Science - Eighth Grade
Life Science
Content Standard: 2.0 Interactions Between Living Things and
Their Environment
The student will investigate how living things interact with one another and
with non-living elements of their environment.
Learning Expectations:
2.3 Identify the major biomes of the world.
Accomplishments
Interactions Between Living Things and Their Environment:
8.2.3 Identify the major biomes of the world.
- Characterize the major biomes according to specific environmental
features and identify the organisms commonly found in these areas.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.2.spi.1 distinguish among commensalism, parasitism, and mutualism.
At Level 2, the student is able to
8.2.spi.2 identify the earth’s major biomes.
8.2.spi.3 choose the appropriate biome for an organism, given a description.
At Level 3, the student is able to
8.2.spi.4 identify biotic and abiotic factors in a biome.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.2.tpi.1 construct and maintain a model ecosystem.
8.2.tpi.2 describe the niche and habitat of an organism within an ecosystem.
At Level 2, the student is able to
8.2.tpi.3 illustrate or construct a biome for specific plant and animal
species consistent with their survival needs.
8.2.tpi.4 predict the types of plants and animals indigenous to a biome
by determining the characteristics of the biome.
At Level 3, the student is able to
8.2.tpi.5 research and construct an ecosystem representative of
the three regions of Tennessee.
Content Standard: 4.0 Heredity and Reproduction
The student will understand the basic principles of inheritance.
Learning Expectations:
4.2 examine differences between dominant and recessive traits.
4.3 investigate the relationship among DNA, genes, chromosomes, and the
genetic code of life.
4.4 explore careers related to biotechnology.
Accomplishments
Heredity and Reproduction:
8.4.2 Examine differences between dominant and recessive
traits.
- Use the results of a test cross to distinguish between dominant and
recessive traits.
- Construct and interpret Punnett Squares to determine the genotype
and phenotype of offspring.
8.4.3 Investigate the relationship among DNA, genes, chromosomes,
and the genetic code of life.
- Create a model of the DNA molecule.
- Draw or construct a model representing the relationship among DNA, genes, and chromosomes.
- Construct a simple model that represents the basic process by which reproductive cells are produced (meiosis).
8.4.4 Explore careers related to biotechnology.
- Research and present information on careers related to biotechnology.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.4.spi.1 differentiate between complete and incomplete metamorphosis.
8.4.spi.2 distinguish between sexual and asexual methods of reproduction.
At Level 2, the student is able to
8.4.spi.3 differentiate between dominant and recessive traits.
8.4.spi.4 predict the genotypes of offspring in a monohybrid cross using
a Punnett Square.
8.4.spi.5 select models or illustrations that are representations of
DNA.
At Level 3, the student is able to
8.4.spi.6 associate a change in a DNA molecule with a mutation.
8.4.spi.7 identify types of genetic engineering (i.e. gene splicing and
cloning) and evaluate the impact of genetic engineering on society.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.4.tpi.1 compare and contrast ways that plants reproduce.
8.4.tpi.2 classify organisms as those who reproduce sexually or asexually.
8.4.tpi.3 investigate and explain the differences in the life cycles
of various organisms.
At Level 2, the student is able to
8.4.tpi.4 construct a model of a DNA molecule.
8.4.tpi.5 construct and interpret a Punnett Square to predict the outcome
of a monohybrid cross.
8.4.tpi.6 distinguish between dominant and recessive traits given the
results of a monohybrid cross.
8.4.tpi.7 research types of genetic disorders.
At Level 3, the student is able to
8.4.tpi.8 model the movement of chromosomes during meiosis in plant
and animal cells.
8.4.tpi.9 evaluate and debate the impact of genetic engineering on society.
Standard Number: 5.0 Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable
them to survive in their environment.
Learning Expectations:
5.2 Identify characteristics used by scientists to classify organisms
into different categories.
Accomplishments
Diversity and Adaptation Among Living Things
8.5.2 Identify characteristics used by scientists to classify organisms
into different categories.
- Infer the relatedness of different organisms using a system of classification.
- Compare different organisms according to similarities and differences
in their structures and function.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.5.spi.1 identify similarities and differences among organism.
8.5.spi.2 classify plants and animals into groups according to their
features.
At Level 2, the student is able to
8.5.spi.3 infer the relatedness of different organisms.
8.5.spi.4 use a simple classification key to identify an unknown organism.
