grade 8 science - archdiocese of cincinnati · grade 8 science - 2015, the archdiocese of...

Grade 8 Science - 2015, The Archdiocese of Cincinnati

GRADE 8 SCIENCE

The Archdiocese of Cincinnati has established the following Science standards based on the most

current teachings which are aligned to Ohio New Learning Science Standards. In addition, these

Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,

students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy

the Archdiocesan Science Standards for Grade 8.

SCIENCE APPLICATION

Grade 8 students are expected to meet each year’s grade-specific standards. Students retain and master skills

learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and

tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster

the values of Catholic teaching.

Science for Grade 8 is divided into four standards:

Science Inquiry and Application (SIA)

Earth and Space Science (ESS)

Life Science (LS)

Physical Science (PS)

SIA – Students in grade 8 use Scientific Inquiry to discover patterns, structures and relationships that may be

described as simple principles. These principles are related to the properties of interactions within and

between systems. Students in grade 8 can describe and understand systems by analysis of the interaction of

their components.

ESS – Students in grade 8 are knowledgeable about creation of Earth and the Supreme Creator. They will

have the background knowledge regarding scientists’ knowledge about the structure and composition of the

interior of the Earth (without being able to see it). Students will also have background knowledge about God

as the creator of Earth, all its structure and composition. Seismic data, graphics, charts, digital displays and

cross sections must be used to study Earth’s interior. Actual data from the refraction and reflection of

seismic waves can be used to demonstrate how scientists have determined the different layers of Earth’s

interior. Students also learn that Earth and other planets in the solar system formed as heavier elements

coalesced in their centers. Grade 8 students learn about the process of planetary differentiation and the major

period of occurrence. Finally, students realize the wonderful creation of Earth by God, and how the Earth’s

formation and the transformation and convection currents within the mantle and crust were all part of our

Creator’s design for the source of energy.

LS – Students in grade 8 know that all forms of life were created by God. Students learn about the variations

in a species that may have resulted from changes, over the years, in the environment. The fossil record is

contained within the geological record (ESS gr. 8), combining data from the geologic record and the fossil

record. Earth’s living history can be interpreted from the seven days of creation.

Diversity can result from sexual reproduction. The sorting and combination of genes results in

different genetic combinations (LS Gr. 8 – Mendelian Genetics). These variations may allow for survival of

individuals when the environment changes. Diversity in a species increases some characteristics suitable to

survive under change conditions.


Students also learn that evidence from geologic and fossil records can be used to infer what the

environment was like at the time of disposition.

PS – Students in Grade 8 learn a field model can be used to explain how two objects can exert forces on each

without touching. They also learn that electric fields exist around objects with charge and that electric force

will weaken rapidly with increasing distance.

Magnetic fields exist around magnetic objects and magnetic field lines can be seen when iron filings

are sprinkled around a magnet.

Gravitational fields exist around objects with mass and if a second object with mass is placed in the

field gravitational force will occur. Students know that every object exerts a gravitational force on every

other object with mass. Weight is gravitational force that cannot be confused with mass.

Electricity is related to magnetism and sometimes magnetic fields can produce electrical currents in

conductors.

SUMMARY – SCIENCE GRADE 8

All 8th

grade students know that all forms of life on earth were created by God. 8th grade Science Standards

offer focus for instruction throughout the school year to ensure adequate exposure to a range of texts, tasks,

and application, and to give students ample knowledge and skills to be prepared for the next level of science.

In addition 8th

grade Science standards can be connected to The Catechism of the Catholic Church for

reference for topics, issues, and/or questions that may arise in Science class. The following may be used:

Topic Section

Science and Faith 159

The Natural Moral Law 1954-1960

Abortion 2270-2275

Suicide 2280-2283

Respect for the person and scientific research 2292-2296

Research aimed at reducing human sterility 2375-2379

Care for Creation and Ethical Use 2415

Scientific experiments using animals 2417-2418

Evolution 279-289

The Archdiocese of Cincinnati stipulates the following exiting skills for each standard in Science for

students in Grade 8:

SIA – Science Inquiry and Application

Students in grades 5-8 must develop the ability in SIA to:

