Long Range Plans for Grade 8 Science

Dates September 5 - December 22, 2023

Rationale: This science class is designed for grade eight students in the regular streamed level. The goal of this class is to
create a welcoming environment where students are engaged and desire to come learn. It will be a place where
students know it is okay to make mistakes and they are willing to push themselves to feel challenged. There will be
storytelling, slideshows, discussions, note-taking, activities, hands-on learning, group assignments, discussions, and
experiments. There will be labs and students will have individual assignments.
Classroom Demographics & Grade 8 students
Accommodations:

Report Card Dates:

Class Time: class: 1 hour 16 min + 3 min break week time: 3 hour 12 min total time: 50 hours 32 minutes
Friday: 40 min

Structure for Science Class: Structure for Quiz

1 15 min Guiding question, story time with Miss Spoulos 2 min Last minute questions

2 5 min Maybe activity: see, think, wonder 38 min Duration of quiz

3 Until bell Slideshow → students take notes (Cornell/doodle notes)

If students finish early, they can review
4 After bell Quick review notes, work on concept maps, make
flash cards/material for quizzes/unit
5 5 min Check for understanding test.
6 15 min Back to slideshow/notes

7 Until end Questions / concept map / review / activity

 Science 8

Topics Outcomes Main Resources Units & Activities Assessment

1. Investigate and describe fluids used in technological

devices and everyday materials
1.1 investigate and identify examples of fluids
in household materials, technological devices,
living things and natural environments.
1.2 explain the Workplace Hazardous Materials
Information System (WHMIS) symbols for
labelling substances; and describe the safety
precautions to follow when handling, storing,
and disposing of substances at home and in the Formative:
laboratory. - practice questions
1.3 describe examples in which materials are Science 8 textbook - observation
prepared as fluids in order to facilitate - discussion
transport, process or use (ex. coveting mineral Unit A: Allison’s - exit slips
ores to liquids or slurries to facilitate transport, Unit A Concept Map - activities
use of paint solvents to facilitate mixing and Weebly
Unit A: Mix &
application of pigments, use of soapy water to
Flow of 1 definition to put on Summative:
September carry away unwanted particles of material) Science 8 textbook
Matter 1.4 identify properties of fluids that are wall - class/homework
Miss Otte’s Weebly - assignments
(2.5 months) important in their selection and use (ex.
lubricant properties of oils, compressibility of - quiz
gases used in tires). Indigenous Ways of - unit test
2. Investigate and describe the composition of fluids, Life - portion of unit
and interpret the behaviour of materials in solution test
2.1 distinguish among pure substances, - labs/activities
mixtures and solutions, using common concept maps
examples (ex. identify examples found in
households).
2.2 investigate the solubility of different
materials, and describe their concentration (ex.
describe concentration in grams of solute per
100 mL of solution)
2.3 investigate and identify factors that affect
solubility and the rate of dissolving a solute in a
solvent (ex. identify the effect of temperature
 on solubility: identify the effect of particle size
and agitation on rate of dissolving)
2.4 relate the properties of mixtures and
solutions to the particle model of matter (ex.
recognize that the attraction between particles
of solute and particles of solvent helps keep
materials in solution)

