diving club members can beinvited to give a presentation about how diving equipment has changedover the years. Fishers can be interviewed to find out how soundershave changed and evolved.

Students should come to realize through investigations, research and/ordiscussions that all technologies have their own particular strengths andweaknesses. Classroom activities designed to gather data using indirectobservation would allow students to extrapolate their experiences to agreater scale. A closed shoebox filled with Plasticine or a variety of otherobjects at varying depths can be investigated indirectly, for example, bymaking small holes in the top at various regular intervals and using ameasuring device such as a calibrated straw (in cm) to collect data onthe unseen “bottom.” Students could then graph their data in variousways to get cross-sectional views of the “bottom.” Students should beencouraged to identify the strengths and weaknesses in these types ofdata collection activities. Students will see that they can determinerelative depths but are unable to identify the composition of the“bottom,” using this method.

References to and investigation of Canadian institutions involved withresearch of the oceans and the ocean floor may be made throughout thestudy of the unit. Environment Canada (weather), the OceanographyDepartments at Dalhousie University and Memorial University, theFederal Department of Fisheries, Fisheries and Marine Institute ofMemorial University, and the Oceans Sciences Centre of MemorialUniversity are only a few of the many institutions and groups that doresearch into ocean-related topics. Students can be encouraged toinquire about the general focus at these institutions and organizations.




Ocean Basins and Continental Drainage Systems

Journal

• In a journal entry, list or discuss the benefits and limitations of usingtechnologies that allow humans to study the ocean floor indirectly(sonar) as opposed to directly (bathyoliths). (110-8, 111-3)

Paper and Pencil

• Write to a Canadian institution that studies oceans and oceanbottoms to inquire about their primary mandate. (112-5)

• Compare various depth sounders from nautical catalogues to identifytheir strengths and weaknesses. (210-3)

Presentation

• Research and report on one or more technologies used to gatherinformation about ocean basins and continental drainage systems.(110-8)

• Create a three-dimensional model that illustrates major drainagesystems in North America. (311-7)

• Create a poster that illustrates sea-floor spreading in the Atlanticocean basin. (209-5, 311-7)

• Research and report on a technology used to explore and survey theocean floor. (111-3, 209-5)

• Create a photo-essay of the development of diving technologies.(110-8, 111-3)

• Compose a multimedia presentation about the capabilities ofsubmarines to explore great ocean depths. (111-3)

• Prepare a poster that illustrates the major topographic features foundin oceans. (209-5)

• Use the Internet or print sources to investigate and learn about thedevelopment and evolution of diving apparatus over time. Prepare aposter of the changing technologies related to diving equipment.(110-8, 111-3)

Science PowerTM 8

Pages 320-321 Sec 10.1INV 10-C(311-7)

Pages 334-335 (311-7)

Pages 356-363 Sec 11.2INV 11-BINV 11-C(311-7, 210-3,111-3, 209-5)

Pages 383-386 (311-7)

AV“Bill Nye - Water Cycle/Oceanography” - Magic#704837, VH(311-7, 210-3)





Oceans and Species Distribution

• apply the concept of systems toshow how changes in onecomponent of a body of watercauses change in othercomponents in that system(111-6)

• describe the interactions of theocean currents, winds, andregional climates (311-9)

• analyse factors that affectproductivity and speciesdistribution in marine andfresh water environments:- temperature- pollution- overfishing- upwelling (311-8)

• predict and interpret trends inpopulations of a marine speciesfrom graphical data byinterpolating and extrapolatingdata (210-4, 210-6)

The interactions among the atmosphere, the ocean and the land arecomplex and necessary for most life forms to occur. Students caninvestigate how the salinity of a body of water affects the types oforganisms that live in a particular region. Investigations that enablestudents to see the relationship between water temperature and itsability to hold dissolved gases (for example warm and cold pop) permitthem to better understand a particular relationship. Students can alsoinvestigate relationships such as changes in water temperature andspecies distribution or how the local climate might be affected.

Experiences that develop notions about how oceans and ocean currentssuch as the Labrador current and the Gulf Stream influence ourregional climates should be made available to students. Students shouldcome to understand that surface currents carry tropical heat to variousparts of the ocean. The Gulf Stream, for example, influences the generalclimate of the Atlantic provinces.

Students should be able to explain how currents, convections, andwinds are affected by temperature, density differences, and the earth’srotation. El Niño and La Niña and their impact on the world’s climatescan be a context for discussion and investigation. The effect that windhas on water is probably the one with which most students will havepersonal experience. In an investigation how oceans influence onshorebreezes can be compared and contrasted to offshore breezes which areprevalent in our coastal communities.

Students have explored and investigated biotic and abiotic factors andtheir relationships in grade 7. The abiotic factors that create oceancurrents and influence environments also have an impact on types oforganisms that inhabit our waters. Students can investigate how factorssuch as water temperature, salinity, ocean currents, pollution, andupwelling affect productivity and species distribution in marineenvironments and freshwater environments.

The use of population graphs of certain species over time permitstudents to interpolate and extrapolate populations from the graphs.Students can even compare population graphs with graphs of watertemperature and salinity, for example, and suggest possiblerelationships.

(continued)




Oceans and Species Distribution

Paper and Pencil

• Explain how a change in the temperature of the surface water couldaffect the other regions in a body of water. (111-6)

• Write a poem/song describing the interaction of ocean currents,winds, and regional climates. (210-6, 311-9)

• Using graphical data, predict populations of a given marine speciesby interpolating and extrapolating data. (210-4, 210-6)

• Create an appropriate graphical representation of the yearly catches ofan ocean species. Extrapolate the probable landings for the next threeyears on the basis of the data. (210-4, 210-6)

• Write a speech to be given to a Young Naturalist Society meeting inwhich you describe and explain factors that influence speciespopulations and distributions. (311-8)

Interview

• Using a graphical representation of the estimated population of agiven aquatic species, ask a student to interpolate or extrapolateinformation from the graph. (210-4)

Presentation

• Create a poster illustrating the primary ocean currents that affect theclimate of the Atlantic coast of Canada. (311-9)

• Produce a multi-media presentation that communicates the oceancurrents and winds that affect the climate of your region. (210-6,311-9)

• Gather information from DFO and local fishers regarding presentfish populations and methods that were used to gather the data ineach case. Compare and contrast the methods for gatheringinformation, the manipulation of the data, and the accuracy of theresulting findings based on the data in each case. (210-4)

Science PowerTM 8

Pages 331-334 Sec 10.3(111-6)

Pages 380-387 Sec 12.1INV 12-A(111-6, 311-9,210-4, 210-6)

Pages 388-393 (311-8)

Pages 401-404 (311-8)

AV“Living Ocean” - NATGEOG#702614, VH(111-6, 311-9)





Oceans and Species Distribution (continued)

• describe some positive andnegative effects of marinetechnologies in the ocean(113-2)

• provide examples of problemsrelated to the oceans thatcannot be resolved usingscientific and technologicalknowledge (113-10)

Students can investigate the use of improved fishing technologies andthe trends in landed catches of marine species over the years. Aninvestigation of the types of fishing vessels used in the twentiethcentury and the number of fishers in the industry will permit thestudents to identify any correlations that might exist.

Students should investigate several technologies that either impact orare impacted upon by the oceans. These may include the ConfederationBridge between Prince Edward Island and New Brunswick, oil rigs onthe east coast, Sable gas development, Fundy tidal power, factory/freezer trawlers, and oil tankers.

The movement of icebergs by ocean currents along the Labrador coast,past Newfoundland and into the waters off the east coast can beexplored to ascertain their effects on shipping and deep sea oilexploration in the North Atlantic and elsewhere. Teachers can use thecontext of oil exploration to examine and discuss what effects oil rigshave on the ocean floor and how they may impact upon the oceanenvironment and the fisheries. This context also permits aninvestigation into aspects associated with oceans that can neither becontrolled nor solved using present scientific and technologicalknowledge, such as influencing iceberg drifts, polar icecap fluctuationsand preventing hurricanes.

Students should identify and explore problems related to oceans thatare not always resolved using science and technology. Often, group andsocietal needs and wishes dictate the direction of ocean resource usesand development. Problems and issues that are often encountered anddebated, such as which types of fisheries we could and should sustain(for example, cod and seals) and what effect development has on theenvironment (for example, oil/gas drilling and oil tankers), may help toillustate that decisions and actions by groups are not always completelybased on scientific or technological knowledge. When studentsrecognize that science cannot answer all questions, this indicates anattitudinal outcome related to the appreciation of science.




Oceans and Species Distribution (continued)

Journal

• A student in class was overheard saying “I don’t eat fish so I reallydon’t care what happens to the fishery.” Write a short letter to thisperson explaining the effects that pollution and/or overfishing couldhave on the economic and social way of life of that person. (113-2)

Paper and Pencil

• In a short story, describe the potential for disaster if a major oil spillever occurred on the east coast of Canada. (113-2)

• Select an offshore oil/gas project such as Hibernia or Sable gas.Investigate the following:

- What are some economic benefits and costs of the project?- What are the uses of the product in our region?- What are some environmental considerations of the project?

(113-2)

• Research and report on the effects oil spills have had on coastlines inCanada. (113-2)

• Identify several uses of ocean resources that could be influenced byfactors other than science or technology. (113-10)

• Choose an important issue or problem related to oceans or oceanresources that has been or is being studied. Create a chart in whichdifferent positions and points of view are put forth regarding theissue. (for example, the seal hunt, cod fishery, aquaculturedevelopment, oil exploration, ... ) (113-10)

Presentation

• In pairs, research and report on one of the possible factors thatinfluences the population of the fish stocks. (113-2)

Science PowerTM 8

Pages 394-404, 408-409Sec 12.3INV 12-B(113-2, 113-10)

AV“Offshore Oil: Are We Ready?”NFB#704529, VH(113-2, 113-10)





Glaciers and Polar Icecaps

• describe factors that affectglaciers and polar icecaps, anddescribe their consequenteffects on the environment(311-12)

• identify new questions thatarise from the study of glaciersand polar icecaps (210-16)

The study of the polar icecaps as well as glaciers in northern Canadaand Greenland provides a context to investigate how factors such asglobal warming and periodic ice ages have influenced the size of theseice bodies and the mean level of the oceans of the world. Rising globaltemperatures are associated with a rise in sea level and regional climaticchanges. Students should realize that sea levels rise because of thermalexpansion of water and the melting of glaciers and icefields. Discussionof everyday examples of liquids expanding when heated, such as waterin a radiator or gasoline in a gas tank on a warm day, will lead topredictions about the volume of ocean water if heated. In a time ofdebate about global warming, students will be able to explore the topic,speculate and formulate questions about the effect global warming willhave on glaciers and the polar icecap, and consequently on ocean levelsand coastal communities in our region. Students should be encouragedto identify new questions that arise from their study of glaciers andpolar icecaps. Students can, for example, pose questions related to howspecific areas in the Atlantic region may be affected by fluctuations inthe size of the polar icecaps and glaciers.