1. Identify questions that can be answered through scientific investigations.

2. Design and conduct a scientific investigation.

3. Use appropriate mathematics, tools and techniques to gather data and information.

4. Analyze and interpret data.

5. Develop descriptions, models, explanations and predictions.

6. Think critically and logically to connect evidence and explanation.

7. Recognize and analyze alternative explanations and predictions.

8. Communicate scientific procedures and explanations.


Grade 8 specific exiting skills in SIA:

9. Differentiate between experiments and other scientific investigations.

10. Distinguish between dependent and independent variables.

11. Describe the relationship between technology, engineering, and science.

12. Describe the uses and importance of the Global Positioning System (GPS) and geographic

information of systems (GTS).

13. Apply the concept of half-life to problems of determining the age of a sample.

14. Interpret and analyze data in tables and graphs.

15. Identify land features by interpreting images of Earth’s surface.

16. Identify other methods and data that add to understanding Earth’s interior.

17. Use a pedigree to trace a genetic trait.

18. Describe the methods used to gain empirical evidence.

19. Summarize what the study of seismic waves reveals about Earth’s interior.

20. Describe the development of the theory of continental drift.

21. Explain evidence of geological change.

22. Describe DNA’s role in determining traits.

23. Describe how genetic evidence supports evolution.

24. Explain the difference between scientific theory and a law.

25. Explain how Pugh charts make decisions about technology.

26. Differentiate between scientific replication and repetition.

ESS – Earth and Space Science

Students in Grades 5-8 must develop the ability in Earth and space Science to:

1. Explain how the hydrologic cycle illustrates the changing states of water as it moves through the

lithosphere, biosphere, hydrosphere and atmosphere.

2. Analyze how thermal-energy transfers in the ocean and the atmosphere contribute to the formation of

currents, which influence global climate patterns.

3. Explain how the atmosphere has different properties at different elevations and contains a mixture of

gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.

4. Summarize the relative patterns of motion and positions of the Earth, moon and sun cause solar and

lunar eclipses, tides, and phases of the moon.

Grade 8 specific exiting skills for Earth in ESS

5. Describe Earth’s physical layers.

6. Explain the cause and occurrence of an earthquake.

7. Describe the geologic process that formed Earth’s surface.

8. Give evidence of the dynamic changes of Earth’s surface through time.

9. Explain the principle of uniformitarianism.

10. Cite evidence that supports the changing of Earth’s climate over time.

11. Explain how the age of the Earth has been determined.

12. List and describe the four major divisions of earth’s history, and the major events in the geologic

history of Earth during the four divisions.

13. Describe the four major divisions of the geologic time scale


LS – Life Science

Students in Grade 5-8 must develop the ability in Life Science to:

1. Analyze and explain the continuous transfer of matter between one organism to another, and between

organisms and their physical environments.

2. Explain why in any particular biome, the number, growth, and survival of organisms and populations

depend on biotic and abiotic factors

Grade 8 specific exiting skills for Life Science (LS):

3. Describe the difference between asexual and sexual reproduction.

4. Diversity of species occurs through gradual processes.

5. Define Darwin’s observation.

6. Explain the use of fossil evidence to determine relationships between organisms.

7. Define and describe “common ancestor”.

8. Describe the changes during “Precambrian time” and “Paleozoic Ear”.

9. Define and explain the commonality between DNA and chromosomes.

10. Summarize Mendel’s findings.

11. Explain how dominant and recessive traits differ.

12. Define Punnett Square.

13. Define and explain “natural selection”.

PS – Physical Science

Students in Grades 5-8 must develop the ability in Physical Science to:

1. Determine the properties of matter by the arrangement of atoms.

2. Explain how energy can be transformed or transferred but is never lost.

3. Analyze how energy can be transferred through a variety of ways.

Grade 7 specific exiting skills for Physical Science (PS):

4. Describe the differences between contact forces and forces that act at a distance.

5. Explain the concept of a “force”.

6. Define “gravity”.

7. Describe electric charge as property of matter.

8. Compare/contrast two types of electric charge.

9. Explain the difference between an electrical conductor and an electrical insulator.

10. Describe properties of magnets.

11. Explain how Earth acts as a magnet.

12. Explain how Earth’s geographic and magnetic poles differ.

13. Describe electromagnetism.

14. Explain Newton’s first law – concept of inertia.

15. Explain Newton’s second law – force, mass and acceleration.

16. Explain Newton’s third law – forces act in pairs.

17. Describe the universality of gravity.

18. Describe the concept of “orbiting”.

19. Name and describe the different types of potential energy.


Inquiry Based Science One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded

Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of

constructivist learning. That is the idea that students must be able to create their own understanding of concepts.