At Level 3, the student is able to
8.5.spi.5 determine the genus and species of an organism using a dichotomous
key.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.5.tpi.1 compare the characteristics of vertebrates (e.g., amphibians,
reptiles, mammals, etc.).
8.5.tpi.2 describe the relationship between a given structure of an
organism and its function.
At Level 2, the student is able to
8.5.tpi.4 use a simple dichotomous key.
8.5.tpi.6 examine organisms to compare and contrast their structural
components, symmetry and life cycles. .
8.5.tpi.7 research careers related to diversity (e.g., zoologist, entomologist,
botanist).
At Level 3, the student is able to
8.5.tpi.8 use a dichotomous key to identify the genus and species of
a specific organism.
8.5.tpi.5 devise a classification key for distinguishing between vertebrates
and invertebrates.
Earth and Space Science
Standard Number: 9.0 Earth Features
The student will understand that the earth has many geological features that
are constantly changing.
Learning Expectations:
9.1 Understand the characteristics of the earth’s layers and the
locations of major plates.
9.2 Describe the forces and processes that shape the earth.
Accomplishments
Earth Features:
8.9.1 Understand the characteristics of the earth’s
layers and the location of major plates.
- Differentiate among earth layers according to their physical properties.
- Illustrate the major plate boundaries.
8.9.2 Describe the forces and processes that shape the earth.
- Demonstrate how plate movements cause major geological events.
- Compare and contrast processes that shape the earth in the past with
those shaping the earth today (e.g., plate movements, human activity,
mountain building).
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.9.spi.1 label a cross section of the earth.
At Level 2, the student is able to
8.9.spi.2 identify the major plates of the world.
8.9.spi.3 recognize the relationship between continental drift and plate tectonics.
At Level 3, the student is able to
8.9.spi.4 deduce plate movements as the major cause of geological events.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.9.tpi.1 build a model that represents the earth’s layers.
At Level 2, the student is able to
8.9.tpi.2 draw or construct a model of the major plates of the world.
8.9.tpi.3 construct a large jigsaw puzzle landmass from cutouts of the
continents by matching continental boundaries.
At Level 3, the student is able to
8.9.tpi.4 design models that illustrate continental drift and plate
tectonics.
Standard Number: 10.0 Earth Resources
The student will investigate the properties, uses, and conservation of the
earth’s resources.
Learning Expectations:
10.1 Investigate the characteristics of minerals and their uses.
10.2 Describe the rock cycle.
10.3 Investigate how human activities affect the earth’s land, oceans,
and atmosphere.
10.4 Examine various types of energy resources and their importance to
man.
10.5 Analyze approaches to conserving energy and natural resources.
Accomplishments
Earth Resources:
8.10.1 Investigate the characteristics of minerals and their uses.
- Distinguish between common minerals found in rock samples using test
kits, descriptive charts, etc.
- Describe how various minerals are used.
8.10.2 Describe the rock cycle.
- Label a diagram depicting the processes of the rock cycle.
- Explain how fossils are used to understand the earth’s past.
8.10.3 Investigate how human activities affect the earth’s land, oceans, and atmosphere.
- Analyze and evaluate the impact of man’s use of earth’s resources.
- Research how technological advances have impacted the environment (e.g., the use of fertilizers, fossil fuels).
8.10.4 Examine different types of energy resources and
their importance to man.
- Describe the different sources of energy used by man.
- Analyze aspects of energy consumption by society.
8.10.5 Analyze approaches to conserving energy and natural resources.
- Evaluate the effectiveness of various conservation strategies on the
earth’s energy and natural resources.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.10.spi.1 identify factors that cause rocks to break down.
8.10.spi.2 distinguish between renewable and nonrenewable resources.
At Level 2, the student is able to
8.10.spi.3 identify various energy sources.
8.10.spi.4 distinguish among sedimentary, igneous, and metamorphic rocks
and interpret a simple rock cycle diagram.
8.10.spi.5 infer that human activities may be helpful or harmful to
the environment.
At Level 3, the student is able to
8.10.spi.6 identify rocks and minerals given a table of physical properties.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.10.tpi.1 investigate and describe factors that cause rocks
to break down.
At Level 2, the student is able to
8.10.tpi.2 diagram and explain the processes of the rock cycle.
8.10.tpi.3 draw and label a simple soil profile.
8.10.tpi.4 depict stages of fossil formation.
8.10.tpi.5 determine the relative age of various fossils found in a
rock column.
8.10.tpi.6 design a poster depicting alternative sources of energy.
