General Statement
Whereas the seventh grade takes more of an activist approach to social and environmental problems the eighth grade curriculum places a heavier emphasis on individual behaviors. In eighth grade students are encouraged to apply their growing understanding of scientific concepts and the scientific method to become aware of their own behavior and its positive or negative impact on the world. From this awareness students are encouraged to live in a simple and positive manner using the perspectives gained in science class. There is also heavy emphasis on academic, social and emotional reflection geared toward high school preparation and global citizenship. The through-line questions that guide student inquiry for the year are:

Concepts and Methods
The California Science Standards are the basis for the main understanding goals in the middle school science curriculum.  The scientific concepts investigated during the year are: the structure and physical change of matter, chemical reactions, energy, the laws of motion, pressure, density and buoyancy.  Students investigate the laws and concepts of chemistry during the fall semester as they investigate global warming.  In the spring this investigation continues outside of school with a semester long carbon footprint project aimed at reducing their carbon footprint.  Also during the spring students begin an in school water bottle rocket project which investigates the laws of motion and the conservation of energy.  During both semesters students develop scientific skills of inquiry, investigation, analysis, and explanation through a wide variety of hands-on laboratory and field experiences. 

The course meets three times each week, once for forty-five minutes and twice for ninety-minute laboratory sessions.  Students adhere to understanding goals which are questions rooted in the through-line that direct student inquiry during a specific unit. Listed below are the understanding goals for the 8th grade curriculum:

Through this framework students learn about the nature of physical investigation, motion, Newtonian physics, density, buoyancy, simple machines, waves, energy, and global warming. In the spring students will have their choice of hands-on student led mini-projects covering some of the very basic concepts of theoretical physics and electricity. They will also have the opportunity to design their own environmentally sustainable high school and science curriculum. Throughout the year environmental concerns and justice issues are incorporated into the curriculum.

Sources and Materials
Students do not work from a single textbook in science class. Rather, each unit of study is crafted from a variety of resources available on that topic, including texts, magazine articles, library books, the Internet, and activity books. Homework assignments include reading, writing, Internet research, small-scale experimentation using household items, and preparation for upcoming labs.

Assessment
Student performance in science is assessed primarily through laboratory work and the scientific writing process.  Multiple learning styles are engaged in many different types of assessment throughout the year.  The one constant is that important assessments all involve the use of a rubric that outlines work quality expectations.  

Individual Needs
Since much of the class work is done in groups, students are encouraged to help each other as much as possible. Students who are falling behind are encouraged to seek help from the teacher after school, or during tutorial times.

Science Fair
Eighth graders have the choice of doing a science fair project related to global warming in the spring of their eighth grade year as part of their carbon footprint project.

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