There are several levels to inquiry based learning. These range from no inquiry to open inquiry.

When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their

knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their

own knowledge. This will lead them to a greater understanding and long-term retention of the material.

Think of a time when you learned something new or wanted to understand something in greater depth. It

is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to

figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous

knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this

becomes less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are

not exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down

and reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are

extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you

realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by

itself that melts the ice. Instead, it is the heat that causes ice to melt.

Though this entire process, you have gained much more knowledge than heat causes matter to change

form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made

observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is

not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own

learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in

new situations. It is learning by doing.

No Inquiry

•The teacher lectures to the class about electricity and circuits.

Direct Inquiry

•The teacher has the students follow a step- by-step lab to create a circuit and light a bulb.

Guided Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are told to create a circuit to light the bulb.

Open Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are left to create something on their own.


The teacher still has a very important role in all of this. While students are naturally curious about the world

around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can

get the students engaged in the instructional task. If we think about marketing, a company needs your attention

before you will buy their product. It does not matter if it is the best product in the world. If you do not know it

exists, you will not purchase it.

When students explore, they are directly involved with the material. This is where they develop the

experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials

and guided focus.

After the students have completed their explorations, it is time for them to explain what they have

learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing

formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will

have something concrete to think of when Newton’s First Law of Motion is mentioned.

The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not

brought up in the exploration stage. If the students were working with the laws of motion, they can be asked

about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge

the students gained during the exploration stage will help them in these areas.

Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.

This will allow the teacher to determine whether the student understands the material. Some tools to help you

with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson

planning and may even be cause for modification in the future. For example, if you notice there is a misconception

with many students, you can revisit the concept. If you notice great student interest in a specific area, the class

can be refocused to take advantage of this high level of interest.


Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment

Based on educational research, the following is a set of grading practices organized into guidelines. These

guidelines should provide a framework of effective grading practices. The goal is to support student learning

and encourage student success.

It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of

diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific

when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of

grading techniques that have been proven to increase the level of student achievement.

Relate grades to the achievement based on the standards.

The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are

the basis of determining grades. Specific learning targets should be used to figure grades.

Use performance standards as reference points when determining grades.

Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students

have mastered the standard.

Separate achievement from other non-academic items such as effort, behavior, and

participation.

Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should

be reported separately from achievement. Individual achievement, not group achievement should be the basis for

the grade.

Sample student performance. Don’t score everything, and don’t include all scores in grades.

Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future

instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at

the end of the grading period, after the learning has taken place, should be the determining factor when figuring

grades.

Use quality assessments and accurately record evidence of achievement.

Assessments should match what the student is expected to learn, this is called relevant learning. There are many

tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s

understanding of the material.


Discuss and involve students in the assessment and grading processes throughout the

learning cycle.

One method that has continued to increase student achievement is involving them in the assessment process.

Students should be involved in all steps of this process. At the most basic level, students can simply understand

how their grades will be determined. As assessment becomes more student- centered, the students can develop

rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others

(student-led conferences).


Reading Standards for 8th Grade Science Key Ideas and Details: 1. Cite specific textual evidence to support analysis of science and technical texts. 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text

distinct from prior knowledge or opinions. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks. Craft and Structure: 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. 5. Analyze the structure an author uses to organize a text, including how the major sections contribute

to the whole and to an understanding of the topic. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text. Integration of Knowledge and Ideas: 7. Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video or multimedia

sources with that gained from reading a text on the same topic. Range of Reading and Level of Text Complexity: 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text

complexity band independently and proficiently.