Students can investigate past historical and geological events that haveillustrated the results of ocean-level fluctuations over long periods oftime. Global warming and cooling trends can be associated with thisinvestigation. Students can contact, via e-mail, various groups that areconcerned with global warming and its consequences to gatherinformation from their perspective. (These changes can be the focus ofinvestigations into the effect of global warming on the creation andreduction of present and future icecaps and glaciers.)




Glaciers and Polar Icecaps

Performance

• Design and carry out an activity in which the effects of heat on thevolume of water can be observed. (311-12)

Journal

• Speculate on what might happen to your community with an increasein the mean annual temperature. What types of new questions orproblems might be posed or created with an increase in the meanannual temperature? (210-16)

Paper and Pencil

• Research the periodic ice ages and produce/construct a time line.(311-2)

• Create a graph or poster illustrating the extent of sea ice in theCanadian Arctic over the past decade. (311-12)

• Investigate changes in a regional climate that have occurred in therecent past and report on the effects of the change. (311-12)

• Write a newspaper article about the effects a rise in sea level wouldhave on cities like Halifax, Charlottetown, Saint John or St. John’s.(311-12)

Presentation

• Produce a pictorial essay of a regional climate change in a particulararea of the world. (311-12)

• Investigate and report on the location of your local, regional, na-tional, or continental coastlines with periodic fluctuations in the sizesof glaciers and polar icecaps. (311-12)

Science PowerTM 8

Pages 384-387 (311-12,310-16)

AV“What are Glaciers?” - Magic#705384, VH(311-12, 210-16)

OPTICS

Unit 2:

Optics


GRADE 8 PHYSICAL SCIENCE: OPTICS

Unit Overview

Applications using the principles of light have resulted in devices thathave improved scientific techniques and contributed to the quality oflife. In this unit of study, basic concepts that are introduced include theproperties of visible light including the reflection and refraction oflight. Various reflecting and refracting technologies will also be ex-plored and investigated.

Students should be given opportunities to experience and observe theproperties of light using hands-on activities. Opportunities and activi-ties designed to investigate and explore the properties of light providethe basis for more in-depth experimentation with materials in order toinvestigate reflection and refraction of light.

Focus and Context The focus of this unit is inquiry. A possible context could be the varietyof everyday experiences the students have with the reflection andrefraction of light. Students encounter reflection when they get up inthe morning and use a mirror, for example. Buses and cars have avariety of reflective devices that can be explored. Eyeglasses and otherrefracting technologies can be investigated. In addition, students shouldhave ample opportunity to investigate and study various technologiesthat are associated with electromagnetic radiation and to explore theirpositive and negative attributes and their impact on our way of life.

Science

Curriculum Links

In grade 4, students begin their formal investigation and study of light.Sources of light and how light travels are topics explored. As well, thestudents investigate how white light can be separated into its compositecolours. They also compare how light interacts in a variety of opticaldevices such as kaleidoscopes, periscopes, telescopes and magnifyingglasses.

In grades 11 and 12, students have the chance to learn about the waveand particle models of light. In addition, they are provided withopportunities that enable them to explain, qualitatively and quantita-tively, the phenomena of wave interference, diffraction, reflection,refraction, and the Doppler-Fizeau effect.

Introduction


STSE Skills Knowledge

35


Curriculum Outcomes


Nature of Science and Technology109-5 describe how technologiesdevelop as a systematic trial-and-error process that is constrainedby the properties of materials andthe laws of nature

109-10 relate personal activitiesin formal and informal settings tospecific science disciplines

109-13 explain the importance ofchoosing words that are scientifi-cally or technologically appropri-ate

Relationships Between Science andTechnology111-3 provide examples oftechnologies that have enabledscientific research

Social and Environmental Contextsof Science and Technology112-8 provide examples toillustrate that scientific andtechnological activities take placein a variety of individual orgroup settings

113-2 describe possible positiveand negative effects of a particu-lar scientific or technologicaldevelopment, and explain howdifferent groups in society mayhave different needs and desiresin relation to it


Initiating and Planning208-1 rephrase questions in atestable form and clearly definepractical problems

208-5 state a prediction and ahypothesis based on backgroundinformation or an observedpattern of events

208-7 formulate operationaldefinitions of major variables andother aspects of their investiga-tions

Performing and Recording209-2 estimate measurements

209-6 use tools and apparatussafely

Analysing and Interpreting210-11 state a conclusion, basedon experimental data, andexplain how evidence gatheredsupports or refutes an initial idea

210-14 identify and correctpractical problems in the way aprototype or constructed devicefunctions

Communication and Teamwork211-1 receive, understand, andact on the ideas of others


308-8 identify and describeproperties of visible light

308-9 describe the laws ofreflection of visible light andtheir applications in everyday life

308-10 describe qualitatively howvisible light is refracted

308-11 describe different types ofelectromagnetic radiation,including infrared, ultraviolet,X-rays, microwaves, and radiowaves

308-12 compare properties ofvisible light to the properties ofother types of electromagneticradiation, including infrared,ultraviolet, X-rays, microwaves,and radio waves


Outcomes Elaboration–Strategies for Learning and Teaching



Properties of Visible Light

This unit of study may begin with a K-W-L activity. By posing somemotivating questions about light and some of its properties, students’conceptions about light can be assessed and used in the furtherdevelopment of lessons. Questions about sources of light, what light isand where it can come from will set the stage for introductory,exploratory activities.

Students can be asked about the technologies they know of that aredeveloped with a knowledge of the properties of light. Questions abouttechnologies such as periscopes would set the stage for challenges earlyin the unit.

Students should have the opportunity to investigate the properties oflight throughout the course of this unit. The suggestions on this pageare not meant to be prerequisites or even sequential but they areintended to give suggestions about the types of activities that will helpstudents to develop a conceptual understanding about the nature andproperties of light.

Students can investigate light to see how it travels in a straight line(rectilinear propagation) by constructing and using a light box.Students will be able to see how a light beam travels in a straight linewhen looking into the light box from the side when a light source isdirected at the pinhole at one end. By placing a source of smoke(extinguished piece of wooden splint) or chalk dust in the box, studentscan see how light is dispersed or scattered by the smoke or dustparticles. Black material can be placed at the opposite end of the lightbox in order to observe how light is absorbed and not reflected in thiscase. Mirrors can be fixed in the light box allowing the viewer to seehow a beam of light is reflected. A prism can be placed in the box, andlight could be refracted into its composite colours.

Activities in which shadows are produced will provide furtherexperiences to illustrate that light travels in a straight line. Students canuse a variety of mirrors, lenses, and other media to investigate andexplore the reflecting and refracting properties of light. Inverted imagesin pinhole cameras can be used to provide further evidence forrectilinear propagation.

Students should have experiences investigating light as it travelsthrough some materials such as clear glass (transparent) and plastics(translucent). In most cases, light cannot travel through materials and isreflected totally (white) or partially (the colours we see).

• identify and describe thefollowing properties of visiblelight:- travels in a straight line

(rectilinear propagation)- speed of light in air is

300,000 km/s- reflection- refraction and dispersion- travels in a vacuum and

in some types of media(308-8)




Properties of Visible Light

Performance

• Plan and perform an activity to illustrate that light travels in astraight line. (308-8)

• Draw a “microscopic” view of what happens when a light beamstrikes smoke or dust particles. (308-8)

Journal

• What are some things about light that you now know after yourinvestigation? (308-8)

Interview

• What can you say about the angle of incidence and the angle ofreflection from a beam of light in a light box? (308-8)

Presentation

• Investigate and report on “sharp” and “fuzzy” shadows. (308-8)

• Create a bulletin-board display of everyday materials or objects thatare either transparent, translucent, or opaque. (308-8)

• Create and display an art project which uses (shows) the properties oflight. (308-8)

Portfolio

• Investigate umbras and penumbras produced in a solar eclipse andexplain their differences and similarities. (308-8)

Science PowerTM 8

Many of the following will coverother outcomes.

Pages 204-206 Sec 7.1(308-8)

Pages 212-214 Sec 7.1 withActivities(308-8)

Pages 216-225 Sec 7.2INV 7-AINV 7-B(308-8)

Pages 226-231 Sec 7.3INV 7-CINV 7-D(308-8)

AV“Physics Essentials - Light,Lenses and Lasers”#705420, VH(308-8)





Reflection

• describe the laws of reflectionof visible light and theirapplications in everyday life:- regular versus diffuse reflection- angle of incidence = angle of reflection (308-9)

• formulate operationaldefinitions for incidence,reflection, and the normal(208-7)

• estimate angles of incidenceand reflection (209-2)

• work co-operatively andcollaboratively with others toplan and safely construct anoptical device using mirrors(209-6, 211-1)

• identify and correct practicalproblems in the way aconstructed optical devicefunctions (210-14)

Students have had numerous experiences with reflected light. Theeveryday use of and exposure to mirrors provide many personal refer-ences for students. Miras can be used to further investigate reflectedlight and the images they produce. Real and virtual images can beobserved and discussed. Experiences with flat, convex and concavemirrors should be made available to the students to illustrate thedifferent effects and uses of these types of reflection. Metal pots andspoons as well as fabricated concave and convex mirrors can be used tocompare and contrast the reflections from each type. Surveillancemirrors in stores and vehicles, school-bus mirrors, some side-viewmirrors, and “circus” or distorting mirrors may demonstrate the uses ofthese types of mirror. Ray diagrams can be used to help studentsconceptualize the reflection of light in many of the activities andexplorations. Students can begin to gain a qualitative appreciation ofthe effects and uses of concave and convex mirrors.

