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.
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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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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 Science - 2015, The Archdiocese of Cincinnati
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
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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).
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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).
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
STANDARD STANDARD DESCRIPTION
SIA 8.2
Define and conduct a scientific investigation.
SIA 8.2.1
Explain the major steps involved in conducting a scientific investigation.
STANDARD STANDARD DESCRIPTION
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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
STANDARD STANDARD DESCRIPTION
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
STANDARD STANDARD DESCRIPTION
SIA 8.5
Develop descriptions, models, explanations and predictions.
STANDARD STANDARD DESCRIPTION
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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.
STANDARD STANDARD DESCRIPTION
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.
STANDARD STANDARD DESCRIPTION
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.
Grade 8 Science - 2015, The Archdiocese of Cincinnati
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