Science, Grade 8

Construct a prototype

I can construct a prototype.

Construct graphs to display data, and interpret and evaluate these and other graphs

I can construct graphs to display data, and interpret and evaluate these and other graphs.

Select and use tools to observe, measure, and construct.

I can select and use tools to observe, measure and construct, including the microscope, concave and convex mirrors and lenses, and chemical indicators.

Estimate and measure accurately using SI and other standard units

I can estimate and measure accurately using SI and other standard units, including finding volume by water displacement.

Use appropriate vocabulary related to their investigations of cells and systems

I can use appropriate vocabulary related to my investigations of cells and systems, including cell theory, osmosis, diffusion, selective permeability, unicellular, multicellular, specialized cells and tissues, organs, systems, arteries, veins, capillaries, and the terms for cell structures, the heart, blood and the body's defence systems.

Identify characteristics of living things, and describe how different living things exhibit these characteristics

I can identify the characteristics of living things (made of cells, reproduce, grow, repair themselves, need energy, respond to the environment, have a lifespan and produce wastes) and describe how different living things show them.

Describe cell theory

I can describe the cell theory: all living things are made of one or more cells; cells are the basic unit of structure and function; all cells come from pre-existing cells; and the activity of an organism depends on the total activity of its cells.

Identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology

I can identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology.

Identify and compare major structures in plants and animal cells, and explain their function

I can identify and compare the major structures of plant and animal cells (cell membrane, cytoplasm, mitochondria, nucleus, vacuoles, cell wall and chloroplasts) and explain their functions.

Demonstrate proper use and care of the microscope to observe the general structure of plant and animal cells

I can demonstrate proper use and care of the microscope to observe plant and animal cells: preparing a wet mount, starting with the least powerful lens, focusing, drawing what I see and stating the magnification.

Describe the movement of nutrients and wastes across cell membranes and explain its importance

I can describe how nutrients and wastes move across cell membranes by diffusion and osmosis, explain selective permeability, and explain why this movement matters.

Differentiate between unicellular and multicellular organisms

I can differentiate between unicellular and multicellular organisms.

Describe why cells and tissues are specialized in multicellular organisms, and observe examples

I can describe why cells and tissues are specialized in multicellular organisms, because most of their cells cannot reach the outside environment, and observe examples.

Describe structural and functional relationships among cells, tissues, organs, and systems

I can 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 heart

I can describe the structure and function of the heart and trace blood through its four chambers, naming the atria, ventricles, septum, valves, aorta, pulmonary artery, pulmonary veins, and the superior and inferior vena cava.

Compare and contrast the structure and function of arteries, veins, and capillaries

I can compare and contrast the structure and function of arteries, veins, and capillaries.

Identify components of blood and describe the function of each

I can identify the components of blood and describe what each does: red blood cells carry oxygen, white blood cells fight infection, platelets clot blood, and plasma carries cells, nutrients, dissolved materials and wastes.

Describe, using examples, how individual systems in the human body function interdependently

I can describe, using examples, how individual systems in the human body function interdependently.

Compare heart rate and respiratory rate before, during, and after various physical activities; explain the observed variations; and discuss implications for overall health

I can 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 systems of the human body, and describe their roles

I can identify the parts of the body's primary defence system (skin, tears, ear wax, saliva, stomach acid and cilia) and secondary defence system (white blood cells and antibodies), and describe their roles.

Identify medical advances that enhance the human body’s defence mechanisms and describe their effects on society

I can 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 systems

I can 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 different groups of living things

I can describe functional similarities and differences of comparable structures and systems in different groups of living things.

Use appropriate vocabulary related to their investigations of optics.

I can use appropriate vocabulary related to my investigations of optics, including spectrum, additive and subtractive theory, frequency, wavelength, refraction, concave and convex mirrors and lenses, and the terms for light sources, types of electromagnetic radiation and the law of reflection.

Differentiate between incandescent and luminescent sources of light

I can tell incandescent sources of light, which glow because they are hot, from luminescent sources, which glow without being hot: fluorescent, phosphorescent, chemiluminescent and bioluminescent.

Demonstrate that light is a form of energy, that light travels in a straight line, and can be separated into the visible light spectrum

I can 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, and identify applications of this theory in daily life

I can explain, using the additive theory, how colours are produced, and identify applications of this theory in daily life.

Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person

I can 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, and identify applications of this theory in daily life

I can 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 energy, frequency, wavelength, and human perception

I can compare and contrast types of electromagnetic radiation (radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) by their energy, frequency, wavelength and how humans perceive them.