Writing Standard for 8th Grade Science Text Types and Purposes: 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate

or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that

demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument

presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information

into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.


c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or

explanation presented. 3. Students’ narrative skills continue to grow in these grades. The Standards require that students be

able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing: 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge: 7. Conduct short research projects to answer a question (including a self-generated question), drawing

on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing: 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Science Comparative Analysis

Content that is new to 8th Grade Content that is still included at 8th

Grade, but may be modified or at a greater depth

Content that is no longer a focus at 8thGrade

Earth and Space Sciences:

History of plate tectonics

(including sea-floor

spreading and continental

drift). Formerly in 9th grade.

History of Earth and the

geologic record.

Life Science: diversity of

species occurs over many

generations, fossil records

provide evidence of number

and types of species.

Life Science: Mendelian Genetics.

Physical Science:

Gravitational, magnetic, and

electric forces can be

described in terms of fields.

Physical Science: Potential

energy can take different

forms (gravitational,

magnetic, chemical, and

elastic).

Earth and Space

Sciences: Plate

Tectonics, Earth’s

interior, and Earth’s

surface.

Life Science: Reproduction,

meiosis and inherited traits.

Physical Science: Forces

have magnitude and

direction; net forces change

the motion of objects.

Earth and Space Sciences:

Patterns and cycles in the

Solar system, including

moon phases, eclipses, and

tides (now in 7th grade).

Life cycles of stars (now in

HS Physical Science

course).

Life Science: Body

plans and internal

structures of multi-

cellular organisms

(now in 6th grade).

Physical Science:

Reference points, changes

in position and time are

used to describe motion

(now in 6th grade).

Physical Science: Waves

are produced by vibrations

and transfer energy (now

in 7th grade).


SCIENCE GRADE 8

STANDARD – SCIENCE INQUIRY AND APPLICATION

Distinguishing Science

STANDARD STANDARD DESCRIPTION

SIA 8.1

Identify questions that can be answered through scientific investigations.

SIA 8.1.1

Differentiate between experiments and other scientific investigations.

SIA 8.1.2

List some characteristics of good scientific investigations.


SIA 8.2

Define and conduct a scientific investigation.

SIA 8.2.1

Explain the major steps involved in conducting a scientific investigation.


SIA 8.3

Use appropriate mathematics, tools and techniques to gather data and

information.

SIA 8.3.1

Distinguish between dependent and independent variables.

Technology

SIA 8.3.2

Describe the relationship between technology, engineering, and science.

SIA 8.3.3

Describe the characteristics of simple and complex technology.

SIA 8.3.4

Identify two types of tools used in engineering and technology.

SIA 8.3.5

List some applications of physical tools and cyber tools used in engineering and

technology.

Types of Materials

SIA 8.3.6

Identify some of the materials used for engineering and technology.

SIA 8.3.7

Explain how materials can be classified for engineering and technology.

SIA 8.3.8

Explain three factors that can limit the use of a material in engineering and technology

applications.


Development of Materials

SIA 8.3.9

Explain the role of materials science in developing technology.

SIA 8.3.10

Describe ways that materials can be improved through testing and modification.

Earth’s Surfaces

SIA 8.3.11

Compare photographs with other types of remote sensing images.

SIA 8.3.12

Describe the uses and importance of the Global Positioning System (GPS) and

geographic information systems (GIS).

SIA 8.3.13

Apply the concept of half-life to problems of determining the age of a sample.

Data


SIA 8.4

Analyze and interpret data

SIA 8.4.1

Interpret and analyze data in tables and graphs.

Erosion

SIA 8.4.2

Relate gravity, gradient, discharge, and load to stream erosion and deposition.

SIA 8.4.3

Define and describe the processes of erosion and deposition.

Interpreting Maps

SIA 8.4.4

Calculate the contour interval on a topographic map.

SIA 8.4.5

Calculate slope using a topographic map.

Interpreting Earth’s Surface

SIA 8.4.6

Identify land features by interpreting images of Earth’s surface.

SIA 8.4.7

Identify changes in land features over time by interpreting satellite images.

SIA 8.4.8

Identify the materials that formed Earth.


SIA 8.4.9

Identify other methods and data that add to our understanding of Earth’s interior.

SIA 8.4.10

Explain how index fossils can be used to determine the age of rock.


SIA 8.5

Develop descriptions, models, explanations and predictions.


