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In Grade 8, learners expand science exploration and further their science literacy. They investigate density, solar energy, Earth’s internal structure, and homeostasis. The knowledge areas of matter, fields, energy, Earth science, and life science provide a foundation for study. An active and practical approach to learning and doing science continues in Grade 8. This includes conducting scientific investigations, furthering tool and measurement skills, exploring science in everyday life, and looking into how science interacts with society and the environment. Learners develop their agency and sense of belonging in science, and explore Indigenous ways of knowing, being, and doing, including through interacting with the local community and learning in nature. The Grades 7 to 9 band of the Nature of Science learning outcomes continues with an exploration of the purpose, method, application, and implications of science.
Inquiry questions to help guide learning and planning for the year may include the following:
Please see documents in the curriculum implementation resources section for more information on how to use this curriculum.
The Guiding Principles for the Design of Learning Experiences and Assessment Practices provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend, and expand student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Learning Experiences and Assessment Practices section.
The Guiding Principles for the Evaluation and Communication of Student Learning build shared understandings of what is needed to ensure equity, reliability, validity, and transparency in judgment and communication of student learning.
Please note, this website continues to evolve, so please visit regularly to keep current with what’s new in the Evaluation and Communication of Student Learning section.
Science learning outcomes are organized into five strands. These strands and learning outcomes are intended to be woven together throughout all learning experiences while supporting the development of global competencies. All strands equally and cohesively build scientific literacy, skills, and attitudes, inclusive of Indigenous ways and knowledge. Teachers can tailor curriculum implementation to the learners’ specific interests and needs.
Legend
Include the following = compulsory content
Examples/e.g.,= suggestions for learning
Learning Outcome Key
[SCI] Subject
[K] Grade level
[A] Strand
[1] Learning Outcome
SCI.8.A.1
Demonstrate an understanding of different First Nations, Métis, and Inuit ways of knowing, being, and doing by exploring Indigenous methods of observing and interpreting the world, applying scientific principles, and creating technologies within local traditional and contemporary contexts (e.g., wholistic, reciprocal, interconnected, and sustainable ways; land-based learning; outdoor learning; intersections with Western science).
SCI.8.B.1
Develop a sense of agency, identity, and belonging in science by
Science, Technology, Society, and Environment (STSE) Contexts
SCI.8.C.1
Take class, group or personal action on a local, provincial, Canadian or global STSE (Science, technology, society and the environment) issue.
Examples:
Scientific Measurement
SCI.8.C.2
Measure using the appropriate techniques, tools, and units. (Bold indicates items introduced for the first time at this grade level.)
Include the following:
Tools: thermometer, ruler, pan balance, balance, volumetric vessels, barometer, spectrometer
Attributes: length, mass, volume, time, temperature, speed, force, direction, energy, density, pressure
Units: length (km, m, cm, mm), mass (kg, g), volume (L, mL), time (h, min, s), temperature (°C), speed (km/h, m/s), force (N), energy (J), density (kg/m3,g/cm3), pressure (kPa, Pa)
Skills and understanding of scientific measurement: measure and estimate using standard SI tools and units; select measurement tools; display quantitative data (charts, line graphs, tables, etc.); recognize importance of standard units; convert between SI length, time, and volume units; understand the meaning of SI prefixes and their symbols (micro, milli, centi, deci, deka, hecto, kilo, mega); describe the definition and relationship between SI units m and kg (historical and modern definitions)
Action and Practice
SCI.8.C.3
Apply a range of scientific, technological or engineering practices (e.g., asking questions, identifying problems, observing, experimenting, measuring, classifying, collecting and analyzing data, engaging in scientific debate and argumentation, communicating results, designing and building) in a manner that demonstrates respect and ensures personal safety and the safety of others.
Examples:
Scientific Instruments
SCI.8.C.4
Use various materials and scientific equipment appropriately, competently, and safely while carrying out various scientific practices.
