Portland Public Schools Content Standards Science Scientific Inquiry Grade 8

Portland Public Schools Content Standards Science Scientific Inquiry Grade 8 Use interrelated processes to pose questions and investigate the physical and living world. 1. Formulate and express scientific questions and hypotheses to be investigated. 2. Design scientific investigations to address and explain questions and hypotheses. 3. Conduct procedures to collect, organize and display scientific data. 4. Analyze scientific information to develop and present conclusions. Content Standard: Formulate and express scientific questions and hypotheses to be investigated. Ask questions and form hypotheses See below. that are based on observations, science concepts and can be explored through scientific investigations. Content Standard: Design scientific investigations to address and explain questions and hypotheses. Design a scientific investigation to See below. answer questions or test hypotheses. Content Standard: Conduct procedures to collect, organize and display scientific data. Collect sufficient data to investigate a See below. question, clarify information and support analysis. Content Standard: Analyze scientific information to develop and present conclusions Analyze and summarize data including See below. possible source of error. Explain results and offer reasonable and accurate interpretations and conclusions. Focus for all above benchmarks: Explore the relationships between the various steps of a scientific inquiry. Experiences for all above benchmarks: Provide students the opportunity to practice the processes scientists use to create knowledge: Observations: recognize patterns and trends How to ask questions Formulating hypotheses Designing and conducting an investigation Quantitative and qualitative data collection Analyze and evaluate data Construct and assess scientific knowledge claims - uses evidence to construct an explanation Communicate and defend findings (oral, written, photo presentation) Propose and evaluate models (mathematical and others) Provide students the opportunity to plan and conduct an open-ended inquiry that includes all the elements of a scientific investigation. PPS Grade Level Content Standards 1 January 1998

Portland Public Schools Content Standards Science Science and Technology Grade 8 Understands the interconnections among science, technology and society. 1. Understand the relationship that exists between science and technology. The following language is to clarify the CCG Students demonstrate an understanding of the relationship between science and technology as well as competent use of tools and technologies to collect and analyze data. Content Standard: Discuss the relationship that exists between science and technology. Use a variety of traditional and electronic tools to directly, indirectly and remotely observe and measure objects, organisms and phenomena. Example Focus for these benchmarks. Explore use of technology and other tools. Example Experiences: Construct and calibrate a measuring device Find the mass of materials which must be measured in containers or dispensers Perform lab activities which require the use of heat sources Design experiments: choose and develop appropriate equipment Use a computer as a data collection device Record and store data in a variety of formats, including databases, audio tapes and videotapes. Analyze data, while being mindful of observer and sample bias. Example Experiences: Keep a journal of observations over an extended period of time Document observed change both qualitatively and quantitatively Take notes: structured and unstructured classroom and field situations Use databases to record data from a lab Example Experiences: Use spreadsheets to display and analyze data from lab activities Use graphing software to display data and extract relationships Graph linear and inverse relationships by hand and graphing calculator and/or computer Use graphs to solve problems Use models to explore open ended problems Set up and solve equations Use mathematics to describe and predict observed phenomena PPS Grade Level Content Standards 2 January 1998

Science and Technology - Grade 8, continued Continued 2. Understand the process of technological design to solve problems and meet needs. Content Standard: Discuss the relationship that exists between science and technology. Acquire information from print and non-print sources, including the Internet. Example Experiences: Use computer as a data acquisition devise (Internet, CD-ROM) Make appropriate site visits Read, discuss articles in newspapers and popular science magazines Content Standard: Discuss the process of technological design to solve problems and meet needs. Recognize situations where technological advances have influenced the quality of their life. Example Focus Question: How would your daily routine be different if personal computers were not in existence? PPS Grade Level Content Standards 3 January 1998

