Integrated

Science

for Jamaica Grade 8

T. Chung

ISJ SB8.indb 1 10/02/2019 14:58

 Macmillan Education
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ISBN 978-1-380-02340-7
Text © T. Chung, W. Brathwaite, P.K. Oyebanji, O.J. Jegede and D.P. Brown 2009
Additional Text © T. Chung 2019
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 Contents

Scope and sequence iv

About this book viii

Unit 1: Working Like a Scientist 1

Science exploration, application and design practice

Unit 2: Photosynthesis and Energy Relationships 20

Living Things, Life Processes and the Environment

Unit 3: More about Matter 50

Energy, Forces and Matter

Unit 4: Human Nutrition 77

Living Things, Life Processes and the Environment

Unit 5: Physical and Chemical Changes 107

Energy, Forces and Matter

Unit 6: Forces and Motion 133

Energy, Forces and Matter

Unit 7: Respiration and Gas Exchange 166

Living Things, Life Processes and the Environment

Unit 8: Space Science 181

Living Things, Life Processes and the Environment

Unit 9: Water and the Earth’s Atmosphere 206

Living Things, Life Processes and the Environment

Index 246

iii

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 Scope and sequence
Section Title
Unit 1 Working Like a Scientist
1.1 Scientific investigations
1.2 Experimental variables
1.3 Anomalous results
1.4 Presentation of
experimental data
1.5 Annotating diagrams
UNIT 2 Photosynthesis and Energy Relationships
2.1 How do plants use
radiant energy to make
food?
2.2 Conditions and
materials needed for
photosynthesis
2.3 Food and energy
chains and webs
2.4 Feeding relationships
2.5 Factors that impact a
food chain
UNIT 3 More about Matter
3.1 The particulate theory
of matter
3.2 Atoms, elements and
molecules
3.3 The periodic table
3.4 Arrangements of
electrons on the electron
shells
iv
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Syllabus objectives
• Classify variables as dependent, independent and control
• Demonstrate persistence in collecting and analysing data
• Show honesty in sharing findings from investigations
• Construct pie charts using findings from observations /data
• Analyse and interpret displayed data
• Annotate drawings
• Recall that plants are producers and are the source of energy for animals
• Construct the word equation for photosynthesis
• Examine the external adaptations of the leaf for photosynthesis
• Investigate the raw materials and conditions necessary for photosynthesis, controlling
relevant variables
• Formulate definitions of the terms producer, consumer, carnivore, herbivore, omnivore,
food chain and habitat
• Construct terrestrial and aquatic food chains using familiar organisms
• Create food webs using the constructed food chains
• Explain energy flow in a food chain
• Assess the impact of human activities on food chains and webs
• Cite evidence for the kinetic theory of matter
• Find novels ways to state conclusions from observations
• Investigate the building blocks of elements (matter)
• Differentiate between the sub-atomic particles in terms of their position in the atom,
relative mass and charge
• Show that the Periodic Table is a collection of elements
• Collect and display common everyday elements on the Periodic Table
• Match elements to their respective symbols
• Categorize the groups and periods in the Periodic Table
• Deduce the basis for arrangement of elements on the Periodic Table
• Construct a board game using the first 20 elements on the Periodic table based on their
symbols and atomic number
• Identify by name, some special groups in the periodic table
• Create models to represent different atoms
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Section Title
3.5 Metals, non-metals and
metaloids
3.6 The development of
the periodic table
UNIT 4 Human Nutrition
4.1 Nutrients in the food
we eat
4.2 Food tests
4.3 Teeth and their
adaptations to aid digestion
4.4 Human digestion and
digestive system
UNIT 5 Physical and Chemical Changes
5.1 Pure and impure matter
5.2 Physical and chemical
changes
5.3 Elements, compounds
and mixtures
5.4 Separation of mixtures
5.5 Some everyday
applications of separating
mixtures
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SCOPE AND SEQUENCE
Syllabus objectives
• Classify elements as metals or non-metals
• Distinguish between some selected properties of metals and non-metals
• Summarize uses of selected metals and non-metals
• Use appropriate scientific language
• Complete their own activity even if others have already finished theirs
• Investigate the presence of protein, fat, starch and simple sugars in foods
• Relate the structural adaptations of human teeth to their role in the mechanical
breakdown of food (mastication)
• Draw and label a longitudinal section of a canine tooth
• Evaluate different ways of taking care of the teeth
• Differentiate between mechanical and chemical breakdown of food
• Describe the processes involved in human nutrition as ingestion, digestion, absorption,
assimilation, and egestion
• Explain the need for proteins, fats and some carbohydrates to be broken down
during digestion
• Recognise the importance and the site of secretion of digestive juices in the
alimentary canal
• Explain the role of selected enzymes (protease, lipase and amylase) in digestion
• Identify the final products of digestion of protein, fat and starch
• Classify substances as pure and impure
• Use appropriate scientific language
• Explain the differences between physical and chemical changes in terms of
composition, reversibility and properties
• Perform investigations to distinguish physical and chemical changes
• Infer that chemical changes lead to formation of compounds and physical changes lead
to formation of mixtures
• Collect and display information on physical and chemical changes
• Develop a logical argument for classifying substances
• Differentiate between elements, mixtures and compounds
• Set up simple comparative and fair tests on the separation methods
• Investigate methods that can separate mixtures
• Predict how a given mixture can be separated based on solubility, particle size
and structure
• Value individual effort and team work by completing investigations
• Identify industrial applications of separation techniques
• Evaluate the environmental impact of industrial separation methods
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 SCOPE AND SEQUENCE