Students can explore and investigate regular and diffuse reflection inactivities that compare the reflected light from smooth aluminum foilor a mirror with crumpled aluminum foil or paper. Through theseexperiences and discussions of reflected beams, students should be ableto estimate angles of incidence and reflection. Students should come tounderstand that the angles of incidence and reflection are estimated ormeasured with respect to the normal.

Students should be challenged to construct a periscope, or design andbuild a “classroom” surveillance system, using a number of small, planeand/or convex mirrors. Such problem-solving activities will permit thestudents to discover and use the laws of reflection in a given context.Observe the students to ascertain if they strive to assess the problemaccurately by careful analysis of evidence gathered.

Students should have the opportunity to work in pairs or in smallgroups to plan, design and problem-solve these activities. Students candefend their plans/designs/models by describing how they work toother groups, to the class as a whole, or by preparing a detailed posteror written report. Note whether the students share responsibilities fordifficulties encountered during the activity. This is also an indicator forthe attitudinal outcome on working collaboratively.

The normal

angle ofincidence

angle of reflection

mirror




Reflection

Observation/Performance

• To Teacher: Construct an assessment rubric to assess the process andproduct for the construction of an optical device.

FOUR Worked cooperatively and collaboratively with groupmembers. Worked safely with materials. Optical deviceillustrates the laws of reflection very well. Studentcommunicates understanding of law of reflection very well.

THREE Worked cooperatively and collaboratively with groupmembers. Optical device illustrates the laws of reflection.Student derives law of reflection from activity.

TWO Worked well during most of the activity with groupmembers. Optical device illustrates the laws of reflection.Student has difficulty explaining laws of reflection.

ONE Does not work well with group members. Optical device isincomplete or is incapable of demonstrating laws ofreflection. Cannot describe laws of reflection.(209-6, 211-1)

Performance

• Estimate and then measure the angle incidence and reflection using amirror at a particular angle in a light box. (209-2)

Paper and Pencil

• Produce a simple ray diagram that helps to compare and contrastregular and diffuse reflection. (308-9)

• Given that

140º

, estimate the angle of incidence andreflection of the light beam. (308-9)

Interview

• Explain why an ambulance vehicle has the word “ambulance” inreverse lettering on its hood. (308-9)

Portfolio

• Make a list or create a small scrapbook of various reflectingtechnololar uses. (308-9)

Science PowerTM 8

Pages 216-225 Sec 7.2(308-9, 208-7,209-2)

Pages 237-241 Sec 8.1(optional)INV 8-A(308-9)

InternetHowthingswork.comFor a look at periscope and howit works.(209-6, 211-1, 210-14)





Refraction and Dispersion

• rephrase questions related torefraction in a testable form(208-1)

• predict the effect of transparentmedia of varying densities onthe angle of refraction of light(208-5)

• estimate angles of refraction(209-2)

• describe qualitatively howvisible light is refracted(210-11, 308-10)

• estimate focal length of aconvex lens by finding its focalpoint (209-2)

Refraction is the bending of light when it crosses the boundary betweentwo transparent media. Light slows down as it travels from air throughother media such as water and glass. A possible analogy for refraction isa car travelling on the highway. If the car runs into a sandy shoulder, itveers and slows down. This models the refracted light that is caused byits travelling through a denser medium. If wheels and an axle from a toyvehicle are available, the unit can be rolled on bare floor onto carpet tosimulate the speed of light going through a different medium. If theunit hits straight on, it slows down but does not bend. If the wheels hitat an angle, one wheel will slow down before the other, and thedirection of the wheels will change, which is analogous with refractedlight.

Students should be given the chance to observe a beam of light as itpasses through various transparent media such as air, water, mineral oil,transparent plastic, glass, and sugar or salt solutions. Students should beasked to observe and describe how the refracted light bends at theinterface and what happens when the angle of entry is changed. Byplacing a pencil in a transparent beaker containing a variety of transpar-ent liquids, students can test predictions about what may happen to theappearance of the pencil in the medium, as well as how the appearancechanges in the different media. Students should come to understandthat the angle of refraction usually increases with the increase in opticaldensity of the medium through which the light travels. To demonstratea concern for safety, establish whether or not the students keep thework area uncluttered with only the appropriate materials present.

Students can use prisms to investigate how light from different sourcesis refracted and dispersed. Students can observe and experience whathappens to light that is dispersed in a mixture of water and a few dropsof milk.

Students should explore and investigate the focal point and focal lengthof convex lenses. Magnifying glasses, for example, can be used to focuslight to a point (focal point). Students can then estimate and perhapseven measure the focal length from the focal point to the lens. It is notnecessary to address all the cases involving multiple focal points that arepossible in some instances. Students can investigate and explore realand virtual images with convex lenses and concave mirrors. It is notintended that students investigate real and virtual images quantitatively.Students should come to understand the applications of convex andconcave lenses and mirrors in technologies such as telescopes, micro-scopes, cameras, eye glasses, car headlights, and flashlights.

(continued)




Refraction and Dispersion

Observation

• To Teacher: Use an observation checklist to assess inquiry and investi-gation skills of students on the basis of their investigation of howlight refracts in different media. (208-1, 208-5, 209-2, 210-11,211-1)

Poor Good- Initiating and planning 1 2 3 4- Conducting and recording 1 2 3 4- Analysing and interpreting 1 2 3 4- Communicating 1 2 3 4

Performance

• Develop a plan or a set of procedures in order to investigate andcompare how light refracts in liquids A, B, and C. (208-5, 308-10)

• With several classmates, devise a way to demonstrate, using yourbodies, how a beam of light is refracted. (308-10)

Paper and Pencil

• Draw the resultant spectrum of light beams when white light isrefracted by a prism. (308-8), (308-9)

• Give an example of a question related to the refraction of light thatcould lead to a test or experiment. (208-1)

• In a sketch, indicate where you had estimated the focal length of aparticular convex lens to be and where you found it to be after aninvestigation. (209-2)

• Draw a diagram showing how light is refracted in a variety of media.(308-10)

• Predict and estimate the angle of refraction of a light beam in waterand in cooking oil for several angles of incidence. (208-5, 209-2)

• Given the optical densities of a variety of liquids, compare the angleof refracted light in each. (210-11)

Science PowerTM 8

Pages 226-231 Sec 7.3(208-1, 208-5,209-2, 210-11,308-10)

Pages 244-250 Sec 8.2INV 8-B(209-2)





Refraction and Dispersion (continued)

• describe how opticaltechnologies have developedthrough systematic trial-and-error processes constrained bythe optical properties of thematerials (109-5)

• provide examples of opticaltechnologies that enablescientific research and relatepersonal activities associatedwith such technologies(109-10, 111-3)

Students can investigate and describe the development and evolution ofan optical technology such as a microscope, telescope, reading glasses,contact lenses, or fibre optics. Students, when researching orinvestigating the invention and development of contact lenses, forexample, will come to understand that the development and use of thistechnology depended on the development of a material that would lenditself to this particular use. As materials are modified and improvedthrough systematic trial and error, contact lenses become more usefuland widespread. Students can interview a nurse, doctor or medicaltechnician to learn about the development of medical technologies thatfunction owing to an understanding and application of optics.

Students should be aware of the scientific research that occurs becauseof optical technologies. Students should also be aware that personalactivities such as using a telescope or magnifying glass are related to thestudy of optics. Magnifying glasses, eye glasses, contact lenses,microscopes, telescopes, and cameras can be used as examples.




Refraction and Dispersion (continued)

Paper/Pencil

• Make a list of as many domestic technologies that are related tooptics as you can. (109-10, 111-3)

Presentation

• Create a timeline illustrating the invention and development ofoptical technologies such as microscopes, telescopes, reading glasses,contact lenses, lasers, and variable tint lenses. (109-5, 109-10, 111-3)

• Create a science/science career bulletin board related to opticaltechnologies (for example, reading glasses—optometry/optometrist,telescope—astronomy/astronomer), microscope—bacteriology/bacteriologist, data transmission—physics/technician) (111-3)

• Create a poster that illustrates the historical development of theoptical microscope or the telescope. (109-5)

Science PowerTM 8

Pages 244-254 Sec 8.2INV 8-B(109-5, 109-11,111-3)

Pages 257-261 Sec 8.3INV 8-D(109-5, 109-11,111-3)

AV“SciencePowerTM8 - Light andOptical Instruments”Available Sept. 2002





Electromagnetic Radiation

• describe different types ofelectromagnetic radiation,including infrared, ultraviolet,X-rays, microwaves, and radiowaves (308-11)

• compare the properties ofvisible light to the properties ofother types of electromagneticradiation, including infrared,ultraviolet, X-rays, microwaves,and radio waves (308-12)

• explain the importance ofusing the words frequency andwavelength correctly (109-13)

• provide examples related tooptics that illustrate thatscientific and technologicalactivities take place individu-ally and in group settings(112-8)

• describe possible negative andpositive effects of technologiesassociated with electromagneticradiation (113-2)

Many students have heard of the various forms of electromagneticradiation such as microwaves and radio waves but will not necessarilyknow that there is a connection among them. It is important to uselearning activities that illustrate the relationship among the variousforms of electromagnetic radiation, their similarities and differences.

A basic introduction to wave theory is appropriate at this level.Students may have investigated the characteristics of ocean waves whichthey can then compare to light waves. The use of oscillating ropesand/or slinkys will enable students to have a visual representation ofsome of the key features of waves such as wave speed, wavelength andfrequency. During their investigation of electromagnetic radiation,students should learn that electromagnetic waves are transverse wavesand do not require a medium in which to travel. With one end of athree to four meter piece of rope, which is attached to a fixed point atthe other end, students can model the characteristic waves: amplitude,wavelength, and frequency. By changing one of these features, studentscan observe and note how the others change. This is a qualitativeexploration and appreciation of the differences and similarities of thedifferent types of electromagnetic radiation.

