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READING | LEVEL 2Teacher Edition Sample Page

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Unit Instructional Plans

Rainbow’s Gift

Unit 13

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Getting Started (student pages 123–132)

Introduction

This unit contains a myth titled “Rainbow’s Gift” that explains the origin of the rainbow. A literary connection for this unit might focus on myths and their explanations of events in nature or behaviors of people.

Building Background Knowledge

Select a myth from the Suggested Unit Content Literature to use as a read aloud. Prior to reading, ask students to listen for the following elements of the myth: setting, characters, plot events. After reading, allow students to discuss the story elements and post on a story map. Guide students to determine what the myth is explaining about nature or about people’s behavior.

(TEKS: 2.3(C), 2.9, 2.9(B), 2.28, 2.30(A), Figure19(A), Figure 19(C), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.C, (c)1.E, (c)1.F, (c)2.D, (c)3.D)

Suggested Formative Assessment

Ask students to use the elements posted on the story map for the Building Background Knowledge activity to write a summary of the read aloud myth. Use the evidence to determine individual student understanding of writing a summary.

(TEKS: 2.9, 2.19(A), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)4.D, (c)5.G)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

A Child’s Introduction to Greek Mythology: The Stories of the Gods, Goddesses, Heroes, Monsters, and Other Mythical Creatures – Heather Alexander

Classic Myths to Read Aloud: The Great Stories of Greek & Roman Mythology – William F. RussellMythology – Neil PhilipThe Gods and Goddesses of Olympus – AlikiGreek Myths – Retold by Marcia WilliamsTales of the Greek Heroes – Roger Lancelyn GreenGreek Myths: DK Readers – Deborah LockAll the Colors of the Rainbow – Allan FowlerWhat Makes a Rainbow?: A Magic Ribbon Book – Betty Ann SchwartzThe Rainbow Book – Kate OhrtThe Usborne Complete Book of Art Ideas – Fiona WattMaking Amazing Art: 40 Activities Using the 7 Elements of Art Design – Sandi HenryArt Lab for Kids: 52 Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media – Susan Schwake

(TEKS: 2.4, 2.12, 2.28, Figure 19(C), DOK: 1, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

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2.3, 2.3(B) Unit 13 Rainbow’s Gifts

Prepare for the Unit Student Pages 123–132

Review the following information to clarify the TEKS before planning instruction.

TEKS 2.3 – Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

Reporting Category – 2-Supporting

Unpacking the TEKSSkilled readers learn to ask questions while reading literary selections to monitor understanding and comprehension. Teach students to pause as they are reading and ask relevant questions about the settings, plot events, and characters of the selections. Remind students to use evidence from the texts to locate or to verify answers. Guide students to review texts if they encounter words/phrases within the texts or sections of the texts that are confusing. Teach students to use this review strategy to locate the information that will provide clarification and address confusion. In addition, students require practice locating facts and details within texts. Authors use facts and details to support descriptions of the settings, plot events, and characters, allowing readers to have deeper understandings of the stories. Facts are statements that can be proven true. Details are small parts of the whole story that provide specific information about the settings, plot events, or characters. Students should be required to support answers about facts and details with direct evidence located within texts.

Critical Thinking TraitsAlthough students may demonstrate multiple critical thinking traits as they master this standard, provide opportunities for students to apply the examine and inquire traits. (See Critical Thinking Traits in Teacher Resources.)

Connections to the TEKSReview the Instructional Activities and determine those you will use to support instruction and practice of the TEKS.

Activity 1: Stop and Ask (15 minutes)

Pause periodically during read alouds to ask who, what, when, where, why, and how questions. As students answer questions, instruct them to provide evidence from the texts to support responses. Teach students to continue this practice when they are reading independently. (TEKS: 2.3(B), 2.9, 2.28, 2.30, Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H)

Activity 2: What’s That? (15 minutes)

Prior to read alouds, prepare cards with knowledge and comprehension level questions related to the stories. Have students select cards, listen to the read alouds, record answers to questions on the cards, and respond with the answers during class discussions. Guide students to use the same process during independent reading.

(TEKS: 2.3(B), 2.9, 2.28, 2.29, 2.30(A), Figure 19(B), DOK: 2, Bloom’s/RBT: Comprehension/Understand, ELPS: (c)1.A, (c)2.D, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.G, (c)3.H, (c)5.G)

2SCIENCE | LEVEL 8

totalmotivationSCIENCE™Table of Contents

Getting Started with Total Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Total Motivation Science and T-Tess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

How to Use Total Motivation Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Reporting Category 1: Matter and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

8.5(A)Unit 1 – Structure of the Atom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

8.5(B)Unit 2 – Protons and Valence Electrons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8.5(C)Unit 3 – Arrangement of the Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

8.5(D)Unit 4 – Chemical Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

8.5(E)Unit 5 – Evidence of Chemical Reactions and the Law of Conservation of Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

7.5(B)Unit 6 – Flow of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

7.6(A)Unit 7 – Changes in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

6.6(A)Unit 8 – Metals, Nonmetals, and Metalloids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

6.6(B)Unit 9 – Density . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Reporting Category 1: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Reporting Category 2: Force, Motion and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

8.6(A)Unit 10 – Unbalanced Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

8.6(B)Unit 11 – Speed, Velocity, and Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

8.6(C)Unit 12 – Newton’s Three Laws of Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

6.8(A)Unit 13 – Potential and Kinetic Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

6.8(C)Unit 14 – Calculating Average Speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

6.8(D)Unit 15 – Measuring and Graphing Changes in Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Teacher Edition Table of Contents


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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8

6.9(C)Unit 16 – Energy Transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Reporting Category 2: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Reporting Category 3: Earth and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

8.7(A)Unit 17 – Day/Night and Seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

8.7(B)Unit 18 – Lunar Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

8.7(C)Unit 19 – Ocean Tides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

8.8(A)Unit 20 – Components of the Universe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

8.8(B)Unit 21 – Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

8.8(C) & 8.8(D)Unit 22 – Electromagnetic Spectrum and Origin of the Universe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

8.9(A)Unit 23 – History of Plate Tectonic Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

8.9(B)Unit 24 – Plate Tectonics: Formation of Crustal Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

8.9(C)Unit 25 – Topographic Maps and Satellite Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

8.10(A)Unit 26 – Convection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

8.10(B)Unit 27 – Global Patterns and the Eff ect on Local Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

8.10(C)Unit 28 – Oceans and Weather Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

7.8(C)Unit 29 – Watershed Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

6.11(B)Unit 30 – Gravity and Our Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Reporting Category 3: Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Reporting Category 4: Organisms and Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

8.11(A)Unit 31 – Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

8.11(B)Unit 32 – Short- and Long-Term Environmental Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

8.11(C)Unit 33 – Humans and Ocean Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

7.10(B)Unit 34 – Biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Teacher Edition Table of Contents


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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8

6 ILLEGAL TO COPY math assessments LEVEL 8 mentoringminds.com

Form A Administration DirectionsAssessments

Monitoring Student Performance

It is recommended that math assessments be used to diagnose individual student strengths and deficiencies in the Grade 8 Mathematics Student Expectations.

Allow students to use the Chart Your Success tool in the student edition to record their assessment responses. Encourage students to take responsibility for their learning as they observe their individual performance over time.

Suggested Uses of Math Assessments

Practice – Students need opportunities to practice and develop test-taking skills. These tests focus on the skills students will be expected to demonstrate on assessments of the Texas Essential Knowledge and Skills (TEKS). Progress Monitoring – Teachers can use results from the assessments to check retention of concepts by students and identify areas of review that may be needed. Teaching Tool – Data from the assessments help determine areas needing additional instruction.

SCIENCE | LEVEL 6Teacher Edition Sample Page

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Earth’s RotationUnit 17

Readiness Standard – 5.8(C)

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Getting Started

Reporting Category 3The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

TEKSThe student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system.

5.8(C) Readiness StandardDemonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Unpacking the StandardIn order to master this standard, students should understand the concepts related to day and night and the apparent movement of the Sun at the application level of Bloom’s Taxonomy.

Prerequisite StandardsPrior to 5th Grade, students studied these science concepts which laid the foundation for understanding 5.8(C).

Grade Level TEKS Description

KK.8(B) Identify events that have repeating patterns, including seasons of the year and day and night.

K.8(C) Observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

11.8(B)

Observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun.

1.8(C) Identify characteristics of the seasons of the year and day and night.

2 2.8(D) Observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

33.8(C) Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.

3.8(D) Identify the planets in Earth’s solar system and their position in relation to the Sun.