SIA 8.6

Think critically and logically to connect evidence and explanations.

SIA 8.6.1

Describe the nature of science and introduce some fields of science.

Scientific Knowledge

SIA 8.6.2

Describe the methods used to gain empirical evidence.

SIA 8.6.3

Describe the nature of science and introduce some field of science.

SIA 8.6.4

Describe how a scientific theory may change with new evidence.

Technology

SIA 8.6.5

Describe two types of trade-offs that might be made when developing technology.

SIA 8.6.6

Explain how risk-benefit analysis is used to make decisions about technology.

Earth’s Formation

SIA 8.6.7

Summarize what the study of seismic waves has revealed about Earth’s interior.

Plate Tectonics

SIA 8.6.8

Describe the historical development of evidence that led to the theory of continental

drift.

SIA 8.6.9

Describe three mechanisms that cause plate movement.

Geological Change

SIA 8.6.10

Explain how fossils supply evidence of geological change.


SIA 8.6.11

List types of evidence that support that Earth’s climate has changed over time.

Environmental Change

SIA 8.6.12

Describe how environmental change can affect a species.

History of Life

SIA 8.6.13

Explain how divisions in geologic time scale are based on mass extinction events.


SIA 8.7

Recognize and analyze alternative explanations and predictions.

SIA 8.7.1

Recognize the importance of debate in establishing scientific knowledge.

SIA 8.7.2

Explain the difference between a scientific theory and a law.

SIA 8.7.3

Identify several scientific theories.

Technology

SIA 8.7.4

Explain how life cycle analysis is used to make decisions about technology.

SIA 8.7.5

Explain how Pugh Charts are used to make decisions about technology.

Plate Tectonics

SIA 8.7.6

Discuss the importance of plate tectonics to science and society.


SIA 8.8

Communicate scientific procedures and explanations.

SIA 8.8.1

Differentiate between replication and repetition.

SIA 8.8.2

Evaluate the quality of scientific information from different sources.


SCIENCE GRADE 8

STANDARD – EARTH AND SPACE SCIENCE

STANDARD

STANDARD DESCRIPTION

ESS 8.1

The composition and properties of Earth’s Interior are identified by the behavior

of seismic waves.

ESS 8.1.1

Summarize how the solar system formed.

ESS 8.1.2

Identify the materials that form Earth.

ESS 8.1.3

Describe sources of energy in Earth’s surface.

ESS 8.1.4 Explain how Earth’s layers formed.

ESS 8.1.5

Describe Earth’s compositional layers: core, mantle, crust.

ESS 8.1.6

Describe Earth’s physical layers: lithosphere, asthenosphere, mesosphere, outer core,

and inner core.

ESS 8.1.7

Define earthquake, and explain why earthquakes occur.

ESS 8.1.8

Define the following: epicenter, focus, elastic, rebound, deformation.


ESS 8.2

Earth’s crust consists of major and minor tectonic plates that move relative to

each other.


ESS 8.3

A combination of constructive and destructive geologic processes formed Earth’s

surface.

Erosion

ESS 8.3.1

Define and describe the processes of erosion and deposition.

ESS 8.3.2

Relate gravity, gradient, discharge, and load to stream erosion and deposition.

ESS 8.3.3

Describe what happens to sediment as a stream slows.

Landforms

ESS 8.3.4

Describe the role of stream erosion and deposition in building landforms.


Deposition

ESS 8.3.5

Describe how erosion and deposition by waves and currents shape shorelines.

Wind Erosion

ESS 8.3.6

Describe how wind speed affects sediment movement.

ESS 8.3.7

Define and describe: dunes and loess.

ESS 8.3.8

Explain what desert pavement is and how it is formed.

Ice Erosion

ESS 8.3.9

Describe glacier formation and how glaciers shape the land.

Mass Movement

ESS 8.3.10

Describe the processes of erosion and deposition by gravity (mass movement).

ESS 8.3.11 Explain how and why mass movement can occur.

ESS 8.3.12 Define and describe: rock fall, landslide, mudflow, and creep.

Types of Maps

ESS 8.3.13 Identify ways that maps can represent Earth’s surface.