Students should come to realize that white light, when refracted by aprism, illustrates the different wavelengths of visible electromagneticradiation. The spectrum is often indicated as a continuum of colourswith the shortest waves being at the violet end and the longest at the redend. Students can investigate the color combinations when the threeprimary colours of light (red, green, and blue) are mixed.

Throughout the unit, students should be made aware of scientific andtechnological activities that involve individuals such as lens makers, andgroups such as astronomy teams investigating and surveying theuniverse.

Students should investigate the various uses of electromagneticradiation and identify problems or issues related to particular kinds.Ultraviolet radiation (UVA rays) getting through the atmosphere andstorage of radioactive materials are but two of many issues that can beaddressed in this section.

Students should investigate common technologies that incorporate theuse of electromagnetic radiation and explore their possible positive andnegative effects. Microwave ovens, X-ray machines, cellular phones, andthe nuclear industry are some examples of technologies that can beexplored.




Electromagnetic Radiation

Paper and Pencil

• Use the terms wavelength and frequency to describe several types ofelectromagnetic radiation. (109-13, 308-11)

• How are various types of electromagnetic radiation used by people?(113-2, 308-8)

• Research and write a report on the invention and use of the Morsecode. (112-8, 308-11)

• Investigate the differences and similarities between an incandescentand a fluorescent light bulb. What are the advantages anddisadvantages of each? Report your findings to the class. (113-2)

• Research the development and utilization of X-rays in medicine orindustrial settings. What are the safety precautions used whenworking with X-rays? (109-5, 112-8, 113-2)

Presentation

• Create a chart/diagram of the various types of electromagneticradiation and give a property for each type. (308-11)

• Keep a class bulletin board of careers associated with opticsencountered throughout the unit. (113-2)

• Research and report on the benefits and dangers of X-rays oremissions from computer screens. (113-2, 308-8)

• Research the terms primary colours and secondary colours andproduce an art display that shows what they mean. (308-12)

• Interview a short-wave operator and report on the types ofelectromagnetic radiation that are employed by her/him. (308-11)

• Produce a visual representation or model of the main types ofelectromagnetic radiation based on wavelength and frequency.(308-11, 308-12)

• Prepare a visual display of technologies associated with optics orelectromagnetic radiation outlining the positive and negative effects

Science PowerTM 8

Pages 293-298 Sec 9.3(308-11, 113-2,308-12)

Pages 281-285 Sec 9.2INV 9-C(308-12,109-13)

Pages 290-291, 292, 297 and302-303(112-8)

AV“Lasers” - NATGEOG#701808, VH(308-11, 113-2, 308-12)

FLUIDS

Unit 3:

Fluids


GRADE 8 PHYSICAL SCIENCE : FLUIDS

Unit Overview

Fluids, including air and water, are essential in most industrialprocesses. They form the basis of hydraulic and pneumatic devices andmachines. Students will explore the properties of fluids, includingviscosity and density, and explain them, using the particle theory. Theywill also have an opportunity to understand the buoyant forces actingon floating, submerged, and sunken objects. As students conduct theirinvestigations, they will recognize the practical applications of theproperties of fluids in the operation of simple machines.

Focus and Context The focus of this unit is on the inquiry process. Students will also havethe opportunity to design and carry out activities based on fluids. Thecontext is the students’ knowledge and use of fluids and bouyancy.Ocean-going vessels and oil rigs provide a context to investigate whysome things sink and some things float.

ScienceCurriculum Links

In grade 2, students explore the properties of different liquids andobserve objects that sink and float. In grade 6, students are introducedto air as a fluid in the context of flight. Students will have anopportunity to investigate various systems such as hydraulics todetermine the percent efficiency of energy transformations in a physicscourse at the high school level.

Introduction


GRADE 8 LIFE SCIENCE : FLUIDS

STSE Skills Knowledge

Curriculum Outcomes


Nature of Science and Technology

109-10 relate personal activitiesin formal and informal settings tospecific science disciplines

Relationships Between Science andTechnology

111-1 provide examples ofscientific knowledge that haveresulted in the development oftechnologies

111-5 describe the scienceunderlying particular technolo-gies designed to explore naturalphenomena, extend humancapabilities, or solve practicalproblems

Social and Environmental Contextsof Science and Technology

112-7 provide examples of howscience and technology affecttheir lives and their community


Initiating and Planning

208-2 identify questions toinvestigate arising from practicalproblems and issues

208-6 design an experiment andidentify major variables

Performing and Recording

209-3 use instruments effectivelyand accurately for collecting data

209-7 demonstrate a knowledgeof WHMIS standards by usingproper techniques for handlingand disposing of lab materials

Analysing and Interpreting

210-7 identify, and suggestexplanations for, any discrepan-cies in data.

210-12 identify and evaluatepotential applications of findings

210-13 test the design of aconstructed device or system

210-14 identify and correctpractical problems in the way aprototype or constructed devicefunctions

Communication and Teamwork

211-3 work co-operatively withteam members to develop andcarry out a plan, andtroubleshoot problems as theyarise


307-8 describe the relationshipbetween the mass, volume, anddensity of solids, liquids, andgases using the particle model ofmatter

307-11 analyse quantitatively thedensity of various substances

307-9 explain the effects ofchanges in temperature on thedensity of solids, liquids, andgases and relate the results to theparticle model of matter

307-10 describe situations indaily life where the density ofsubstances naturally changes or isintentionally altered

309-2 describe the movement ofobjects in terms of balanced andunbalanced forces

309-1 describe qualitatively therelationship between mass andweight

309-3 describe quantitatively therelationship among force, area,and pressure

309-4 explain qualitatively therelationship among pressure,volume, and temperature whenliquid and gaseous fluids arecompressed or heated

307-6 compare the viscosity ofvarious liquids

307-7 describe factors that canmodify the viscosity of a liquid


GRADE 8 PHYSICAL SCIENCE: FLUIDS

Elaboration-Strategies for Learning and Teaching


Outcomes

Floating and Sinking—Density

• describe the relationshipamong the mass, volume, anddensity of solids, liquids andgases using the particle modelof matter (307-8)

• analyse quantitatively thedensity of various substancesand suggest explanations fordiscrepancies in data, such asthe measurement of thevolume of irregular objects bywater displacement (210-7,307-11)

Students should be given the opportunity to come up with a workingdefinition of density through exploration and hands-on/minds-onactivities involving objects that sink and float. Students can makepredictions about whether a variety of objects will sink or float andthen test their predictions. This activity provides the student with achance to compare and contrast reasons why they believe objects behaveas they do in water.

Students should use conceptual diagrams of particles in a variety ofrepresentative substances. Lead and aluminum density blocks, forexample, can be explored and experienced by students in order to gainan understanding of relationships among the mass, volume, and densityof solids. Students can investigate how various liquids (for example, oil,salt water, distilled water) float on one another. Hydrometers can beused to investigate the densities of a variety of liquids.

Students have had, in math, experiences in determining the volume ofsome types of regularly shaped solids. This will provide someprerequisite skills and knowledge that will help them determine thedensity of these objects, given the mass of the objects. Students caninvestigate how different masses and volumes of the same materialproduce equivalent ratios, thus the same density. Students can bechallenged to determine the volume of regularly and irregularly shapedobjects that sink and float, given only an overflow water container anda graduated cylinder, for example. To learn about volume, students mayconstruct regular solids from uniform building blocks, measurevolumes of liquids poured in a calibrated beaker, and determine thevolumes of irregular solids immersed in a beaker by measuring thevolume of the displaced fluid. Students can have experiences withmalleable but non-compressible solids such as clay and malleable andcompressible solids such as plastic foam.

Students can discuss possible reasons for discrepancies in volumereadings when using the water displacement method for determiningthe volume of an irregular solid. Note whether students honestly reportand record all observations, even when the evidence is unexpected andwill affect the interpretation of results. This is an indicator of value putby students on accuracy, precision, and honesty in scientific inquiry.

(continued)



ResourcesTasks for Instruction and/or Assessment

Floating and Sinking—Density

Performance

• Use materials (styrofoam balls, marbles, for example) and a containerto represent the relationship among the mass, volume, and density ofsubstances. (307-8)

• Use a beaker of water and a balance to determine the density of astainless steel bolt. (307-11)

• Determine the volume of water displaced by irregular-shaped objectsand compare results with other groups. Suggest why somemeasurements vary. (210-7, 307-11)

Journal

• A solid block of iron sinks in water. A ship made out of the sameamount of iron floats. In your own words, explain why this canhappen. (307-8)

Paper and Pencil

• Prepare a short explanation for a grade five student about density andfloatation. (307-8)

• Research how fish, blimps, ships or submarines operate with regardto density and buoyancy. (307-8)

Science PowerTM 8

Pages 111-114 Sec 4.1(307-8)

Pages 132-136 Sec 5.1(307-8)

Pages 137-143 Sec 5.2INV 5-AINV 5-B(307-8, 210-7,307-11)

AV“Density in Liquids” HRMC#702044, VH





Outcomes

Floating and Sinking—Density (continued)

• explain the effects of changes intemperature on the density ofsolids, liquids, and gases andrelate the result to the particlemodel of matter (307-9)

• describe situations in life wherethe density of substancesnaturally changes or isintentionally changed (307-10)

• identify questions to investigatearising from practical problemsinvolving floating, sinking, anddensity (208-2)

• work cooperatively with teammembers to design anexperiment and identify majorvariables in order to investigatefloating, sinking and density(208-6, 211-3)

Students should be given the opportunity to measure mass in order tocompare different amounts of matter. Students should also have theopportunity to use technological apparatus such as equal arm balances,beakers, and graduated cylinders when carrying out their investigations.Variations in readings of these tools will help students to appreciate theneed for accurate measurement and how some errors can be explainedwhen comparing to a norm.

Students should develop the concept that density is a property ofmatter. This can be accomplished by providing learning opportunitiesthat involve using volume to determine density in the context offloating and sinking.

A variety of activities during which students experience and describe theeffect that temperature change has on the volume and therefore thedensity of solids, liquids, and gases will set the stage for a conceptualunderstanding of what happens using the particle model of matter. Thisis an extension of the conceptual understanding required in the unit onHeat.

