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Grade 8
Science
Physical Science
PS1– All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
PS2– Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
PS3– The motion of an object is affected by force.
PS4– The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Chemistry
S:PS1:8:1.1 Explain that atoms often combine to form a molecule or formula unit (crystal).
S:PS1:8:1.2 Recognize that elements can combine in a variety of ways to form compounds.
S:PS1:8:1.3 Differentiate between an atom and an molecule.
S:PS1:8:1.4 Differentiate between a mixture and a pure substance.
S:PS1:8:1.5 Identify methods used to separate mixtures, such as boiling, filtering, chromatography and screening.
S:PS1:8:1.6 Collect data or use data provided to infer or predict that the total amount of mass in a closed system stays the same, regardless of how substances interact (conservation of matter). |
S:PS1:8:1.7 Given graphic or written information, classify matter as atom/molecule or element/compound (not the structure of an atom). |
S:PS1:8:2.1 Differentiate between volume and mass and define density.
S:PS1:8:2.2 Explain how different substances of equal volume usually have different weights.
S:PS1:8:2.3 Identify a molecule as the smallest part of a substance that retains its properties.
S:PS1:8:2.4 Investigate the relationships among mass, volume and density. |
S:PS1:8:2.5 Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility), identify, compare, or classify different substances. |
S:PS1:8:2.6 Represent or explain the relationship between or among energy, molecular motion, temperature, and states of matter. |
S:PS2:8:1.1 Explain how substances react chemically with other substances to form new substances, known as compounds, and that in such recombinations, the properties of the new substances may be very different from those of the old.
S:PS2:8:1.2 Identify factors that affect reaction rates, such as temperature, concentration and surface area; and explain that dissolving substances in liquids often accelerates reaction rates.
S:PS2:8:1.3 Explain that oxidation involves combining oxygen with another substance, as in burning or rusting.
S:PS2:8:1.4 Explain that states of matter depend on the arrangement of the molecules and their motion.
S:PS4:8:2.1 Demonstrate appropriate use of tools, such as rulers, calculators, balances, and graduated cylinders to measure and calculate volume and mass.
Energy
S:PS2:8:1.5 Given a real-world example, show that within a system, energy transforms from one form to another (i.e., chemical, heat, electrical, gravitational, light, sound, mechanical). |
S:PS2:8:2.1 Explain the law of conservation of energy.
S:PS2:8:2.2 Collect data or use data provided to infer or predict that the total amount of mass in a closed system stays the same, regardless of how substances interact (conservation of matter). |
S:PS2:8:3.1 Differentiate between kinetic energy, which is the energy of motion and potential energy, which depends on relative position.
S:PS2:8:3.2 Recognize the Sun is a major energy source for the Earth, and describes how it affects the planet’s surface.
S:PS2:8:3.3 Describe ways light can interact with matter, such as transmission (which includes refraction), absorption, and scattering (which includes reflection).
S:PS2:8:3.4 Explain that the human eye can only detect wavelengths of electromagnetic radiation within a narrow range; and explain that the differences of wavelength within that range of visible light are perceived as differences in color.
S:PS2:8:3.5 Recognize that most chemical and nuclear reactions involve a transfer of energy.
S:PS2:8:3.6 Use data to draw conclusions about how heat can be transferred (convection, conduction, radiation). |
S:PS4:8:3.1 Explain how humans use natural resources, such as flowing water and burning of coal, oil, or natural gas to generate electrical energy in power plants.
S:PS4:8:3.2 Describe how natural resources, such as coal, oil and natural gas are tapped for use in power plants, and how alternative sources, such as solar, wind, water, nuclear are tapped for power; and compare the advantages and disadvantages of each source.
Forces and Motion
S:PS3:8:1.1 Explain that the force of gravity gets stronger the closer one gets to an object and decreases the further away one gets from it.
S:PS3:8:1.2 Recognize the general concepts related to gravitational force.
S:PS3:8:1.3 Use data to determine or predict the overall (net) effect of multiple forces (e.g., friction, gravitational, magnetic) on the position, speed, and direction of motion of objects. |
S:PS3:8:2.1 Explain that an object in motion that is unaffected by a force will continue to move at a constant speed and in a straight line.
S:PS3:8:2.2 Explain how the motion of an object can be described by its position, direction of motion, and speed; and illustrate how that motion can be measured and represented graphically.
