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8th Grade Science Full Curriculum - Welcome to Scientific Discovery! (Ongoing)

Mrs. Victoria Laird, M.S.
Average rating:5.0Number of reviews:(13)
Students will embark through a blend of engaging lessons including topics such as chemical reactions, natural resources, phase changes, and more!

Class experience

US Grade 8
All learning goals, lessons, and assessments are based on the National Next Generation Science Standards & Utah Science with Engineering Education Standards 

Matter & Energy Interact in the Physical World: 
-Students can develop a model to describe the scale and proportion of atoms and molecules and describe how they make up all matter.
-Students can use valid resources to obtain information about the properties of matter.
-Students can evaluate how the properties allow them to be used for particular functions and communicate their findings.
-Students can plan and investigate changes in a substance's properties during a chemical reaction.  
-Students can identify patterns in the data to determine if a chemical reaction took place.
-Students can obtain information to explain how synthetic materials are made from natural resources.
-Students can describe how the uses of synthetic materials are based on their functions.
-Students can create a model of what the molecules are doing while adding or removing heat energy.
-Students can make graphs that illustrate the cause and effect relationships of particle motion, temperature, density, and state of a pure substance when you add or remove heat.
-Students can develop a model that shows the total number of atoms does not change in a chemical reaction. 
-Students can engineer a device that affects the rate of a phase change.
-Students can analyze data from the tests to modify and improve the device.

Energy Storage & Energy Transfer: 
-Students can use numerical data to identify the relationship between mass of an object and its kinetic energy.
-Students can use numerical data to identify the relationship between speed of an object and kinetic energy.
-Students can develop and test questions that demonstrate how distance affects the amount of potential energy of an object. 
-Students can engage in an argument using evidence to support the claim that an object in motion can change or transfer its energy.
-Students can draw a model that shows the patterns of how a wave’s amplitude is related to the energy of the wave. 
-Students can develop a model to show the structure of a wave.
-Students can use a model to demonstrate how waves get reflected, absorbed, or transmitted through various materials. 
-Students can research different ways that waves can be used for communication.
-Students can evaluate the reliability of digital vs analog signals.

Life Systems Store & Transfer Matter & Energy: 
-Students can conduct an investigation and provide evidence to explain how photosynthetic organisms use energy to change water and carbon dioxide into sugar and oxygen. 
-Students can develop a model to show how the food (matter) organisms consume is changed through chemical reactions to form new products, release energy and support growth.
-Students can find information to answer questions about the cycling of matter and the flow of energy in an ecosystem.
-Students can ask questions, find information, and evaluate how specific changes to the environment affect the stability of the ecosystem.

Interactions with Natural Systems & Resources: 
-Students can construct a scientific explanation based on evidence that explains why the earth’s resources are unevenly distributed.
-Students can use evidence to support an argument that per-capita consumption of natural resources can affect the availability of resources that may be non-renewable.
-Students can design a solution to monitor or control the effects of the use of natural resources. 
-Students can evaluate how well the design solutions that others have created help resolve the problem of overuse of natural resources.
-Students can analyze and interpret data on factors affecting changes in global temperatures and regional climates.  
-Students can analyze data and identify patterns in the occurrences of natural hazards to predict future catastrophic events.
-Students can obtain information on how data can be used to develop new technologies to limit the effects of catastrophic events.  
I have a masters in Earth Science science and I have taught integrated science at the middle school level as well as high school Biology, Wildlife Biology, and Zoology.
During the last two years, I have worked as a Science Specialist for a large school district in Utah, supporting teachers and administration in science education. 
Homework Offered
Students may required to complete 20-30 min of homework, reading, activities, etc. per each live lesson (totaling about 1 hour per week). If needed, these will be assigned before the end of each live class.
0 - 1 hours per week outside of class
Assessments Offered
Assessments will be given as an indication of how well as student is learning the content and skills for the class and to help me continuously develop better curriculum. Students will be assigned a number on a proficiency scale* that lets the student, parent, and teacher know how the student is doing. Each assignment will have a rubric attached to it letting the student, parent, and teacher know the expectations for the assessment. Assessments may be multiple choice, free response, modeling, or many other types. Most assessments will be taken in class, but some may be at-home projects. Assessment retakes and/or revisions will be provided and encouraged. *See Grading Policy for our Proficiency Scale
Grades Offered
Grades will be provided by default to all learners. If students do not want their student graded or to not have access to their grades, please let me know. Grades allow students, parents, and myself to understand where the student is at in their learning. For each assignment or assessment, students will receive a "grade" according to the rubric below. 0 - The student demonstrates no evidence of learning. 1 - The student demonstrates a minimal understanding of the concept. 2 - The student demonstrates a partial understanding of the concept. 3 - The student demonstrates a complete understanding of the concept.
1 pencil with an eraser
1 notebook, lined
1 pack of colored pencils, colored pens, markers, or crayons
Climate Change adn use of Natural Resources - We will be talking about how human action has changed the global climate. 

*If you would like your student to skip certain weeks due to concern over the topic of the week, please message me and reach out with any questions.
We will be referencing the Utah Science Curriculum Consortium's SEEd Storylines and 
Jordan School District's (Utah) open-source curriculum. Both are created by certified expert teachers. 
If you would like more information please see
Average rating:5.0Number of reviews:(13)
Hi there! I'm an enthusiastic science teacher, committed to sparking curiosity and making learning enjoyable. From middle school to high school classrooms, even extending my reach to mentoring teachers in Utah, I've consistently striven to present... 
Group Class


1x per week
50 min

Completed by 2 learners
Live video meetings
Ages: 12-15
2-6 learners per class

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