DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15 CLASS VIII

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DAWOOD PUBLIC SCHOOL

SCIENCE SYLLABUS 2014-15

CLASS VIII

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AIMS The Science Syllabus aims to:

Provide students with experiences which build on their interest in and stimulate their curiosity about their environment.

Provide students with basic scientific terms and concepts to help them understand themselves and the world around them.

provide students with opportunities to develop skills, habits of mind and attitudes necessary for scientific inquiry prepare students towards using scientific knowledge and methods in making personal decisions

help students appreciate how science influences people and the environment

OVERVIEW Monthly Syllabus

• August • Respiration and Circulation • Transport in Plants

• September • Writing Equation •

• October • Heating and Cooling • Ecology

• November • Magnetism • Revision for Mid Term Exam

• December • MID TERM EXAMS

• January • Atomic Structure and Periodic Table • Food Chains and Food Webs

• February

• Sound • Man’s Impact On The Ecosystem

• March • Light

• April/ may

• Revision For Final Exams • FINAL EXAMS

Respirations and Circulation Chapter 2, Pg No.(28-42)

Chapter 25, Pg No (145-147) Science Matters Vol B

In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of

• How water and mineral salts are absorbed and transported in flowering plants.

• Develop their knowledge of transporting chemicals in humans by finding out about

• The basic components of the circulatory system and their functions.

• The basic components of the respiratory system and their functions.

• Gaseous exchange.

• The effects of smoking.

• Aerobic respiration.

Scientific Enquiry work focuses on:

The importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking

Making and testing predictions using scientific knowledge and understanding

Planning investigations, identifying important variables

Using a range of equipment correctly

Comparing results with predictions

Presenting conclusions and discussing explanations to others in appropriate ways

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Recommended Vocabulary for this unit: Aerobic, an aerobic, respiration, breathing, circulation, transport, fatigue.

Contents Learning Objectives Activity Resource

Circulation and blood Respiration and breathing Transport in human beings

Recognize and model the basic components of the circulatory system and know their functions

Recognise the basic components of the respiratory system and know their functions.

Recognise the basic components of the respiratory system and know their functions.

Explain gaseous exchange.

Define and describe aerobic respiration and use the word equation

Recognise and model the basic components of the circulatory system and know their functions.

Recognise and model the basic components of the circulatory system and know their functions

Describe the absorption and transport of water and mineral salts in flowering plants.

Describe the absorption and transport of water and mineral salts in flowering plants

Name the major parts of the circulatory system. Name the major parts of the respiratory system. Discuss the link between the two systems. A simple model of the lungs. Use a lung model with two balloons in a bell jar and a rubber diaphragm. Compare it with the movement of ribs etc felt when breathing deeply. Demonstration of dissection of animal lungs to show the spongy texture and branched tubes. The volume of air which a pupil can exhale can be measured. Investigate how breathing rate is affected by exercise Discuss the difference between respiration and breathing. Appreciate that aerobic respiration requires oxygen. Discuss how glucose and oxygen reach every cell of the body and how the products leave. Respiration is the process an organism uses to supply the energy every cell needs to survive. glucose + oxygen → carbon dioxide + water Explain the working of the heart. A video presentation will be given on the structure and working of heart. Listen to a heart-beat through a stethoscope. Demonstration of a dissection of an animal heart Explain the functions of the blood. Use diagrams to show that blood transports substances around the body. Observe roots and root hairs of previously germinated seeds. Examine slides of root hair cells and discuss how the structure of the root hair cell makes it suited to its function. Investigate the transport of solutions of dyes in water up a stem. Place a light coloured

Heart, lung, artery, vein, capillary. Lungs, trachea,

bronchiole,

bronchus,

alveolus.

Lung model with two balloons in a bell jar and a rubber diaphragm Video Stethoscopes Animal heart, dissection instruments. Students can grow, for example, an onion suspended over water in a transparent jar to see the Branching formation and then pupils can examine a piece with a hand lens. Celery stems, food coloring, Prepared slides of cross section

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Transport in plants

stem such as celery in a solution of dye. Cut slices to examine after a period of time. Examine slides of the cross section through a stem to show the phloem and xylem

through a stem, microscopes.