Examples: microscope, prism, glassware, hot plate, chemical substances, craft and recycled materials, classroom materials, materials from nature, logbook, diagrams, charts, graphs, spreadsheets, safety procedures
Careers, Hobbies, and Activities
SCI.8.C.5
Make connections between scientific ideas and a range of careers, hobbies and activities.
Examples: painter, solar energy technician, materials scientist, mechanic, electric vehicle (EV) specialist, medical doctor, gardening, artist, photography, ethnobotany and medicinal use of plants, cooking and baking, hiking, swimming, rowing, rock climbing, hockey
Purpose: Science is about finding the cause or causes of phenomena in the natural world.
SCI.8.D.1
Demonstrate the understanding that empirical data must be systematically collected, and conclusions reviewed, to detect potential errors and minimize bias.
Include the following: peer review, types of bias.
SCI.8.D.2
Demonstrate an understanding of the nature of scientific predictions, and how they are tested.
Include the following: hypothesis, experiment, variables.
Method: Scientific explanations, theories, and models are those that best fit the evidence available at a particular time.
SCI.8.D.3
Demonstrate the understanding that models are metaphorical representations of phenomena used to aid understanding or better explain what is happening.
Examples: physical model, mathematical model, simulation
SCI.8.D.4
Demonstrate the understanding that scientific models may be well established (e.g., Solar System model) while others are more tentative (e.g., black hole model).
Application: The knowledge produced by science is used in engineering and technologies to create products and processes.
SCI.8.D.5
Demonstrate the understanding that many factors play a role in finding optimal solutions to problems.
Examples: available materials; effects on humans and other animals; environmental effects; costs
SCI.8.D.6
Demonstrate the understanding that seeking solutions to problems often involves employing a variety of strategies before an actual solution is determined.
Examples: drawings, models, mathematical modelling, computer simulations
Implication: Applications of science often have ethical, environmental, social, economic, and political implications.
SCI.8.D.7
Demonstrate the understanding that technologies designed to improve life can have predictable as well as unforeseen consequences.
Examples: medicines (improved health, antibiotic resistance); agricultural technologies (food security, biodiversity loss); manufacturing technologies (affordable goods, pollution); groundwater extraction technologies (water access and reuse, contamination, and aquifer depletion); transportation technologies (mobility, greenhouse gas emissions); plastics and synthetic materials (convenience, pollution); digital communication (connectivity, misinformation and e-waste); renewable energy technologies (clean energy, land-use and wildlife impacts)
SCI.8.D.8
Demonstrate an understanding that as new information emerges about a technology’s impacts; individuals, communities or societies must evaluate whether technologies should continue to be used, modified, redesigned or replaced.
Examples: environmental impacts of energy technologies; effects of agricultural and land-use technologies on biodiversity; influences of digital communication technologies on social well-being; and effects of waste management technologies on water quality and ecosystem health; environmental impacts of mineral extraction
These outcomes are organized according to the big ideas of science. They are not grouped to form prescriptive clusters or units. Teachers are encouraged to regroup, reorganize and reorder the learning outcomes in this strand according to themes or units that meet the needs of their classes and their teaching.
Outcomes relating to the big ideas of matter: All matter in the universe is made of very small particles.
SCI.8.E.1
Demonstrate an understanding of the nature of density as a physical property of matter.
Include the following: mass, volume, density, d=m/v.
SCI.8.E.2
Demonstrate an understanding of the effect of temperature on density using the particle theory of matter.
Include the following: solids, liquids, gases.
SCI.8.E.3
Demonstrate an understanding of the nature of viscosity as a physical property of a fluid.
Example: viscosity-temperature relationship
SCI.8.E.4
Demonstrate an understanding of the relationship between temperature, volume, and pressure using the particle theory of matter.
Include the following: water, steam, vapor, ice, compressibility.
SCI.8.E.5
Demonstrate an understanding of how the nature of attractions between particles in a substance dictate how much energy is required to cause their temperatures and phases to change.
SCI.8.E.6
Demonstrate the understanding that water has properties caused by the nature of its particles, which make it important to climate and vital to living organisms.
