Grade-Level Indicators
SCIENCE
Grade Eight
GRADE EIGHT
Earth and Space Sciences
Life Sciences
Physical Sciences
Science and Technology
Scientific Inquiry
Scientific Ways of Knowing
|
Earth and Space Sciences
Students demonstrate an
understanding
about how Earth systems and processes interact in the geosphere
resulting in the habitability of Earth. This includes demonstrating
an understanding of the composition of the universe, the Solar
System and Earth. In addition, it includes understanding the properties
and the interconnected nature of Earth’s systems, processes that
shape the Earth and Earth’s history. Students also demonstrate
an understanding of how the concepts and principles of energy,
matter, motion and forces explain Earth systems, the Solar System,
and the Universe. Finally, they grasp an understanding of the
historical
perspectives, scientific approaches and emerging scientific issues
associated with the Earth and space sciences. |
| Benchmark A. Describe
how the positions and motions of the objects in the universe cause
predictable
and cyclic events. The Universe 1.Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles. 2.Explain that the gravitational force is the dominant force determining motions in the Solar System and in particular keeps the planets in orbit around the Sun. 3.Compare the orbits and composition of comets and asteroids with that of Earth. 4.Describe the effect that asteroids or meteoroids have when moving through space and sometimes entering planetary atmospheres (e.g., meteor-"shooting star" and meteorite). Benchmark B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft. The Universe 5.Explain that the universe consists of billions of galaxies that are classified by shape. 6.Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away). 7.Examine the life cycle of a star and predict the next likely stage of a star. 8.Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft). Benchmark C. Describe interactions of matter and energy throughout the lithosphere, hydrosphere and atmosphere (e.g., water cycle, weather and pollution). No indicators present for this benchmark. Benchmark D. Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or classified. No indicators present for this benchmark. Benchmark E. Describe the processes that contribute to the continuous changing of Earth's surface (e.g., earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements). Earth Systems 9.Describe the interior structure of Earth and Earth’s crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle. 10.Explain that most major geological events (e.g., earthquakes, volcanic eruptions, hot spots and mountain building) result from plate motion. 11.Use models to analyze the size and shape of Earth, its surface and its interior (e.g., globes, topographic maps, satellite images). 12.Explain that some processes involved in the rock cycle are directly related to the thermal energy and forces in the mantle that drive plate motions. 13.Describe how landforms are created through a combination of destructive (e.g., weathering and erosion) and constructive processes (e.g., crystal deformation, volcanic eruptions and deposition of sediment). 14.Explain that folding, faulting and uplifting can rearrange the rock layers so the youngest is not always found on top. 15.Illustrate how the three primary types of plate boundaries (transform, divergent and convergent) cause different landforms (e.g., mountains, volcanoes, ocean trenches). |
|
Life Sciences
Students will demonstrate an
understanding of how living systems function and how they interact with
the physical environment. This includes an understanding of the cycling
of matter and flow of energy in living systems. An understanding of the
characteristics, structure, and function of cells, of organisms and of
living systems will be developed as well as a deeper understanding of
the principles of heredity, biological evolution, and the diversity and
interdependence of life. Students will also demonstrate an
understanding of different historical perspectives, scientific
approaches and emerging scientific issues associated with the life
sciences. |
| Benchmark A. Explain that the basic
functions of organisms are carried out in cells and groups of
specialized
cells form tissues and organs; the combination of these cells make up
multicellular
organisms that have a variety of body plans and internal structures. No indicators present for this benchmark. Benchmark B. Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. 1. Describe that asexual reproduction limits the spread of detrimental characteristics through a species and allows for genetic continuity. 2. Recognize that in sexual reproduction new combinations of traits are produced which may increase or decrease an organism’s chances for survival. Evolution Theory 3. Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment. Benchmark C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. No indicators present for this benchmark. Benchmark D. Explain how extinction of a species occurs when the environment changes and its adaptive characteristics are insufficient to allow survival (as seen in evidence of the fossil record). Evolution Theory 4. Explain that diversity of species is developed through gradual processes over many generations (e.g., fossil record). 5. Investigate how an organism adapted to a particular environment may become extinct if the environment, as shown by the fossil record, changes. |
|
Physical Sciences
Students demonstrate an understanding of the
composition of physical systems and the concepts and principles