Concepts 1. Apply foundation concepts of: change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities. 2. Apply explanatory concepts (some of which may be transitory in nature) of model, system, theory, and probability. 3. Apply comparison concepts of: gradient, scale, symmetry, quantification, and invariance. 4. Apply relationship concepts of: population, equilibrium, force, interaction, field, structure and function, time and space, and order. Portland Public Schools Content Standards Science Unifying Concepts & Processes - Grade 8 Understand and apply major concepts and processes embedded within all sciences. Content Standard: Use concepts and processes of: Change, constancy, and measurement. Identify and explain patterns of change in cycles and trends. Example Focus Question: How does the water at the top of the pot become hot? Heat water to obtain a visual example of how this works. Content Standard: Use concepts and processes of: Systems, order and organization. Identify a system s inputs and outputs. Explain the effects of changing the system s components. Example Focus Question: How does an aquarium work? Use diagrams to show the inputs and outputs of a classroom aquarium. Discuss how placing a lid on the aquarium, or adding an algae-eating organism, will affect these inputs and outputs. Content Standard: Use concepts and processes of: Evidence, model and explanation. Use a model to make predictions and inferences about familiar and unfamiliar phenomena in the natural world. Example Focus Question: How are scientific theories and models used to understand the impact of chemical changes on the environment? Examine the changes resulting from: production of acid rain, pollution of aquifers, accumulating chemicals in biological environments. What can be done now to reverse these trends? Content Standard: Use concepts and processes of: Evolution, equilibrium, and structure and function. Identify and explain evidence of physical and biological changes over time. Example Focus Question: How can you identify and describe natural changes over geologic time? Use models, drawings or field experiences to demonstrate concepts of fossilization, tree rings, geologic time and space, evolution of planetary systems, and superposition of sediments. PPS Grade Level Content Standards 4 January 1998

Unifying Concepts & Processes - Grade 8, continued Continued Content Standard: Use concepts and processes of: Evolution, equilibrium, and structure and function. Describe cause and effect relationships in biological and physical systems. Example Focus Question: How does the shape of the land affect climate? Graph over time the weather east and west of the Cascades. Invite a meteorologist to speak on this topic to the class. Example Focus Question: What effect does the introduction of new species into an environment have upon the native species (e.g., balance of resources, food, shelter)? Take a guided tour of Hoyt Arboretum to learn about native and non-native species of plants and animals. Identify and describe structure and function at various levels of organization in life, physical or earth space science. Example Focus Question: How is an unrelated system (e.g., automobile) an analogy for the working of a cell? Research the structure and function of parts of systems to be compared to an animal or plant cell. Process Skills 5. Use basic scientific process skills to: observe, measure, use numbers, classify, question, infer, hypothesize, and communicate. Content Standard: The State has not described any content standard or performance benchmarks. We assume assessment of students will be done through work samples. Example Focus Question: What processes, tools, and skills do scientists use in their investigations? The following experiences are recommended as preparation for students. Plan and conduct a controlled experiment with one variable. Design and conduct one and two day experiments. PPS Grade Level Content Standards 5 January 1998

Unifying Concepts & Processes - Grade 8, continued Continued 6. Use integrated scientific process skills to: predict, design experiments, control variables, interpret data, define operations, formulate models with attention to replication and validation of results. Content Standard: The State has not described any content standard or performance benchmarks. We assume assessment of students will be done through work samples. Design and conduct two to three week experiments. In all lab reports: state question and/or purpose, state hypothesis, describe procedure, describe observed results, and draw conclusions. Work as part of a group on an investigation/lab. Present information to a group or class. Participate in a field study. PPS Grade Level Content Standards 6 January 1998

Matter 1. Understand structure and properties of matter, including atomic structure. 2. Understand chemical and physical changes of matter. Force and Motion 3. Understand fundamental forces, their forms and effect on motion. Energy 4. Understand the interaction of energy and matter. Portland Public Schools Content Standards Science Physical Science - Grade 8 Understand structures and properties of matter and changes that occur in the physical world. Content Standard: Identify structures and properties of matter. Compare and contrast the physical and chemical properties of specific substances. Example Focus Question: How can we tell one substance from another? Students test three white powders (baking soda, talcum powder, crumbled aspirin) with common reagents. Content Standard: Describe chemical and physical changes. Explain common chemical reactions. Compare physical and chemical change. Recognize mixtures as distinct from pure substances and chemical reactions. Example Focus Question: How can you demonstrate chemical and physical changes? Explore the results of mixing substances, burning, or mixing vinegar and baking soda. Example Focus Question: What is the difference between solutions and suspensions? Mix various substances (e.g., salt, sugar, oil, sand) with water. Define which are solutions, which suspensions. Use separation techniques to help clarify these distinctions. Content Standard: Describe electrical, magnetic, gravitational and other forces and the motions resulting from them. Explain interactions between force and matter; and relationships among force, mass and motion. Example Focus Question: How can equal forces result in no movement? Use muscular force to show equilibrium, e.g., Tug-O-War. Content Standard: Explain the interaction of energy and matter. Compare and contrast forms and behaviors of various types of energy. Describe and explain a variety of energy transfers and transformations. Example Focus Question: How can energy change from potential to kinetic and vice versa? Experiment with falling objects; hydroelectric, fossil fuels and solar power, springs and pendulums. PPS Grade Level Content Standards 7 January 1998

