Science Standards  Grade 8

A.8.1 Develop their understanding of the science themes* by using the themes to frame questions about science-related issues and problems

A.8.2 Describe* limitations of science systems* and give reasons why specific science themes* are included in or excluded from those systems

A.8.3 Defend explanations* and models* by collecting and organizing evidence* that supports them and critique explanations and models by collecting and organizing evidence that conflicts with them

A.8.4 Collect evidence* to show* that models* developed as explanations* for events were (and are) based on the evidence available to scientists at the time

A.8.5 Show* how models* and explanations*, based on systems*, were changed as new evidence* accumulated (the effects of constancy*, evolution*, change*, and measurement* should all be part of these explanations)

A.8.6 Use models* and explanations* to predict* actions and events in the natural world

A.8.7 Design real or thought investigations* to test the usefulness and limitations of a model*

A.8.8 Use the themes* of evolution*, equilibrium*, and energy* to predict* future events or changes* in the natural world

 PERFORMANCE STANDARDS:  By the of grade 8 students will:

B.8.1 Describe* how scientific knowledge and concepts have changed over time in the earth and space, life and environmental, and physical sciences

B.8.2 Identify* and describe* major changes that have occurred over time in conceptual models* and explanations* in the earth and space, life and environmental, and physical sciences, and identify* the people, cultures, and conditions that led to these developments

B.8.3 Explain* how the general rules of science apply to the development and use of evidence* in science investigations, model*-making, and applications*

B.8.4 Describe* types of reasoning and evidence* used outside of science to draw conclusions about the natural world

B.8.5 Explain* ways in which science knowledge is shared, checked, and extended, and show* how these processes change over time

B.8.6 Explain* the ways in which scientific knowledge is useful and also limited when applied to social issues

C.8.1 Identify* questions they can investigate* using resources and equipment they have available

C.8.2 Identify* data and locate sources of information including their own records to answer the questions being investigated

C.8.3 Design and safely conduct investigations* that provide reliable quantitative or qualitative data, as appropriate, to answer their questions

C.8.4 Use inferences* to help decide possible results of their investigations, use observations to check their inferences

C.8.5 Use accepted scientific knowledge, models*, and theories* to explain* their results and to raise further questions about their investigations*

C.8.6 State what they have learned from investigations*, relating their inferences* to scientific knowledge and to data they have collected

C.8.7 Explain* their data and conclusions in ways that allow an audience to understand the questions they selected for investigation* and the answers they have developed

C.8.8 Use computer software and other technologies to organize, process, and present their data

C.8.9 Evaluate*, explain*, and defend the validity of questions, hypotheses, and conclusions to their investigations*

C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and other adults

C.8.11 Raise further questions which still need to be answered

D.8.1 Observe*, describe*, and measure* physical and chemical properties of elements and other substances to identify* and group* them according to properties such as density, melting points, boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and chemical tests

D.8.2 Use the major ideas of atomic theory and molecular theory to describe* physical and chemical interactions* among substances, including solids, liquids, and gases

D.8.5 While conducting investigations*, explain* the motion of objects by describing* the forces acting on them

D.8.6 While conducting investigations*, explain* the motion of objects using concepts of speed, velocity, acceleration, friction, momentum, and changes over time, among others, and apply* these concepts and explanations* to real-life situations outside the classroom

D.8.7 While conducting investigations* of common physical and chemical interactions* occurring in the laboratory and the outside world, use commonly accepted definitions of energy* and the idea of energy conservation

D.8.8 Describe* and investigate* the properties of light, heat, gravity, radio waves, magnetic fields, electrical fields, and sound waves as they interact* with material objects in common situations

D.8.9 Explain* the behaviors of various forms of energy* by using the models* of energy transmission, both in the laboratory and in real-life situations

D.8.10 Explain* how models* of the atomic structure of matter have changed over time, including historical models and modern atomic theory

E.8.1 Using the science themes*, explain* and predict* changes* in major features of land, water, and atmospheric systems

E.8.2 Describe* underlying structures of the earth that cause changes* in the earth’s surface

E.8.3 Using the science themes* during investigations*, describe* climate, weather, ocean currents, soil movements, and changes* in the forces acting on the earth

E.8.4 Using the science themes*, analyze* the influence living organisms have had on the earth’s systems, including their impact on the composition of the atmosphere and the weathering of rocks

E.8.5 Analyze* the geologic and life history of the earth, including change* over time, using various forms of scientific evidence

E.8.6 Describe* through investigations the use of the earth’s resources by humans in both past and current cultures, particularly how changes in the resources used for the past 100 years are the basis for efforts to conserve and recycle renewable and nonrenewable resources

E.8.7 Describe* the general structure of the solar system, galaxies, and the universe, explaining the nature of the evidence* used to develop current models* of the universe

E.8.8 Using past and current models* of the structure of the solar system, explain* the daily, monthly, yearly, and long-term cycles of the earth, citing evidence* gained from personal observation* as well as evidence used by scientists

F.8.1 Understand* the structure and function* of cells, organs, tissues, organ systems, and whole organisms

F.8.2 Show* how organisms have adapted structures to match their functions*, providing means of encouraging individual and group survival within specific environments

F.8.3 Differentiate between single-celled and multiple-celled organisms (including humans) through investigations, comparing the cell functions of specialized cells for each type of organism

F.8.4 Investigate* and explain* that heredity is comprised of the characteristic traits found in genes within the cell of an organism

F.8.5 Show* how different structures both reproduce and pass on characteristics of their group

F.8.6 Understand* that an organism is regulated both internally and externally

F.8.7 Understand* that an organism’s behavior evolves through adaptation to its environment

F.8.8 Show* through investigations* how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system* of life on the planet

F.8.9 Explain* how some of the changes* on the earth are contributing to changes in the balance of life and affecting the survival or population growth of certain species

F.8.10 Project how current trends in human resource use and population growth will influence the natural environment, and show how current policies affect those trends

G.8.1 Identify* and investigate* the skills people need for a career in science or technology and identify the academic courses that a person pursuing such a career would need

G.8.2 Explain* how current scientific and technological discoveries have an influence on the work people do and how some of these discoveries also lead to new careers

G.8.3 Illustrate* the impact that science and technology have had, both good and bad, on careers, systems, society, environment, and quality of life

G.8.4 Propose a design (or re-design) of an applied science model or a machine that will have an impact in the community or elsewhere in the world and show* how the design (or re-design) might work, including potential side-effects

G.8.5 Investigate* a specific local problem to which there has been a scientific or technological solution, including proposals for alternative courses of action, the choices that were made, reasons for the choices, any new problems created, and subsequent community satisfaction

G.8.6 Use current texts, encyclopedias, source books, computers, experts, the popular press, or other relevant sources to identify* examples of how scientific discoveries have resulted in new technology

G.8.7 Show* evidence* of how science and technology are interdependent, using some examples drawn from personally conducted investigations*

H.8.1 Evaluate* the scientific evidence* used in various media (for example, television, radio, Internet, popular press, and scientific journals) to address a social issue, using criteria of accuracy, logic, bias, relevance of data, and credibility of sources

H.8.2 Present a scientific solution to a problem involving the earth and space, life and environmental, or physical sciences and participate in a consensus-building discussion to arrive at a group decision