4 4.8(C)Collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

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8.5(E) Unit 5 Evidence of Chemical Reactions and the Law of Conservation of Mass


Review the following information to clarify the standard before planning instruction.

Reporting Category 1 – Matter and Energy

The student will demonstrate an understanding of the properties of matter and energy and their interactions.

TEKS 8.5 – The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

8.5(E) investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass. (Readiness Standard)

Scientific Investigation and Reasoning TEKS Addressed in This Unit8.1(A), 8.1(B), 8.2(A), 8.2(B), 8.2(C), 8.2(D), 8.3(A), 8.3(B), 8.3(D), 8.4(A), 8.4(B)

Critical Thinking TraitsStudents may demonstrate multiple critical thinking traits as they participate in the instructional activities for this unit. For example on the Critical Thinking page, students should apply the following traits: adapt, create, examine, and link. (See Critical Thinking Traits in Teacher Resources.)

Prerequisite StandardsPrior to Grade 8, students studied these science concepts which laid the foundation for understanding 8.5(E).

Grade 6

6.5(C) Identify the formation of a new substance by using evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitation, or color change.

Grade 7

7.6 Distinguish between physical and chemical changes in matter.

Partners Individual

Key for Recommended Groupings

Groups Whole Class

8


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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8

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Answer KeyLevel 8

Form A

Answer Key (Student pages 11–28)

Question Answer Content Student Expectation Reporting Category DOK

Level Revised Bloom’s Taxonomy

1 A 8.2(A) 1-Supporting 2 Analyze

2 H 8.2(B) 1-Supporting 2 Understand

3 A 8.2(C) 1-Supporting 1 Understand

4 G 8.2(D) 1-Readiness 2 Apply

5 D 8.4(A) 2-Supporting 1 Analyze

6 H 8.4(B) 2-Readiness 2 Apply

7 D 8.4(C) 2-Readiness 1 Analyze

8 –1.75 8.4(C) 2-Readiness 2 Apply

9 D 8.5(A) 2-Supporting 2 Apply

10 G 8.5(B) 2-Supporting 2 Apply

11 C 8.5(E) 2-Supporting 2 Apply

12 F 8.5(F) 2-Supporting 2 Analyze

13 B 8.5(G) 2-Readiness 2 Analyze

14 J 8.5(H) 2-Supporting 2 Analyze

15 A 8.5(I) 2-Readiness 2 Apply

16 H 8.5(I) 2-Readiness 2 Apply

17 C 8.8(A) 2-Supporting 2 Apply

18 F 8.8(B) 2-Supporting 2 Apply

19 1.2 8.8(C) 2-Readiness 2 Apply

20 G 8.9(A) 2-Supporting 1 Analyze

21 B 8.3(A) 3-Supporting 1 Apply

22 J 8.3(C) 3-Readiness 2 Understand

23 C 8.3(C) 3-Readiness 2 Apply

24 G 8.6(A) 3-Supporting 1 Apply


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Science Teacher Express

Teacher InstructionsUse this information to build your background knowledge or to review content.

Earth’s Rotation• Earth rotates around its axis once approximately every 24 hours. This equals one day.

• Earth rotates counter-clockwise.

• Earth spins at around 1600 kilometers per hour.

• While one half of Earth is lit by the Sun (daytime), the other half is dark (nighttime). Earth continuously rotates, causing daytime and nighttime.

• We are unaware of the movement of Earth because everything around us moves at the same speed. The same thing happens when we ride in a car or airplane. If you close your eyes, it feels as if you are sitting still.

• The 23.5 degree tilt of Earth’s axis and the revolution of Earth around the Sun causes the four seasons: winter, spring, summer, and fall.

• One revolution of Earth around the Sun equals one year.

Sun• Due to Earth’s rotation, the Sun appears to move across the sky during the day. It appears to

change position throughout the day.

• There are approximately 12 hours of daylight and 12 hours of night.

• The rotation of Earth is continuous, however the North and South Poles experience extended day and night. Depending on the time of year, the North and South Poles have daytime or nighttime for weeks. This means that during summer in the North Pole, there will be no darkness. At the same time, the South Pole will experience weeks without sunlight.

• Do not look directly at the Sun. It can cause damage to the eyes and even blindness.

mentoringminds.com totalmotivationSCIENCE™LEVEL 8 ILLEGAL TO COPY 31

Evidence of Chemical Reactions and the Unit 5 8.5(E)Law of Conservation of Mass

IntroductionEvaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: Simulating Real-Life Chemical Reactions (45-60 minutes) Student Page 49

1. Instruct everyone to wear chemical splash goggles and disposable gloves. Review the location of the fire extinguisher, fire blanket, and eye/face wash.

2. Direct students to record observations for each substance prior to the chemical reaction.

3. Have students follow directions in the student edition to complete the investigation.

4. Direct students to record observations from the chemical reaction and determine evidences of chemical reaction.

5. Have students relate each chemical reaction to a real-life chemical reaction.

6. Direct students to complete the discussion questions.7. Discuss results with the class.8. Have students record additional information learned during the

class discussion.

Activity 2: Investigating the Law of Conservation of Mass (45-60 minutes) Student Page 50

1. Instruct everyone to wear chemical splash goggles and disposable gloves. Review the location of the fire extinguisher, fire blanket, and eye/face wash.

2. Direct students to record observations for each substance prior to the chemical reaction.3. Have students follow directions in the student edition to

complete the investigation.4. Direct students to record observations from the chemical

reaction and determine the evidences of chemical reaction.5. Direct students to complete the discussion questions.6. Discuss results with the class.7. Have students record additional information learned during the

class discussion.Note: A 1-M solution of copper(II) sulfate should be prepared for this laboratory activity. Also, sanding the iron nail will ensure faster reaction with the copper(II) sulfate solution.

Questions to Guide Inquiry1. What is a chemical reaction?2. What are evidences of chemical reactions?3. How are the original substances different from the new

substance formed during the chemical reaction?4. Can a reaction show more than one form of evidence for

chemical reaction?5. Describe the law of conservation of mass?6. How can a scientist measure if a chemical reaction obeys the

law of conservation of mass during an investigation?8. If the bag was not sealed completely, what would happen?

MaterialsActivity 1Per Student

• chemical splash goggles • disposable gloves

Simulation 1 Per Group/Station • wintergreen Life Savers® • pliers

Simulation 2 Per Group/Station • plastic spoons • graduated cylinder • clear plastic cups

• antacid tablets • pH paper • vinegar

Simulation 3 Per Group/Station • Celsius thermometer • distilled water • clear plastic cup • graduated cylinder • hot plate

• sugar • hot mitt • balance

Per Teacher • chemical splash goggles • disposable gloves • fire blanket

• fire extinguisher • eye/face wash

MaterialsActivity 2Per Group/Station

• sealable quart plastic bags • permanent maker • graduated cylinder

• balance • portion cup

Reaction 1: Per Group/Station • ammonium nitrate from instant cold pack • distilled water

Reaction 2: Per Group/Station • baking soda • vinegar

Reaction 3: Per Group/Station • copper(II) sulfate for fish tank or pool supplies • iron nail • sandpaper

Per Student • chemical splash goggles • disposable gloves

Per Teacher • chemical splash goggles • disposable gloves • eye/face wash

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8


Answer KeyLevel 8

Form A




25 D 8.7(A) 3-Readiness 2 Apply

26 H 8.7(A) 3-Readiness 2 Apply

27 B 8.7(B) 3-Readiness 2 Apply

28 144.08 8.7(B) 3-Readiness 2 Apply

29 A 8.7(C) 3-Readiness 2 Apply

30 J 8.7(C) 3-Readiness 2 Apply

31 C 8.7(D) 3-Supporting 2 Apply

32 G 8.8(D) 3-Supporting 1 Analyze

33 C 8.10(B) 3-Supporting 1 Understand

34 J 8.10(C) 3-Readiness 1 Analyze

35 B 8.10(C) 3-Readiness 2 Understand

36 H 8.5(C) 4-Supporting 2 Analyze

37 C 8.5(D) 4-Readiness 1 Analyze

38 G 8.5(D) 4-Readiness 1 Analyze

39 2.48 8.11(B) 4-Supporting 2 Apply

40 J 8.12(C) 4-Supporting 2 Analyze

41 D 8.12(D) 4-Readiness 2 Apply

42 J 8.12(D) 4-Readiness 2 Apply


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Vocabulary Focus

Teacher InstructionsUse the vocabulary builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

The following are essential vocabulary terms for this unit.

apparent movement day night Sun

axis Earth rotate

Vocabulary ActivityWrite the unit vocabulary words on index cards. Place the word cards in a basket. Give the basket to a student. Turn on music. While the music plays, each student passes the basket to the student seated beside him/her. When the music stops, the student holding the basket draws a word and reads it aloud. If the student can define the word, a point is awarded to the student. Continue play until all words have been correctly defined.