Organisms 1. Understand the characteristics, structure and functions of organisms. Portland Public Schools Content Standards Science Life Science - Grade 8 Understand structure, functions, and interactions of living organisms and the environment. Content Standard: Describe the characteristics, structure and functions of organisms. Describe and explain the structure and functions of an organism in terms of cells, tissues and organs. Example Focus Question: How do the structures of an organism fit the organism s functions? Dissect, draw and label intact and dissected specimens, examining functions and relationships. Heredity 2. Understand the transmission of hereditary traits in living things. Diversity - Interdependence 3. Understand the relationships among living things and between living things and their environments. Describe and explain the relationship and interactions of organ systems. Example Focus Question: How do systems of organisms respond to each other? Use exercise to explore the adjustments made by circulatory system, respiratory system and skin temperature. Content Standard: Describe the transmission of hereditary traits in living things. Describe how the traits of an organism are passed from generation to generation. Example Focus Question: How do chromosomes transfer information from parents to offspring? Use simulations to show how genetic variability and similarity between parents and offspring occurs. Content Standard: Explain the behavior and interdependence of organisms in their natural environment. Identify and describe the factors that Example Focus Question: How do influence or change the balance of changes in the environmental populations in their environment. equilibrium of the Earth s systems affect biological systems? Discuss the following: extinction, evolution and mutations. Do Project Wild activities involving population changes. Play the board game Extinction. PPS Grade Level Content Standards 8 January 1998

Life Science - Grade 8, continued Continued Content Standard: Describe the principles of natural selection and adaptation. Describe and explain, using fossils and other evidence, how living things have changed over geological time. Example Focus Question: How can you identify and describe natural changes over time? Discuss the following: fossilization, geologic time, superposition of sediments. Examine fossils. Map their location and suggest what the ancient habitat was like. PPS Grade Level Content Standards 9 January 1998

Portland Public Schools Content Standards Science Earth and Space Science - Grade 8 Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. The Dynamic Earth 1. Understand the properties and limited availability of the materials which make up the Earth. Content Standard: Identify the structure of the Earth system and changes that can occur in its physical properties. Compare and contrast the properties and uses of Earth materials (rocks, minerals, soil, etc.). Example Focus Question: How do different types of rocks form? Examine and determine the type mineral, rock or soil samples in a collection. Grate up different colors of crayons or candle wax (simulating erosion). Make a pile of the grated wax, first one color and then another (simulating stratified deposition). Mash the pile together in a vice (simulating compaction). Apply some heat to the pile along with the pressure (simulating metamorphism). Melt some and pour it out onto a surface (lava flow). Pour some into water. 2. Understand changes occurring within the lithosphere, hydrosphere and atmosphere of the Earth-both uniquely and in combination. Watch crystals form under the microscope. (A drop of dissolved ascorbic acid warmed with a hair dryer makes nice shooting crystals form.) This simulates mineral formation. Content Standard: Explain changes occurring within the lithosphere, hydrosphere and atmosphere of the Earth - both uniquely and in combination. Describe how the Earth s surface changes over time. Example Focus Question: What physical evidence do you have to show geologic evolution of the Earth? Exploration activities should include magnetic reversal, chemical and physical weathering and chemical content of rock layers. Earth and Space Science - Grade 8, continued PPS Grade Level Content Standards 10 January 1998