3. Investigate and compare the properties of gases and

liquids; and relate variations in their viscosity, density,
buoyancy and compressibility to the particle model of
matter
3.1 investigate and compare fluids, based on
their viscosity and flow rate, and describe the
effects of temperature change on liquid flow
3.2 observe the mass and volume of a liquid,
and calculate its density using the formula Formative:
d=m/v [Note: This outcome does not require - practice questions
students to perform formula manipulation or - observation
solve for unknown terms other than the - discussion
density] - exit slips
3.3 compare densities of materials; and explain - activities
differences in the density of solids, liquids and
Unit A: Mix & gases, using the particle model of matter
Summative:
October Flow of 3.4 describe methods of altering the density of
a fluid, and identify and interpret related
- class/homework
Matter - assignments
practical applications (ex. describe changes in
buoyancy resulting from increasing the - quiz
concentration of salt in water) - unit test
3.5 describe pressure as a force per unit area - portion of unit
by using the formula p=F/A, and describe test
applications of pressure in fluids and everyday - labs/activities
situations (ex. describe pressure exerted by concept maps
water in hoses, air in tires, carbon dioxide in
fire extinguishers; explain the effects of flat
heels and stiletto heels, using the concepts of
pressure)
3.6 investigate and compare the compressibility
of liquids and gases
4. Identify, interpret and apply technologies based on
properties of fluids
 4.1 describe technologies based on the
solubility of materials (ex. mining salt or potash
by dissolving)
4.2 describe and interpret technologies based
on flow rate and viscosity (ex. heavy oil
extraction from tar sands, development of
motor oils for different seasons,
ketchup/mustard squeeze bottles)
4.3 describe and interpret technologies for
moving fluids from one place to another (ex.
intravenous lines, pumps and valves, oil and gas
pipelines)
4.4 construct a device that uses the transfer of
fluids to apply a force or to control motion (ex.
construct a model hydraulic lift; construct a
submersible that can made to sink or float by
transfer of a fluid; construct a model of a
pump)

Unit A GLO’s: 1,2,3,4

Unit D GLO’s: Formative:

1. Illustrate the development of science and technology - practice questions
by describing, comparing and interpreting mechanical
- observation
devices that have been improved over time
- discussion
Finishing Unit 1.1 investigate and provide examples of
mechanical devices used in the past to meet Unit A: - exit slips
A: Mix & Flow - activities
particular needs (e.g., describe and interpret - Pressure
of Matter devices developed to move water or be moved Project
by water, such as the Persian wheel, Summative:
November Archimedes’ screw, mill wheel)
Unit D: - class/homework
1.2 illustrate how a common need has been Unit D: - assignments
Mechanical
met in different ways over time (e.g., 1 definition to put on - quiz
Systems development of different kinds of lifting wall - unit test
(1.5 months) devices)
- portion of unit
1.3 illustrate how trial and error and scientific
knowledge both play a role in technological test
development (e.g., development of aircraft) - labs/activities
2. Analyze machines by describing the structures and concept maps
functions of the overall system, the subsystems and the
component parts
 2.1 analyze a mechanical device, by:
- 2.1.1 describing the overall function
of the device
- 2.1.2 describing the contribution of
individual components or subsystems
to the overall function of the device
- 2.1.3 identifying components that
operate as simple machines
2.2 identify the source of energy for some
familiar mechanical devices
2.3 identify linkages and power transmissions in
a mechanical device, and describe their general
function (e.g., identify the purpose and general
function of belt drives and gear systems within
a mechanical device)

3. Investigate and describe the transmission of force and

energy between parts of a mechanical system
3.1 analyze mechanical devices to determine
speed ratios and force ratios
3.2 build or modify a model mechanical system Formative:
to provide for different turning ratios between - practice questions
a driving and driven shaft, or to achieve a given - observation
force ratio - discussion
3.3 compare theoretical and actual values of - exit slips
force ratios, and propose explanations for - activities
discrepancies (e.g., identify frictional forces,
Unit D: and estimate their effect on efficiency)
Summative:
December Mechanical 3.4 identify work input and work output in
joules for a simple machine or mechanical
- class/homework
Systems - assignments
system (e.g., use a device to lift a measured
mass an identified distance, then calculate the - quiz
work output) - unit test
3.5 describe fluid pressure qualitatively and - portion of unit
quantitatively, by: test
- 3.5.1 explaining how forces are - labs/activities
transferred in all directions concept maps
- 3.5.2 describing pressure in units of
force per unit area
3.6 describe how hydraulic pressure can be
used to create a mechanical advantage in a
 simple hydraulic jack (e.g., describe the
relationship among force, piston size and
distance moved, using different sized syringes
linked by tubing)
3.7 describe and interpret technologies based
on hydraulics and pneumatics (e.g.,
applications in hydraulic lifts and air-driven
tools)
4. Analyze the social and the environmental contexts of
science and technology, as they apply to the
development of mechanical devices
4.1 evaluate the design and function of a
mechanical device in relation to its efficiency
and effectiveness, and identify its impacts on
humans and the environment
4.2 develop and apply a set of criteria for
evaluating a given mechanical device, and
defend those criteria in terms of relevance to
social and environmental needs
4.3 illustrate how technological development is
influenced by advances in science, and by
changes in society and the environment