Writing Equation Chapter 8 Chemistry Matters (pg 119-121)

In this unit, pupils build on their previous knowledge of the Periodic Table and Properties of materials and develop their ideas on

The differences between metals and non-metals.

Chemical reactions which are not useful.

Word equations.

In this unit, the reactions of metals will be confined to sodium, magnesium, zinc, iron, copper, silver and gold.

Recommended Vocabulary for this unit: Density, malleability, ductility, combustion, word equation, corrosion, rusting, oxidation, reduction

formula.


Chemical Equation Writing Balanced Equation

Describe rules of writing formulae of compounds.

Describe the reactivity of metals with oxygen, water and dilute acids.

Describe chemical reactions which are not useful.

Test predictions with reference to evidence gained.

Plan investigations to test ideas.

Identify important variables; choose which variables to change control and measure.

Make predictions using scientific knowledge and understanding.

Use a range of equipment correctly.

Differentiate between symbols of an element and formulae of compounds.

Describe writing equation completes in four steps

Writing formula

Checking number o of atoms of each elements on both sides of the equation

Balance the no of atoms by placing the numbers in front of the formulae of a substance in equation.

Include the state symbol in the equation

Power Point Presentation Compare the rates of reaction of some metals with oxygen. Small samples of a range of metals can be cleaned and left in air. They are checked at intervals for signs of oxidation. The same range of metals can each be heated in air and placed in a gas jar of oxygen. Write word equations for each reaction. Write word equations given the starting materials and products for each reaction Work sheets Ways of preventing rust from forming e.g. painting, greasing, galvanizing, plastic coating and then suggest where they could be most appropriately used. Students can bring in or look at a bike and suggest how different parts are protected from corrosion.

Periodic Table of Elements. Strips of different metals and non-metals. Secondary sources (melting point data-base).

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Heating and Cooling Chapter 9, Pg No.(185-216)

In this unit, pupils build on their previous knowledge of chemical reaction and energy transfers to develop their knowledge of

The thermal (heat) energy transfer processes of conduction, convection and radiation.

Cooling by evaporation.

Recommended Vocabulary for this unit: Exothermic, endothermic, thermal (heat) energy transfer, conduction, convection, radiation, evaporation,

sublimation, condensation, expansion, contraction, bimetallic strip, upper fixed point, lower fixed point.


Temperature and Heat Effects of heat gain and heat loss Transfer of Heat

understand the need for a scale of temperature and use the Celsius scale of temperature

Recognize the values of the boiling point and freezing point of water and some typical temperatures on the Celsius scale

Measure temperatures using an appropriate thermometer

Differentiate between heat and temperature.

Recognize that heat is a form of energy which flows when there is differences in temperature

Explore and explain the idea of endothermic processes and exothermic reactions.

Explain cooling by evaporation

Recognize that heat will flow more easily through good thermal conductors than poor conductors

classify material as conductors or insulators of heat

Identify and explain the thermal(heat) energy transfer processes of conduction, convection and radiation

Students have to classify the reactions on the basis of the temperature change. Investigate the process of burning to be able to draw conclusions about the process. Using dry bread or wooden splints, will give results for energy release. Burning a candle allows collection of the products and test for carbon dioxide and water. Discuss why melting ice and evaporation are endothermic processes. Investigate which conditions aid the rate of evaporation using tissues or small pieces of cloth, dampened. Factors which can be tested are temperature and moving air.

How to calibrate a thermometer at freezing and boiling points of water Small pieces of cloth (or tissues). Timers

Ecology Chapter 4, Pg No.(69-110)

In this unit, pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of

Where organisms live.

How organisms interact with each other and the environment.

The influences humans have on the natural environment.

Recommended Vocabulary for this unit:

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Habitat, adaptation, predator, prey, producer, consumer, herbivore, omnivore, carnivore, ecosystem,

trophic level.


Habitat Population and Community Environment

Ecology

Describe how organisms are adapted to their habitat, drawing on locally occurring examples. Secondary sources can be used.

