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The official Manitoba Science, Grade 8 curriculum
Manitoba defines Science, Grade 8 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Manitoba's official curriculumRead it on the government site — edu.gov.mb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 0 | 4 | Scientific Skills and Inquiry |
| Strand 1 | 19 | Cells and Systems |
| Strand 2 | 14 | Optics |
| Strand 3 | 14 | Fluids |
| Strand 4 | 19 | Water Systems |
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How MapleMind teaches Science, Grade 8 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Scientific Skills and InquiryOfficial strand · Strand 0
The hands-on doing of Grade 8 science - selecting tools including the microscope, constructing and evaluating graphs, and building a prototype.
Doing Science: Measuring, Graphing, and Designing
- Construct a prototype8-0-4b — Construct a prototype.
- Construct graphs to display data, and interpret and evaluate8-0-6a — Construct graphs to display data, and interpret and evaluate these and other graphs.
- Select and use tools to observe, measure, and construct.8-0-5c — Select and use tools to observe, measure, and construct. Include: microscope, concave and convex mirrors and lenses, chemical indicators.
- Estimate and measure accurately using SI and other standard8-0-5e — Estimate and measure accurately using SI and other standard units. Include: determining volume by displacement of water.
The official wording — 4 outcomes in this unit
- 8-0-4b
Construct a prototype
- 8-0-6a
Construct graphs to display data, and interpret and evaluate these and other graphs
- 8-0-5c
Select and use tools to observe, measure, and construct
- 8-0-5e
Estimate and measure accurately using SI and other standard units
Unit 2Cells and SystemsOfficial strand · Strand 1
Characteristics of living things, cell theory, plant and animal cells, movement across membranes, the heart and blood, and body-system interdependence.
Cells and Systems: Part 1
- Identify characteristics of living things, and describe how different8-1-02 — Identify characteristics of living things, and describe how different living things exhibit these characteristics. Include: composed of cells; reproduce; grow; repair themselves; require energy; respond to the environment; have a lifespan; produce wastes.
- Describe cell theory. Include: all living things are composed8-1-03 — Describe cell theory. Include: all living things are composed of one or more cells; cells are the basic unit of structure and function of any organism; all cells come from pre-existing cells; the activity of an organism as a whole depends on the total activity of all its cells.
- Identify major events and technological innovations that have enabled8-1-04 — Identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology.
Cells and Systems: Part 2
- Identify and compare major structures in plants and animal8-1-05 — Identify and compare major structures in plants and animal cells, and explain their function. Include: cell membrane, cytoplasm, mitochondria, nucleus, vacuoles, cell wall, chloroplasts.
- Demonstrate proper use and care of the microscope to observe the general structure of plant8-1-06 — Demonstrate proper use and care of the microscope to observe the general structure of plant and animal cells. Include: preparing wet mounts beginning with the least powerful lens; focussing; drawing specimens; indicating magnification.
- Describe the movement of nutrients and wastes across cell8-1-07 — Describe the movement of nutrients and wastes across cell membranes and explain its importance. Include: osmosis, diffusion, selective permeability.
- Differentiate between unicellular and multicellular organisms8-1-08 — Differentiate between unicellular and multicellular organisms.
Cells and Systems: Part 3
- Describe why cells and tissues are specialized in multicellular8-1-09 — Describe why cells and tissues are specialized in multicellular organisms, and observe examples. Include: specialization is needed because all cells in a complex organism do not have access to the external environment.
- Describe structural and functional relationships among cells, tissues, organs,8-1-10 — Describe structural and functional relationships among cells, tissues, organs, and systems.
- Describe the structure and function of the heart and the path of blood to and from the heart8-1-11 — Describe the structure and function of the heart and the path of blood to and from the heart through its four chambers. Include: atria, ventricles, septum, valves, aorta, pulmonary artery, pulmonary veins, superior vena cava, inferior vena cava.
- Compare and contrast the structure and function of arteries,8-1-12 — Compare and contrast the structure and function of arteries, veins, and capillaries.