Section Title Syllabus objectives

UNIT 6 Forces and Motion
6.1 Vector and scalar • Distinguish between vector and scalar quantities
quantities
6.2 Pushes and pulls • Investigate situations in which unbalanced/balanced forces act
• Draw conclusions about the effects of unbalanced forces
6.3 Friction • Recall that friction is the force which opposes motion
6.4 Non-contact forces • Show curiosity in investigating forces
6.5 Mechanical movements • Explain why some things are able to float in water and air, identifying all the forces
on land, in water and air involved
• Construct diagrams to show all the forces acting on moving objects, in given situations
• Perform investigations to determine how streamlined shapes influence the degree of
resistance to motion in water and air
6.6 Transport in water • Suggest innovative and relevant ways to solve problems
and air
6.7 Motion • Describe the motion of an object by its position, direction, and speed
• Distinguish between displacement, distance, velocity, speed, and acceleration
• Solve problems involving displacement, distance, velocity, speed, and constant
acceleration
• Work cooperatively in groups
• Value individual effort and team work by respecting different perspectives
• Show objectivity by using data and information to validate observations
UNIT 7 Respiration and Gas Exchange
7.1 Aerobic respiration • Describe respiration as the process in which energy is released from food either in the
presence or absence of oxygen
• Write a simple word equation to describe the process of aerobic respiration
• Explain the importance of energy to organisms
• Distinguish between respiration and breathing
• Perform investigations to identify the products of aerobic respiration
7.2 Respiration and • Describe the structure and basic function of the human respiratory system
breathing • Trace the pathway of oxygen from the atmosphere to the alveoli
• State that mitochondria are required for aerobic respiration
• Describe the exchange of oxygen and carbon dioxide across the alveoli
• Make observations and present these in a suitable format
• Account for factors that cannot be controlled when working with living materials
• Display safety consciousness for self and others
• Keep work area tidy during practical activities
7.3 Anaerobic respiration • Compare photosynthesis and respiration and explain how they are linked