Describe how organisms are adapted to their habitat, drawing on locally occurring examples.

Distinguish between population and community

Describe how the communities in two habitats differ

Identify factors, e.g. light, temperature, which are different in different habitats

Recognize that different habitats support different organisms and that the distribution of organisms in different habitats is affected by environmental factors

Describe changes in physical environmental factors over a 24-hour period and through the year and relate plant and animal activities to environmental changes

Describe some strategies which plants and animals adopt to avoid climatic stress

Groups study and describe/draw a local small habitat such as a hedge, a tree, a pond etc. They try to identify as many living things there as possible and group them into green plants or fungi, herbivores, omnivores, carnivores. Compare photographs/pictures of animals and plants at different seasons and discuss how they survive e.g. hot/rainy season. Students will examine climatic effects on ecosystems. They plant tomatoes and observe the differences in plant growth with differences in light. We will co-ordinate with geography class. A field trip to observe different type of ecosystem. Microscopic examination of soil

Make pictures available for identifying organisms. Photographs/pictures of animals and plants at different seasons. Examples may include hibernation, migration, coat colour change in animals. Deciduous trees, flowering times etc in plants.

Magnets Chapter 12 Pg (269-292)

In this unit, pupils build on their previous knowledge of the effects of forces on movement to develop their knowledge of

Speed including interpreting simple distance/time graphs.

How magnetism can be used to move things.

Recommended Vocabulary for this unit: Magnet, magnetic poles, attraction, repulsion, magnetic field pattern, compass, electromagnet.


Magnets and magnetic material Making a Magnet Magnetic Field Uses of Magnets

Describe the properties of magnets.

Recognize that magnets attract magnetic material – iron steel nickel and cobalt.

Recognize and reproduce the magnetic field pattern of a bar magnet

Describe how to magnetize a magnetic material.

Recognize that Earth has a magnetic field.

Recognize that the area of force around a magnet is called a magnetic

Investigate the properties of magnets. Pupils should be given a pair of magnets, a simple compass, various metallic and non-metallic materials, a small dish of water and piece of lightweight object to float the magnet on. If available some objects like door seals, magnetic catches, and magnetic putty can be demonstrated as well Demagnetizing can be achieved by heating.

Pairs of magnets, a simple compass, various metallic and non-metallic materials, a small dish of water and piece of lightweight object to float the magnet on. If available, door seals, magnetic catch magnetic putty.

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field and it can be shown using iron fillings.

Discuss why steel can become magnetised

November Revision for Mid Term Exams

December Mid Term Examinations

The Periodic table (Chemistry Matters) In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of

The structure of an atom.

The methods and discoveries of Rutherford and other scientists.

The structures of the first twenty elements of the Periodic Table.

Trends in groups and periods.

Preparing some common salts by the reactions of metals or metal carbonates with acid.

Writing word equations to describe reactions of metals or metal carbonates with acids.

Recommended Vocabulary for this unit:

nucleus proton neutron electron electronic shell (orbit) atomic (proton) number group period evidence prediction evaluation reactants products carbonates sulfates nitrates chlorides neutralization filtration crystallization evaporation, ionic bond, covalent bond.


Atomic Structure Groups and periods: Columns and Rows Metals and Non-Metals: Across a period The Alkali Metal

The Halogens The Noble or Inert Gasses

Compare the structures of the first twenty elements of the Periodic Table.

Compare the structures of the first twenty elements of the Periodic Table.

Describe trends in groups and periods.

Relate atomic structure to Periods. Use diagrams to show the electron shells and relate these to position of elements in the Periodic Table.

Describe the relationship between Group number (number of valence electrons) and Period number (number of electron shells).

Explain the similarity between elements in the same group in terms of their electronic structure

Describe the change from metallic to non-metallic character from left to right across a period in the Periodic Table.

Describe typical properties of the alkali metals in Group1(Li,Na,k) and the Halogens in Group VII (Chlorine, Bromine)

Predict the properties of elements in Group I, VII and the Transition Elements using Periodic table.