S:PS4:8:1.1 Understand that design features, such as size shape, weight, and function, must be considered when designing new technology.
S:PS4:8:3.3 Differentiate between durable goods, which are designed to operate for a long period of time, and non-durable goods, which are only intended to operate for a short period of time.
All
S:PS4:8:4.1 Understand that some scientific jobs/careers involve the application of physical science content knowledge and experience in specific ways that meet the goals of the job.
Life Science
LS1– All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS2– Energy flows and matter recycles through an ecosystem.
LS3– Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
LS4– Humans are similar to other species in many ways, and yet are unique among Earth’s life forms.
LS5– The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
Ecology/Bio-Diversity/Global and Climate Change
S:LS1:8:2.2 Define a population and describe the factors that can affect it.
S:LS1:8:2.3 Explain why it is beneficial for an organism to be able to regulate its internal environment while living in a constantly changing external environment.
S:LS1:8:2.5 Using data and observations about the biodiversity of an ecosystem, make predictions or draw conclusions about how the diversity contributes to the stability of the ecosystem. |
S:LS2:8:1.1 Explain how changes in environmental conditions can affect the survival of individual organisms and an entire species.
S:LS2:8:1.2 Explain that in all environments, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter, and that in any particular environment the growth and survival of organisms depend on the physical conditions.
S:LS2:8:1.3 Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem. |
S:LS2:8:2.1 Explain how food provides energy and materials for growth and repair of body parts.
S:LS2:8:2.2 Given a scenario, trace the flow of energy through an ecosystem, beginning with the sun, through organisms in the food web, and into the environment (includes photosynthesis and respiration). |
S:LS2:8:3.1 Identify autotrophs as producers who may use photosynthesis, and describe this as the basis of the food web.
S:LS2:8:3.2 Explain the process of respiration and differentiate between it and photosynthesis.
S:LS2:8:3.3 Know that all organisms, including humans, are part of, and depend on, two main interconnected global food webs: one which includes microscopic ocean plants, and the other which includes land plants.
S:LS2:8:3.4 Describe how matter is recycled within ecosystems and explain that the total amount of matter remains the same, though its form and location change.
S:LS2:8:3.5 Identify carbon, hydrogen, oxygen, nitrogen and phosphorus as common elements of living matter.
S:LS2:8:3.6 Given an ecosystem, trace how matter cycles among and between organisms and the physical environment (includes water, oxygen, food web, decomposition and recycling, but not carbon cycle nor nitrogen cycle). |
S:LS3:8:1.1 Describe the type of impact certain environmental changes, including deforestation, invasive species, increased erosion, and pollution containing toxic substances, could have on local environments.
S:LS3:8:2.1 Describe how the fossil record provides geologic evidence verifying the existence of now extinct life forms, and explains how this evidence provides documented proof of their appearance, diversification and extinction.
S:LS3:8:2.2 Explain the concept of extinction and describes its importance in biological evolution.
S:LS3:8:2.3 Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures, anatomical features). |
S:LS4:8:2.1 Recognize that disease in organisms can be caused by intrinsic failures of the system or infection from other organisms.
S:LS4:8:2.2 Describe how viruses, bacteria, fungi, and parasites may affect the human body and provide examples of how they can interfere with normal body function.
S:LS4:8:2.3 Describe the function of white blood cells and explain how they support the body’s defense system.
S:LS4:8:2.4 Use data and observations to support the concept that environmental or biological factors affect human body systems (biotic and abiotic). |
LS5:8:1.1 Explain how technology has influenced the course of history, and provide examples such as those that relate to agriculture, sanitation and medicine.
S:LS5:8:1.2 Provide examples of ways technology is used to protect the environment, such as using bacteria to clean water.
S:LS5:8:3.1 Explain the necessity of and purpose for the proper disposal of medical products.
S:LS5:8:3.2 Give examples of how increased understanding of biology has led to improvements in biotechnology, such as scientific methods for increasing the yield or the pest-resistance of important food crops.
S:LS5:8:3.3 Describes ways biotechnology helps humans, including improved health and medicine.
All
S:LS5:8:4.1 Understand that some scientific jobs/careers involve the application of life science content knowledge and experience in specific ways that meet the goals of the job.