Science 8

Topics Skill Outcomes (focus on problem solving) Attitude Outcomes

S1 Initiating and Planning: Ask questions about the relationships between and
A1 Interest in Science
among observable variables, and plan investigations to address those questions
- Show interest in science-related questions
- S1.1 define practical problems (e.g., How can we remove a salt coating
and issues, and pursue personal interests
Unit A: Mix & from a bicycle or vehicle?)
and career possibilities within
- S1.2 identify questions to investigate, arising from practical problems
Flow of science-related fields (e.g., attempt at home
September and issues (e.g., identify questions, such as: “What factors affect the
to repeat or extend a science investigation
Matter speed with which a material dissolves?”)
(2.5 months) done at school; investigate applications of
- S1.3 phrase questions in a testable form, and clearly define practical
fluid properties in technologies used in the
problems (e.g., rephrase a question, such as: “Is salt very soluble?” to
local community)
become “What is the most salt that can be dissolved in one litre of
A2 Mutual Respect
water at 23ºC?”)
 - S1.4 design an experiment, and identify the major variables (e.g., design - Appreciate that scientific understanding
or apply a procedure for measuring the solubility of different materials) evolves from the interaction of ideas
S2 Performing and Recording: Conduct investigations into the relationships involving people with different views and
between and among observations, and gather and record qualitative and backgrounds (e.g., show awareness that
quantitative data knowledge of fluid characteristics has
- S2.1 carry out procedures, controlling the major variables (e.g., carry developed in many societies and cultures,
out a test of the viscosity of different fluids) based on practical experience with materials
- S2.2 use instruments effectively and accurately for collecting data (e.g., in the environment)
measure the mass and volume of a given sample of liquid) A3 Scientific Inquiry
- S2.3 construct and test prototype designs and systems (e.g., construct a - Seek and apply evidence when evaluating
model submarine that is controlled by an air hose connected to a alternative approaches to investigations,
syringe) problems and issues (e.g., regularly repeat
- S2.4 use tools and apparatus safely (e.g., wear safety goggles during measurements or observations to increase
investigations of solution properties) the precision of evidence)
- S2.5 organize data, using a format that is appropriate to the task or A4 Collaboration
experiment (e.g., demonstrate the use of a database or spreadsheet for - Work collaboratively in carrying out
organizing information) investigations and in generating and
S3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and evaluating ideas (e.g., assume responsibility
develop and assess possible explanations for their share of work in preparing for
- S3.1 identify and suggest explanations for discrepancies in data (e.g., investigations and in gathering and recording
explain a loss in the volume of a liquid, by identifying such factors as evidence; consider alternative ideas and
evaporation or absorption by a filtering material) approaches suggested by members of the
- S3.2 predict the value of a variable, by interpolating or extrapolating group; share the responsibility for difficulties
from graphical data (e.g., extrapolate results to predict how much encountered in an activity)
solute will dissolve in a given solvent at a given temperature) A5 Stewardship
- S3.3 identify new questions and problems that arise from what was - Demonstrate sensitivity and responsibility in
learned (e.g., identify questions, such as: “What techniques are used to pursuing a balance between the needs of
remove pollutants from air and water?”) humans and a sustainable environment (e.g.,
- S3.4 identify and evaluate potential applications of findings recognize that the disposal of materials
S4 Communication and Teamwork: Work collaboratively on problems; and use through drains creates needs for waste
appropriate language and formats to communicate ideas, procedures and results water treatment and may result in
- S4.1 identify and correct practical problems in the way a prototype or downstream environmental impacts)
constructed device functions (e.g., identify and seal leaks in a model A6 Safety
fluid system) - Show concern for safety in planning, carrying
- S4.2 work cooperatively with team members to develop and carry out a out and reviewing activities (e.g., take the
plan, and troubleshoot problems as they arise time to organize their work area so that
- S4.3 communicate questions, ideas, intentions, plans and results, using accidents can be prevented; read the labels
lists, notes in point form, sentences, data tables, graphs, drawings, oral on materials before using them, and ask for
language and other means (e.g., show the differences in flow rate, using help if safety symbols are not clear or
a data table and diagrams) understood; clean their work area during
and after an activity)
 - A1 Interest in Science
Unit A: Mix & - S1 Initiating and Planning - A2 Mutual Respect
- S2 Performing and Recording - A3 Scientific Inquiry
October Flow of - S3 Analyzing and Interpreting - A4 Collaboration
Matter - S4 Communication and Teamwork - A5 Stewardship
- A6 Safety

