(a) Introduction.
(1) Grade 8 science is interdisciplinary in nature;
however, much of the content focus is on earth and space science.
National standards in science are organized as multi-grade blocks
such as Grades 5-8 rather than individual grade levels. In order to
follow the grade level format used in Texas, the various national
standards are found among Grades 6, 7, and 8. Recurring themes are
pervasive in sciences, mathematics, and technology. These ideas transcend
disciplinary boundaries and include change and constancy, patterns,
cycles, systems, models, and scale. The strands for Grade 8 include
the following.
(A) Scientific investigation and reasoning.
(i) To develop a rich knowledge of science and the
natural world, students must become familiar with different modes
of scientific inquiry, rules of evidence, ways of formulating questions,
ways of proposing explanations, and the diverse ways scientists study
the natural world and propose explanations based on evidence derived
from their work.
(ii) Scientific investigations are conducted for different
reasons. All investigations require a research question, careful observations,
data gathering, and analysis of the data to identify the patterns
that will explain the findings. Descriptive investigations are used
to explore new phenomena such as conducting surveys of organisms or
measuring the abiotic components in a given habitat. Descriptive statistics
include frequency, range, mean, median, and mode. A hypothesis is
not required in a descriptive investigation. On the other hand, when
conditions can be controlled in order to focus on a single variable,
experimental research design is used to determine causation. Students
should experience both types of investigations and understand that
different scientific research questions require different research
designs.
(iii) Scientific investigations are used to learn about
the natural world. Students should understand that certain types of
questions can be answered by investigations, and the methods, models,
and conclusions built from these investigations change as new observations
are made. Models of objects and events are tools for understanding
the natural world and can show how systems work. Models have limitations
and based on new discoveries are constantly being modified to more
closely reflect the natural world.
(B) Matter and energy. Students recognize that matter
is composed of atoms. Students examine information on the Periodic
Table to recognize that elements are grouped into families. In addition,
students understand the basic concept of conservation of mass. Lab
activities will allow students to demonstrate evidence of chemical
reactions. They will use chemical formulas to identify substances.
(C) Force, motion, and energy. Students experiment
with the relationship between forces and motion through the study
of Newton's three laws. Students learn how these forces relate to
geologic processes and astronomical phenomena. In addition, students
recognize that these laws are evident in everyday objects and activities.
Mathematics is used to calculate speed using distance and time measurements.
(D) Earth and space. Students identify the role of
natural events in altering Earth systems. Cycles within Sun, Earth,
and Moon systems are studied as students learn about seasons, tides,
and lunar phases. Students learn that stars and galaxies are part
of the universe. In addition, students use data to research scientific
theories of the origin of the universe. Students will illustrate how
Earth features change over time by plate tectonics. They will interpret
land and erosional features on topographic maps and satellite views.
Students learn how interactions in solar, weather, and ocean systems
create changes in weather patterns and climate.
(E) Organisms and environments. In studies of living
systems, students explore the interdependence between these systems.
Students describe how biotic and abiotic factors affect the number
of organisms and populations present in an ecosystem. In addition,
students explore how organisms and their populations respond to short-
and long-term environmental changes, including those caused by human
activities.
(2) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge
is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because
they deal with phenomena that are not scientifically testable.
(3) Scientific hypotheses are tentative and testable
statements that must be capable of being supported or not supported
by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions become theories.
Scientific theories are based on natural and physical phenomena and
are capable of being tested by multiple independent researchers. Students
should know that scientific theories, unlike hypotheses, are well
established and highly reliable, but they may still be subject to
change as new information and technologies are developed. Students
should be able to distinguish between scientific decision-making methods
and ethical/social decisions that involve the application of scientific
information.
(4) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student,
for at least 40% of instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate
and ethical practices. The student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations as outlined in Texas Education Agency-approved
safety standards; and
(B) practice appropriate use and conservation of resources,
including disposal, reuse, or recycling of materials.
(2) Scientific investigation and reasoning. The student
uses scientific practices during laboratory and field investigations.
The student is expected to:
(A) plan and implement comparative and descriptive
investigations by making observations, asking well defined questions,
and using appropriate equipment and technology;
(B) design and implement experimental investigations
by making observations, asking well defined questions, formulating
testable hypotheses, and using appropriate equipment and technology;
(C) collect and record data using the International
System of Units (SI) and qualitative means such as labeled drawings,
writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials
and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations,
communicate valid conclusions supported by the data, and predict trends.
(3) Scientific investigation and reasoning. The student
uses critical thinking, scientific reasoning, and problem solving
to make informed decisions and knows the contributions of relevant
scientists. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
by using empirical evidence, logical reasoning, and experimental and
observational testing, so as to encourage critical thinking by the
student;
(B) use models to represent aspects of the natural
world such as an atom, a molecule, space, or a geologic feature;
(C) identify advantages and limitations of models such
as size, scale, properties, and materials; and
(D) relate the impact of research on scientific thought
and society, including the history of science and contributions of
scientists as related to the content.
(4) Scientific investigation and reasoning. The student
knows how to use a variety of tools and safety equipment to conduct
science inquiry. The student is expected to:
(A) use appropriate tools, including lab journals/notebooks,
beakers, meter sticks, graduated cylinders, anemometers, psychrometers,
hot plates, test tubes, spring scales, balances, microscopes, thermometers,
calculators, computers, spectroscopes, timing devices, and other necessary
equipment to collect, record, and analyze information; and
(B) use preventative safety equipment, including chemical
splash goggles, aprons, and gloves, and be prepared to use emergency
safety equipment, including an eye/face wash, a fire blanket, and
a fire extinguisher.
(5) Matter and energy. The student knows that matter
is composed of atoms and has chemical and physical properties. The
student is expected to:
(A) describe the structure of atoms, including the
masses, electrical charges, and locations, of protons and neutrons
in the nucleus and electrons in the electron cloud;
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