Mr. Blackman’s Science Expectations for Students

How is Grade Calculated?

PNMS 8th Grade Science 2016-2017

SPECIAL POINTS

OF INTEREST:

• Expectations for

Students p. 1

• Homework Policy

p. 1

• Science Curricu-

lum p. 2-4

• PNMS Reminders

p. 5

Rules and Consequences

You are expected to be on time to class

with all materials and ready to learn. If you choose not to bring the appropriate materials to class, you will be given two warnings before a phone call is made home. On the fourth offense you will be referred to the office. A 60 minute de-tention will be issued. Participation is an important ingredient in

the learning process. In order to facili-

tate classroom discussions, you must focus

on the task at hand and be an active part

in the lessons by listening, asking questions

for clarification, and contributing your

thoughts and ideas. You will be given ap-propriate warnings for disruptive or inap-propriate behavior. If you still choose to be disruptive, you may be sent out of the room to an alternate classroom for the remainder of the hour. If you decide to disrupt the learning process for others, you will be assigned a 30 minute detention after school with one of your team teach-ers.

Mr. Blackman’s 8th Grade Science

Contact Information: Phone: 323-5728 Email: ablackman@portageps.org

Mr. Blackman’s website– please utilize this website to access important information regarding

homework assignments, quizzes, and science related information.

www.mrblackman1.weebly.com

The Jr. Huskie Way

“Classroom Expectations”

Respect

Respect self, others and

school property

Use polite words

Honor the personal space

of others

Responsibility

Enter and Exit Quietly

Bring all materials needed

to class daily

Follow adult directions im-

mediately

Relationships

Treat others the way you

want to be treated

Own your behavior

Include everyone

Your finial Grade will be based on the total points given for responsibility,

homework and assessments. There categories are weighted differently.

Assessments count for 70%, graded homework will be 25% and responsibil-

ity will be 5% of your total grade.

P A G E 2

"There is a theory which

states that if ever

anybody discovers

exactly what the Universe

is for and why it is here,

it will instantly disappear

and be replaced by

something even more

bizarre and inexplicable.

There is another theory

which states that this has

already happened." —

Douglas Adams

(1952—2001).

P N M S 8 T H G R A D E S C I E N C E 2 0 1 6 - 2 0 1 7

Generate new questions that can be investigated in the laboratory or field.

Evaluate the uncertainties or validity of scientific conclusions using an under-

standing of sources of measurement error, the challenges of controlling varia-

bles, accuracy of data analysis, logic of argument, logic of experimental design,

and/or the dependence on underlying assumptions.

Conduct scientific investigations using appropriate tools and techniques

Identify patterns in data and relate them to theoretical models.

Critique whether or not specific questions can be answered through scientific investigations.

Identify and critique arguments about personal or societal issues based on scientific evidence.

Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the

information.

Evaluate scientific explanations in a peer review process of discussion for-mat.

Scientific Inquiry

Plate Tectonics

Earth’s History and Geologic Time

Relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.

Describe how index fossils can be used to determine time sequence.

Identify a sequence of geologic events using relative age dating principles.

Discriminate between igneous, metamorphic, and sedimentary rocks and describe the process-es that change one kind of rock into another. Explain the relationship between the rock cycle and plate tectonics theory in regard to the ori-gins of igneous, sedimentary, and metamorphic rocks. Describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated. Explain how scientists infer that the Earth has interior layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals. Describe the differences between oceanic and continental crust (including density, age, compo-sition). Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth’s surface. Explain why tectonic plates move using the concept of heat fl owing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased densi-ty.

Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance.

P A G E 3

Plate Tectonics continued Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries. Describe how the sizes of earthquakes and volcanoes are measured or characterized.

Describe the effects of earthquakes and volcanic eruptions on humans. Describe geologic, paleontologic, and paleoclimatalogic evidence that indicates Africa and South America were once part of a single continent. Describe the three types of plate boundaries (divergent, convergent, and transform) and geographic features associated with

them (e.g., continental rifts and mid-ocean ridges, volcanic and island arcs, deep-sea trenches, transform faults).

Describe the three major types of volcanoes (shield volcano, stratovolcano, and cinder cones) and their relationship to the Ring of Fire. Explain what happens to the lithosphere when an ice sheet is removed. Explain how the chemical composition of magmas relates to plate tectonics and affects the geometry, structure, and explosivity of volcanoes. Explain why fences are offset after an earthquake, using the elastic rebound theory.

Evolution-pertaining to movement of plates

Explain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population.

Describe the role of geographic isolation in speciation.

Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organ-isms.

Explain how evolution through natural selection can result in changes in biodiversity.

Hydrogeology

Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative sizes as Earth’s freshwater reservoirs and the dynamics of water movement (inputs and outputs, residence times, sustainability).

Explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively using the concepts of recharge, residence time, inputs, and outputs. Explain how water quality in both groundwater and surface systems is impacted by land use decisions. Describe that the water cycle includes evaporation, transpiration, condensation, precipitation, infiltration, surface runoff, ground-water, and absorption. Analyze the flow of water between the elements of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater. Describe the river and stream types, features, and process including cycles of flooding, erosion, and deposition as they occur nat-urally and as they are impacted by land use decisions. Explain the types, process, and beneficial functions of wetlands.

Describe how glaciers have affected the Michigan landscape and how the resulting landforms impact our state economy. Explain the formation of the Great Lakes.

Describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).

Describe the damage resulting from and the social impact of thunderstorms, tornadoes, hurri-canes, and floods.

Describe severe weather and flood safety and mitigation.

Describe the seasonal variations in severe weather.

Describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).

Describe how mountains, frontal wedging (including dry lines), convection, and convergence form clouds and precipitation.

Human Growth and Development This portion to the curriculum will be taught by Prevention Works. More details will be given prior to instruction.

Severe Weather

Equipped with his

five senses, man

explores the

universe around him

and calls the

adventure

Science. ~Edwin

Powell Hubble, The

Nature of Science,

1954

P N M S 8 T H G R A D E S C I E N C E 2 0 1 6 - 2 0 1 7

Dear Student,

Welcome to the eighth grade! We are excited to begin the 2016-2017 school year and are look-

ing forward to a great year.

There are a few supplies that you want to make sure you have to help you have a success-

ful year at PNMS. Please check to make sure you have as many of the supplies listed below as possible

and that you bring them to school on a regular basis. If you can’t acquire any of these items, come and

see us, and we will make sure that you have them.

These items are strictly for science: REQUIRED A composition (not spiral) notebooks- just for science which will be kept in the room. Colored Pencils Glue sticks or bottled white glue Highlighters Expo dry erase markers. Headphones These items are for all school use: binder and dividers pencils pencil pouch for your binder colored pencils blue or black pens red pen ultra-fine Sharpie black marker calculator- $10 range Mr. Blackman’s Classroom Wish List Pencils and pencil caps Expo dry erase markers Colored pencils Glue sticks or white bottled glue Clear Tape Highlighters Jolly Ranchers Bottle of hand sanitizer Tissue

You will also need a lock for your gym locker. We recommend that you purchase the Master Brand .

Please do not buy “key” locks. Practice your combinations at home. This will make the transition time

in between classes go smoother for you as the year progresses.

Good Luck,

Mr. Blackman