ESS 8.4

Evidence of the dynamic changes of Earth’s surface through time is found in the

geologic record.

Fossils

ESS 8.4.1

State the principle of uniformitarianism.

ESS 8.4.2

Define fossils, and describe the ways organisms can be preserved as fossils.

Changing Climate

ESS 8.4.3

List types of evidence that support that Earth’s climate has changed over time.

Rock Layers

ESS 8.4.4

Describe deposition of sedimentary rock layers.


Dating

ESS 8.4.5

Define and distinguish between “relative dating and “absolute dating”.

ESS 8.4.6

Define and distinguish between “radiometric dating” and “radiometric dating”

methods.

Geologic Change

ESS 8.4.7

Describe the principle of catastrophism in terms of the rate of geologic change.

ESS 8.4.8

Describe the principle of uniformitarianism in terms of the rate of geologic change.

ESS 8.4.9

Explain uniformitarianism.

Geologic Time Scale

ESS 8.4.10

Explain how the age of the Earth has been determined.

ESS 8.4.11

Describe the geologic time scale and explain how it is divided into different spans of

time.

ESS 8.4.12

List the four major divisions of earth’s history, and describe major events in the

geologic history of Earth during these four divisions.

Fossil Records

ESS 8.4.13

Explain how to date a fossil and explain how fossils record extinctions.

ESS 8.4.14

Explain how scientists use fossils to gauge how long Earth had life.

Geologic Time Scale

ESS 8.4.15

Describe the four major divisions of the geologic time scale.


SCIENCE GRADE 8

STANDARD – LIFE SCIENCE


LS 8.1

Reproduction is necessary for the continuation of every species.

Cell Division

LS 8.1.1

Describe the function of cell division in unicellular organisms.

LS 8.1.2

Describe the function of cell division in multicellular organisms.

Sex Cells

LS 8.1.3

Define sex cells and explain how sex cells differ from body cells.

LS 8.1.4

Define meiosis and identify the relationship between meiosis and sexual reproduction.

Asexual Reproduction

LS 8.1.5

Define “asexual reproduction”.

LS 8.1.6

Explain four ways that organisms reproduce asexually.

Sexual Reproduction

LS 8.1.7

Define “sexual reproduction”.

LS 8.1.8

Describe the process of fertilization.

LS 8.1.9

Explain why some organisms reproduce both “asexually and sexually”.


LS 8.2

Diversity of species occurs through gradual processes over many generations.

Fossil records provide evidence that changes have occurred in number and types of

species.

Darwin’s Observations

LS 8.2.1

Define the following: evolution, species, population, variation, adaptation, and artificial

selection.

LS 8.2.2

Describe Darwin’s observation.


Fossil Evidence

LS 8.2.3

Identify different types of fossils.

LS 8.2.4

Describe how fossils form.

LS 8.2.5

Describe how scientists use fossil evidence to determine relationships between

organisms.

Structural Evidence

LS 8.2.6

Define “common ancestor”.

LS 8.2.7

Describe how unused body structures are evidence for evolution.

LS 8.2.8

Describe how similar body structures with different functions are evidence for

evolution.

Geologic Scale

LS 8.2.9

Describe the four major divisions of the geologic time scale.

LS 8.2.10

Understand that divisions in the geologic time scale are based on mass extinction

events.

Precambrian/Paleozoic

LS 8.2.11

Describe the changes that occurred to life during Precambrian time and the Paleozoic

era.


LS 8.3

The characteristics of an organism are a result of inherited traits received from

parent/s.

Genetic Material

LS 8.3.1 Explain how cell division results in two new cells, each with a full set of genetic

material that is identical to parent cells.

LS 8.3.2 Define: DNA and chromosome and explain what they have in common.

Mitosis

LS 8.3.3 Describe “cell cycle” and identify its three stages.

LS 8.3.4 Describe “interphase”.

LS 8.3.5 Define “mitosis” and name the four phases of mitosis.


LS 8.3.6 Define “cytokinesis”.

Sex Cells

LS 8.3.7 Define “homologous chromosome”.

Steps of Meiosis

LS 8.3.8 Describe the steps of “meiosis” and identify the results of “meiosis I and meiosis II”.