8.10.tpi.7 research the effects of human activities on the environment.
At Level 3, the student is able to
8.10.tpi.8 identify rocks and mineral samples using simple property
tests and a classification key.
8.10.tpi.9 explore the impact of widespread use of energy resources.
8.10.tpi.10 research the economic impact and industrial use of rocks
and minerals.
Physical Science
Standard Number: 11.0 Forces and Motion
The student will investigate the effects of force on the movement of objects.
Learning Expectations:
11.1 Distinguish between speed and velocity.
11.2 Demonstrate an understanding of Newton’s three laws of motion.
11.3 Identify factors that influence gravitational force between objects.
11.4 Identify simple machines and their uses.
Accomplishments
Forces and Motion:
8.11.1 Distinguish between speed and velocity.
- Determine the speed of an object based on the distance and amount
of time traveled.
- Differentiate between speed and velocity.
8.11.2 Demonstrate an understanding of Newton’s three laws of motion.
- Describe how Newton’s three laws of motion explain the movement
of objects.
8.11.3 Identify factors that influence the amount of gravitational force
between objects.
- Distinguish between mass and weight.
- Describe the relationship among distance, size, mass, and gravitational
force of objects.
8.11.4 Identify simple machines and their uses.
- Differentiate among the six types of simple machines and their applications.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.11.spi.1 recognize that forces cause changes in speed and/or the direction
of motion.
8.11.spi.2 identify simple machines.
At Level 2, the student is able to
8.11.spi.3 recognize the relationship between mass, force and acceleration.
8.11.spi.4 identify the relationship between the mass of objects, the distance
between them and the amount of gravitational attraction
8.11.spi.5 choose the most appropriate simple machine to use for a specific
task.
At Level 3, the student is able to
8.11.spi.6 identify Newton's three laws of motion and relate the first
two laws to the concepts of inertia and momentum.
8.11.spi.7 solve problems pertaining to distance, speed, velocity, and
time, given illustrations, diagrams, graphs, or scenarios.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.11.tpi.1 investigate how slope affects the amount of force required
to move an object along a ramp.
At Level 2, the student is able to
8.11.tpi.2 find the mass of various objects using SI or metric units.
8.11.tpi.3 demonstrate the relationship between speed and velocity.
8.11.tpi.4 design and construct simple machines.
At Level 3, the student is able to
8.11.tpi.5 model or demonstrate Newton’s three laws of motion.
8.11.tpi.6 solve problems pertaining to distance, speed, velocity, and
time.
Standard Number: 13.0 Interactions of Matter
The student will investigate the interactions of matter.
Learning Expectations:
13.1 Understand the differences between acids and bases and how indicators
are used.
13.2 Differentiate between physical and chemical changes.
13.3 Understand what a chemical equation represents.
Accomplishments
Interactions of Matter:
8.13.1 Understand the difference between acids and bases
and how indicators are used.
- Determine whether a substance is an acid or base using an indicator.
8.13.2 Differentiate between physical and chemical changes.
- Determine whether an interaction between substances results in a physical
or a chemical change.
- Recognize that oxygen, in combination with another substance, results
in a chemical change.
8.13.3 Understand what a chemical equation represents.
- Identify the reactants and/or products in a chemical reaction.
- Explain why the mass of the reactants is the same as the mass of the
products during a chemical change.
- Describe how variables such as temperature and concentration affect
the rate of reaction.
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
8.13.spi.1 distinguish between physical and chemical changes.
At Level 2, the student is able to
8.13.spi.2 identify a substance as an acid or a base, given its pH.
8.13.spi.3 recognize that the mass of the reactants is the same as the
mass of the products, given simple chemical equations
At Level 3, the student is able to
8.13.spi.4 determine how temperature and concentration might affect the
rate of a chemical reaction..
8.13.spi.5 classify a reaction is exothermic or endothermic.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
8.13.tpi.1 demonstrate physical and chemical changes.
8.13.tpi.2 investigate and describe the effect of heat energy on the
state of matter.
At Level 2, the student is able to
8.13.tpi.3 explain how chemical symbols, formulas, and balanced chemical
equations are used to describe a chemical reaction.
8.13.tpi.4 investigate the process of chemical reactions.
8.13.tpi.5 use various indicators to determine whether substances are
acids and bases.
At Level 3, the student is able to
8.13.tpi.6 recognize the reactants and products in a chemical reaction.
8.13.tpi.7 research acid rain and its effect on the environment.
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