Hot air balloons, submarines, and scuba gear are a few examples ofsituations that may be used to study and eventually describe how thedensity of some substances changes or is changed. Students caninvestigate situations in nature where the density of substances changenaturally such as in fish (air bladders) and ice.

After a demonstration in which a ball of non-soluble clay that sinks in acontainer of water, students can be challenged to make the malleableclay into an object that floats and to try to explain why it would floatwhen the shape changes in a certain way. Through such activities,students can be led to develop an understanding that the variable thatdetermines whether an object sinks or floats is the relation of its mass toits total new volume. Variables such as the shape and mass distributionof the object can be explored and tested. A co-operative team approachcan be used to design and test questions such as “What factors affectthe amount of cargo a barge or boat can hold?” If students motivateothers in the team, the attitudinal outcome regarding collaboration isevident.

Through exploration and investigation, students should come tounderstand and appreciate that the density of objects determines whythey float or sink or do neither.(a) If an object is less dense than the fluid in which it is immersed, it

will float.(b) If an object is more dense than the fluid in which it is immersed, it

will sink.




Floating and Sinking—Density (continued)

Observation

• Do students consider other questions or problems to investigateinvolving density and floating and sinking? (208-2, 211-3)

• Do students perform the displacement activity carefully, take accuratemeasurements and record data carefully? (207-11)

• Checklist/Rubric on the planning and design of an experiment toinvestigate the amount of cargo a clay or aluminium shaped “boat”will hold. (208-6, 211-3)

Paper/Pencil

• Using a sketch/cartoon, have students illustrate the volume of a gas atdifferent temperatures using the particle model of mater. (307-9)

• Employing the particle model of matter, create a series of cartoons toillustrate what happens to gases when temperatures increase ordecrease. (307-9)

• Do group and self-assessment of the work to design an experimentbased on floating and sinking. (206-6, 211-3)

Presentation

• Use sketches or models to illustrate what happens to the densities ofsolids, liquids and gases when they are subjected to temperaturechanges (particle model of matter). (307-9)

• Create a mural that illustrates everyday uses of technologies andliving things in which the density of substances are changed naturallyor intentionally. (307-10)

Science PowerTM 8

Pages 110-114 (307-9)

Pages 132-136 (307-9, 307-10)

Pages 195 “Exploring”(307-9)

Pages 144-149 Sec 5.3INV 5-CINV 5-D(208-2, 208-6,211-3, 307-10)

AV“Floating and Sinking” Marlin#703510, VH





Outcomes

Forces in Fluids

• describe the movement ofobjects in terms of balancedand unbalanced forces (309-2)

• test and compare a student-constructed dynamometer witha commercial dynamometer(210-13)

• calibrate a student-constructeddynamometer with knownmasses (210-14)

• describe qualitatively thedifference between mass andweight (309-1)

• provide examples of technolo-gies that have been developedbecause of our understandingof density and buoyancy(111-1)

• explain quantitatively therelationship between force,area, and pressure:

- pressure (Pascal) = force (N) area (m2)

- investigate and solve prob-lems involving Pascal’sprinciple (309-3)

Buoyancy can be used to investigate the concept of density. Manystudents have had experiences with the forces involved in objects thatsink and float in water, for example. Students can compare units ofmass (grams, kilograms) with the forces (newtons) they exert on Earthby using spring scales and various balances. Students should be giventhe chance to construct and test a spring balance, using an elastic band,and compare and contrast it to a commercial dynamometer (forcemetre). This activity can be extended to weighing various masses inwater to observe the buoyant force of the fluid (the mass remainsconstant and the weight changes). Force sensors, if available, may beused. The construction of Cartesian Divers provides for discussion andillustration of unbalanced forces. The story of the origin of ArchimedesPrinciple can be related and demonstrated as the next step in the studyof forces and displacement of fluid as related to density.

Students should be given the opportunity to relate personalobservations when swimming and/or lifting objects in the water.Students can also relate what happens to objects such as beach ballswhen one tries to immerse them in water. Students can be introducedto simple force vectors when investigating and representing the variousforces in play when an object floats or sinks.

Throughout this unit, students should have opportunities to relatevarious technologies whuch are based on the principles of density andbuoyancy to our scientific knowledge of these principles. Technologiessuch as personal floating devices, research submersibles, and divingequipment should be explored and related to the scientificunderstanding and knowledge of density and buoyancy.

A study of unbalanced forces can also lead to an investigation ofpressure in fluids (air and water) and solids. Many opportunities fordesigning experiments and identifying major variables related torelationships among force, area, and pressure are available for students.How weight and pressure are related can be demonstrated with flat-heeled shoes and high-heeled shoes, for example. Relationships betweenfluid depth and pressure can also be investigated by using cans withholes at varying depths to illustrate how the water will leak out whenput in the cans. Investigations into air pressure at various altitudes willhelp students gain an appreciation of how the pressure of a gas isdependent upon altitude as opposed to that of liquids. Hot air balloonscan be utilized to demonstrate this point.

(continued)




Forces in Fluids

Performance

• Design and construct Cartesian divers to explain pressure/volumechanges. (309-2)

Journal

• How could you explain the difference between mass and weight to anelementary student? (309-1)

Paper and Pencil

• List and explain the steps taken to calibrate a student-constructeddynamometer to standard masses. (210-14)

• Why does a rock feel lighter in the water? Draw a force diagram toillustrate your answer. (111-1)

• How much pressure would be exerted on the floor beneath an objectthat weighs 800 N and has a base area of 2m2? (309-3)

• What would happen to the pressure if the weight of the objectremained the same but the area of its base were cut in half. (309-3)

• How many newtons of force on a stick with a base area of 0.01m2

would be required to produce a pressure of 1000 Pascals. (309-3)

Presentation

• Research and report upon a technology that was designed using thescientific principles of buoyancy. (111-1)

• Investigate the term “displacement” as it refers to ships and report onyour findings. (309-2)

Science PowerTM 8

Pages 144-157 Sec 5.3INV 5-EINV 5-F(309-2, 210-13,210-4, 309-1,111-1)

Pages 164-174 Sec 6.1INV 6-AINV 6-B(309-3)

AV“Pressure and Buoyancy” Magic#704849, VH

InternetHowthingswork.comFor a look at - submarines

- ships





Outcomes

Forces in Fluids (continued)

• describe the science underlyinghydraulic technologies(111-5)

• explain qualitatively therelationship among pressure,volume, and temperature whenliquid and gaseous fluids arecompressed or heated (309-4)

Students should be introduced to the term Pascal when doinginvestigations involving pressure. One Pascal is a very small amount ofpressure. Students can try to imagine the pressure beneath one applethat is flattened to cover an area of one square metre, for example.

An investigation of hydraulic systems and pipeline systems will enablethe students to better understand the relationship among force, area,and pressure. Students should be involved with activities that illustratePascal’s Principle, which states that any change in pressure applied to afluid in a confined space is transferred unchanged throughout the fluid.Water-filled balloons and plastic bottles allow for a kinesteticappreciation of the principle. Students can build a model, usinghydraulic syringes, to illustrate and describe hydraulics in a simplesystem. A common example and application of Pascal’s Principle withwhich many students have had experiences, is the automobile lift pumpseen in automobile service stations. A field trip to a local service centrewill permit students to see a variety of technologies based on Pascal’sPrinciple used in this context. Hydraulic chairs (dentist’s, hairdresser’s,office) can be investigated to explore technology using this principle. Awater-spraying toy can be examined to see how it functions. Manytypes of farm machines and heavy construction equipment such asbulldozers can be investigated to learn about other practicalapplications of Pascal’s Principle.

Pressure sensors (if available) can be used with computer interfacetechnology to explore, illustrate, and demonstrate pressure changes.These sensors can easily measure changes in gas pressure, and can helpstudents make an abstract concept more concrete and measurable.

Students should investigate and explore what happens to fluids whenthe temperature of the fluid is altered. Air-filled balloons and balls maybe cooled or placed in warm settings to observe changes in theirvolume. Students can use tire pressure gauges to measure pressurechanges at various temperatures. Students can place their thumbs onthe nozzle of a bicycle pump to experience pressure. Invite a mechanicto class to talk about the pressure of fluids in various automobilesystems as the temperature increases in various systems. Note to teacher:Investigations should be limited to two variables and the third variable keptconstant at this level.




Forces in Fluids (continued)

Journal

• The technology I have seen that works on Pascal’s Principle is a ... Itfunctions in this way (sketch). (111-5)

Paper and Pencil

• Sketch a simplified hydraulic system and briefly explain its benefits.(309-3)

• Using a concept map, show the relationships between pressure,volume and temperature when liquids and gases are compressed orheated. (309-4)

• Why does a barber have to step on or pump the barber’s chair inorder to make it raise? (111-5)

Interview

• Why would a bicycle pump get warm in the air compression chamberwhen the pump is being used? (309-4)

Presentation

• Explain how a water-spraying toy functions (Pascal’s Principle).(111-5)

Science PowerTM 8

Pages 164-174 (309-4)

Pages 488-494 Sec 15.1INV 15-A(309-4)

Pages 175-181 Sec 6.2 withActivityINV 6-C(111-5)

AV“Pressure” Addison#702277, VH





Outcomes

Viscosity of Liquids

• compare the viscosity ofvarious liquids (307-6)

• design an experiment to testthe viscosity of various com-mon fluids and identify themajor variables (208-6)

• describe factors that canmodify the viscosity of a liquid:- temperature- concentration (307-7)

• use a temperature-measuringtechnology effectively andaccurately for collecting data intemperature-viscosityinvestigations (209-3)

• demonstrate a knowledge ofWHMIS standards by demon-strating the correct methods ofdisposal of various oils, forexample (209-7)

Many students have had first-hand experience with the viscosity of avariety of liquids. For many students, viscosity is related to how“runny” something is. It is explained in terms of rate of flow of a liquid.An informal discussion of various common liquids will permit theteacher to gauge the familiarity the students have with this concept.Some types of liquids that can be discussed and investigated mayinclude molasses, corn syrup, vinegar, dishwashing liquid, shampoo,water, pop, and cooking oil. Flow rate sensors can be used to investigateand measure viscosity.