Suggested Formative Vocabulary AssessmentAssess student understanding of vocabulary by using the above vocabulary activity and the Science Vocabulary Builder page in the student edition.

Enrichment Connections

Children’s LiteratureWhere Does the Sun Go at Night?: An Earth Science Mystery – Amy S. Hansen

The Day the Earth Stood Still: Earth’s Movement in Space – Isabel Thomas

Why Does the Sun Set? – Terry Allan Hicks

Sun Up, Sun Down: The Story of Day and Night – Jacqui Bailey

Arctic Lights, Arctic Nights – Debbie S. Miller

Science WebsitesWindows to the Universe: http://www.windows2universe.org/the_universe/uts/earth2.html

Office of Naval Research–Observing the Sky in Motion: http://www.onr.navy.mil/focus/spacesciences/observingsky/motion1.htm

The Rotation of Earth: http://www.kidsgeo.com/geography-for-kids /0018-the-rotation-of-the-earth.php

Reading Rainbow–My Shadow: http://searchdiscoveryeducation.com/search.ReadingRainbowMyShadow



Guided Practice (20–30 minutes) Student Page 51

Read each question together and discuss the correct and incorrect responses to reveal misconceptions. Model strategies to help students think logically. Assess student understanding and provide feedback as needed.

Question 1: How does this model assist a student in providing evidence a chemical reaction has occurred?

Do the different colored dots show no new substance was created? No, the model arrangement shows the atoms of the reactants are different than the arrangement of atoms of the products. Answer A is incorrect.

Do the different colored dots show a new substance was created? Yes, the model arrangement shows the atoms of the reactants are different than the arrangement of atoms of the products. A different arrangement of atoms indicates that a new substance has been formed. Answer B is correct.

Does the model indicate no chemical reaction occurs? No, the model indicates a different arrangement of atoms of the reactants formed different products. This demonstrates a chemical reaction. Answer C is incorrect.

Do the different colored dots show a new element was created from the originals? No, according to the law of conservation of mass, elements cannot be created or destroyed. Answer D is incorrect.

Question 2: What can the student conclude?Are 1 and 2 the only valid conclusions? No, although a precipitate formed, no physical change occurred. Answer F is incorrect.

Are 1, 3, and 4 the only valid conclusions? Yes, a precipitate, formed, a chemical reaction occurred, and a chemical change occurred. Answer G is correct.

Are 1, 2, and 4 the only valid conclusions? No, although 1 and 4 are valid, 2 is not valid. A physical change did not occur. Answer H is incorrect.

Is 3 the only valid conclusion? No, although 3 is valid, 1 and 4 are also valid. Answer J is incorrect.

Question 3: What evidence can the student cite to show a chemical reaction occurred?Is the formation of a gas evidence of a chemical reaction? Yes, formation of a gas is evidence of a chemical reaction. Answer A is a partially correct answer. Read the other answer choices to make sure answer A is the best choice.

Is a temperature change evidence of a chemical reaction? Yes, a temperature change is evidence of a chemical reaction. Answer B is a partially correct answer. Read the other answer choices to make sure answer B is the best choice.

Is the formation of a gas and a temperature change evidence of a chemical reaction? Yes, formation of a gas and a temperature change are evidences of a chemical reaction. Answer C is the correct answer.

Did a chemical reaction not occur? No, gas and temperature change are evidence of a chemical reaction. Answer D is incorrect.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8


Administration DirectionsAssessments

Form B

Directions for Assessment Administration

• Students are to work the math problems in their test booklets. • Students may use the Mathematics Reference Materials and the graph paper located in the test booklet

to assist in solving problems. Students may not use any other reference materials. • Teachers should not answer questions about the content of the test. If a student requests help, the

teacher may say, for example, “I can’t answer that for you; just do the best you can.” • Students are to complete the multiple-choice and griddable questions by marking the answers in the

student test booklets. • STAAR® requires a four-hour time limit. It is recommended that this time limit be used in order to allow

students to practice time-management and test-taking strategies. • Ensure that each student has a pencil with an eraser. • Read the following directions to the students:

Open your booklet to page 43. Write your name and today’s date on the provided lines. Turn to page 45. Follow along as I read aloud. Form B contains 42 questions. Thirty-eight questions are multiple choice, and four answers are

recorded on answer grids. Work carefully and answer as many questions correctly as you can. Do not spend too much time on any one problem. You will find the Grade 8 Mathematics Reference Materials and graph paper at the beginning of

Form B. You may use these materials when you are solving problems. You may work the problems in the blank spaces in your test booklet or on the graph paper. Read each question carefully. To answer a multiple-choice question, determine the best answer to

the question from the four answer choices provided. Select only one answer for each multiple-choice question. Mark your answers very carefully. If you make a mistake or want to change an answer, completely erase your first choice. To answer a question with a grid, determine the best answer to the question. Then write your answer

in the boxes and fill in the corresponding circle below each digit. Some answers may require you to fill in all the boxes, while other answers require you to fill in only some of the boxes. You do not need to fill in circles below boxes that you do not use. You will answer the questions by yourself. I cannot help you answer any test questions. I will be

able to help you only with questions about the directions. You may not know the answers to all the questions. If you do not know the answer to a question, choose the answer you think might be correct. Remember that you may write in your test booklet if you would like to make notes. You will have 4 hours to complete the test. Stop when you come to the end of Form B. During the test,

you will be provided with reminders of the time left to test. All of your answers must be recorded in your test booklet before the 4-hour time period ends. You may check your answers after you have finished, but do not open or work on any other section

of your test booklet. When you have finished reviewing your work, close your test booklet and raise your hand. I will come to your desk to collect your test booklet. Please sit quietly so you do not disturb others who are still working on the test. Are there any questions? Turn to page 51. You may begin the Form B assessment.


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Introduction (student pages 183–184)

Teacher InstructionsActivity 1 is a teacher demonstration. In the second activity, students complete part of the activity during school and finish the other part of the activity at home. Evaluate student understanding throughout the activities as a formative assessment of learning.

Activity 1: Rotation1. This activity is a teacher demonstration. Use an orange and a

flashlight to represent the rotation of Earth.2. A student volunteer can be used to hold the flashlight. Stick a

push pin in the orange to represent Texas. Instruct student to point flashlight on one part of the orange and hold it steady. Then begin rotating the orange counter-clockwise to show different parts of it being hit by light. Explain and demonstrate that Earth also revolves around the Sun as it is rotating.

3. Ask students why different parts of the orange were hit by light when it was rotated. Explain that Earth rotates once approximately every 24 hours, causing day and night.

4. Students answer questions and complete an illustration of the demonstration on the student pages.

Activity 2: Apparent Movement1. Students learn about the change in appearance of the Sun due to Earth’s rotation.2. Students observe the appearance of the Sun in the sky at different times of the day. Instruct them

to face south and to check the position at 8:00 A.M., 10:00 A.M., 12:00 P.M., 2:00 P.M., 4:00 P.M., and 6:00 P.M. Instruct students to describe the position and location of the Sun, using landmarks as a reference, and illustrate the position, labeling the time. [Be sure to discuss safety first and tell students to never look directly at the Sun. Students may use sunglasses while observing the position, but still should not observe the Sun directly.]

3. Students need to complete part of the investigation at school and the rest at home. Students may record the evening observations on a separate piece of paper and then copy the results into student books the following day.

4. On the student page, students record the position of the Sun in the sky throughout the day. They need to provide a description of the position. For example, the Sun will be overhead at noon.

5. After collecting the data, illustrate the position of the Sun throughout the day. Be sure students include the time of day the Sun appeared in each position.

6. After illustrating the Sun’s apparent movement throughout the day, students will answer questions at the bottom of the page. Discuss their findings and clear up any confusion. Talk about why the Sun appears to move. Explain that Earth’s rotation causes day and night. Some parts of Earth experience different amounts of sunlight at different times of the year.

Questions to Guide Inquiry1. What causes day and night?2. Why does the Sun appear to move across the sky?3. If we repeated the investigation in 4 months, do you think our results would be the same?4. Why or why not?

Materials

Activity 1: Teacher Demonstration

• orange• flashlight • push pin• pencils

Activity 2: Per Student

• pencils• outdoor area• sunglasses (optional)



Guided Practice (continued)

Question 4: Which of the following could be the hypothesis supported by an investigation that demonstrates the law of conservation of mass in relation to chemical reactions?

