8th Grade Science Program of Study (POS)
DEFINITIONS OF STANDARDS, BENCHMARKS, AND INDICATORS
Standards
The Fairfax Framework for Student Success (Appendix B) states five broad science goals or standards that describe what students should know and be able to do by the time they graduate from high school.
Under Standard 1, the grade 8 science program is organized into major strands: Properties of Matter, Energy and Its Transformations, Forces and Motion, and Earth and Space Systems. These reflect the reporting categories set forth by the Commonwealth of Virginia for the Grade 8 Standards of Learning assessment. The components of the reporting category "Scientific Investigation" are found in Standard 3 and Standard 4.
Benchmarks
Benchmarks developed in FCPS are statements of grade level expectations for student achievement using age-appropriate materials. Benchmarks are organized under the five standards and mark progress toward achievement of those standards. The correlated Virginia Science Standard of Learning number is indicated in parenthesis next to the benchmark number.
Indicators
Indicators are specific student learning behaviors that can be taught and that demonstrate student performance in the achievement of a benchmark.
STANDARDS, BENCHMARKS, AND INDICATORS
Standard 1
Achieve a solid base of scientific knowledge in Life Science, Physical/
Chemical Science and Earth/Space Science content strands to make determinations about how the world works.
Content Strand: Properties of Matter
Benchmark 8.1.1 (SOL PS.2)Students observe and measure properties of matter and use those properties to distinguish one substance from another.
· Indicators:
8.1.1-1 Describe properties of the states of matter.
8.1.1-2 Observe and describe the characteristic properties of matter:
• Determine the density of a substance.
• Generate and interpret solubility graphs.
• Determine the boiling point of a substance.
• Determine the melting point/freezing point of a substance.
• Describe the spectra emitted by certain elements.
8.1.1-3 Determine the pH of a solution and classify it as acidic, basic, or neutral.
8.1.1-4 Describe the properties of acids and bases.
8.1.1-5 Give evidence that certain properties of a substance do not depend on the amount of substance.
8.1.1-6 Identify an unknown substance based on its properties.
Benchmark 8.1.2 (SOL PS.5) Students explore changes in matter and the relationship of these changes to the Law of Conservation of Mass and Energy.
· Indicators:
8.1.2-1 Distinguish between physical and chemical changes.
8.1.2-2 Recognize evidences of a chemical change:
• temperature change • precipitate formation
• color change • gas production
8.1.2-3 Explain and apply the Law of Conservation of Mass.
Benchmark 8.1.3 (SOL PS.4) Students learn that elements are the building blocks of matter.
· Indicators:
8.1.3-1 Explain that an element is made of one kind of atom.
8.1.3-2 Use a periodic table of elements to obtain information about an element.
• symbol • state of matter
• atomic number • number of outer energy level electrons
• atomic mass
8.1.3-3 Recognize patterns in the organization of the periodic table.
• metals, metalloids, nonmetals
• groups/families vs. periods
8.1.3-4 Distinguish between a compound and an element.
8.1.3-5 Given a chemical formula, identify the elements and number of
atoms of each.
Benchmark 8.1.4 (SOL PS.3) Students relate atomic structure to an atom’s ability to combine chemically.
· Indicators:
8.1.4-1 Identify the three basic particles in the atom and their charges, relative masses, and locations.
8.1.4-2 Compare the Bohr atomic model and the current (electron cloud) model of an atom.
8.1.4-3 Describe the relationship between the number of outer energy level electrons and an atom’s ability to combine chemically.
8.1.4-4 Identify reactants and products in a chemical equation.
Content Strand: Energy and Its Transformations
Benchmark 8.1.5 (SOL PS.6) Students investigate how energy is changed from one form to another.
· Indicators:
8.1.5-1 Define energy and recognize the major forms of energy.
• mechanical • electrical
• radiant • nuclear
• chemical • thermal
8.1.5-2 Give examples of events that result when one form of energy changes to another and illustrate energy transformations using energy chains.
8.1.5-3 Explain the Law of Conservation of Mass and Energy.
Benchmark 8.1.6 (PS.2 and PS.7) Students apply their understanding of the effect of heat energy on matter.
· Indicators:
8.1.6-1 Illustrate and explain the results of the addition or subtraction of heat energy on the motion of molecules.
8.1.6-2 Distinguish between heat and temperature.
8.1.6-3 Predict the temperature of a mixture.
8.1.6-4 Define processes during which matter changes phase:
• evaporation • melting
• vaporization • freezing
• condensation
8.1.6-5 Create and interpret graphs which illustrate changes in temperature and changes in states of matter.
Benchmark 8.1.7 (SOL PS.7) Students demonstrate that heat energy moves in predictable ways.
· Indicators:
8.1.7-1 Compare and contrast the transfer of thermal energy by conduction, convection, and radiation.
8.1.7-2 Apply the concept of thermal equilibrium in predicting how thermal energy moves.