Providing opportunities for hands-on experiences that demonstrate theviscosities of a variety of liquids provides the students with concretelearning experiences upon which other concepts related to viscosity,such as the particle model of matter, can be addressed.

Students, for example, can be challenged to design a method for testingthe viscosity of several liquids such as water and various cooking oilsand syrups, and identify the major variables in the test. The student-generated test for viscosity can be compared and contrasted withanother test for viscosity, such as using a syringe and a constant pressure(weight) on the syringe to determine which tube empties first. Studentscan measure the flow rate of various liquids on an inclined plane. Onceagain, students can be asked to determine and control as many variablesas possible in the prepared test.

Using water baths, students can heat various cooking oils to see whateffect temperature has on the viscosity of liquids. It is important thatstudents do not heat oils or other similar liquids in a single pot on aheating device as it could cause an oil or grease fire. Thermometers ortemperature probes can be used to collect data in this activity. Studentsshould be exposed to good safety and disposal practices when dealingwith various liquids other than water. Note whether students assumeresponsibility for waste disposal procedures as an indicator for a safetyin science attitudinal outcome.




Viscosity of Liquids

Observation

• Interview students during an appropriate activity to ascertain if theycan read a thermometer properly. (209-3)

• How do students clean up and dispose of oils used in their investiga-tions? (209-7)

Observation/Paper and Pencil

• Prepare a four-point rubric to assess and evaluate the design andcarrying out of an experiment to test the viscosity of various commonfluids. (208-6)

Pencil and Paper

• Prepare a lab report on the viscosity of liquids. (208-6, 307-6, 307-7)

• Create a chart or table of various liquids found in the kitchen indicat-ing their relative viscosities. (307-6)

Presentation

• Prepare a graph that communicates the varying viscosity of honey ormaple syrup as the concentration or temperature increases or de-creases. (307-6)

Science PowerTM 8

Pages 117-126 Sec 4.2INV 4-AActivity p. 121INV 4-B(307-6, 208-6,307-7, 209-3,209-7)

AV“Science PowerTM 8” McGrawHillAvailable Fall 2002





Outcomes

Viscosity of Liquids (continued)

• identify and relate personalactivities and potentialapplications to fluid dynamics(109-10, 112-7, 210-12)

Opportunities for discussion should be provided and linkages to thepractical applications of our knowledge of the viscosity of liquidsshould be made throughout this section of the unit. Everydayexperiences using warm and cold liquids will allow students to makethe transfer to applications such as using various liquids in differentsituations depending on the use of the fluid and the fluid itself.

Opportunities should be made available for students to propose andlearn about potential, everyday applications related to the viscosity ofliquids. Examples related to the world of cooking may include thevarious viscosities of such foodstuffs as pancake batter and sugaredicing (concentrations). The temperature of an engine oil dictates howquickly it will drain from an engine during an oil change, for example.Students can investigate the preparation of various types of maple syrupand honey products that have various viscosities. Some students mayinvestigate the uses of various motor oils for different engines anddifferent seasons.




Viscosity of Liquids (continued)

Presentation

• Interview a mechanic or a person who works with heavy machineryto find out how they deal with the viscosity of the oils they use atdifferent temperatures. Prepare a short written report. (210-12)

• Create a poster showing several liquids that can serve differentpurposes because of their different viscosities (engine oils, maplesyrup, ketchup, ... ) (210-12)

• Research and report on oil viscosity problems that make pipelinetransport of oil a challenge. (109-10, 112-7)

• Work in small groups to prepare a presentation on “Why liquids ofvarying viscosity are needed/used in today’s society.” (210-12)

See Page 59 in this guide forresource ideas.

CELLS, TISSUES, ORGANS

AND SYSTEMS

Unit 4:

Cells, Tissues, Organs and Systems

GRADE 8 LIFE SCIENCE: CELLS, TISSUES, ORGANS, AND SYSTEMS


Unit Overview

Introduction In previous explorations of living things, students have notencountered the cell as a basic building block and functional unit oflife. At this level, these notions are explored in a rigorous fashion toensure that students understand the cell’s critical importance to alllife. These new understandings allow students to study the humanorganism from a holistic perspective.

Students will continue to study the different body systems but not inminute detail. From activities, students should start to appreciate acorrelation between healthful living and healthy systems. This is thefirst time that students deal with the systems as an integrated whole.

Focus and Context The focus of this unit of study is on decision making. Using the contextof healthy/non-healthy lifestyle choices, and how these choices impacton cells, tissues, organs, and systems, students should appreciate theirinterconnections and use them to make informed choices when itcomes to their health.

Science

Curriculum Links

In grade 1, students begin their study of living things by investigatingthe basic needs and characteristics of living things. By the end ofgrade 2, students explore animal growth and changes and, by the endof grade 3, plant growth and changes.

In grade 5, students are expected to be able to describe the structureand function of the major organs of the digestive, excretory,respiratory, circulatory, and nervous systems. As well, they investigateand demonstrate how skeletal, muscular, and nervous systems worktogether.

In grade 9, students will investigate the process of cell division moreclosely within the context of sexual and asexual reproduction. Abeginning investigation into the cell’s genetic information will alsooccur. In senior high school, students may choose a course in biologyin which mitosis and meiosis are described in detail and the structureand function of the female and male mammalian reproductivesystems are analysed and described. Cell theory is also addressed atthis level; major organelles visible with the light and electronmicroscope are described and cellular processes investigated.



STSE Skills

65

Knowledge

Curriculum Outcomes

Students will be expected toNature of Science andTechnology109-13 explain the importance ofchoosing words that arescientifically or technologicallyappropriate

110-2 distinguish between ideasused in the past and theories usedtoday to explain naturalphenomena

110-5 illustrate examples ofconflicting evidence for similarscientific questions

Relationships BetweenScience and Technology111-5 describe the scienceunderlying particulartechnologies designed to explorenatural phenomena, extendhuman capabilities, or solvepractical problems

Social and EnvironmentalContexts of Science andTechnology112-10 provide examples ofscience- and technology-basedcareers in their province orterritory

113-8 make informed decisionsabout applications of science andtechnology, taking into accountpersonal and social advantagesand disadvantages


Initiating and Planning208-1 rephrase questions in atestable form and clearly definepractical problems

208-6 design an experiment andidentify major variables

Performing and Recording209-1 carry out procedurescontrolling the major variables

209-3 use instruments effectivelyand accurately for collecting data

Analysing and Interpreting210-7 identify and suggestexplanations for discrepancies indata

Communication and Teamwork211-3 work co-operatively withteam members to develop andcarry out a plan, andtroubleshoot problems as theyarise

211-4 evaluate individual andgroup processes used in planning,problem solving, decisionmaking, and completing a task

Students will be expected to...

304-4 illustrate and explain thatthe cell is a living system thatexhibits all the characteristics oflife

304-6 explain that growth andreproduction depend on celldivision

304-5 distinguish between plantand animal cells

304-8 relate the needs andfunctions of various cells andorgans to the needs and functionsof the human organism as awhole

304-7 explain structural andfunctional relationships betweenand among cells, tissues, organsand systems in the human body

304-9 describe the basic factorsthat affect the functions andefficiency of the human





respiratory, circulatory, digestive, excretory, and nervous systems

• explain that it is important to use proper terms when comparingplant and animal cells (109-13)

Students should be given opportunities to investigate and observeexamples of cells that are or have demonstrated the basic characteristicsof life: growth, locomotion, stimulus/response, and reproduction. Thisunit provides an excellent opportunity to estimate measurements ofvarious kinds and to further develop skills in using a light microscope.Students can investigate cellular growth and reproduction bygerminating corn or similar seeds and watching the growth of root tips.If adequate materials are available, cross-sections of the root tips can beprepared and stained to observe evidence of cellular growth andreproduction. Commercial slides are available in which some cells areidentified in the process of mitosis.

Thin onion layers or lettuce can also be prepared to observe cellstructures and evidence of reproduction. Students should be able toidentify and differentiate between cell walls and cell membranes ingiven samples. The nucleus should also be identified. Commerciallyprepared animal cell slides should be compared and contrasted withplant cells. It is important to note that students should not harvest livehuman cells in this activity. Students should be taught the skillsnecessary to maintain and use the light microscope safely andeffectively. At this level students should investigate the followingstructural characteristics of plant and animal cells: cell wall/membrane,nucleus, cytoplasm, vacuoles, and chloroplasts. Students should alsocompare and contrast these structural characteristics between these twotypes of cell.

Samples of paramecium and amoeba can be used to explore andinvestigate movement in cells. The use of the fixed video camera/microscope, if available, facilitates whole group observation of cells.Students often believe that cells are two-dimensional, as they sometimesappear under the microscope. Three-dimensional drawings or modelswill help students develop the concept of cells. Students can model thethree-dimensional nature of animal cells by filling a plastic bag (cellmembrane) with gelatin, and putting in various fruits or vegetables forcell parts. This plastic bag can then be put inside a plastic see-throughsandwich container (cell wall). Both of these models could be stackedto show differences in plant and animal tissue, and different groups ofcontainers can be stacked to model organs. Students should becomefamiliar with and be able to use the terms cell wall, cell membrane,vacuoles, nucleus, cytoplasm, and chloroplasts.

304-10 describe examples of theinterdependence of varioussystems of the human bodyCells

• illustrate and explain that thecell is a living system thatexhibits the followingcharacteristics of life:- growth- movement- stimulus/response- reproduction (304-4)

• explain that growth andreproduction depend on celldivision (304-6)

• distinguish between plant andanimal cells (304-5)

• use a light microscope ormicroviewer correctly toproduce a clear image of cells(209-3)

• work co-operatively with teammembers to develop andconstruct models of cells(211-3)




Cells

Performance

• Locate the cell wall of a plant cell when being viewed through alight microscope. (109-13)

• Draw pictures or make models of plant and animal cells. Indicatethe following on your model or picture: cell wall, cell membrane,vacuole, nucleus, chloroplast. (Assess students’ ability to distinguishbetween them.) (109-13), (304-5)

Journal

• How would you explain the growth of an organism? (304-6)

Paper and Pencil

• Write a poem about cells and how they exhibit characteristics of life.(304-4)

• Produce a travel brochure that describes a plant or animal cell as ifit were a large theme/amusement park. (109-13), (304-5)

Presentation

• Create a cartoon or a series of cartoons/sketches that illustrate thebasic characteristics of life. (304-4)

• Create a three-dimensional model of an animal and/or plant cellillustrating the cell wall, cell membrane, nucleus, cytoplasm,vacuoles, and chloroplasts. (109-13), (211-3), (304-5)

• Prepare a play with group members playing the various parts of aparticular cell and explaining their function. (109-13, 304-5)

Portfolio

• Make drawings/sketches of the various cells observed when using alight microscope. Label the parts you can identify. (109-13, 304-5)

Science PowerTM 8

Pages 4-5 Great startingpoint withActivity.