Will the mass be the same before and after the reaction? Yes, the law of conservation of mass states that mass cannot be created or destroyed. The mass of the reactants will be equal to the mass of the products. Answer F may be the correct answer. Continue to evaluate the other answer choices before making a final selection.

Will the mass increase after the reaction? No, the law of conservation of mass states that mass cannot be created or destroyed. The mass of the reactants cannot increase the mass of the products after reaction. Answer G is incorrect.

Will the mass be different before and after the reaction? No, the law of conservation of mass states that mass cannot be created or destroyed. The mass of the reactants cannot be different from the mass of the products after reaction. Answer H is incorrect

Will the mass decrease after the reaction? No, the law of conservation of mass states that mass cannot be created or destroyed. The mass of the reactants cannot decrease the mass of the products after reaction. Answer J is incorrect.

Question 5: Which student drew a valid conclusion based on the information provided?Did Student X form a valid conclusion that a chemical reaction occurs any time two liquids are poured together? No, chemical reactions only occur when liquids react to create new substances with different properties. Answer A is incorrect.

Did Student Y form a valid conclusion that no chemical reaction occurs because color is a physical property? No, color is a physical property, but a color change can be due to a chemical reaction. Answer B is incorrect.

Did Student X form a valid conclusion that a change in color indicates a chemical reaction? Yes, a color change is evidence of a chemical reaction. Answer C is correct.

Did Student Y form a valid conclusion that all chemical reactions bubble and form a gas? No, some, but not all, chemical reactions form gases. Answer D is incorrect.

Content Practice (20–30 minutes) Student Page 52

Have students complete the Content Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Formative Assessment (5 minutes)

Ask students to choose one example of a chemical reaction and discuss how this chemical reaction indicates new substances are formed and why it obeys the law of conservation of mass.

Instruct students to identify evidence that a chemical reaction occurred. Provide additional intervention for students who are unable to identify an example or evidence of chemical reactions or discuss the law of conservation of mass.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8


Administration DirectionsAssessments

Form B

Monitoring Student Performance

It is recommended that math assessments be used to diagnose individual student strengths and deficiencies in the Grade 8 Mathematics Student Expectations.

Allow students to use the Chart Your Success tool in the student edition to record their assessment responses. Encourage students to take responsibility for their learning as they observe their individual performance over time.

Suggested Uses of Math Assessments

Practice – Students need opportunities to practice and develop test-taking skills. These tests focus on the skills students will be expected to demonstrate on assessments of the Texas Essential Knowledge and Skills (TEKS). Progress Monitoring – Teachers can use results from the assessments to check retention of concepts by students and identify areas of review that may be needed. Teaching Tool – Data from the assessments help determine areas needing additional instruction.


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Guided Practice Strategies (student page 185)

Teacher InstructionsAs a class or in small groups, read through each question together and discuss the correct and incorrect responses, revealing common misunderstandings and misconceptions. Model strategies to help students think logically about each answer choice. Assess student understanding as the questions and answers are discussed.

Question 1Which of the following causes the shadow to form in the picture above?

• Does Earth’s rotation cause shadows cast by the Sun? Yes, Earth’s rotation, or spinning on its axis, causes the apparent movement of the Sun across the sky. Earth makes a complete rotation every 24 hours. The time of day determines how long the shadow is. Answer A is correct. Check the other answers to make sure answer A is the best choice.

• Does Earth’s revolution cause the shadows cast by the Sun? No, it takes Earth one year, or 365 days, to make a complete revolution around the Sun. This process does not explain the Sun’s apparent movement. Answer B is incorrect.

• Does the Sun’s revolution cause the shadows cast by the Sun? No, the Sun revolves around the Milky Way Galaxy. This would not cause shadows. Answer C is incorrect.

• Does Earth’s orbit cause the shadows cast by the Sun? No, Earth’s orbit is the path it travels around the Sun. The path does not cause the shadows. Answer D is incorrect.

Question 2Approximately what time of day is it in the picture above?

• Is it 12:00 P.M. in the picture? No, if it were 12:00 P.M. (noon), the Sun would most likely be directly above the tree, casting a very short shadow. Answer F is incorrect.

• Is it 8:00 A.M. in the picture? Yes, the tree’s shadow is long on the west side of the picture, which means the Sun is in the east, and it is morning. Answer G is correct.



InterventionsAfter assessing student learning, use the following activities to provide remediation.

Activity 1: Chemical Reactions or Not? (20–30 minutes)

Place the following objects on a table: cup of water, cup of ice, cup of vinegar, cup of baking soda, cooking oil, food coloring, sand, gravel, paper clips, sugar, instant tea, pepper, dry macaroni, and dry beans. Ask students to wear chemical splash goggles. Provide students with beakers, graduated cylinders, and spoons. Allow students to choose two ingredients from the available objects to combine. Ask students to explain whether the combination of ingredients they chose resulted in a chemical reaction. Have students provide evidence from observations to support the explanations.

Activity 2: Chemical Reactions in Everyday Life (20–30 minutes)

Ask students to find three chemical reactions from everyday life. Have students make illustrations before the chemical reaction and after the chemical reaction. Direct students to give evidence to support the production of new substances as a result of the chemical reactions.

Extending Student Thinking (30–60 minutes)

After assessing student learning, use the following activity to provide enrichment.

Activity: Rate of Chemical ReactionsProvide students with three unused glow sticks. Discuss that a chemical reaction produces light when the glass tube encased in the flexible tube is broken. Ask students to investigate how temperature affects the light produced from the chemical reaction and if the law of conservation is obeyed. Have students measure the mass of three unused glow sticks. Place one glow stick in the freezer and leave overnight. Place another in a hot water bath for 1 hour. Leave the third at room temperature. Ask students to predict the brightness of light for each glow stick at the different temperatures. Break the tubes in the glow sticks and observe the brightness of the light of the glow sticks at each temperature. Ask students to measure the mass of the three used glow sticks. Have students describe the results. To help explain this phenomena, ask students to describe how the particles in matter react to temperature change and if the reaction obeyed the law of conservation of mass.

Process Practice (20–30 minutes) Student Page 53

Questions in this section address the process skills, or Scientific Investigation and Reasoning TEKS. Students who experience difficulty with these questions may need additional instruction in scientific processes.

Have students complete the Process Practice questions in student editions. After students complete the assignment, analyze results and provide additional instruction as needed.

Critical Thinking (45–60 minutes) Student Page 54

Use the Critical Thinking activity to review and extend the knowledge of concepts students are learning.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8


Answer KeyLevel 8

Form B




1 A 8.2(B) 1-Supporting 1 Apply

2 G 8.2(C) 1-Supporting 1 Understand

3 C 8.2(D) 1-Readiness 2 Apply

4 F 8.2(D) 1-Readiness 2 Apply

5 A 8.4(A) 2-Supporting 1 Analyze

6 3.50 8.4(B) 2-Readiness 1 Analyze

7 A 8.4(B) 2-Readiness 2 Apply

8 F 8.4(C) 2-Readiness 2 Analyze

9 D 8.5(A) 2-Supporting 2 Apply

10 H 8.5(B) 2-Supporting 2 Apply

11 14 8.5(E) 2-Supporting 2 Apply

12 J 8.5(F) 2-Supporting 2 Analyze

13 A 8.5(G) 2-Readiness 2 Analyze

14 G 8.5(G) 2-Readiness 2 Analyze

15 D 8.5(H) 2-Supporting 2 Analyze

16 F 8.5(I) 2-Readiness 2 Apply

17 C 8.8(B) 2-Supporting 2 Apply

18 H 8.8(C) 2-Readiness 2 Apply

19 C 8.8(C) 2-Readiness 2 Apply

20 F 8.9(A) 2-Supporting 1 Analyze

21 B 8.3(B) 3-Supporting 1 Understand

22 H 8.3(C) 3-Readiness 1 Analyze

23 C 8.3(C) 3-Readiness 2 Understand

24 H 8.6(C) 3-Supporting 2 Understand


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• Is it 6:00 P.M. in the picture? No, the shadow would be cast on the opposite side because the Sun would be in the western sky. Answer H is incorrect.

• Is it 12:00 A.M. in the picture? No, 12:00 A.M. is during the night. We would not see the Sun at all, and there would be no shadow. It would be dark. Answer J is incorrect.

Question 3Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

• When Earth rotates on its axis, does it cause the phases of the Moon to appear? No, the phases of the Moon are caused by the revolution of the Moon around Earth. Answer A is incorrect.