that describe and predict physical interations and events in the
natural world. This includes demonstrating an understanding of the
structure and properties of matter, the properties of materials and
objects, chemical reactions and the conservation of matter. In
addition, it includes understanding the nature, transfer and
conservation
of energy, as well as motion and the forces affecting motion, the
nature of waves and interactions of matter and energy. Students
also demonstate an understanding of the historical perspectives,
scientific approaches and emerging scientific issues associated
with the physical sciences. |
| Benchmark A. Relate uses,
properties and chemical processes to the behavior and/or arrangement of
the
small particles that compose matter. No indicators present for this benchmark. Benchmark B. In simple cases, describe the motion of objects and conceptually describe the effects of forces on an object. Forces and Motion 1. Describe how the change in the position (motion) of an object is always judged and described in comparison to a reference point. 2. Explain that motion describes the change in the position of an object (characterized by a speed and direction) as time changes. 3. Explain that an unbalanced force acting on an object changes that object’s speed and/or direction. Benchmark C. Describe renewable and nonrenewable sources of energy (e.g., solar, wind, fossil fuels, biomass, hydroelectricity, geothermal and nuclear energy) and the management of these sources. No indicators present for this benchmark. Benchmark D. Describe that energy takes many forms, some forms represent kinetic energy and some forms represent potential energy; and during energy transformations the total amount of energy remains constant. Nature of Energy 4. Demonstrate that waves transfer energy. 5. Demonstrate that vibrations in materials may produce waves that spread away from the source in all directions (e.g., earthquake waves, sound waves). |
|
Science and Technology
Students should recognize that science and
technology are interconnected and that using technology involves
assessment of the benefits, risks and costs. Students should build
scientific and technological knowledge as well as the skills required
to design and construct devices. In addition, they should develop the
processes to solve problems and understand that problems may be solved
in several ways. |
|
Benchmark A. Give examples of how
technological
advances, influenced by scientific knowledge, affect the quality of
life.
Understanding Technology 1. Examine how science and technology have advanced through the contributions of many different people, cultures and times in history. 2. Examine how choices regarding the use of technology are influenced by constraints caused by various unavoidable factors (e.g., geographic location, limited resources, social, political and economic considerations). Benchmark B. Design a solution or product taking into account needs and constraints (e.g., cost, time, trade-offs, properties of materials, safety and aesthetics). Abilities To Do Technological Design 3. Design and build a product or create a solution to a problem given more than two constraints (e.g., limits of cost and time for design and production, supply of materials and environmental effects). 4. Evaluate the overall effectiveness of a product design or solution. |
|
Scientific Inquiry
Students will develop scientific habits of mind as
they use the processes of scientific inquiry to ask valid questions and
to gather and analyze information. They will understand how to develop
hypotheses and make predictions. They will be able to reflect on
scientific practices as they develop plans of action to
create and evalutate a variety of conclusions. Students will also
demonstrate the ability to communicate their findings to others. |
| Benchmark A. Explain that there are differing
sets of procedures for guiding scientific investigations and procedures
are
determined by the nature of the investigation, safety considerations
and
appropriate tools. Doing Scientific Inquiry 1. Choose the appropriate tools or instruments and use relevant safety procedures to complete scientific investigations. 2. Describe the concepts of sample size and control and explain how these affect scientific investigations. Benchmark B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. Doing Scientific Inquiry 3. Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols). 4. Apply appropriate math skills to interpret quantitative data (e.g., mean, median, mode). |
|
Scientific Ways of Knowing
Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students will reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. |
| Benchmark A. Use skills
of scientific inquiry processes (e.g., hypothesis, record keeping,
description
and explanation). Nature of Science 1. Identify the difference between description (e.g., observation and summary) and explanation (e.g., inference, prediction, significance, importance). Benchmark B. Explain the importance of reproducibility and reduction of bias in scientific methods. Ethical Practices 2. Explain why it is important to examine data objectively and not let bias affect observations. Benchmark C. Give examples of how thinking scientifically is helpful in daily life. No indicators present for this benchmark. |
| All of the information on this site
is available in pdf and/or Word format at the Ohio
Department of Education Web Site at http://www.ode.state.oh.us/
|
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