Content Strand: Forces and Motion
Benchmark 8.1.8 (SOL PS.10) Students analyze the motion of an object to understand that it results from a change in position during a period of time.
· Indicators:
8.1.8-1 Make measurements to calculate the speed of a moving object.
8.1.8-2 Create and interpret distance-time graphs.
8.1.8-3 Apply the concepts of speed, velocity, and acceleration when describing motion.
Benchmark 8.1.9 (SOL PS.10) Students observe the forces which result from an interaction between objects to determine that unbalanced forces are required to change the motion (speed or direction) of an object.
§ Indicators:
8.1.9-1 Distinguish between balanced and unbalanced forces.
8.1.9-2 Explain how the force of friction causes changes in motion.
8.1.9-3 Give examples of the effects of inertia (Newton’s First Law).
8.1.9-4 Explain how force, mass, and acceleration are related (Newton’s Second Law).
8.1.9-5 Demonstrate action and reaction forces and how they apply to motion (Newton’s Third Law).
Benchmark 8.1.10 (SOL PS.10) Students determine the relationship between work, energy, and power.
· Indicators:
8.1.10-1 Define and calculate work.
8.1.10-2 Demonstrate how a machine makes work easier.
8.1.10-3 Determine the mechanical advantage and the efficiency of a simple machine.
8.1.10-4 Describe the relationship among work, power, and time.
Benchmark 8.1.11 (SOL PS 11) Students demonstrate the relationship between electricity and magnetism.
· Indicators:
8.1.11-1 Explain the relationship between a magnetic field and an electric current.
8.1.11-2 Apply the principles of electricity and magnetism to the operation of a motor.
Benchmark 8.1.12 (SOL 6.10 and PS.10) Students investigate the force of gravity and its effects.
· Indicators:
8.1.12-1 Differentiate between mass and weight.
8.1.12-2 Recognize the effect of gravity on the orbital motion of a satellite or planet.
8.1.12-3 Recognize gravity as the primary cause of tides.
Content Strand: Earth and Space Systems
Benchmark 8.1.13 (SOL 6.10) Students investigate the arrangement and movement of the sun, moon, and Earth to visualize daily, monthly, and yearly cycles.
· Indicators:
8.1.13-1 Distinguish between revolution and rotation.
8.1.13-2 Use a model to demonstrate the relationship between Earth’s rotation and time of day.
8.1.13-3 Use a model to demonstrate what causes the phases of the moon.
8.1.13-4 Explain eclipses.
8.1.13-5 Relate the daily and monthly pattern of tides to the motions of Earth and moon.
8.1.13-6 Relate the tilt of Earth’s axis to seasonal changes.
Benchmark 8.1.14 (SOL 6.10 and SOL PS.9) Students investigate the production of energy by the sun and the transmission of the sun’s energy to Earth as electromagnetic waves.
· Indicators:
8.1.14-1 Relate the characteristics of transverse waves to the sun’s radiation.
8.1.14-2 Compare the various types of electromagnetic waves in terms of wavelength, frequency, energy, and uses.
8.1.14-3 Illustrate the transfer of energy from the sun to Earth (nuclear to radiant).
8.1.14-4 Relate solar energy to seasonal changes.
Benchmark 8.1.15 (SOL 6.10) Students investigate tools of the astronomer to demonstrate how technology has changed our vision of the universe.
· Indicators:
8.1.15-1 Explain how telescopes operate.
8.1.15-2 Apply the use of telescopes and spectroscopes to astronomical observations.
8.1.15-2 Describe the advantages of space-based versus land observations.
8.1.15-3 Cite examples of how improved technology has increased our knowledge of objects in the universe.
Standard 2
Apply science knowledge and skills to make informed decisions and to solve problems.
Benchmark 8.2.1 (SOL PS.1) Students apply problem-solving strategies when gathering, analyzing, and interpreting scientific information.
· Indicators:
8.2.1-1 Distinguish between relevant and irrelevant information.
8.2.1-3 Compare and contrast science concepts or events.
8.2.1-3 Make inferences, predictions, or interpretations.
8.2.1-4 Recognize cause and effect relationships.
8.2.1-5 Make valid conclusions.
8.2.1-6 Generate and evaluate possible solutions.
Benchmark 8.2.2 (SOL PS.1) Students apply knowledge of matter and energy and research methods to generate possible solutions to practical problems and questions.
· Indicators:
8.2.2-1 Identify resources to investigate a problem.
8.2.2-2 Select appropriate strategies/procedures.
8.2.2-3 Plan and conduct experiments to answer problem questions.
8.2.2-4 Develop explanations or models based on observations and knowledge of the real world.
Standard 3
Communicate scientific information effectively in several formats
through a variety of resources.
Benchmark 8.3.1 (SOL PS.1) Students communicate, in writing and orally, scientific information, procedures, and explanations.
