Science

Grade 8 Science Learning Outcomes

Overall Skills and Attitudes
Cells and Systems
Optics
Fluids
Water Systems on Earth

Overall Skills and Attitudes
Specific Learning Outcomes General Learning Outcome Codes
8-0-1A Formulate specific questions that lead to investigations.
GLO: A1, C2
8-0-1B Select and justify a method to be used in finding the answer to a specific question. GLO: C2
8-0-1C Identify practical problems to solve.
Examples: How can I make water flow uphill? Which type of bottled water should I buy?
GLO: C3
8-0-1D Select and justify a method to be used in finding a solution to a practical problem. GLO: C3
8-0-2A Access information using a variety of sources.
Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMS, Internet
GLO: C6
8-0-2B Develop and use criteria for evaluating information
Include: Distinguish between fact and opinion
GLO: C6, C8
8-0-2C Make notes in point form, summarizing major ideas and supporting details and reference sources. GLO: C6
8-0-3A Formulate a prediction/hypothesis that identifies a cause and effect relationship between the dependent and independent variables. GLO: A2, C2
8-0-3C Create a written plan to answer a specific question.
Include: apparatus, materials, safety considerations, steps to follow, and variables to control
GLO: C2
8-0-3D Develop criteria to evaluate a prototype or consumer product.
Include: function, aesthetics, environmental considerations, cost, efficiency
GLO: C3
8-0-3E Create a written plan to solve a problem.
Include: materials, safety considerations, three-dimensional sketches, steps to follow
GLO: C3, C6
8-0-4A Carry out procedures that comprise a fair test.
Include: controlling variables, repeating experiments to increase accuracy and reliability of results
GLO: C2
8-0-4B Construct a prototype. GLO: C3
8-0-4C Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise. GLO: C7
8-0-4D Identify and assume various roles to achieve group goals. GLO: C7
8-0-4E Demonstrate work habits that ensure personal safety and the safety of others and consideration for the environment.
Include: keeping an uncluttered workspace, putting equipment away after its use, handling glassware with care, wearing goggles when required, disposing of materials in a safe and responsible manner
GLO: C1
8-0-4F Identify WHMIS hazard symbols that provide information on the safety of substances. GLO: C1
8-0-5A Make observations that are relevant to a specific question. GLO: A1, A2, C2
8-0-5B Test a prototype or consumer product with respect to pre-determined criteria. GLO: C3, C5
8-0-5C Select and use tools to observe, measure, and construct.
Examples: microscope, concave and convex mirrors and lenses, chemical indicators
GLO: C2, C3, C5
8-0-5D Use conversions among commonly used SI units. GLO: C2, C5
8-0-5E Estimate and measure accurately using SI and other standard units.
Include: determining volume by displacement of water
GLO: C2, C5
8-0-5F Record, compile and display observations and data using an appropriate format. GLO: C2, C6
8-0-6A Construct graphs to display data, and interpret and evaluate these and other graphs.
Examples: circle graphs
GLO: C2, C6
8-0-6B Interpret patterns and trends in data, and infer and explain relationships. GLO: A1, A2, C2, C5
8-0-6C Identify strengths and weaknesses of different methods of collecting and displaying data and potential sources of error. GLO: A1, A2, C2, C5
8-0-6D Identify and make improvements to a prototype and explain the rationale for the changes. GLO: C3, C4
8-0-6E Evaluate the strengths and weaknesses of a consumer product based on pre-determined criteria. GLO: C3, C4
8-0-6F Identify how the original plan evolved and justify the changes. GLO: C2, C3
8-0-7A Draw a conclusion that explains investigation results.
Include: explaining the cause and effect relationship between the dependent and independent variables; identifying alternative explanations for observations; supporting or rejecting a prediction/hypothesis
GLO: A1, A2, C2
8-0-7B Critically evaluate conclusions, basing arguments on fact rather than opinion. GLO: C2, C4
8-0-7C Identify a new prediction/hypothesis based on results of investigations. GLO: A1, C2
8-0-7D Propose and justify a solution to the initial problem. GLO: C3
8-0-7E Identify new practical problems to solve. GLO: C3
8-0-7F Reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts. GLO: A2, C4
8-0-7G Communicate methods, results, conclusions, and new knowledge in a variety of ways.
Examples: oral, written, multi-media presentations
GLO: C6
8-0-7H Identify and evaluate potential applications of investigation results. GLO: C4
8-0-8A Distinguish between science and technology.
Include: purpose, procedures, products
GLO: A3
8-0-8B Describe examples of how scientific knowledge has evolved in light of new evidence, and the role of technology in this evolution. GLO: A2, A5, B1
8-0-8D Describe examples of how technologies have evolved over time in response to changing needs and scientific advances. GLO: A5, B1, B2
8-0-8E Provide examples of Canadian institutions that have contributed to science and technology and describe their contributions. GLO: A1, A4, B1, B4
8-0-8F Relate personal activities to specific science disciplines. GLO: A1, B4
8-0-8G Discuss societal, environmental, and economic impacts of scientific and technological endeavours.
Include: local and global impacts
GLO: A1, B1, B3, B5
8-0-9A Appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds. GLO: A4
8-0-9B Express interest in a broad scope of science and technology-related fields and issues. GLO: B4
8-0-9C Demonstrate confidence in their ability to carry out investigations in science and technology. GLO: C5
8-0-9D Value skepticism, accuracy, precision, and open-mindedness as scientific and technological habits of mind. GLO: C5
8-0-9E Be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment. GLO: B5
8-0-9F Consider the cause and effects relationships of actions and decisions. GLO: B5, C4, E3