• Does the rotation of Earth also cause Earth to orbit around the Sun? No, when Earth orbits around the Sun, Earth is said to revolve, not rotate. Answer B is incorrect.

• When Earth rotates on its axis, does it cause the apparent movement of the Sun across the sky? Yes, because of Earth’s rotation, the Sun appears to move across the sky. Answer C is correct.

• Does rotation cause the four seasons? No, seasons are caused by the tilt of Earth’s axis and Earth’s orbit around the Sun. Answer D is incorrect.

Question 4Which of the following would be the best example to explain Earth’s rotation?

• Would a merry-go-round be a good example to show how Earth rotates? Yes, if we imagine we are riding a merry-go-round we can see it spins just like Earth does on its axis, but everything else stays in place. Answer F is correct. Check the other answers to make sure answer F is the best answer.

• Is a funnel like Earth rotating? No, a funnel has a hole in it and does not spin like Earth does. Answer G is incorrect.

• Is a doorknob a good example of Earth rotating? No, a doorknob turns but it does not spin completely and in one direction like Earth. Answer H is incorrect.

• Is a swing a good example of Earth’s rotation? No, a swing moves in a back and forth motion. Answer J is incorrect.



Vocabulary FocusThe following are essential vocabulary terms for this unit.

balance composition fire extinguisher investigate substancechemical change disposable gloves formation law of conservation of mass temperaturechemical reaction evidence gas precipitate test tubechemical splash goggles eye/face wash hot plate production thermometercolor fire blanket indicate property

Activity 1: Science Vocabulary Builder (15–20 minutes) Student Page 55

Use the Science Vocabulary Builder in the student edition and the vocabulary activity to review and practice the unit vocabulary terms.

Activity 2: Vocabulary Posters (20–30 minutes)

Divide students in groups of 3 or 4. Provide each group with markers and 11 x 14 paper or a poster. Give each group several vocabulary terms. Instruct each group to make a poster for the vocabulary terms and draw pictures to represent them. Share with the class orally or display posters.

Home Connection (5 minutes) Student Page 56

Review the directions for the Home Connection activity. Discuss the Home Extensions and encourage students to complete these with a parent or guardian.

Cross-Curricular ConnectionUse the following activities to provide cross-curricular connections.

Activity 1: Science Journal (15–20 minutes) Student Page 57

Ask students to read the Science Journal prompt, respond, and share responses with partners.

Activity 2: Health Connection (30–40 minutes) Student Page 57

Invite students to feel the shell of the egg. Ask students to compare the shell of the egg to their teeth. Ask students to gently place an egg into each cup. Instruct students to wear chemical splash goggles. Have students add enough water or vinegar to the cup to completely submerge the egg. Ask students to wait 10 minutes, then remove the eggs from the water and vinegar. Direct students to record all observations in the table. Have students compare the shells after soaking in water and vinegar. Ask students to record all results in the table. Have students answer the discussion question in the student edition. Discuss outcomes as a class.

Literature Connections (10–60 minutes)

Chemistry – Dr. Ann Newmark

The Dynamic World of Chemical Reactions with Max Axiom, Super Scientist – Agnieszka Biskup

Chemical Reactions – Eve Hartman and Wendy Meshbesher

Chemical Changes – Lynette Brent

Post-Assessment (15–20 minutes) Student Page 58

Review TEKS 8.5(E) to provide a purpose for the assessment. Have students complete the Post-Assessment in student editions. Encourage students to review their results. Conference with students. Provide additional interventions or extensions as needed.

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Rainbow’s Gift

Unit 13



Introduction




























2SCIENCE | LEVEL 8


Answer KeyLevel 8

Form B




25 A 8.7(A) 3-Readiness 2 Apply

26 J 8.7(A) 3-Readiness 2 Apply

27 A 8.7(B) 3-Readiness 2 Apply

28 G 8.7(B) 3-Readiness 2 Apply

29 25.5 8.7(C) 3-Readiness 2 Apply

30 F 8.7(C) 3-Readiness 2 Apply

31 C 8.8(D) 3-Supporting 2 Understand

32 H 8.10(A) 3-Supporting 2 Understand

33 B 8.10(C) 3-Readiness 1 Analyze

34 J 8.10(C) 3-Readiness 2 Understand

35 D 8.10(D) 3-Supporting 2 Apply

36 H 8.5(D) 4-Readiness 1 Analyze

37 A 8.5(D) 4-Readiness 1 Analyze

38 F 8.11(A) 4-Supporting 1 Analyze

39 C 8.12(A) 4-Supporting 2 Apply

40 G 8.12(D) 4-Readiness 2 Apply

41 1875 8.12(D) 4-Readiness 2 Apply

42 G 8.12(G) 4-Supporting 2 Analyze

SCIENCE | LEVEL 6Student Edition Sample Page

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Motivation Station: Mike’s Cool Science Fact


Unit 17 IntroductionName __________________________________________

Readiness Standard 5.8(C)

Earth actually takes 23 hours, 56 minutes, and 4 seconds to make one complete rotation. While

Earth is rotating, it is also revolving around the Sun. It takes an extra 4 minutes for Earth to rotate to

the same spot it was the day before while it is also revolving. This makes a day 24 hours long.

After this lesson I will be able to:

• Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.

Descriptive Investigations

Activity 1: Rotation

Watch as your teacher presents a demonstration of Earth’s rotation.

What did the orange represent?

What did the flashlight represent during the experiment?

What happened during the demonstration?

Illustrate the demonstration by drawing the position of the light hitting Earth during the demonstration.

Texas during the day Texas at night Texas at sunset


Name __________________________________________Readiness Standard 8.5(E) Unit 5 Introduction

Fireworks are elaborate chemical reactions crafted to explode with vibrant colors and patterns. Firework reactions give evidence of chemical reactions by sound, light, color, odor, and temperature.

Evidence of Chemical Reactions and the Law of Conservation of Mass

After this lesson, I will be able to:

• Investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.

Activity 1: Simulating Real-Life Chemical Reactions

Investigate the following chemical reactions and record all observations (temperature change, color change, gas formation, etc.) in the table below. Relate each chemical reaction to a real-life example in which similar evidence of chemical reaction applies.

Procedure Observations Evidence of Reaction

Real-Life Example

Simulation 11. Place a Wintergreen Life Savers® candy

inside the jaws of a pair of pliers.2. Darken the area of the room where

the investigation will be conducted.3. Crush the Life Savers® candy with

the pliers.

Before:

After:

Simulation 21. Place 100 mL of vinegar in a plastic

cup.2. Test the pH of the vinegar.3. Crush an antacid tablet and pour into

the vinegar.4. Stir the mixture with a spoon.5. Test the pH after the reaction.

Before:

After:

Simulation 31. Place 60 mL of warm water (38–43oC),

5 grams of sugar, and 1 active dry yeast packet in a clear plastic cup.

2. Stir the mixture with a spoon.3. Let mixture stand for 10 minutes.

Before:

After:

All materials should be disposed of in appropriate containers designated by the teacher after the investigation.

1. Do all chemical reactions have the same evidence for chemical reactions? Explain your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Do the substances created during the chemical reactions have the same properties as the original substances?

_______________________________________________________________________________________

_______________________________________________________________________________________

Motivation Station: Scientific Fact

8

READING | LEVEL 2Student Edition Sample Page

mentoringminds.com

Name __________________________________________

Rainbow’s Gift

132 ILLEGAL TO COPY motivationreading™LEVEL 2 ©2013 mentoringminds.com

Unit 13 Homework

✁

1. Search the Internet to locate pictures of rainbows. Identify the colors of the rainbow and their meanings.

2. Allow your child to make rainbows with creative materials.3. Encourage your child to experiment with combinations of colors.

Parent Activities

1 Why does an artist use a palette?

A The artist stores her tubes of paint on a palette.

B The artist places her paintbrush on a palette.

C The artist mixes her paints on a palette.

D The artist creates paintings on a palette.

2 Why does the author include the photograph?

F To show the artist’s work

G To show how an artist uses a palette

H To show children how to paint

J To show which colors are on the palette

3 What is the purpose of the hole in the palette?

A It helps the artist hold the palette.

B It helps the artist balance the paintbrush.

C It helps the artist mix the paints.

D It helps the artist create the artwork.

4 Write a sentence that uses the word dabs as it is used in the paragraph.

________________________

________________________

________________________

________________________

An art palette is an oval tray used by artists to mix colors of paint. An artist squeezes dabs of color from small tubes of paint onto the palette. Then, she places her thumb through a small hole in the tray. The artist balances the palette against her arm as she paints. The artist knows the colors she will need. Different shades of color are made by mixing the dabs of paint. As the artist mixes her paint, the palette appears as a colorful rainbow.