Pages 28-34 Sec 1.3INV 1-EINV 1-F(304-4, 304-5,211-3)

Pages 39, 41-47, 48-52Sec 2.1 (choosecarefully)(304-4)

Pages 53-58 Sec 2.3INV 2-C(304-4, 304-6)

Pages 22-29 INV 1-CINV 1-D(304-5, 209-3,109-13)

AV“The Cell - How It Works” C-Video#705699, VH(304-4, 304-5)





Interdependence Among Cells, Tissues, Organs and Systems

• relate the needs and functionsof various cells and organs tothe needs and functions of thehuman organism as a whole(304-8)

It is important that students have the chance to explore and carry outinvestigations that lead to a better understanding of theinterdependence and interconnectedness of the various systems of thehuman body as well as the structural and functional relationshipsbetween and among the cells, tissues, organs and systems. Studentsshould begin to understand how oxygen (O

2), carbon dioxide (CO

2),

nutrients and waste products are procured, produced and/ortransported by the various systems in the body.

(Note to teacher: This is not intended to be a detailed study ofthe various body systems. It is important to address this sectionholistically and not dwell on terminology and the memorizationof anatomical details.)

Students should have the opportunity to relate and compare the needsand functions of cells and organs to the human organism as a whole.Students should come to understand the relationships betweenbreathing (inhaling O

2 and exhaling CO

2) with the cells’ needs

regarding these gases. The energy for cellular activity originates in thefood eaten and digested by the human organism. Waste material fromcellular processes must be eliminated, and the human organism isdesigned to facilitate this necessary function. Demonstrating the resultsof cellular respiration using yeast and sugared water illustrates theproduction of heat and CO

2. This process can be related to humans

having a constant body temperature and needing to get rid of the CO2

produced during cellular respirations as well as requiring food (sugar)and air (oxygen) to allow cellular respiration to take place.

• explain structural andfunctional relationshipsbetween and among cells,tissues, organs, and systems inthe human body (304-7)

• compare the early idea thatliving organisms were made ofair, fire and water with themodern cell theory (110-2)

• evaluate individual and groupprocesses used in researchingthe roles of the main organsystems (211-4)

Students can be shown a variety of prepared cells using a micro-projector to illustrate the variety of cells in a person. The shape andfunction of a variety of cells can be highlighted. A prepared cross-section of cardiac tissue can illustrate how similar cardiac muscle cellswork in unison to form heart tissue. An organ, such as the heart, can beobserved and studied through software or videos. Organ systems can beinvestigated to see how various organs, such as those that make up thedigestive system, work in unison and harmony. Model cells made in theprevious section may be stacked to form tissues and organs in order todemonstrate how these are related.

Students should work together to research the role of the main organsystems in getting oxygen and food to cells and getting rid of the wastesproduced. Students can prepare some form of presentation or mediaproject to communicate their findings and evaluate the group processesduring the activity.




Interdependence Among Cells, Tissues, Organs and Systems

Observation

• Complete self- and group-evaluations upon completion of research ofhuman organ systems. (211-4)

Paper and Pencil

• Create a concept map that illustrates the interdependence of anumber of organ systems. (304-7)

• In a story, personify a cell and have it explain how it gets oxygen(O

2), rids itself of waste products, and nourishes itself. (304-7)

• How might a muscle cell rely on a red blood cell? (304-7)

• Explain how the needs of a cell are related to the functions of majorbody processes as a whole. (304-8)

Interview

• Why do you think ancient peoples had different theories andexplanations regarding the make-up of our bodies from those we havetoday? (110-2)

Presentation

• Create a skit/play in which students play the parts of the cells, tissuesand organs of a particular system in order to demonstrate theirconnectedness. (304-7)

Portfolio

• Research and report on the various tissues and organs that are used tomake the muscular system function. (304-7)

Science PowerTM 8

Pages 18-20 (110-2)

Pages 68-72 Sec 3.1INV 3-A(304-7, 211-4)

Pages 79-96 Sec 3.3 (choosecarefully)(304-8, 211-4)

AVPick Wisely

“Circulation” Magic#705440, VH

“Respiration” Magic#705442, VH

“Digestion” Magic#705443, VH

“Man: The Incredible Machine”Magic#701383, VH

(304-7, 304-8, 211-4)





Healthy/Unhealthy Systems

• describe the basic factors thataffect the functions andefficiency of the humanrespiratory, circulatory,digestive, excretory, andnervous systems (304-9)

• illustrate examples ofconflicting evidence related tohow we should maintain and/or treat body systems (110-5)

• describe the science underlyingvarious technologies used toassist or replace unhealthyorgans or systems (111-5)

Students should be given the chance to explore positive and negativefactors, such as nutrition, exercise, and other lifestyles, that affect thefunctions and efficiency of the human respiratory, circulatory, digestive,excretory, and nervous systems. Students should be encouraged toexplore and learn about what practices or lifestyles contribute to healthyand unhealthy systems. Students may work in pairs or small groups toinvestigate and explore how certain lifestyles positively or negativelyaffect body systems. For example, students can investigate how certainfoods and/or diets affect the function and performance of several bodysystems such as the circulatory and digestive systems. Students cancommunicate their findings in the form of a presentation, a multimediareport or a written report.

(Teachers may want to co-ordinate many of the topics in thissection with a health teacher or health nurse. A presentation bya health nurse can be done. Also, the reproductive systems canbe covered as part of the health program.)

By providing a variety of learning experiences designed to highlightpositive and negative factors affecting the systems of our bodies,students will hopefully appreciate the personal and social consequencesinvolving our overall health. Representatives from the Canadian LungAssociation or the Canadian Cancer Society can be invited to class togive a presentation about their organization and their cause. Notewhether or not students listen to the point of view of others as this is anindication of an attitudinal science outcome. Students can do researchto learn about the lifestyle choices we make that affect body systems ina positive or a negative way. Conflicting evidence with respect toscientific questions such as various treatments for cancer and the use ofcontroversial treatments and therapies to repair and heal body systemsshould be taken advantage of for the classroom debate to illustrate thefact that scientific knowledge is tentative and subject to review in lightof new evidence. Other suggestions for potentially controversialtreatments might include laser eye treatment, breast implants, andprocedures to help overweight people lose weight.

During this study, students should note the technologies that have beendesigned to assist damaged organs and/or systems. The dialysis machinewhich filters the blood and artificial hearts which pump bloodthroughout the body are examples that may be investigated. Studentsshould relate to the science behind the technologies investigated.Hearing aids, artificial limbs controlled by electrical impulses fromnerves, artificial heart valves, respirators, and pacemakers are otherexamples that may be explored and discussed.




Healthy/Unhealthy Systems

Observation

• Research and debate the availability and use of soft drinks in a schoolsetting. (304-9)

Journal

• Write a personal response to conflicting evidence regarding thenutritional advice of a meat producer and a vegetarian. (110-5, 304-9)

Pencil and Paper

• In a report, describe how factors such as proper nutrition, exercise,and other healthy lifestyles affect the various systems of the body.(304-9)

• Survey students in the school on nutrition, exercise, and incidence ofillness. Compile and analyse the results and draw conclusions. (110-5,304-9)

• How does lack of exercise affect several of the main body systems?(304-9)

Presentation

• Produce a poster with pictures of technologies used to aid or replaceorgans or body parts/systems. Briefly describe their function withregard to what they do and how they aid or replace particular organs,systems or body parts (for example pacemaker, insulin pump, dialysismachine). (111-5)

• Interview an audiologist to find out what technologies are available topeople who have limited hearing ability. Prepare an audiovisualpresentation for the class. (111-5)

Portfolio

• Using current/popular newspapers and magazines, make a collectionof advertisements that promote healthy development of various bodysystems. (110-5, 304-9)

Science PowerTM 8

Pages 58-59 (110-5)

Pages 88-96 Sec 3.4(304-9)

Pages 102-103 (110-5)

AV“Homeostasis” TVOnt#700684, VH(304-9, 110-5)

“In the Body”#800168, VH(110-5, 111-5)





Interdependence of Body Systems

• rephrase questions into testableform about the factors thataffect physical fitness andhealth (208-1)

• design and carry out anexperiment to compare andcontrast heart rate andbreathing rate in an individualduring various levels of activity,and identify and control themajor variables (208-6, 209-1)

• suggest explanations forvariations in the heart rate andthe breathing rate of anindividual during various levelsof activity when the experimentis repeated (210-7)

• describe three examples of theinterdependence of varioussystems of the human body(304-10)

• provide examples of careersthat are associated with thehealth of body systems(112-10)

Activities demonstrating the relationship between the respiratory andthe circulatory systems give the students the opportunity to developnotions about the interdependence of various body systems. Forexample, students can rephrase questions such as “Does lifestyle have aneffect on physical fitness?” to “How does an athlete’s heart rate compareto that of a non-athlete?”

Have students design an experiment in which heart rates and breathingrates can be compared and contrasted during various levels of activity.Students should also identify and control the major variables of theexperiment. Students, for example, can record their breathing and heartrates before and after walking stairs. They will have to control suchvariables as how to collect and determine the heart and breathing rates,how long to conduct the activity, and how to conduct the activity. Ifavailable, students can use computer interface equipment to measureheart rate and breathing rate.