Sexual Reproduction

LS 8.3.9 Describe the process of fertilization.

Mendel’s Work

LS 8.3.10 Summarize Mendel’s findings.

LS 8.3.11 Explain how dominant and recessive traits differ.

DNA’s Roll

LS 8.3.12 Describe DNA’s role in determining traits.

LS 8.3.13 Identify the relationship between genes and alleles.

LS 8.3.14 Identify the relationship between genotype and phenotype.

Punnett Squares

LS 8.3.15 Define Punnett Square.

Pedigrees

LS 8.3.16 Define “pedigree”.

LS 8.3.17 Explain what a sex-linked disorder is and give examples.

LS 8.3.18 Use a pedigree to trace a genetic trait.

Natural Selection

LS 8.3.19 Define “natural selection”.

LS 8.3.20 Name and describe the four sections of natural selection.

LS 8.3.21 Explain how descendants may become genetically different from their ancestors.


SCIENCE GRADE 8

STANDARD – PHYSICAL SCIENCE


PS 8.1

Forces between objects act when the objects are in direct contact or when they are

not touching.

Force

PS 8.1.1

Discriminate between contact forces and forces that act at a distance.

PS 8.1.2

Distinguish drag from kinetic friction.

PS 8.1.3

Explain the concept of a field in terms of forces that act at a distance.

PS 8.1.4 Compare the effect of balanced and unbalanced forces on an object.

Gravity

PS 8.1.5

Define and describe “gravity”.

PS 8.1.6

Relate the force of gravity to the mass of an object.

Orbits

PS 8.1.7

Identify a situation in which one object is orbiting another.

Electric Charge

PS 8.1.8

Describe electric charge as a fundamental property of matter.

PS 8.1.9

Compare/contrast the two types of electric charge.

PS 8.1.10

Describe the ways in which objects can become electrically charged.

PS 8.1.11

Describe the conservation of electric charge.

Electric Force

PS 8.1.12

Describe the nature of electric force between two charged objects.

Conductors/Insulators

PS 8.1.13

Distinguish between an electrical conductor and an electrical insulator.

PS 8.1.14

Describe what makes semiconductors so important to today’s electronics.


Properties of Magnets

PS 8.1.15

Describe the properties of magnets.

PS 8.1.16

Explain what magnetic poles and magnetic fields are.

PS 8.1.17 Describe how magnets attract and repel.

Properties of Magnetic Fields

PS 8.1.18 Explain what causes magnetic fields and magnetism.

PS 8.1.19 Explain why some materials are magnetic and some are not.

Types of Magnets

PS 8.1.20 Distinguish between different types of magnets based on their magnetic properties.

Earth’s Magnetic Field

PS 8.1.21 Explain how Earth acts as magnet.

PS 8.1.22 Explain how Earth’s geographic and magnetic poles differ.

Electromagnetism

PS 8.1.23 Describe electromagnetism.

Electromagnets

PS 8.1.24 Describe a solenoid and how it works.

PS 8.1.25 Describe what an electromagnet is and how one is constructed.

PS 8.1.26 Describe some ways in which electromagnets are used in everyday life.

Induction

PS 8.1.27 Explain how a magnetic field can make an electric current through induction.

PS 8.1.28 Explain how inductors are used in generators.

PS 8.1.29 Describe transformers.


PS 8.2

Forces have magnitude and direction.


Net Force

PS 8.2.1

Apply the concept of net force to determine direction of motion.

Newton’s Law

PS 8.2.2

Explain Newton’s first law using the concept of inertia.

PS 8.2.3

Describe the relationship among force, mass, and acceleration (Newton’s second law).

PS 8.2.4

Explain how forces act in pairs (Newton’s third law).

Law of Universal Gravitation

PS 8.2.5

Express the relation(s) among mass, distance, and gravitational force.

PS 8.2.6

Describe the universality of gravity.

Orbits

PS 8.2.7

Identify a situation in which one object is orbiting another.

PS 8.2.8 Explain how gravity can keep objects in orbit.


PS 8.3

There are different types of potential energy.

Kinetic Energy

PS 8.3.1

Provide examples of kinetic energy.

Potential Energy

PS 8.3.2 Provide examples of potential energy.

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