vi

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Section Title
UNIT 8 Space Science
8.1 Overview of the
Universe
8.2 The study of space
8.3 Celestial bodies
8.4 The Solar System
8.5 Eclipses
8.6 Space exploration
UNIT 9 Water and the Earth’s Atmosphere
9.1 Water as a major
component of plants and
animals
9.2 Properties of water
9.3 Uses of water in
everyday life and where it
can be found
9.4 Sources of water
9.5 The water cycle
9.6 Conservation of water
9.7 Safe water
9.8 Living things need water
9.9 Gases in the air
9.10 The carbon cycle
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SCOPE AND SEQUENCE
Syllabus objectives
• Determine the connections between the concepts universe, galaxy, and star
• Recognise that some stars have planetary systems
• Describe, in qualitative terms, the physical characteristics of selected components of the
solar system (the sun, the planets, moons, comets, asteroids, and meteoroids)
• Explain the role of gravity in determining the motions of the planets, stars, and
solar system
• Use the light year, as a unit of astronomical distance, in solving simple problems
• Work cooperatively in groups
• Construct simple models and diagrams to explain eclipses of the Sun and Moon
• Construct a model of a technological tool/device needed for space exploration
• Formulate relevant questions about the Universe and produce correct answers to them
• Communicate scientific information
• Show respect in responding to other persons’ reports
• Describe a chemical test for water
• Relate the properties of water to its uses
• Investigate selected properties of water
• Model how water is cycled in nature
• Interpret data on water usage
• Describe a chemical test for water
• Justify the need for water conservation
• Summarize various methods of water conservation
• Value individual effort and team work through ‘hands-on’ activities
• Show interest in the outcomes of investigations on water and air
• Show interest in water conservation through personal conservation efforts
• Devise personal conservation plans
• Investigate common methods of water purification
• Create a simple water purification device
• Assess the impact of human activities on air and water quality
• State the composition of clean air
• Use appropriate statistical graphs to represent the percentage composition of gases
in air
• Describe the chemical tests for oxygen and carbon dioxide
• Relate the properties of the gases in air to their uses
• Describe the carbon cycle in simple terms to include the processes of combustion,
respiration and photosynthesis
• Make a model to illustrate the processes involved in the carbon cycle
vii
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 About this book
This fourth edition of Macmillan Education’s
market-leading series for Grades 7 to 9 has
been improved and updated to follow the
new National Standards Curriculum. The
Integrated Science for Jamaica series
supports the changing needs of learners at
the lower secondary level, and helps prepare
them for assessment with activities designed
to meet the different levels of Webb’s Depth
of Knowledge: Recall and Reproduction; Basic
Application of Skills and Concepts; Strategic
Thinking; and Extended Thinking.
The Student Books combine the acquisition
of science content, skills and attitudes to
enable students to work like scientists and
apply what they have learned to other areas
of their lives. This focus is fostered through
the four key skill areas of critical thinking,
collaboration, communication and creativity.
Unit openers: each unit is introduced with
a list of key words and overview of learning
outcomes to help structure teaching.
Engaging photographs and illustrations:
colourful photographs provide connections
to students’ own experiences and lives in
Jamaica. Detailed scientific illustrations and
diagrams support content learning and
the development of student creativity and
drawing skills.
A wide variety of activities:
STEAM Numerous ideas for hands-
on classroom activities to help teachers
apply a STEAM approach to foster science
and engineering practices. These include
designing and carrying out experiments,
developing and using models and debating
and arguing based on evidence.
viii
ISJ SB8.indb 8
EBL Research and enquiry-based
learning activities that engage students'
natural curiosity. Students are given the
opportunity to suggest areas of learning and
collect, assess and synthesise information to
achieve objectives.
ICT Activities that meet the new
curriculum ICT-attainment targets. The
use of ICT enhances learning, encourages
productivity and creativity and prepares
students for working in the 21st Century.
Review questions and summaries: each unit
ends with review questions and a summary to
ensure that learning outcomes and key skills
have been achieved, and to highlight areas
that need reinforcing.
Knowledge boxes: throughout each unit,
scientific language and concepts are carefully
introduced. Student learning is supported
through knowledge boxes for key items.
Renewable energy sources can be
replenished in a very short period and
they never run out. Examples of renewable
energy sources include solar, water, wind,
tide power and geothermal
Free additional content: unit content is
supported by free online resources and
activities for further study (visit https://
www.macmillaneducationeverywhere.com/
register/ to register using the following access
code: ISJG8836682144639). Resources
include interactive questions, audio-based
activities, animations and a mark book to
track your progress.
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