Students can repeat their experiment at another time or day. In thisway, the data collected from both or all experiments can be compared,and any variations in this data can be discussed and explained by thestudents. Opportunities for cross-curricular planning and integrationwith physical education and/or health curricula are available here.

Students should be given an opportunity to investigate and learn aboutthe interdependence and interactions of several body systems. Studentsmay investigate the interactions between some of the following systems:circulation/muscular, nervous/muscular, digestive/excretory, digestive/circulatory, digestive/circulatory, and respiratory/circulatory, forexample. Students should actively investigate the various pairs ofsystems in order to best understand and appreciate their interactions.

Students should be invited to provide examples of careers that dealdirectly or indirectly with the health of body systems such as lab and X-ray technicians, physiotherapists, nutritionists, doctors, and public-health nurses. People with these careers may be invited to class to sharewhat they do and how it involves the body systems investigated in thisunit of study. The expression of interest in science- and technology-related careers is an indication of a positive attitudinal outcome.

(continued)




Interdependence of Body Systems

Observation

• Create a rubric with the students that will help students plan for theassessment of an experiment involving the respiratory and thecirculatory systems. (208-6, 209-1)

Performance

• Design, plan, and carry out a procedure whereby heart rate andbreathing rate are compared and contrasted in a variety of levels ofactivity. (208-6, 209-1)

Paper and Pencil

• How do the skeletal and muscular systems work together to help usmove? Research and report your findings. (304-10)

• In an essay, explain how a particular food/drink is required andutilized by systems in the body. (304-10)

• Choose two body systems to research and highlight relationships.(304-10)

• Prepare a brochure that one might find in a doctor’s office thatinforms the reader about the relationships between the respiratoryand circulatory systems. (304-10)

• Identify two or three reasons for discrepant results in theinvestigations of heart and breathing rates. (210-7)

Interview

• How might you rephrase the following question into a testable form:“How does exercise affect heart rate?” (208-1)

Presentation

• Create a mural of careers that deal with the health of body systems.(112-10)

Portfolio

• Interview a nurse or health-care worker about the interdependence ofseveral body systems. (113-8)

Science PowerTM 8

Pages 67 Activity(208-6, 209-1,210-7)

Pages 88-96 (208-1, 208-6,209-1, 210-7)

Pages 79-87 (304-10)

Pages 34, 59, 93, 100-101,102-103

(112-10)

AV“Ultimate Machine” Kinetic#705398, VH(208-1, 208-6)

“Biomedical Careers” HJB#703265, VH(112-10)





Interdependence of Body Systems (continued)

• make informed decisions aboutapplications of science andtechnology that are associatedwith human body systems,taking into account personaland social advantages anddisadvantages (113-8)

This outcome may be addressed by using a decision-making model inthe science or health program. Developments in science and technologyrelated to our health and the health of various body systems can beaddressed by asking students to imagine life without sports and fitnessequipment, for example. “Which body systems would be affected?” and“What would be the consequences?” are questions that can lead todiscussions concerning developments related to health issues.

Discussion and reflection regarding what we know about variouslifestyles and their effects on body systems (such as deciding to exerciseor stop smoking on the basis of scientific research) provide aworthwhile opportunity for students to make informed personaldecisions about their own health. Students can investigate risk-analysismodels used by insurance companies and advertisements for variousfitness machines. Other possibilities for research and discussion are theuse of sunscreen, food additives, and steroids, as well as health-relatedissues that arise in newspapers and magazines.




Interdependence of Body Systems (continued)

Presentation

• Prepare a report regarding the advantages and disadvantages of usingfood additives. (113-8)

• Prepare an advertisement for newspaper or radio regardingparticipation in a particular activity and its effects on a body system.(113-8)

Science PowerTM 8

Pages 92-96 (113-8)

PATHWAYS

Sample Pathways This section contains Sample Pathways of resource material to be used by teachers as they work through the curriculum guide. These are provided as a suggested way to help cover as many outcomes as possible in an allotted time frame that spans approximately 20 lessons per unit. For example, if a teacher has a class of science 3 times a week they can follow the 20 suggested lessons (7-8 weeks) and is assured of covering a vast majority of the prescribed outcomes listed in this curriculum guide. A lesson can vary from half a class period to several periods. Some teachers may have an opportunity to cover some of the alternative text sections if they have science more frequently or if they feel those sections cover outcomes better. Though the sample pathways provided are specific to a resource, teachers are always encouraged to use additional/alternative resources to help address a specific outcome. The blank Pathway sheets are provided so that teachers can photocopy and design their own “pathways” and lesson time-lines. A 7-9 week period is suggested to cover a particular unit of science content. Teachers are encouraged to use the Pathways in order to allow time for Science Fairs, Science Olympics, and other science related activities that are an important component in helping students develop scientific literacy.

Sample Unit 1 Critical Pathway (Earth and Space Science: Water Systems on Earth – Science 8)

Text Section(s) OR Alternative Text Section(s)

1 Intro Page 320, Inv 10C, page 321

Sec 10.1, pages 312-319 311-7

2 Sec 10.3 with Inv 10E, pages 331-333

111-6

3 Sec 10.3, pages 334-335 Sec 10.3, pages 336-337 311-7

4 Sec 11.1, pages 344-346 311-10a, 208-7

5 Sec 11.1 with Inv 11A, pages 347-351

209-5, 311-11, 112-3

6 Sec 11.1, pages 352-354 311-10a

7 Activity, page 355 311-10b

8 211-2 & 211-4 can be addressed by doing CYU # 9, page 355

9 Sec 11.2, pages 356-357 & 360

311-7

10 Inv 11B, pages 358-359 Inv 11C, pages 361 210-3

11 Sec 11.2, pages 362-363 111-3, 209-5, 110-8

12 Sec 11.3, pages 369, 372-374

Pages 370-371 209-1, 209-4, 210-11

13 Sec 12.1, pages 380-381 311-9

14 Inv 12A, page 382 210-4

15 Sec 12.1, pages 383/384 111-6, 311-7

16 Sec 12.1, pages 384-386 311-12, 210-16

17 Sec 12.2, pages 388-393 Sec 12.3, pages 394-404 311-8, 113-2, 113-10

Outcome(s)Lesson

Sample Unit 2 Critical Pathway (Physical Science: Optics – Science 8)


1 Intro Sec 7.1, pages 204-206

308-8

2 Sec 7.2, pages 216-217 208-7, 308-8

3 Inv 7B, pages 220-221 Inv 7A, pages 218-219 209-2, 208-7, 308-9

4 Sec 7.2, pages 222-225 Sec 8.1, pages 238-241 308-9, 208-7

5 Have contest to see who can build the best periscope 209-6, 211-1, 210-14

6 Sec 7.3, pages 226 and 230-231 210-11, 308-8, 308-10

7 Inv 7C, page 227 208-1, 209-2

8 Inv 7D, pages 228-229 208-1, 208-5

9 Sec 8.2, pages 244-247 209-2, 210-11, 308-10

10 Inv 8B, pages 248-250 209-2, 109-5

11 Sec 8.3, pages 257-261, use an example

Sec 8.2, pages 246-254 109-5, 109-10

12 Inv 8D, page 260 210-14, 109-5, 109-10

13 Sec 9.2, pages 281-283 109-13

14 Inv 9C, pages 284-285 109-13, 308-12

15 Sec 9.2, pages 290-292 112-8

16 Sec 9.3, pages 293-298 308-11, 113-2, 308-12

Outcome(s)Lesson

Sample Unit 3 Critical Pathway (Physical Science: Fluids – Grade 8)


1 Review Sec 4.1, pages 111-116

307-8

2 Sec 4.2, especially Inv 4A, pages 117-119 307-6, 208-6, 209-7

3 Sec 4.2, pages 120-121 Activity page 122 109-10, 112-7, 210-12

4 Sec 4.3, pages 123-124 & 126

307-7

5 Have students design their own lab to address 209-3 or Exploring page 195

6 Sec 5.1, pages 132-136 307-8, 307-9

7 Sec 5.2, Inv 5A, pages 138-140 Inv 5B, pages 142/143 210-7, 307-11

8 Sec 5.3, pages 144, 146, 148-149 208-2, 307-10

9 Inv 5D, page 147 Inv 5C, page 145 208-2, 211-3

10 Sec 5.3, pages 150-152 309-2

11 Sec 5.3, pages 153-154 111-1

12 Inv 5F, pages 156-157 Inv 5E, page 155 210-13, 210-14, 309-1

13 Sec 6.1, pages 164-165 309-3

14 Sec 6.1, pages 166-167, 170/174 Inv 6B, page 172 309-4

15 Sec 6.2, pages 175-181 Sec 15.1, pages 488-494 309-4, 111-5

16 Inv 6C Inv 15A, pages 490-491 309-4, 111-5

Outcome(s)Lesson

Sample Unit 4 Critical Pathway (Life Science: Cells, Tissues, Organs and Systems – Science 8)


1 Intro. pages 4 & 5 304-4

2 Inv 1A-Part 2, pages 12/13 Inv 1A – Part 1, pages 10/11

209-3

3 Inv 1B, pages 16-20 209-3, 110-2

4 Inv 1D, pages 24-26 304-5, 209-3, 109-13

5 Sec 1.3, pages 28/29 304-5, 209-3, 109-13

6 Inv 1E, page 30 211-3

7 Sec 2.2, pages 48-49 Inv 2B, pages 50-51 304-4

8 Sec 2.3, pages 53-55/58 304-4, 304-6

9 Intro. Pages 66/67 Sec 2.4, pages 60-62 208-1, 208-6, 209-1, 210-7

10 Sec 3.1, pages 68-70, 72 304-7

11 Inv 3A, page 71 304-7, 211-4

12 Sec 3.3, pages 79-80 304-8

13 Research topic on a body system

Sec 3.3, pages 81-87 304-8, 304-9, 304-10

14 Pages 92, 93, 96 113-8

15 Pages 100-101 112-10

16 Issue, pages 102-103 110-5

17 Internet exercise to address 111-5

Outcome(s)Lesson

Sample Unit Critical Pathway ( )


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Outcome(s)Lesson

˘ ˇˆ˙ - new brunswick...k to 12, released in october 1997, assists provinces in developing a...

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