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2020 Grade 8 Science Standards and Bundle Analyses

Page history last edited by Heather Johnston 1 year, 10 months ago

The standards are grouped into bundles (left column) that represent one way educators might connect the science ideas within each standard to create instructional units of study. Note: This is just one example and does not encompass all the ways teachers might bundle science ideas.

 

Each bundle name is linked to a bundle analysis that provides a detailed examination of the standards in that bundle. Check out this Guide to the Science Bundle Analyses for more details about each component in the analysis.

 

Each standard is also linked to its own description, as outlined in the 2020 Oklahoma Academic Standards for Science (OAS-S). Standards marked with an * include integrated engineering practices and/or engineering disciplinary core ideas.

 

Download the full 2020 Oklahoma Academic Standards for Science (OAS-S).

 

Bundle Name

Standard(s)

  

Forces, Motion, and Interactions

Students can design and evaluate potential solutions to a problem involving a pair of interacting objects. In their designs, students can identify and describe how Newton’s Third Law is applied to their solution. Students can plan investigations to gather evidence on an object’s changing motion. Their determinations for data can provide evidence that the change in the object’s motion is due to balanced or unbalanced forces acting on the object, and the mass of the object. Given data on electric, magnetic, and gravitational forces, students can ask questions, with a goal of determining the factors that affect the strength of these forces. Data produced from student-conducted investigations, can provide an opportunity for students to evaluate the experimental design, and can provide evidence that fields exist between objects that act on each other, but aren’t in contact.   

8.PS2.1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system.*

8.PS2.2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

8.PS2.3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

8.PS2.5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

 

Waves and their Application for Information Transfer

Patterns in mathematical representations (e.g. graphs and charts) can be used by students to describe how the amplitude of waves are related to their energy, both qualitatively and quantitatively. Scientific and technical information can be obtained and integrated into student-constructed explanations that digital signals are a more reliable way (than analog signals) to encode and transmit information.

8.PS4.1 Use mathematical representations to describe patterns in a simple model for waves that includes how the amplitude of a wave is related to the energy of a wave.

8.PS4.3 Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information than analog signals.*

 

Earth's Place in the Universe

Patterns in the motion of objects in the solar system can be observed, described, predicted and explained in student-developed models. These patterns identify the cause and effect relationships that are responsible for seasons, tides, eclipses, moon phases, day and night, and the apparent relative motion of objects in the sky. Students develop and interact with models to describe that the sun’s gravitational force keeps all planets in a predictable orbit around it.

8.PS2.4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

8.ESS1.1 Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

8.ESS1.2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

8.ESS1.3 Analyze and interpret data to determine scale properties of objects in the solar system.*

 

Heredity

Students can develop and use models of genes on chromosomes and proteins, and observable traits to explain why structural changes to genes (mutations) may affect proteins, and ultimately may result in changes to the structure and function of the observable traits of an organism. Students can use models to describe that these structure and function changes to traits can be harmful, beneficial, or neutral for the organism. By developing models, students can explain the outcomes of sexual versus asexual reproduction in terms of the genetic variation seen in the offspring. 

8.LS3.1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

8.LS3.2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

  

Evidence of Ancestral Relationships

Fossil record data can be interpreted by students to find patterns of change in the complexity of anatomical structures in organisms and in the chronological order of fossil appearance in the rock layers. This history, contained in the rock layers and fossil record, provides information on the existence, diversity, extinctions, and change of life over time. Student-constructed explanations can describe that the patterns of anatomical similarities in organisms may infer ancestral relationships.

8.LS4.1 Analyze and interpret data to identify patterns within the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.

8.LS4.2 Apply scientific ideas to construct an explanation for the patterns of anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer ancestral relationships.

8.LS4.3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

  

Biological Unity and Diversity

Students can construct explanations and arguments that describe how animal behaviors, plant structures, and environmental and genetic factors influence an organism’s chance to survive and reproduce, while other variations of these factors will decrease this likelihood. Mathematical representations (e.g. graphs, charts, probability statements) can be used by students to explain how natural selection may lead to increases and decreases of specific traits in populations over time. Humans have also found ways to enhance the rate at which some beneficial traits in some organisms occur. Students can gather, combine and evaluate information about the technology humans use to influence the inheritance of these desired traits in organisms (i.e., genetic modification or animal husbandry) and how these practices have impacted society.

8.LS1.4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

8.LS1.5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

8.LS4.4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

8.LS4.5 Gather and synthesize information about the practices that have changed the way humans influence the inheritance of desired traits in organisms.*

8.LS4.6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

 

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