Cells and Systems: Part 4
- Identify components of blood and describe the function of each8-1-13 — Identify components of blood and describe the function of each. Include: red blood cells carry oxygen; white blood cells fight infection; platelets clot blood; plasma is the liquid part of blood that transports blood cells, dissolved material, nutrients, and waste products.
- Describe, using examples, how individual systems in the human8-1-14 — Describe, using examples, how individual systems in the human body function interdependently.
- Compare heart rate and respiratory rate before, during8-1-15 — Compare heart rate and respiratory rate before, during, and after various physical activities; explain the observed variations; and discuss implications for overall health.
- Identify components of the primary and secondary defence systems8-1-16 — Identify components of the primary and secondary defence systems of the human body, and describe their roles. Include: primary defense system — skin, tears, ear wax, saliva, gastric juices, cilia hairs; secondary defense system — white blood cells, antibodies.
Cells and Systems: Part 5
- Identify medical advances that enhance the human body’s defence8-1-17 — Identify medical advances that enhance the human body’s defence mechanisms and describe their effects on society.
- Research and describe disorders/diseases that affect body systems8-1-18 — Research and describe disorders/diseases that affect body systems, and identify possible preventative measures.
- Describe functional similarities and differences of comparable structures and systems in different8-1-19 — Describe functional similarities and differences of comparable structures and systems in different groups of living things.
The official wording — 19 outcomes in this unit
- 8-1-01
Use appropriate vocabulary related to their investigations of cells and systems
- 8-1-02
Identify characteristics of living things, and describe how different living things exhibit these characteristics
- 8-1-03
Describe cell theory
- 8-1-04
Identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology
- 8-1-05
Identify and compare major structures in plants and animal cells, and explain their function
- 8-1-06
Demonstrate proper use and care of the microscope to observe the general structure of plant and animal cells
- 8-1-07
Describe the movement of nutrients and wastes across cell membranes and explain its importance
- 8-1-08
Differentiate between unicellular and multicellular organisms
- 8-1-09
Describe why cells and tissues are specialized in multicellular organisms, and observe examples
- 8-1-10
Describe structural and functional relationships among cells, tissues, organs, and systems
- 8-1-11
Describe the structure and function of the heart and the path of blood to and from the heart through its four chambers
- 8-1-12
Compare and contrast the structure and function of arteries, veins, and capillaries
- 8-1-13
Identify components of blood and describe the function of each
- 8-1-14
Describe, using examples, how individual systems in the human body function interdependently
- 8-1-15
Compare heart rate and respiratory rate before, during, and after various physical activities; explain the observed variations; and discuss implications for overall health
- 8-1-16
Identify components of the primary and secondary defence systems of the human body, and describe their roles
- 8-1-17
Identify medical advances that enhance the human body’s defence mechanisms and describe their effects on society
- 8-1-18
Research and describe disorders/diseases that affect body systems, and identify possible preventative measures
- 8-1-19
Describe functional similarities and differences of comparable structures and systems in different groups of living things
Unit 3OpticsOfficial strand · Strand 2
Light sources, the visible spectrum, additive and subtractive colour, electromagnetic radiation, reflection and refraction, mirrors and lenses, and the eye.
Optics: Part 1
- Differentiate between incandescent and luminescent sources of light. Include:8-2-02 — Differentiate between incandescent and luminescent sources of light. Include: fluorescent, phosphorescent, chemiluscent, bioluminescent.
- Demonstrate that light is a form of energy, that light travels in a straight line8-2-03 — Demonstrate that light is a form of energy, that light travels in a straight line, and can be separated into the visible light spectrum.
- Explain, using the additive theory, how colours are produced,8-2-04 — Explain, using the additive theory, how colours are produced, and identify applications of this theory in daily life.
Optics: Part 2
- Explain how the human eye detects colour, and how8-2-05 — Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person.
