8th Grade Science

WHAT WILL WE EXPLORE THIS YEAR IN 8TH GRADE SCIENCE?

8th grade science explores the theme of "stability and change" in our physical world. What causes change? Can systems be both stable and changing at the same time? When may something appear stable but actually be changing, and vice versa? How does scale of both size and time impact stability and change? How do things we cannot see affect the things we can? We will investigate these multifaceted concepts through units about chemistry, genetics, evolution and ecology.

Everything is made of atoms, so rightfully we will begin with a unit on chemistry to learn more about these foundational units of matter. We will discover the role of atoms, molecules and subatomic particles and how they interact and change. We will cook and mix and stir and smell to explore and begin to understand what happens during chemical reactions, and will learn about chemical reactions that take place constantly in the world around us. We will specifically focus on the atomic chemistry of climate change, and how humans are impacting the natural cycling of elements throughout our ecological systems.

Next, we will build upwards and look at a particularly fascinating and impactful molecule: DNA. We will look into the world of genetics and focus on how something so small that we cannot see it with the naked eye (chromosomes) impacts things that we can (your traits). We will represent genetic patterns and make predictions about how traits will be inherited using different types of diagrams. We will ultimately debate the bioethics of genetic engineering in humans and in plants.

Next, we will study how genetic trends over very long periods of time lead to evolution, which is our third unit. We will look at some fascinating traits that organisms have, unpacking the idea of "survival of the fittest". We will look at several case studies, from fossils found through deep time to the evolution of whales to humans' vestigial structures, that scientifically support the idea that evolution is more than a theory.

Finally, living things do not exist in isolation. During the ecology unit we will critically consider the ways that humans both positively and negatively affect the environments they live in, and question the "right" role we should have in relation to the environment and other living things. We will look at the historical development, and current re-development, of the Gowanus Canal. We will also simulate how energy flows in dynamic ways, and think about the balance of feeding relationships.

Additionally, students will take a state science assessment in late May/early June, which has both written and hands-on components. We will review for these gradually throughout the year, and in a more targeted way before the exam. More information will come as the test gets closer.

GRADING SYSTEMS

Where does my grade come from?

Grading System: Effort Grade (30%) + Achievement Grade (70%) = Overall Grade (100%)

• Effort Categories: Homework, Classwork (including Do Nows, some Exit Tickets, and In-class Activities)

• Achievement Categories: Quizzes/Tests, Projects, Labs, some Exit Tickets