MATH ASSESSMENT | LEVEL 8

Page 5

Directions for Form A• Form A contains 42 questions. Thirty-eight questions are multiple choice, and 4 answers are

recorded on answer grids. Work carefully and answer as many questions correctly as you can. Do not spend too much time on any one problem.

• You will fi nd the Grade 8 Mathematics Reference Materials and graph paper at the beginning of Form A. You may use these materials when you are solving problems. You may work the problems in the blank spaces in your test booklet or on the graph paper.

• Read each question carefully. To answer a multiple-choice question, determine the best answer to the question from the four answer choices provided. Select only one answer for each multiple-choice question. Mark your answers very carefully. If you make a mistake or want to change an answer, completely erase your fi rst choice.

• To answer a question with a grid, determine the best answer to the question. Then write your answer in the boxes and fi ll in the corresponding circle below each digit. Some answers may require you to fi ll in all the boxes, while other answers require you to fi ll in only some of the boxes. You do not need to fi ll in circles below boxes that you do not use.

• You will answer the questions by yourself. I cannot help you answer any test questions. I will be able to help you only with questions about the directions. You may not know the answers to all the questions. If you do not know the answer to a question, choose the answer you think might be correct. Remember that you may write in your test booklet if you would like to make notes.

• You will have 4 hours to complete the test. Stop when you come to the end of Form A. During the test, you will be provided with reminders of the time left to test. All of your answers must be recorded in your test booklet before the 4 -hour time period ends.

• You may check your answers after you have fi nished, but do not open or work on any other section of your test booklet. When you have fi nished reviewing your work, close your test booklet and raise your hand. I will come to your desk to collect your test booklet. Please sit quietly so you do not disturb others who are still working on the test. Are there any questions?

• Turn to page 11 . You may begin the Form A assessment.

Form A

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Unit 17 IntroductionName __________________________________________


Activity 2: Apparent Movement

Never look directly at the Sun.

On the table, record the position of the Sun in the sky throughout the day. Face south when you make your observations. This activity begins at school and is completed at home.

Time Position

8:00 A.M.Description

10:00 A.M.Description

12:00 P.M.Description




Illustrate the position of the Sun throughout the day. Face south for each observation. Be sure to include the time of day the Sun appeared in each position, and include drawings of nearby landmarks.

Why does the Sun appear to change its position throughout the day?

How does Earth’s rotation cause day and night? What would happen if Earth did not rotate?


Name __________________________________________Readiness Standard 8.5(E)Unit 5 Introduction

Activity 2: Investigating the Law of Conservation of Mass

Procedure1. Obtain a sealable plastic bag for each chemical reaction. Label the sealable plastic bags 1 through 3.

2. Measure the mass of each set of materials before each reaction. Record values in the Reaction Data table.

3. Follow the reaction procedures below.

Reaction 1 Reaction 2 Reaction 3

• Place a portion cup containing 25 g of ammonium nitrate in a bag containing 50 mL of water.

• Remove air from the bag and seal.

• Turn the bag over and knead.

• Place a portion cup containing 50 g of baking soda in a bag containing 50 mL of vinegar.


• Turn the bag over and knead.

• Pour 50 mL of copper sulfate solution into the plastic bag and add an iron nail.


4. During each chemical reaction, observe temperature, color, and states of matter of the substances formed.

5. Based on your observations, determine the evidence of reaction.

6. Measure the mass after each reaction. Record values in the Reaction Data table.

Reaction Data

Reaction Materials Mass Before Reaction (g)

Mass After Reaction (g) Evidence of Reaction

1

Ammonium nitrate + bag

Water + portion cup

2

Baking soda + portion cup

Vinegar + bag

3

Copper sulfate + bag

Iron nail

1. Are new substances created during these chemical reactions? Justify your answer.

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Compare the Mass Before Reaction and Mass After Reaction results for each reaction.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Explain how the Reactions 1-3 represent the law of conservation of mass. Use evidence to justify your answer.

_______________________________________________________________________________________

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ADDITIONAL INFORMATION

Slope-intercept form y = mx + b

Direct variation y = kx

Slope of a line m =

Circle C = 2πr or C = πd

Triangle A = bh

Rectangle or parallelogram A = bh

Trapezoid A = (b1 + b2)h

Circle A = πr2

Lateral Total

Prism S = Ph S = Ph + 2B

Cylinder S = 2πrh S = 2πrh + 2πr2

Prism or cylinder V = Bh

Pyramid or cone V = Bh

Sphere V = πr3

Pythagorean Theorem a2 + b2 = c2

Simple interest I = Prt

Compound interest A = P(1 + r)t

Grade 8 MathematicsReference Materials

LINEAR EQUATIONS

CIRCUMFERENCE

AREA

VOLUME

12

12

y2 – y1 _____ x2 – x1

SURFACE AREA

13

43



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Unit 17 Guided PracticeName __________________________________________


The picture below represents a June day. Use the picture below and your knowledge of science to answer questions 1 and 2.

South

North

EastWest

1 The Sun appears to change position or move across the sky during daylight hours. Which of the following causes the shadow to form in the picture above?

A Earth’s rotation

B Earth’s revolution

C Sun’s revolution

D Earth’s orbit

2 Approximately what time of day is it in the picture above? 5.2(D)

F 12:00 P.M.

G 8:00 A.M.

H 6:00 P.M.

J 12:00 A.M.

3 Earth rotates on its axis approximately once every 24 hours, causing the day/night cycle and —

A the Moon phases

B the orbiting of Earth around the Sun

C the Sun’s apparent movement across the sky

D the four seasons

4 Which of the following would be the best example to explain Earth’s rotation?

F Merry-go-round

G Funnel

H Doorknob

J Swing

5 In what direction does the Sun appear to move across the sky?

A West to east

B North to south

C East to west

D South to north

6 Many cultures have different methods of telling what time of day it is. Which of the following is an ancient tool invented to determine the time of day? 5.3(D)

F Watch

G Clock

H Sundial

J Compass


Name __________________________________________Readiness Standard 8.5(E) Unit 5 Guided Practice

1 Below is an example of a model used to represent a chemical reaction.

+

How does this model assist a student in providing evidence a chemical reaction has occurred? 8.3(B)

A The student can use the different colored dots to show no new substance was created from the original molecules.

B The student can use the different colored dots to show a new substance was created from the original molecules.

C This model does not show that a chemical reaction occurred.

D The student can use the different colored dots to show a new element was formed from the original elements.

2 A student mixes two liquids together and notices that a white solid has formed at the bottom of the container. What can the student conclude? 8.2(E)

1. A precipitate has formed.

2. A physical change has occurred.

3. A chemical reaction has occurred.

4. A chemical change has occurred.

F 1 and 2 only H 1, 2, and 4 only

G 1, 3, and 4 only J 3 only

5 Students X and Y mix two clear liquids together during a laboratory investigation. They notice the color of the new solution is red. Student X concludes there has been a chemical reaction. Student Y concludes there has not been a chemical reaction. Which student drew a valid conclusion based on the information provided? 8.3(A)

A Student X is correct because when two liquids are poured together there is a chemical reaction.

B Student Y is correct because color is a physical property, not a chemical property.

C Student X is correct because a change in color is evidence of a chemical reaction.

D Student Y is correct because there must be bubbling if there is a chemical reaction.

3 Two chemicals are mixed and sealed in a plastic bag. The bag begins to inflate and becomes hot to the touch. What evidence can the student cite to show a chemical reaction occurred?

A Formation of a gas

B Increase in temperature

C Formation of a gas and increase in temperature

D No chemical reaction

4 Which of the following could be the hypothesis supported by an investigation that demonstrates the law of conservation of mass in relation to chemical reactions? 8.2(B)

F If the reaction obeys the law of conservation of mass, then mass will be the same before and after the reaction.

G If the reaction obeys the law of conservation of mass, then the mass will increase after the reaction.

H If the reaction obeys the law of conservation of mass, then the mass will be different before and after the reaction.

J If the reaction obeys the law of conservation of mass, then the mass will decrease after the reaction.

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Unit 17 Check for UnderstandingName __________________________________________


3 Earth rotates on its axis once every —

A month C year

B 24 hours D 12 hours

4 A person standing in Alabama notices the Sun is rising. At the same moment, a person in Japan sees that the Sun has just set. Which statement correctly describes how it can be sunrise and sunset at the same moment?