- Demonstrate, using the subtractive theory, how colours are produced,8-2-06 — Demonstrate, using the subtractive theory, how colours are produced, and identify applications of this theory in daily life.
- Compare and contrast various types of electromagnetic radiation, with respect to relative energy8-2-07 — Compare and contrast various types of electromagnetic radiation, with respect to relative energy, frequency, wavelength, and human perception. Include: radio waves, microwaves, infrared radiation, visible light, ultra-violet radiation, x-rays, gamma rays.
- Provide examples of technologies that use electromagnetic radiation8-2-08 — Provide examples of technologies that use electromagnetic radiation, and describe potential positive and negative impacts of their uses.
Optics: Part 3
- Conduct experiments to determine the law of reflection8-2-09 — Conduct experiments to determine the law of reflection, and provide examples of the use of reflection in daily life. Include: the angle of reflection is the same as the angle of incidence; the incident beam, the normal and the reflected beam are all on the same plane.
- Conduct experiments to compare the refraction of light through8-2-10 — Conduct experiments to compare the refraction of light through substances of different densities.
- Explain how reflection and refraction produce natural phenomena8-2-11 — Explain how reflection and refraction produce natural phenomena.
- Investigate to determine how light interacts with concave and convex mirrors and lenses8-2-12 — Investigate to determine how light interacts with concave and convex mirrors and lenses, and provide examples of their use in various optical instruments and systems.
Optics: Part 4
- Demonstrate the formation of images using a double convex8-2-13 — Demonstrate the formation of images using a double convex lens, and predict the effects of changes in lens position on the size and location of the image.
- Compare the functional operation of the human eye to that of a camera in focussing an image8-2-14 — Compare the functional operation of the human eye to that of a camera in focussing an image.
The official wording — 14 outcomes in this unit
- 8-2-01
Use appropriate vocabulary related to their investigations of optics
- 8-2-02
Differentiate between incandescent and luminescent sources of light
- 8-2-03
Demonstrate that light is a form of energy, that light travels in a straight line, and can be separated into the visible light spectrum
- 8-2-04
Explain, using the additive theory, how colours are produced, and identify applications of this theory in daily life
- 8-2-05
Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person
- 8-2-06
Demonstrate, using the subtractive theory, how colours are produced, and identify applications of this theory in daily life
- 8-2-07
Compare and contrast various types of electromagnetic radiation, with respect to relative energy, frequency, wavelength, and human perception
- 8-2-08
Provide examples of technologies that use electromagnetic radiation, and describe potential positive and negative impacts of their uses
- 8-2-09
Conduct experiments to determine the law of reflection, and provide examples of the use of reflection in daily life
- 8-2-10
Conduct experiments to compare the refraction of light through substances of different densities
- 8-2-11
Explain how reflection and refraction produce natural phenomena
- 8-2-12
Investigate to determine how light interacts with concave and convex mirrors and lenses, and provide examples of their use in various optical instruments and systems
- 8-2-13
Demonstrate the formation of images using a double convex lens, and predict the effects of changes in lens position on the size and location of the image
- 8-2-14
Compare the functional operation of the human eye to that of a camera in focussing an image
Unit 4FluidsOfficial strand · Strand 3
Fluids and viscosity, density and buoyancy, pressure, the particle theory applied to fluids, and hydraulic and pneumatic systems.
Fluids: Part 1
- Distinguish between fluids and non-fluids8-3-02 — Distinguish between fluids and non-fluids.
- Explore and compare the viscosity of various liquids8-3-03 — Explore and compare the viscosity of various liquids.
- Identify products in which viscosity is an important property,8-3-04 — Identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process.
Fluids: Part 2
- Plan and conduct experiments to determine factors that affect8-3-05 — Plan and conduct experiments to determine factors that affect flow within a given system.
- Measure, calculate, and compare densities of solids, liquids, and gases8-3-06 — Measure, calculate, and compare densities of solids, liquids, and gases. Include: different amounts of the same substance, regularly and irregularly shaped objects.