continued Content Standard: Explain changes occurring within the lithosphere, hydrosphere and atmosphere of the Earth - both uniquely and in combination. Describe natural resource management. Example Focus Question: How can we conserve, protect and reclaim environmental systems? Discuss: clean air, saving endangered species, recycling programs, solid waste disposal. Explain the water cycle and its relationship to weather and climatic patterns. Example Focus Question: How do climate changes affect the cycles of the Earth? The Earth in Space 3. Understand the Earth s place in the solar system and the universe. The Universe 4. Describe natural objects, events and processes outside the Earth (past, present and future). Examine the cycles of ocean currents and El Niño. Content Standard: Explain relationships among the Earth, sun, moon and the solar system. Explain the phases of the moon and eclipses; and the relationship of the Earth s motion to the day and year. Example Focus Question: In what ways do objects in our solar system move? Discuss Ptolemy s as well as other models of solar system motion. Build models or prepare posters showing the phases of the moon and the solar/lunar eclipses. Content Standard: Describe natural objects, events and processes outside the Earth (past, present and future). Identify systems outside the Earth. Example Focus Question: How can you describe fundamental entities of the universe in terms of galaxies, solar systems, time, minerals, and formation of stellar clouds. Build models to represent one of the systems above. PPS Grade Level Content Standards 11 January 1998

Portland Public Schools Content Standards Science History and Nature of Science - Grade 8 Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates to and clarifies scientific inquiries. 1. Understand that science is a human endeavor practiced by individuals from many cultures. 2. Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. 3. Understand that scientific knowledge distinguishes itself through the processes of data collection, hypothesizing and use of logical arguments and skepticism. Content Standard: Describe science as a human endeavor. Examine techniques that scientists from different disciplines use to study similar areas. Example Focus: Choose a natural phenomenon and discuss how scientists from various disciplines might approach it. Discuss what different kinds of scientists might study the eruption of Mt. St. Helens and how might their focus and techniques differ? Content Standard: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge. Describe and explain how scientific knowledge and processes have changed over time. Example Focus: Identify situations where scientific ideas or technology have changed as more has been discovered. Discuss: genetic mutations and engineering; effects of pollutants on lakes and rivers; biomedical research impacts; effects of radiation. Content Standard: Explain that scientific knowledge is developed through the processes of data collection, hypothesizing and use of logical arguments and skepticism. Identify in scientific investigations examples of the use of logic, respect for rules of evidence, openness to criticism and public reporting of methods and procedures. Example Focus: Use a current topic of controversy to form a question, investigate and report on it. Enter into a debate and/or exploratory discussion on a current issue which has scientific and/or technological implications. PPS Grade Level Content Standards 12 January 1998

Role of Science and Technology in Society 1. Describe the role of science and technology in local, national and global issues. Choices and Consequences 2. Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies. Portland Public Schools Content Standards Science Science in Personal and Social Perspectives - Grade 8 Understand that science provides a basis for understanding and acting on personal and social issues. Content Standard: Identify the historical and contemporary role of science and technology in examining local, national and global issues. Content Standard: Use different points of view to make informed decisions and evaluate decision making policy on public issues involving scientific information. Analyze the relationship between science and values in personal and community decision making. Example Focus Question: How did (will) advances in science and technology affect and change human existence? Explore changes in the development of societies which were brought about by advances in science and technology - gun powder, nuclear fission, space exploration, flight, internal combustion engine, social and economic consequences of advances in medical research, seemingly simple things like voice mail. Contrast with nontechnological societies. Examine ethical standards in research, testing, etc. Content Standard: Recognize the impact (including trade off, constraints, feedback, risk) of scientific information on personal choices and how these choices affect the world. Explain the effect of human activity on environmental change. Example Focus Question: What effect does the run-off from rain storms which flows into Portland s sewage system have on the Willamette River? Brainstorm effects, discuss how the effects could he monitored through water quality testing. Test the water quality of storm water run-off in your area. Count the storm drains in your area; take part in the home gutter disconnect project. Research what Portland s city government has done to solve this problem and the difference it has made. PPS Grade Level Content Standards 13 January 1998

Science in Personal and Social Perspectives - Grade 8, continued Risks and Benefits Content Standard: Explain, from a science perspective, how nutrition, exercise and disease, toxic substances, safety; and relationships with the environment are important to the health and safety of individuals and the community as a whole. 3. Explain risks and benefits in personal and community health from a science perspective. Explain why personal and community choices are important to the health and safety of the individual and the community as a whole. Example Focus Question: Identify risks to individuals and the health of the community caused by problems such as the lack of proper nutrition, poor waste disposal, and no vaccination requirements. Review case studies of populations that are affected by nutrition (third world life expectancy, birth rates, and infant mortality rates, vitamin deficiencies, cultural impacts on nutrition past and present). Example Focus Question: Which costs the government more, keeping a person in prison for a year or a student in school for a year? PPS Grade Level Content Standards 14 January 1998