Unit A:
Unit A:
- A1 Interest in Science
- S2 Performing and Recording
- A2 Mutual Respect
- S3 Analyzing and Interpreting
- A3 Scientific Inquiry
- S4 Communication and Teamwork
- A4 Collaboration
Unit D:
- A5 Stewardship
S1 Initiating and Planning: Ask questions about the relationships between and
- A6 Safety
among observable variables, and plan investigations to address those questions
Unit D:
- S1.1 identify practical problems (e.g., identify problems related to the
A1 Interest in Science
effectiveness or efficiency of a mechanical device)
- Show interest in science-related questions
- S1.2 identify questions to investigate arising from practical problems
and issues, and pursue personal interests
(e.g., “What is the efficiency of this device?”)
and career possibilities within
- S1.3 propose alternative solutions to a practical problem, select one,
Finishing Unit science-related fields (e.g., investigate
and develop a plan
examples of mechanical devices in their
A: Mix & Flow - S1.4 select appropriate methods and tools for collecting data to solve
home and community; ask questions about
of Matter problems (e.g., develop or apply appropriate methods for measuring
techniques and materials used; show an
speed ratios and force ratios; plan and conduct a search, using a wide
interest in related careers and hobbies)
November variety of electronic sources)
A2 Mutual Respect
Unit D: - S1.5 formulate operational definitions of major variables and other
Mechanical - Appreciate that scientific understanding
aspects of their investigations (e.g., define “frictional force” by
evolves from the interaction of ideas
Systems identifying a method to be used for measuring it)
involving people with different views and
(1.5 months) S2 Performing and Recording: Conduct investigations into the relationships
backgrounds (e.g., recognize that varied
between and among observations, and gather and record qualitative and
solutions to similar problems have been
quantitative data
developed by different cultures throughout
- S2.1 research information relevant to a given problem
history; appreciate that different approaches
- S2.2 select and integrate information from various print and electronic
to problems lead to different solutions, and
sources or from several parts of the same source
that each may have merits for particular
- S2.3 construct and test prototype designs and systems
applications)
- S2.4 carry out procedures, controlling the major variables (e.g., ensure
A3 Scientific Inquiry
that materials to be tested are of the same size and are tested under
- Seek and apply evidence when evaluating
identical conditions)
alternative approaches to investigations,
- S2.5 organize data, using a format that is appropriate to the task or
problems and issues (e.g., report the
experiment
limitations of their designs; continue
- S2.6 use tools and apparatus safely
working on a problem or research project
 S3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and
develop and assess possible explanations
- S3.1 identify and correct practical problems in the way a prototype or
constructed device functions
- S3.2 evaluate designs and prototypes in terms of function, reliability,
safety, efficiency, use of materials and impact on the environment (e.g.,
test and evaluate the efficiency and reliability of a prototype device to
lift a given mass from the floor to a tabletop)
- S3.3 identify and evaluate potential applications of findings (e.g.,
identify possible applications of a simple machine or mechanical system
they have studied)
S4 Communication and Teamwork: Work collaboratively on problems; and use
appropriate language and formats to communicate ideas, procedures and results
- S4.1 use specific language that is scientifically and technologically
appropriate (e.g., use such terms as “system,” “subsystem,”
“component” and “function” in describing a mechanical system)
- S4.2 communicate practical problems, plans and results in a variety of
ways, using written and oral language, data tables, graphs, drawings and
other means (e.g., describe, using pictures and words, the transmission
of a force through a mechanical system)
- S4.3 work cooperatively with team members to develop and carry out a
plan, and troubleshoot problems as they arise
until the best possible solutions or answers
are uncovered)
A4 Collaboration
- Work collaboratively in carrying out
investigations and in generating and
evaluating ideas (e.g., accept various roles
within a group, including that of leadership;
understand that they can disagree with
others but still work in a collaborative
manner; share the responsibility for
difficulties encountered during an activity)
A5 Stewardship
- Demonstrate sensitivity and responsibility in
pursuing a balance between the needs of
humans and a sustainable environment (e.g.,
consider the impacts of their designs on
society and the environment; participate in
discussions on the appropriateness of a
given technology)
A5 Safety
- Show concern for safety in planning, carrying
out and reviewing activities (e.g., readily
alter a procedure to ensure the safety of
members of the group; carefully manipulate
materials, using skills learned in class or
elsewhere; listen attentively to safety
procedures given by the teacher)