- Illustrate, using the particle theory of matter, the effects8-3-07 — Illustrate, using the particle theory of matter, the effects of temperature change on the density of solids, liquids, and gases.
- Compare fluids of different densities to determine how they8-3-08 — Compare fluids of different densities to determine how they alter the buoyant force on an object.
Fluids: Part 3
- Recognize that pressure is the relationship between force and area8-3-09 — Recognize that pressure is the relationship between force and area, and describe situations in which pressure can be increased or decreased by altering surface area.
- Explain, using the particle theory of matter, the relationships8-3-10 — Explain, using the particle theory of matter, the relationships among pressure, volume, and temperature of liquid and gaseous fluids.
- Compare the relative compressibility of water and air8-3-11 — Compare the relative compressibility of water and air, and relate this property to their ability to transmit force in hydraulic and pneumatic systems.
- Identify a variety of natural and constructed hydraulic and pneumatic systems and describe how they8-3-12 — Identify a variety of natural and constructed hydraulic and pneumatic systems and describe how they function.
Fluids: Part 4
- Compare hydraulic and pneumatic systems, and identify advantages and disadvantages of each8-3-13 — Compare hydraulic and pneumatic systems, and identify advantages and disadvantages of each.
- Use the design process to construct a prototype that uses a pneumatic or hydraulic system8-3-14 — Use the design process to construct a prototype that uses a pneumatic or hydraulic system to perform a given task.
The official wording — 14 outcomes in this unit
- 8-3-01
Use appropriate vocabulary related to their investigations of fluids
- 8-3-02
Distinguish between fluids and non-fluids
- 8-3-03
Explore and compare the viscosity of various liquids
- 8-3-04
Identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process
- 8-3-05
Plan and conduct experiments to determine factors that affect flow within a given system
- 8-3-06
Measure, calculate, and compare densities of solids, liquids, and gases
- 8-3-07
Illustrate, using the particle theory of matter, the effects of temperature change on the density of solids, liquids, and gases
- 8-3-08
Compare fluids of different densities to determine how they alter the buoyant force on an object
- 8-3-09
Recognize that pressure is the relationship between force and area, and describe situations in which pressure can be increased or decreased by altering surface area
- 8-3-10
Explain, using the particle theory of matter, the relationships among pressure, volume, and temperature of liquid and gaseous fluids
- 8-3-11
Compare the relative compressibility of water and air, and relate this property to their ability to transmit force in hydraulic and pneumatic systems
- 8-3-12
Identify a variety of natural and constructed hydraulic and pneumatic systems and describe how they function
- 8-3-13
Compare hydraulic and pneumatic systems, and identify advantages and disadvantages of each
- 8-3-14
Use the design process to construct a prototype that uses a pneumatic or hydraulic system to perform a given task
Unit 5Water SystemsOfficial strand · Strand 4
Water's high heat capacity, fresh and salt water, ocean currents and climate, the water cycle, drainage systems, erosion, tides, flooding, and water treatment.
Water Systems: Part 1
- Demonstrate that water, as compared to other substances8-4-02 — Demonstrate that water, as compared to other substances, has a high heat capacity and is able to dissolve a wide variety of solutes.
- Compare and contrast characteristics and properties of fresh water8-4-03 — Compare and contrast characteristics and properties of fresh water and salt water.
- Identify factors that can work individually or in combination8-4-04 — Identify factors that can work individually or in combination to affect ocean currents. Include: convection, Coriolis effect, prevailing winds, position of continents.
Water Systems: Part 2
- Describe how the heat capacity of large bodies of water and the movement of ocean currents8-4-05 — Describe how the heat capacity of large bodies of water and the movement of ocean currents influence regional climates.
- Describe the components of the global water cycle and explain how it works8-4-06 — Describe the components of the global water cycle and explain how it works.
- Describe features of the North American drainage system. Include:8-4-07 — Describe features of the North American drainage system. Include: local and regional watersheds, direction of water flow, continental divide.