Include the following: heat capacity, boiling and melting point, liquid and solid density difference, universal solvent, transport, humidity, precipitation.
Outcomes relating to the big ideas of fields: Objects can affect other objects at a distance.
SCI.8.E.7
Demonstrate the understanding that energy from the Sun travels through empty space to Earth, where it is absorbed or reflected by the atmosphere, hydrosphere, and lithosphere.
Include the following: radiation, electromagnetic waves, solar spectrum, albedo.
Outcomes relating to the the big ideas of energy: The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event.
SCI.8.E.8
Demonstrate an understanding of the nature of solar radiation.
Include the following: electromagnetic waves, visible light, solar spectrum.
SCI.8.E.9
Demonstrate an understanding of various types of electromagnetic radiation with respect to relative energy, frequency, wavelength, and applications.
Examples: photosynthesis, visible light, x-rays, microwaves, radio waves, infrared, ultraviolet (UV), Sun safety, mutation of cells
Outcomes relating to the big ideas of earth science: The composition of Earth and its atmosphere and the processes occurring within them shape Earth’s surface and its climate.
SCI.8.E.10
Demonstrate an understanding of the physical structure and physical properties of Earth.
Include the following: crust, mantle, outer core, inner core.
SCI.8.E.11
Demonstrate an understanding of the factors contributing to Earth’s internal heat.
Examples: residual heat during Earth’s formation (accretional heat, nuclear heat, frictional heat)
SCI.8.E.12
Demonstrate the understanding that tectonic activity due to Earth’s internal heat leads to various types of geological activity.
Include the following: tectonic plates, continental drift, faults, mountain ranges, earthquakes, volcanoes, geysers, hot springs.
SCI.8.E.13
Demonstrate the understanding that solar energy heats the surface of Earth.
Examples: Sun’s radiation energy, transparent atmosphere, albedo, soil thermal properties
SCI.8.E.14
Demonstrate an understanding of the role of water in shaping the features of Earth’s surface.
Examples: erosion, deposition, precipitation, flooding, glaciers, ice age, watersheds
SCI.8.E.15
Demonstrate a basic understanding that all energy arriving at Earth from the Sun eventually radiates back into space.
Include the following: energy budget.
SCI.8.E.16
Demonstrate an understanding of how the Sun’s radiation provides energy to plants through the process of photosynthesis.
Include the following: chlorophyll, glucose, food chain, food pyramid.
SCI.8.E.17
Demonstrate an understanding of the mechanisms of the greenhouse effect in raising temperatures on Earth.
Include the following: greenhouse gases, infrared radiation, energy budget, energy balance, atmosphere, natural versus human accelerated greenhouse effect.
Outcomes relating to the the big ideas of life science: Organisms are organized on a cellular basis and have a finite life span.
SCI.8.E.18
Demonstrate an understanding of cell theory.
Include the following: all organisms 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 depends on the total activity of all its cells.
SCI.8.E.19
Demonstrate the understanding that various types of cells have particular conditions that are ideal for their growth.
SCI.8.E.20
Demonstrate the understanding that cells have specialized structures for particular functions.
Include the following: organelle, cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplast, vacuole.
SCI.8.E.21
Demonstrate an understanding of the structural and functional relationships among cells, tissues, organs, and organ systems.
Include the following: stem cells, specialized cells, unicellular and multicellular organisms.
SCI.8.E.22
Demonstrate the understanding that in living organisms, cells contribute to homeostasis to maintain conditions required for life.
Examples: cellular respiration, pH balance, osmosis, diffusion, selective permeability
SCI.8.E.23
Demonstrate an understanding of the structure and function of the human circulatory system in maintaining homeostasis.
Examples: heart, blood, blood components, blood vessels, oxygen, waste, water, temperature regulation
Curriculum Implementation Resources
Curriculum implementation resources will include supplementary documents to support implementation. This section and the support documents will continue to be updated, so you are encouraged to visit the site regularly.