F The Sun’s rotation around Earth enables part of Earth to have sunlight while the other part is in darkness.

G The Sun has moved from one location to the other during the course of a day.

H Earth’s rotation on its axis enables part of Earth to have sunlight while the other part is in darkness.

J Earth has circled around the Sun during the course of a day.

5 Which statement correctly describes the Sun’s apparent movement across the sky?

A As Earth spins on its axis, it makes the Sun appear to move across the sky.

B As the Sun spins around Earth, it moves across the sky.

C Earth rotates around the Sun every 24 hours, making the Sun appear to move across the sky.

D The Sun rotates around Earth every 12 hours, making the Sun appear to move across the sky.

6 A student looks outside and observes the Sun in the western sky. Which of the following times could it be?

F Sunrise H Noon

G Sunset J Midnight

1 Which of these does NOT demonstrate how Earth rotates on its axis to cause day and night?

A

North Pole

Equator

B

North Pole

South Pole

C

D

2 Earth’s rotation causes the day and night cycle. It also causes —

F the Sun to appear to move

G the Sun to remain in orbit

H the Sun to orbit Earth

J all of the above


Name __________________________________________Readiness Standard 8.5(E)Unit 5 Content Practice

1 Which statement is NOT evidence that a new substance has formed during a chemical reaction?

A Gas is produced.

B Temperature changes.

C Precipitate forms.

D Substance melts.

2 Groups of students complete several stations to mix substances. They wonder if the chemical reactions formed new substances. Which of the following questions would be most appropriate to ask?

F Has a physical change taken place?

G Has a chemical reaction altered the substances’ properties?

H Has mass been destroyed or created?

J What will happen when each substance melts?

3 During an investigation, students mix an unknown powder and unknown liquid. When the students pour the liquid into the powder, bubbles are produced. Which statement correctly identifies the type of investigation?

A The powder and liquid repel one another and produce bubbles.

B The powder and liquid produce bubbles because the law of conservation of mass is violated.

C The powder and liquid produce bubbles because a chemical reaction occurs.

D The powder and liquid produce bubbles because a physical change occurs.

4 The chemical reaction shown below involves the reaction of silver nitrate with potassium nitrate.

AgNO3 + KCl AgCl + KNO3 Liquid Liquid Solid Liquid

What evidence of chemical reaction will be observed based on this chemical reaction?

F Gas formation

G Flash of light

H Decrease in mass

J Formation of precipitate

5 Which description provides evidence that chemical reactions form new substances with different chemical properties?

A Bubbles formed in a bathtub

B Food coloring added to water

C Butter being melted in a pan

D Eggs being fried in a skillet

6 Which investigation results do NOT represent evidence of a chemical reaction?

F

Before After

H

Before After

25° 55°

G

Before After

25° 25°

J

Before After

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Scientific Investigation and Reasoning Skills: Questions 7–14



7 Which picture was taken at 9:00 A.M.? 5.2(D)

EAST

WEST

A

B

C

D

A Diagram A C Diagram C

B Diagram B D Diagram D

8 Models are not perfect, but models have been used for many years by scientists to help explain ideas. Scientists use models to make predictions about the future as well as understand the vast world in which we live. Why would a physical model demonstrating Earth’s rotation be considered less than perfect? 5.3(C)

F Models are an exact copy of the object or idea they represent.

G Models have limitations in representing the object or idea.

H Models are identical to the object or idea they represent.

J Models match the object or idea they represent exactly.

9 Astronomers are scientists who study the universe. To an astronomer, the word “rotate” means — 5.3(D)

A orbit around another object

B move in opposite directions

C spin around an axis

D revolve around another object

10 A science teacher evaluates students’ understanding of the causes of day and night. Students are asked to draw a diagram to show the process. Which of the following student diagrams correctly shows the process that causes the day/night cycle? 5.3(A)

F

G

H

J


Name __________________________________________Readiness Standard 8.5(E)

Scientific Investigation and Reasoning Skills

Unit 5 Process Practice

1 Students conduct two investigations to determine if a chemical reaction has taken place.

Test Tube Contents Observations

Blue food coloring and water Blue solution

Blue food coloring, water, and bleach Clear solution

Students conclude from the data that the first investigation demonstrates a physical change, while the second investigation demonstrates a chemical reaction. What evidence best supports the conclusion? 8.2(E)

A No new substance was made with the mixture of food coloring and water.

B A new substance was made with the mixture of food coloring and water.

C Neither mixture is an example of a chemical reaction.

D Both mixtures are examples of chemical reactions.

2 A group of students investigated the chemical reaction of a mixture of sodium chloride and silver nitrate. Which tools should be used when determining if the chemical reaction obeys the law of conservation of mass? 8.4(A)

F Lab notebook, safety goggles, apron, and timing device

G Lab notebook, test tubes, calculator, and timing device

H Lab notebook, balance, test tubes, and graduated cylinder

J Graduated cylinder, timing device, meter stick, and beakers

3 Two students investigate observe several chemical reactions. Observations before and after the reactions are recorded below.

Before the Reaction

After the Reaction

Reaction A Two clear liquids

A clear liquid and a white solid

Reaction B Temperature of 20°C

Temperature of 55°C

Reaction C Two gases One liquid

Which question did the students most likely investigate? 8.2(B)

A Are the properties of substances the same before and after a chemical reaction?

B What are indicators of a physical change?

C How do properties change before a chemical reaction?

D What are chemical properties?

4 Two students investigate chemical reactions of three unknown liquids. Which of the following is the best experimental design? 8.2(B)

F

1. Place the same amount of baking soda in three different test tubes.

2. Pour a different amount of each liquid into each test tube.

3. Observe to see if a chemical reaction takes place.

G


2. Pour a different amount of each liquid into the same test tube.


H

1. Place a different amount of baking soda in three different test tubes.

2. Pour a different amount of each liquid in each test tube.


J


2. Pour the same amount of each liquid in the appropriate test tubes.


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1 Which correctly shows the relationship between sets of numbers in the real number system?

A

RationalNumbers

Integers

WholeNumbers

Real Numbers

IrrationalNumbers

C

RationalNumbers

Integers

WholeNumbers

Real Numbers

IrrationalNumbers

B

IrrationalNumbers

Integers

WholeNumbers

Real Numbers

RationalNumbers

D

IrrationalNumbers

Integers

WholeNumbers

Real Numbers

RationalNumbers



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11 Many cultures believed the Sun traveled around Earth. In the 1500s, a man named Copernicus proposed that Earth traveled around the Sun. A scientist named Galileo found evidence to support Copernicus’ idea. Earth revolves around the Sun, but it also makes a complete rotation. How long does it take Earth to make one complete rotation on its axis? 5.3(D)

A 365 days

B 1 day

C 1 month

D 1 week

12 Observe the diagram below.

EastWest

B

A

D

C

Which of the following shows where the Sun’s position should be at 12:00 P.M.? 5.2(D)

F Position A

G Position B

H Position C

J Position D

13 The picture is a photograph of the night sky over a period of many hours.

Why does the night sky appear to move in a circular pattern as shown in the photograph? 5.2(D)

A Earth rotates on its axis once a day.

B The night sky rotates over Earth.

C Stars travel in a circular direction around Earth.

D Earth rotates on its axis once every 12 hours.

14 In an activity, students make a large human sundial. The sundial uses the Sun to tell the approximate time of day.

How is this possible? 5.2(D)

F The Sun moves across the sky each day because it spins around Earth.

G The sundial measures the distance from Earth to the Sun as it moves across the sky.

H Earth moves around the Sun each day, making the Sun appear to move across the sky.

J The position of the Sun in the sky appears to change during the day because Earth rotates on its axis.


Name __________________________________________Readiness Standard 8.5(E)Unit 5 Critical Thinking

Verifying the Law of Conservation of MassA group of students create a chemical reaction using baking soda and vinegar.

Before Chemical Reaction After Chemical Reaction

VinegarBaking soda

113.18 g125.18 g

After completing the investigation, the students determine that the reaction made some of the ingredients disappear. The group decides this chemical reaction is an exception to the law of conservation of matter.

1. Explain why the results from the investigation seem to disobey the law of conservation of matter.

2. Revise the procedure to prove the law of conservation of matter.

3. Obtain approval from the teacher before performing the revised investigation.

Trial Mass Before Chemical Reaction (g) Mass After Chemical Reaction (g) Change in Mass (g)

1

2

3

4. Graph the results for all three trials of the revised investigation.

Chemical Reaction Results

Mas

s (g

)

Trial 1Before After

Trial 2Before After

Trial 3Before After

y

x

Synthesis

Create

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2 Which point on the number line best represents the value √ ___ 2.7 ?