Revise the symbols for the first twenty elements. Each group of students can make a poster of the structure of a chosen element. Arrange the first 20 elements with atomic (proton) numbers into a simple Periodic Table. Students will view common atoms of the periodic table, and atomic structure using power point

Blank Periodic Tables, sets of cards of first 20 elements (including atomic numbers). Blank Periodic Table

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Describe elements in Group 0 (Noble Gasses as monatomic uncreative gases.

Food Chains and Food Webs Chapter 5, Pg No.(111-129) In this unit, pupils build on their previous knowledge of organisms in their environment to develop their knowledge of

Constructing keys to identify plants and animals.

Food chains, food webs and energy flow including the role of decomposers.

How living things are adapted to their habitats.

Recommended Vocabulary for this unit: Consumer, producer, trophic level, primary, secondary, tertiary, herbivore, carnivore, genetic material,

adaptation, variation, pyramid.


Food Chains and Food Webs

Energy Transfer in Food chain Decomposers

Explain and model food chains, food webs and energy flow.

Explain that food chains and webs show biomass and not individuals.

Introduce the idea of energy flowing along the food chain and so flowing through the food web.

Introduce the term ‘trophic level’.

Pupils redesign the layout of their food webs to show energy transfer through trophic levels.

Explain the role of decomposers

Discuss where decomposers fit in the food web.

Discuss the importance of decomposers in food webs, in terms of recycling material such as minerals.

Explain the terms producer, primary consumer, secondary consumer, tertiary consumer, herbivore, and carnivore. Explain that that most food chains are interlinked as food-webs. Pupils identify food chains within an example of a food web, preferably of local species. Discuss the effect of the removal of one type of organism on the other organisms in the food web. Explain the role of decomposers. Demonstrate the breakdown of bread (or fruit) as moulds are allowed to grow on it in a sealed container.

Various food webs. Prepared sample of mouldy bread (or fruit) in sealed container as example

Sound Chapter 11 (pg No254-268)

In this unit, pupils build on their previous knowledge of the types of energy to develop their knowledge of

The properties of sound in terms of movement of air particles.

The link between loudness and amplitude, pitch and frequency.

Recommended Vocabulary for this unit: Vibration, amplitude, pitch, frequency, longitudinal, transverse, wave length, loudness, compression,

rarefaction.

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Hearing sounds Pitch and loudness

The properties of sound in terms of movement of air particles.

Make sounds with simple objects such as plucking stretched elastic bands on a box, twanging rulers, blowing across test tubes. Pupils should suggest how their ‘instrument’ might be given a range of different notes and the ability to be loud or soft.

Discuss and control risks to themselves and others.

The properties of sound in terms of movement of air particles

Recognise the link between loudness and amplitude, pitch and frequency, using an oscilloscope

Relate sound to hearing. Demonstrate ear structure using a model ear. Discuss ways of preventing ear damage. Research the sound receptors of animals such as the bat and dolphin. Investigate how fast sound travels. Discuss examples which show that sound is travelling more slowly than light (noise across a field, thunderstorms Interpret information provided by a cathode ray oscilloscope.

Model ear, secondary sources A sharp sound which can be heard at least 200 m away. Stop watches

Man’s Impact on the Ecosystem Chapter 6 pg (130-150)

In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of

Factors affecting the size of populations.

Some effects of human influences on the environment.

The world’s energy needs.

Recommended Vocabulary for this unit: Environment, solar, hydroelectric, nuclear fuel, fossil fuel, renewable and non-renewable sources, green

house, global warming


Deforestation Pollution

Conserving Our Environment

Recognize that some human activities have long term negative consequences on the ecosystem.

Describe some human activities which pollute the air, water and land.

Describe and investigate some effects of human influences on the environment

Use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources.

Explain how human activities over exploit the natural resources on Earth.

Describe and investigate some effects of human influences on the environment.

Use knowledge of energy sources including fossil fuels and renewable energy resources to consider the world’s energy needs, including research from secondary sources.

To recognize the efforts in improving the environment.