· Indicators:
8.3.1-1 Explain concepts, procedures, observations, experimental results, and explanations in written form.
8.3.1-2 Create graphs, charts, tables, and/or diagrams to communicate ideas.
8.3.1-3 Write a conclusion for an investigation.
8.3.1-4 Explain science concepts, procedures, results, and explanations to peers orally.
Benchmark 8.3.2 Students acquire and analyze scientific information from a variety of sources.
· Indicators:
8.3.2-1 Gather information from written, oral, and visual sources.
8.3.2-2 Read and understand scientific concepts, procedures, and applications in textbooks, nonfiction science books, newspaper articles, periodicals, and other references.
8.3.2-3 Interpret written, pictorial, and graphical representations.
8.3.2-4 Summarize information obtained from multiple sources.
8.3.2.5 Use electronic databases. (C/T8.2 and 4)
8.3.2.6 Use search strategies to retrieve electronic information. (C/T8.4)
8.3.2.7 Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select relevant information. (C/T8.4)
Benchmark 8.3.3 Students communicate scientific information using technologies.
· Indicators:
8.3.3-1 Communicate with spreadsheets by entering data, setting up formulas, analyzing data, and creating graphs to visually represent data. (C/T8.1)
8.3.3-2 Integrate graphics and spreadsheets into word-processed documents. (C/T8.1)
8.3.3-3 Use local and worldwide network communication systems to share information. (C/T8.4)
8.3.3-4 Use multimedia to communicate scientific understanding.
8.3.3-5 Use laserdiscs with a computer in an interactive mode. (C/T8.4)
Standard 4
Design and conduct a scientific investigation to test a hypothesis.
Benchmark 8.4.1 (SOL PS.1) Students define problems/questions to investigate relating to matter and energy.
· Indicators:
8.4.1-1 Generate questions to investigate.
8.4.1-2 State the problem.
8.4.1-3 Make predictions based on prior knowledge.
8.4.1-4 Develop hypotheses.
Benchmark 8.4.2 (SOL PS.1) Students plan and design ways to investigate problems/questions relating to matter and energy.
· Indicators:
8.4.2-1 Identify the key components of an experimental design:
• dependent variable • control group
• independent variable • repeated trials
• constants
8.4.2-2 Develop a clear and logical procedure to test a hypothesis.
Benchmark 8.4.3 (SOL PS.1) Students use appropriate equipment and techniques to gather, organize, and describe data in investigating questions relating to matter and energy.
· Indicators:
8.4.3-1 Select and use appropriate equipment and techniques to collect qualitative or quantitative data.
• triple beam balance • thermometer
• graduated cylinder • metric ruler
• spring scale • computer- and calculator-based
sensors
8.4.3-2 Use computer technologies – probeware/CBL – to collect data.
8.4.3-3 Construct and/or use an appropriate data table or record system for organizing data and observations.
8.4.3-4 Graph data using a line plot, box and whisker, line graph, bar graph, or circle graph.
8.4.3-5 Use computer technologies to display and analyze data.
Benchmark 8.4.4 (SOL PS.1) Students make inferences and evaluate hypotheses based on evidence.
· Indicators:
8.4.4-1 Review and summarize data, and form a logical conclusion.
8.4.4-2 Determine patterns and trends.
8.4.4-3 Develop/support explanations, hypotheses, and models based on evidence.
8.4.4-4 Suggest possible causes of experimental error.
8.4.4-5 Suggest improvements in the design of the experiment.
Standard 5
Make connections within science disciplines and with other disciplines.
Benchmark 8.5.1 Students make connections between the physical, Earth, and space sciences.
· Indicators:
8.5.1-1 Apply knowledge of gravity and motion to the Earth-moon-sun system.
8.5.1-2 Apply knowledge of elements and compounds to the composition of Earth materials.
8.5.1-3 Explain the role of heat transfer in everyday situations on earth.
8.5.1-4 Apply knowledge of the electromagnetic spectrum to the sun’s radiation.
Benchmark 8.5.2 Students make connections between science and mathematics, history, and language arts.
· Indicators:
8.5.2-1 Use principles of mathematics to collect and analyze data:
• record appropriate SI measurements
• apply statistical methods to analyze data
• select, construct, and interpret appropriate graphs (plot) for
a set of data
• apply the use of scientific formulas
8.5.2-2 Make connections between a science discovery and its historical importance.
8.5.2-3 Cite examples of scientists and their contributions to the study of matter and energy--Einstein, Mendeleev, Bohr, Newton, Watt, Copernicus.
8.5.2.4 Use principles of language arts to effectively communicate science concepts:
• apply writing process
• apply research skills
Benchmark 8.5.3 Students make connections between science, technology, and society.
· Indicators:
8.5.3-1 Apply science concepts to everyday personal experiences.
8.5.3-2 Explore science-related careers.
8.5.3-3 Cite examples that illustrate the interdependence of science and technology in the physical sciences.
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