- A1 Interest in Science
Unit D: - S1 Initiating and Planning - A2 Mutual Respect
- S2 Performing and Recording - A3 Scientific Inquiry
December Mechanical - S3 Analyzing and Interpreting - A4 Collaboration
Systems - S4 Communication and Teamwork - A5 Stewardship
- A6 Safety
Course Name Unit Focus Curricular Outcomes Activities/Important Dates

- Introduction/welcome
- Go over course outline
th th - get to know each other
Sept. 5 to 8 & expectations
- choose definition to put on
- definitions for wall
wall

Sections: UA 1.1, 1.2 - WHMIS Symbols and Safety

Sept. 11th to 15th Section 1 Quiz Procedures Section 1 Quiz
- The Many Uses of Fluids

Sections: 2.1, 2.2

- Pure Substances & Mixtures
Sept. 18th to 22nd Section 2.2 Lab Section 2.2 Lab
- Concentration & Solubility

- Factors Affecting Solubility

Sections: 2.3, 2.4
Sept 25th to 29th - The Particle Model of Matter
and the Behaviour of Mixtures

Review section 2 - Viscosity and the Effects of

nd th
Oct. 2 to 6 Section 2 Quiz Temperature Section 2 Quiz
Section: 3.1, 3.2 - Density of Fluids

- Density, Temperature, and

Buoyancy
Oct. 9th to 13th Section 3.3, 3.4. 3.5
- Compression of Fuids
- Pressure in Fluids -Pascal’s Law

- technologies Based on
Review
Solubility
Oct. 16th to 20th Section 3 Quiz Section 3 Quiz
- Technologies based on Flow
Section: 4.1, 4.2
Rates & Moving Fluids
 Mini review
- Designing a Working Model
Oct. 23rd to 27th Section: 4.3 Section 4 Quiz
Section 4 quiz

Review Halloween Science Experiment

Oct. 30th to Nov. 3rd GLO Unit A: 1,2,3,4
Unit Test A Unit Test A: November 3rd

- Simple Machines
th th Create definitions definition posters
Nov. 6 to 10 - The Complex Machine ( A
Sections: U2 1.1, 1.2 start unit 2
Mechanical Team)

experiment/review catch up day

Nov. 13th to 17th Section 1 quiz
Section 1 Quiz

- Machines Make Work Easier

th th
Nov. 20 to 24 Section: 2.1, 2.2, 2.3 - The Science of Work
- The Big Movers - Hydraulics

Experiments/section 2 review - Evaluating Mechanical Devices

th st
Nov. 27 to Dec. 1 Section 2 quiz - Technology Develops through Section 2 quiz
Section: 3.1, 3.2 Change

Review
Dec. 4th to 8th Section 3 quiz
Section 3 quiz

catch up week, experiments,

Dec. 11th to 15th Flex week
study for unit D

Unit D Test
Dec. 18th to 22nd Presentation day if needed Unit D GLO’s: 1,2,3,4 (test) Unit D Test: December 18th
fun last two days
 September 2023