Investigate the availability of clean water resources and why water should be conserved using secondary sources. Explain why the world’s energy needs is increasing. Discuss why the world’s energy needs is increasing. Research different renewable fuels. Discuss whether ‘nuclear fuels’ are renewable or non-renewable. Discuss and list the problems of using all kinds of energy sources. These might include suitability of site, climate, cost of converting to electrical energy, pollution of any kind and destruction of habitats.

To visit the Haleji lake to study various factors of ecology and effects of tree cutting on ecosystem. Observe migratory birds .

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Light Chapter 10 pg (217-252)

In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of

How light travels and the formation of shadows.

How non-luminous objects are seen.

Reflection at a plane surface and use the law of reflection.

Refraction at the boundary between air and glass or air and water.

The dispersion of white light.

Recommended Vocabulary for this unit: Scatter shadow reflection refraction dispersion absorption pris

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April Revision for final exams May


Nature of Light

Shadows

Reflection of Light Refraction of Light Colors

Use light travelling in a straight line to explain the formation of shadows and other phenomena.

Plan investigations to test ideas.

Make predictions using scientific knowledge and understanding.

Take appropriately accurate measurements.

Use a range of equipment correctly.

Describe reflection at a plane surface and use the law of reflection.

Investigate refraction at the boundary between air and glass or air and water.

Explain the dispersion of white light.

Explain colour addition and subtraction, and the absorption and reflection of coloured light.

Discuss explanations for results using scientific knowledge and understanding. Communicate these clearly to others.

Observe sources of light - candles, bulbs etc and suggest how it is possible to see them. Cut off the light with a screen with a hole in and look for an illuminated spot. Make and use a pinhole camera. A simple box can be made light-tight and have a pin-hole in the centre of a sheet of black paper at one end and a screen at the other. Students can predict the effect of making several holes, enlarging one hole and placing a convex lens in front of the enlarged hole and then investigate practically. Study images in plane mirrors. Investigate the law of reflection by directing rays of light at a plane mirror. Observe refraction by the ‘disappearing coin trick’ at the bottom of a pan which is slowly filled with water or seeing a ruler ‘bending’ in water. They will investigate the effects by looking through a glass block and observing apparent depth. The swimming pool is a good context to use if appropriate. A spectrum will be demonstrated using a good prism. They will also be observing using cheap diffraction gratings. They can compare with a rainbow to try to emphasise that light is a mixture of all the colours.

A clearly defined object and bright light. Box eg shoe box, sheets of black paper, light source, convex lenses, photographic film (optional Plane mirrors, cardboard tubes, small plastic mirrors, light ray boxes Glass blocks (rectangular and semi-circular), light ray boxes. Prism, light ray box, diffraction gradients. Different coloured filters, light ray boxes.

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Final Examinations Teaching Support: Documentaries, multimedia, presentations, slides, lab will be used. Assessment method: We will assess students by class tests, work sheets, class presentations and different group activities. Resource Book: Science smart, Lets learn science

GLOSSARY OF TERMS

Term Description of meaning

1. Classify to group things based on common characteristics

2. compare to identify similarities and differences between objects, concepts or processes

3. construct to put a set of components together, based on a given plan

4. describe to state in words (using diagrams where appropriate) the main points of a topic

5. Discuss to reflect on and explore a topic in speech or writing

6. differentiate to identify the differences between objects, concepts or processes

7. identify to select and/or name the object, event, concept or process

8. Infer to draw a conclusion based on observations

9. investigate to find out by carrying out experiments

10. List to give a number of points or items without elaboration

11. manipulate to control an object in order to explore and discover its behavior

12. measure to obtain a reading from a suitable measuring instrument

13. recognize to identify facts, characteristics or concepts that are critical to the understanding of a situation, event, process or phenomenon

14. Relate to identify and explain the relationships between objects, concepts or processes

15. show an understanding

to recall information (facts, concepts, models, data), translate information from one form to another, explain information and summarize information

16. State to give a concise answer with little or no supporting argument

17. Trace to follow a path

DAWOOD PUBLIC SCHOOL SCIENCE SYLLABUS 2014-15 CLASS VIII

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