- Describe how erosion and deposition are influenced by the flow rate of a stream or river8-4-08 — Describe how erosion and deposition are influenced by the flow rate of a stream or river, and contrast the related characteristics of young and mature streams.
Water Systems: Part 3
- Describe how wave action and ice movement in large8-4-09 — Describe how wave action and ice movement in large bodies of water cause erosion and deposition.
- Explain how tides are caused and describe their effects8-4-10 — Explain how tides are caused and describe their effects on shorelines.
- Describe examples of human interventions to prevent riverbank or coastal erosion8-4-11 — Describe examples of human interventions to prevent riverbank or coastal erosion.
- Identify factors that can cause flooding either individually or in combination8-4-12 — Identify factors that can cause flooding either individually or in combination.
Water Systems: Part 4
- Provide examples of the way in which technology is8-4-13 — Provide examples of the way in which technology is used to contain or prevent damage due to flooding, and discuss related positive and negative impacts.
- Identify sources of drinking water and describe methods for obtaining water in areas where supply8-4-14 — Identify sources of drinking water and describe methods for obtaining water in areas where supply is limited.
- Explain how and why water may need to be8-4-15 — Explain how and why water may need to be treated for use by humans. Include: filtration, settling, chlorination, fluoridation.
- Compare the waste-water disposal system within their communities to one used elsewhere8-4-16 — Compare the waste-water disposal system within their communities to one used elsewhere. Include: process involved, environmental impact, cost.
Water Systems: Part 5
- Identify substances that may pollute water8-4-17 — Identify substances that may pollute water, related environmental and societal impacts of pollution, and ways to reduce or eliminate effects of pollution.
- Use the design process to develop a system to solve a water-related problem8-4-19 — Use the design process to develop a system to solve a water-related problem.
The official wording — 19 outcomes in this unit
- 8-4-01
Use appropriate vocabulary related to their investigations of water systems
- 8-4-02
Demonstrate that water, as compared to other substances, has a high heat capacity and is able to dissolve a wide variety of solutes
- 8-4-03
Compare and contrast characteristics and properties of fresh water and salt water
- 8-4-04
Identify factors that can work individually or in combination to affect ocean currents
- 8-4-05
Describe how the heat capacity of large bodies of water and the movement of ocean currents influence regional climates
- 8-4-06
Describe the components of the global water cycle and explain how it works
- 8-4-07
Describe features of the North American drainage system
- 8-4-08
Describe how erosion and deposition are influenced by the flow rate of a stream or river, and contrast the related characteristics of young and mature streams
- 8-4-09
Describe how wave action and ice movement in large bodies of water cause erosion and deposition
- 8-4-10
Explain how tides are caused and describe their effects on shorelines
- 8-4-11
Describe examples of human interventions to prevent riverbank or coastal erosion
- 8-4-12
Identify factors that can cause flooding either individually or in combination
- 8-4-13
Provide examples of the way in which technology is used to contain or prevent damage due to flooding, and discuss related positive and negative impacts
- 8-4-14
Identify sources of drinking water and describe methods for obtaining water in areas where supply is limited
- 8-4-15
Explain how and why water may need to be treated for use by humans
- 8-4-16
Compare the waste-water disposal system within their communities to one used elsewhere
- 8-4-17
Identify substances that may pollute water, related environmental and societal impacts of pollution, and ways to reduce or eliminate effects of pollution
- 8-4-18
Identify environmental, social, and economic factors that should be considered in the management of water resources
- 8-4-19
Use the design process to develop a system to solve a water-related problem
Printable workbook · A keepsake of the year
A Science, Grade 8 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
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Common questions
Can MapleMind help me with Science, Grade 8?
Yes. MapleMind's AI tutor covers all 70 skills in Manitoba's Science, Grade 8 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Manitoba's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Manitoba's Grade 8 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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That's the point of skill-level tutoring: open Science, Grade 8 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
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Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Manitoba curriculum for Science, Grade 8?
The official source is linked on this page — Manitoba's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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