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Cells and Systems
Specific Learning Outcomes General Learning Outcome Codes
8-1-01 Use appropriate vocabulary related to their investigations of cells and systems.
Include: cell theory, osmosis, diffusion, selective permeability, unicellular, multicellular, specialized cells and tissues, organs, systems, arteries, veins, capillaries, terms related to cell structure, heart structure, components of blood, and primary and secondary defense systems
GLO: C6, D1
8-1-02 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
GLO: D1, E1
8-1-03 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
GLO: A2, D1, E2
8-1-04 Identify major events and technological innovations that have enabled scientists to increase our understanding of cell biology.
Examples: invention of the light and electron microscope, works of Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden and Theodor Schwann
GLO: A2, A4, B1, B2
8-1-05 Identify and compare major structures in plants and animal cells, and explain their function.
Include: cell membrane, cytoplasm, mitochondria, nucleus, vacuoles, cell wall, chloroplasts
GLO: D1, E1
8-1-06 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
GLO: C1, C2, D1
8-1-07 Describe the movement of nutrients and wastes across cell membranes and explain its importance.
Include: osmosis, diffusion, selective permeability
GLO: D1
8-1-08 Differentiate between unicellular and multicellular organisms. GLO: D1, E1
8-1-09 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
GLO: C2, D1
8-1-10 Describe structural and functional relationship among cells, tissues, organs, and systems. GLO: D1, E2
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.
Include: atria, ventricles, septum, valves, aorta, pulmonary artery, pulmonary veins, superior vena cava, inferior vena cava
GLO: D1, E1
8-1-12 Compare and contrast the structure and function of arteries, veins, and capillaries. GLO: D1, E1
8-1-13 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
GLO: D1
8-1-14 Describe, using examples, how individual systems in the human body function interdependently. GLO: D1, E2
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. GLO: B3, C2, D1, E3
8-1-16 Identify components of the primary and secondary defense systems of the 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
GLO: D1, E2
8-1-17 Identify medical advances that enhance the human body's defence mechanisms and describe their effects on society.
Examples: vaccines, antibiotics
GLO: A5, B1, B2, B3
8-1-18 Research and describe disorders/diseases that affect body systems, and identify possible preventative measures.
Examples: liver disease, diabetes, multiple sclerosis, heart attack, stroke, high/low blood pressure, leukemia, anemia, high cholesterol
GLO: B3, C6, D1
8-1-19 Describe functional similarities and differences of comparable structures and systems in different groups of living things.
Examples: movement, food intake, and digestion of a unicellular organism, an invertebrate, and a vertebrate; gas exchange in plants versus Animals
GLO: D1, E1

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Optics
Specific Learning Outcomes General Learning Outcome Codes
8-2-01 Use appropriate vocabulary related to their investigations of optics.
Include: spectrum; additive theory; subtractive theory; frequency; wave length; refraction; concave and convex mirrors and lenses; terms related to types of light sources, types of electromagnetic radiation, and the law of reflection
GLO: C6, D3
8-2-02 Differentiate between incandescent and luminescent sources of light.
Include: fluorescent, phosphorescent, chemiluscent, bioluminescent
GLO: D3, D4, E1
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. GLO: A1, C1, C2, D4
8-2-04 Explain, using the additive theory, how colours are produced, and identify applications of this theory in daily life. GLO: A1, A2, B1, D4
8-2-05 Explain how the human eye detects colour, and how the ability to perceive colour may vary from person to person. GLO: A2, E1
8-2-06 Demonstrate, using the subtractive theory, how colours are produced, and identify applications of this theory in daily life. GLO: A2, B1, E1
8-2-07 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.
GLO: D4, E1
8-2-08 Provide examples of technologies that use electromagnetic radiation, and describe potential postive and negative impacts of their uses.
Examples: satellite dish, x-ray machine, light telescopes, motion sensors, microwave ovens
GLO: A5, B1, D4
8-2-09 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
GLO: A2, C1, C2, D4
8-2-10 Conduct experiments to compare the refraction of light through substances of different densities. GLO: C1, C2, D4
8-2-11 Explain how reflection and refraction produce natural phenomena.
Examples: sun dogs, rainbows, blue sky
GLO: D4, D5
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. GLO: B1, C2, D3, D4
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.
Examples: magnify or reduce an image by altering the placement of one or more lenses
GLO: C2, C5, D4
8-2-14 Compare the functional operation of the human eye to that of a camera in focusing an image. GLO: A5, C4, D1, D4