0 1 2 3

F G H J| | | | | | |

F point F

G point G

H point H

J point J

3 The diameter of a bacterium measures approximately 0.000725 millimeter. How is the number written using scientifi c notation?

A 7.25 × 10-4

B 725 × 10-6

C 725 × 10-3

D 72.5 × 10-5

4 Which list shows the numbers in order from least to greatest?

F √ __ 5 ___ 12 , π __ 15 , 7 ___ 50 , 1 __ 5

G 7 ___ 50 , √ __ 5 ___ 12 , 1 __ 5 , π __ 15

H 7 ___ 50 , 1 __ 5 , π __ 15 , √ __ 5 ___ 12

J π __ 15 , 7 ___ 50 , 1 __ 5 , √ __ 5 ___ 12

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Unit 17 Critical ThinkingName __________________________________________


Analyzing Rotation

Observe the picture of Earth, and draw where the Sun would be located to create the view shown.

1. Does the picture show day or night where you live?

2. Why does the Sun appear to move across the sky during the day?

3. How long does it take for Earth to rotate one time?

4. If Earth is constantly spinning, why do we not feel the movement?

5. How many times has Earth rotated since your last birthday?

Formative Assessment

Describe some advantages and disadvantages of the models you used to demonstrate Earth’s rotation?

Analysis

Analyze


Name __________________________________________Readiness Standard 8.5(E) Unit 5 Science Vocabulary Builder

Complete the graphic organizer below with illustrations of the evidences of chemical reactions.

Evidences of Chemical Reactions

Gas

Formation

Sound

Co

lor Change

Precipitate

Light

Temperature Change

Discuss how mass is conserved during all chemical reactions.

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5 Triangles PQR and STR are similar right triangles

4 8–4–8

4

–8

–4

8

y

x

P Q

R

TS

–12

–12

12

12

Which proportion can be used to show that the slope of ̄ SR is equal to the slope of ̄ PR ?

A 0 – 12 ______ 3 – 8 = 0 – (–12) _________ 3 – (–2)

B –12 – 0 ______ 3 – 8 = –12 – 12 ______ 8 – (–2)

C 3 – 8 ______ 0 – (–12) = 12 – (–12) _______ –2 – 8

D –12 – 0 ______ 8 – 3 = –12 – 12 _________ 8 – (–2)



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Unit 17 JournalName __________________________________________


Pretend you are Earth. Write a story about a 24-hour time period from Earth’s point of view.

Science Journal


Name __________________________________________Readiness Standard 8.5(E)Unit 5 Home Connection

Chemical reactions happen all around us. Some examples of common chemical reactions are listed below. Complete the following chart based on your knowledge of science and evidence of chemical reactions.

Chemical ReactionDescription of substances

before the chemical reaction

Description of substances after the chemical

reaction

Evidence that a chemical reaction occurred

Cooked egg

Baked cake

Leaves changing color

Wood burning

Rusting nail

1. Discuss with your student what each of the substances look like before and after chemical reactions. What indicates that a chemical reaction occurred?

2. Brainstorm other real-life examples of chemical reactions. What do they have in common with the chemical reactions above.?

3. Create your own chemical reaction to test at home. Remember, safety is very important.

Home Extensions

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6 Marissa gets on an elevator at the ground level. The elevator ascends without stopping until it reaches Marissa’s fl oor, as shown in the graph.

40

48

32

24

16

8

0 4 6 8 102

Elevator Height

x

y

Time (seconds)

Hei

ght

(fee

t)

Which statement best describes the rate of change for this situation?

F For every second that passes, the elevator’s height increases by 1 __ 3 foot.

G For every second that passes, the elevator’s height increases by 1 foot.

H For every second that passes, the elevator’s height increases by 3 feet.

J For every second that passes, the elevator’s height increases by 12 feet.

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Unit 17 Vocabulary ActivityName __________________________________________


Science Vocabulary Builder

With a partner, create a vocabulary poster describing Earth’s rotation on its axis. Explain facts about the cycle of day and night, the Sun’s apparent movement across the sky, and facts about Earth’s rotation. Display posters around the classroom, and have a picture walk to see what classmates have created. Include these vocabulary words on your poster: day, night, rotation, axis, apparent movement, and Sun. Use the organizer below to brainstorm ideas for the poster.

Notes


Name __________________________________________Readiness Standard 8.5(E) Unit 5 Cross-Curricular Connection

Science JournalA student performs a chemical reaction with vinegar and an antacid tablet. Experimental results are displayed in the table.

Before Chemical Reaction After Chemical ReactionMass of Vinegar (g) Mass of Antacid Tablet (g) Mass After Chemical Reaction (kg)

75.83 12.64 0.08847

Explain how this chemical reaction represents the law of conservation of mass.

__________________________________________________________________________________________________________

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Health ConnectionThe outer shell of an egg has similar composition to our teeth. Investigate how water and acids, like soda and vinegar, can affect the teeth between brushing. Place one egg in water and another egg in vinegar. Record observations and results after 10 minutes.

Water VinegarObservations:

Results:

Observations:

Results:

Why is it important to brush your teeth after drinking soda? Use evidence to support your explanation.

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7 What are the slope and y-intercept of the linear function shown on the coordinate plane?

–2 2 4 6 8–4–6–8

–2

–4

–6

–8

2

4

6

8

y

x

A slope = – 2 __ 3 ; y-intercept = 2

B slope = – 2 __ 3 ; y-intercept = 5 __ 2

C slope = – 3 __ 2 ; y-intercept = 2

D slope = – 3 __ 2 ; y-intercept = 5 __ 2



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Unit 17 HomeworkName __________________________________________


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1. Help your child build a model of Earth’s rotation.2. Record the position of the Sun across the sky throughout the day.3. Discuss how the rotation of Earth causes daytime and nighttime.

Parent Activities

Rotation of Earth

Create a model demonstrating Earth’s rotation.

• Use materials found at home to make your model.• Write a brief report about the model in the space below.• Describe why you chose the materials used to make your model.• Explain why the Sun appears to move across the sky throughout the day.

Model Illustration Materials Used to Create Model

Report


Name __________________________________________Readiness Standard 8.5(E)Unit 5 Post-Assessment

1 Combustion is a process in which fuel, oxygen, and heat react to produce large amounts of energy. This process was discovered in the 1600s and is still used today for a majority of energy on Earth. The space shuttle uses the fuel hydrogen gas to propel itself into outer space.

USA

What evidence of a chemical reaction does the space shuttle exhibit? 8.3(D)

A Formation of precipitate

B Emission of light

C Disintegration of the element

D Change of color

2 Two students recorded temperature values during a laboratory investigation. From the recorded data, students created the following graph.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

0

8070605040302010

Y

X

Tem

pera

ture

(°C

)

Time (minutes)

What can the students conclude based on this information? 8.2(E)

F A decrease in temperature is evidence that a chemical change has occurred.

G An increase in temperature is evidence that a chemical change has occurred.

H A decrease in temperature is evidence that a physical change has occurred.

J An increase in temperature is evidence that a physical and chemical change have occurred.

3 Students combine 15 g of calcium chloride and 30 mL of water in a clear plastic cup. The resulting solution increases in temperature. What most likely causes the temperature increase?

A Calcium chloride dissolves in the water.

B Calcium chloride reacts with water, producing new substances and heat.

C Water evaporates, leaving behind calcium chloride crystals.

D Calcium chloride and water are heated by an outside source.

4 Mass and volume measurements from a vinegar and baking soda investigation are shown below, both before and after the chemical reaction.

Mass (g) Volume (mL)

Reactants 93.00

279172.71

Products 265.71 240

What evidence supports the law of conservation of mass? 8.2(E)

F The mass remains constant before and after the chemical reaction.

G The mass of the gas is more than the mass of the baking soda, so the mass is constant.

H The volume of the products is more than the volume of the reactants, so it does not support the law of conservation of mass.

J The density of the products is less than the reactants, so the mass is constant.

5 A student conducting a chemical reaction hypothesizes that a clear liquid mixed with a colored solid will form a clear liquid with properties similar to the original liquid. Is this a valid hypothesis statement? 8.3(A)

A Yes, because the new substance formed in the reaction will have properties similar to the original liquid

B No, because the new substance formed in the reaction will have properties similar to both substances used in the reaction

C No, because the new substance formed in the reaction will have properties similar to the original solid

D No, because the new substance will have properties different from original substances

8

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