Provide examples of technologies that use electromagnetic radiation

I can provide examples of technologies that use electromagnetic radiation, and describe potential positive and negative impacts of their uses.

Conduct experiments to determine the law of reflection

I can conduct experiments to find the law of reflection (the angle of reflection equals the angle of incidence, and the incident ray, the normal and the reflected ray lie in the same plane) and give examples of reflection in daily life.

Conduct experiments to compare the refraction of light through substances of different densities

I can conduct experiments to compare the refraction of light through substances of different densities.

Explain how reflection and refraction produce natural phenomena

I can explain how reflection and refraction produce natural phenomena.

Investigate to determine how light interacts with concave and convex mirrors and lenses

I can 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.

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

I can 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 image

I can compare the functional operation of the human eye to that of a camera in focussing an image.

Use appropriate vocabulary related to their investigations of fluids.

I can use appropriate vocabulary related to my investigations of fluids, including fluid, viscosity, flow, density, particle theory of matter, buoyant force, pressure, compressibility, hydraulic and pneumatic.

Distinguish between fluids and non-fluids

I can distinguish between fluids and non-fluids.

Explore and compare the viscosity of various liquids

I can explore and compare the viscosity of various liquids.

Identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process

I can identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process.

Plan and conduct experiments to determine factors that affect flow within a given system

I can plan and conduct experiments to determine factors that affect flow within a given system.

Measure, calculate, and compare densities of solids, liquids, and gases

I can measure, calculate and compare the densities of solids, liquids and gases, including different amounts of the same substance and regularly and irregularly shaped objects.

Illustrate, using the particle theory of matter, the effects of temperature change on the density of solids, liquids, and gases

I can 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 they alter the buoyant force on an object

I can compare fluids of different densities to determine how they alter the buoyant force on an object.

Recognize that pressure is the relationship between force and area

I can 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 relationships among pressure, volume, and temperature of liquid and gaseous fluids

I can 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 air

I can 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 they function

I can identify a variety of natural and constructed hydraulic and pneumatic systems and describe how they function.

Compare hydraulic and pneumatic systems, and identify advantages and disadvantages of each

I can 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 system

I can use the design process to construct a prototype that uses a pneumatic or hydraulic system to perform a given task.

Use appropriate vocabulary related to their investigations of water systems

I can use appropriate vocabulary related to my investigations of water systems, including heat capacity, fresh and salt water, convection, the Coriolis effect, the global water cycle, drainage system, watershed, continental divide, erosion, deposition, flow rate, tides and the terms for water treatment.

Demonstrate that water, as compared to other substances, has a high heat capacity and is able to dissolve a wide variety of solutes

I can 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 water and salt water

I can compare and contrast characteristics and properties of fresh water and salt water.

Identify factors that can work individually or in combination to affect ocean currents

I can identify the factors that work alone or together to affect ocean currents: convection, the Coriolis effect, prevailing winds and the position of the continents.

Describe how the heat capacity of large bodies of water and the movement of ocean currents influence regional climates

I can 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 works

I can describe the components of the global water cycle and explain how it works.

Describe features of the North American drainage system

I can describe features of the North American drainage system, including local and regional watersheds, the direction water flows, and the continental divide.

Describe how erosion and deposition are influenced by the flow rate of a stream or river

I can 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.

Describe how wave action and ice movement in large bodies of water cause erosion and deposition

I can describe how wave action and ice movement in large bodies of water cause erosion and deposition.

Explain how tides are caused and describe their effects on shorelines

I can explain how tides are caused and describe their effects on shorelines.

Describe examples of human interventions to prevent riverbank or coastal erosion

I can describe examples of human interventions to prevent riverbank or coastal erosion.

Identify factors that can cause flooding either individually or in combination

I can identify factors that can cause flooding either individually or in combination.

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

I can 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 supply is limited

I can 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 be treated for use by humans

I can explain how and why water may need to be treated before people use it, including settling, filtration, chlorination and fluoridation.

Compare the waste-water disposal system within their communities to one used elsewhere

I can compare the waste-water disposal system in my community with one used elsewhere, looking at the processes involved, the environmental impact and the cost.

Identify substances that may pollute water

I can identify substances that may pollute water, related environmental and societal impacts of pollution, and ways to reduce or eliminate effects of pollution.

Identify environmental, social, and economic factors that should be considered in the management of water resources

I can identify environmental, social, and economic factors that should be considered in the management of water resources.

Use the design process to develop a system to solve a water-related problem

I can use the design process to develop a system to solve a water-related problem.