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Fluids
Specific Learning Outcomes General Learning Outcome Codes
8-3-01 Use appropriate vocabulary related to their investigations of fluids.
Include: fluid, viscosity, flow, density, particle theory of matter, buoyant force, pressure, compressibility, hydraulic, pneumatic
GLO: C6, D3, E1
8-3-02 Distinguish between fluids and non-fluids. GLO: D3, E1
8-3-03 Explore and compare the viscosity of various liquids.
Examples: time the fall of a steel ball through various liquids; time the flow rate of different liquids on an incline
GLO: C2, D3, E1
8-3-04 Identify products in which viscosity is an important property, and evaluate different brands of the same product, using the design process.
Examples: sauces, lubricating oil, paint, hand lotion
GLO: A5, B2, C1
8-3-05 Plan and conduct experiments to determine factors that affect flow within a given system.
Examples: temperature, pressure, tube diameter
GLO: C1, C2, D3, E2
8-3-06 Measure, calculate, and compare densities of solids, and liquids, and gases.
Include: different amounts of the same substance, regularly and irregularly shaped objects
GLO: C2, C5, D3
8-3-07 Illustrate, using the particle theory of matter, the effects of temperature change on the density of solids, liquids, and gases. GLO: A2, C2, D3, E4
8-3-08 Compare fluids of different densities to determine how they alter the buoyant force on an object. GLO: C2, D3
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.
Examples: wearing snowshoes instead of boots to decrease pressure, increase surface area, and stay on top of snow
GLO: B1, B2, D4
8-3-10 Explain, using the particle theory of matter, the relationships among pressure, volume, and temperature of liquid and gaseous fluids. GLO: A2, D4
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 devices. GLO: A5, C2, D4, E1
8-3-12 Identify a variety of natural and constructed hydraulic and pneumatic systems and describe how they function.
Examples: heart, lungs, eyedropper, misting bottle, fuel pump, hydraulic lift
GLO: D4, E2
8-3-13 Compare hydraulic and pneumatic systems, and identify advantages and disadvantages of each. GLO: B1, D4, E1, E2
8-3-14 Use the design process to construct a prototype that uses a pneumatic or hydraulic system to perform a given task.
Examples: a prototype that can lift a load a specified distance
GLO: C3, D4

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Water Systems
Specific Learning Outcomes General Learning Outcome Codes
8-4-01 Use appropriate vocabulary related to their investigations of water systems.
Include: heat capacity, fresh water, salt water, convection, Coriolis effect, global water cycle, drainage system, watershed, continental divide, erosion, deposition, flow rate, tides, terms related to water treatment
GLO: C6, D5
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. GLO: C1, C2, C5, D3
8-4-03 Compare and contrast characteristics and properties of fresh water and salt water.
Examples: freezing point, density, dissolved materials, global distribution, relative amounts, biologically diverse components of each
GLO: D3, D5, E1
8-4-04 Identify factors that can work individually or in combination to affect ocean currents.
Include: convection, Coriolis effect, prevailing winds, position of continents
GLO: D5, E2
8-4-05 Describe how the heat capacity of large bodies of water and the movement of ocean currents influence regional climates.
Examples: Gulf Stream effects, El Nino, lake affect
GLO: D3, D5, E2
8-4-06 Describe the components of the global water cycle and explain how it works. GLO: D3, D5, E2
8-4-07 Describe features of the North American drainage system.
Include: local and regional watersheds, direction of water flow, continental divide
GLO: C6, D5
8-4-08 Descirbe 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.
Examples: meanders, oxbows, alluvial deposits, sandbars, flood plains, deltas
GLO: D5, E3
8-4-09 Describe how wave action and ice movement in large bodies of water cause erosion and deposition. GLO: D5, E3
8-4-10 Explain how tides are caused and describe their effects on shorelines. GLO: D5, D6
8-4-11 Describe examples of human interventions to prevent riverbank or coastal erosion.
Examples: vegetation, reinforcement (concrete, boulders), piers, breakwaters
GLO: B2, B5, D5
8-4-12 Identify factors that can cause flooding either individually or in combination.
Examples: heavy snow pack, quick thaw, rain in spring, lack of vegetation to remove water through transpiration, frozen ground preventing absorption, agricultural drainage systems, dams, diversions
GLO: C8, D5
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.
Examples: floodway, diversion, dike, levee
GLO: A5, B1, D5
8-4-14 Identify sources of drinking water and describe methods for obtaining water in areas where supply is limited.
Examples: desalination, melting of ice, condensation
GLO: B1, B2, B3, D5
8-4-15 Explain how and why water may need to be treated for use by humans.
Include: filtration, settling, chlorination, fluoridation
GLO: B1, B3, D5
8-4-16 Compare the waste-water disposal system within their communities to one used elsewhere.
Include: process involved, environmental impact cost
GLO: B2, B5
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. GLO: B2, B3, B5, D5
8-4-18 Identify environmental, social, and economic factors that should be considered in the management of water resources.
Examples: ecosystem preservation, employment, recreation, industrial growth, water quality
GLO: B5, D5
8-4-19 Use the design process to develop a system to solve a water-related problem. GLO: B2, B3, C3, D5

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