Tuesday (5th) Wednesday (6th) Thursday (7th) Friday (8th) Weekly Goals

No morning class - course outline - pick a definition

- expectations from Unit A to put on
- Hand out science a poster (this is there
booklets cheat sheet for the
- get to know each test)
other

Monday (11th) Tuesday (12th) Wednesday (13th) Thursday (14th) Friday (15th) Weekly Goals

UA 1.1 lesson/notes 1.2 lesson/notes Section 1 Quiz

1.1 Activity 1.2 activity

Monday (18th) Tuesday (19th) Wednesday (20th) Thursday (21st) Friday (22nd) Weekly Goals

2.1 Lesson/notes 2.2 Lesson/notes 2.2 Lab

2.1 Activity 2.2 Activity

Monday (25th) Tuesday (26th) Wednesday (27th) Thursday (28th) Friday (29th) Weekly Goals

PD Day 2.3 Lesson/notes 2.4 Lesson/Notes

2.3 Activity 2.4 Activity
 October 2023

Monday (2nd) Tuesday (3rd) Wednesday (4th) Thursday (5th) Friday (6th) Weekly Goals

8:30 School Mass 9-12 Seminar #3 3.2 Lesson/notes

3.2 Activity
Review Section 2 Quiz
3.1 Lesson/notes
3.1 Activity

Monday (9th) Tuesday (10th) Wednesday (11th) Thursday (12th) Friday (13th) Weekly Goals

No School Review 3.4 & 3.5

3.3 Lesson/notes Lesson/notes
3.3 Activity 3.4 & 3.5 Activity

Monday (16th) Tuesday (17th) Wednesday (18th) Thursday (19th) Friday (20th) Weekly Goals

Review Section 3 Quiz 4.2 Lesson/notes

4.2 Activity
4.1 Lesson/notes
4.1 Activity

Monday (23rd) Tuesday (24th) Wednesday (25th) Thursday (26th) Friday (27th) Weekly Goals

PD Day Mini review Section 4 quiz

4.3 Lesson/notes
4.3 Activity

Monday (30th) Tuesday (31st) Weekly Goals

Review
 November 2023

Wednesday (1th) Thursday (2nd) Friday (3rd) Weekly Goals

Review Unit A Test

Monday (6th) Tuesday (7h) Wednesday (8th) Thursday (9th) Friday (10th) Weekly Goals

U2 create definitions 1.2 Lesson/notes No School

U2 1.1 Lesson/notes 1.2 Activity
1.1 Activity

Monday (13th) Tuesday (14th) Wednesday (15th) Thursday (16th) Friday (17th) Weekly Goals

No School Experiment/review Section 1 Quiz

catch up day

Monday (20th) Tuesday (21st) Wednesday (22nd) Thursday (23rd) Friday (24th) Weekly Goals

2.1 Lesson/notes 2.2 Lesson/notes 2.3 Lesson/notes

2.1 Activity 2.2 Activity 2.3 Activity

Monday (27th) Tuesday (28th) Wednesday (29th) Thursday (30th) Friday (1st) Weekly Goals

Experiments/Section Section 2 Quiz 3.2 Lessons/notes

2 Review 3.2 Activity
3.1 Lesson/notes
3.1 Activity
 December 2023

Monday (4th) Tuesday (5th) Wednesday (6th) Thursday (7th) Friday (8th) Weekly Goals

PD Day Experiments/Review 8:30 - 12 Final on

Campus Seminar
1-3 PIP Symposium

Section 3 quiz

Monday (11th) Tuesday (12th) Wednesday (13th) Thursday (14th) Friday (15th) Weekly Goals

Flex Flex Flex

Monday (18th) Tuesday (19th) Wednesday (20th) Thursday (21st) Friday (22nd) Weekly Goals

Unit D Test present any extra fun last science day explain that tests are
credit projects not usually on
experiments/fun day Mondays but didn’t
want to schedule test
too close to
Christmas