Download BIG IDEAS

Area of Learning: SCIENCE
Grade 8
BIG IDEAS
Cells are a basic unit of life. (Questions
to support inquiry with
students: What is cell theory?
What are the relationships among
cell theory and the nature of
and diversity of life?)
The kinetic molecular theory and the
theory of the atom explain the behaviour
of matter. (Questions to support
inquiry with students: How
does the kinetic molecular
theory work? What are its
applications? What is the
relationship between the
atomic molecular theory and
kinetic molecular theory?)
Energy can be transferred as both a
particle and a wave. (Questions to
support inquiry with students:
What are the effects of
electromagnetic energy
behaving like both a particle
and a wave? What are the
properties and behaviours of
light? How do you sense
light?)
The theory of plate tectonics is the
unifying theory that explains Earth’s
geological processes. (Questions to
support inquiry with students:
How does the movement of
Earth’s tectonic plates cause
observable changes and effects?
How does tectonic plate
movement affect you locally?)
Learning Standards
Curricular Competencies
Content
Students are expected to be able to do the following:
Students are expected to know the following:
Questioning and predicting (Matter is anything that has mass and takes up space. Energy
 characteristics of life (living things respire, grow,
is the ability to cause change or do work. The universe is made up of matter and energy.
Key questions about matter and energy: What is the relationship between matter and
energy and the cell theory? How do matter and energy connect to the kinetic molecular
theory?)
 Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal
interest
 Make observations aimed at identifying their own questions about the natural world
 Identify a question to answer or a problem to solve through scientific inquiry
 Formulate alternative “If…then…” hypotheses based on their questions
 Make predictions about the findings of their inquiry
Planning and conducting
 Collaboratively plan a range of investigation types, including field work and experiments, to
answer their questions or solve problems they have identified
 Measure and control variables through fair tests
 Observe, measure, and record data (qualitative and quantitative), using equipment, including
digital technologies, with accuracy appropriate to the task
 Ensure that safety and ethical guidelines are followed in their investigations
Processing and analyzing data and information
 Experience and interpret the local environment
 Construct and use a range of methods to represent patterns or relationships in data, including
tables, graphs, key, scale models, and digital technologies as appropriate
 Seek patterns and connections in data from their own investigations and secondary sources
take in nutrients, produce waste, respond to
stimuli, and reproduce; there is debate as to
whether or not to classify viruses as living
things)
 cell theory (living things are made of one or more
cells; all cells come from pre-existing cells; the
cell is a basic unit of life) and types of cells
(prokaryotic and eukaryotic cells; plant and
animal cells; cells contain structures that carry
out essential functions)
 photosynthesis and cellular respiration
 the relationship of micro-organisms (micro-organisms
live in and on other living things and act as
decomposers in the ecosystem; viruses and bacteria
can cause disease and can also be used in industry
(eg., production of cheese and salami) and
agriculture (eg., production of striped tulips)
with living things:
— basic functions of the immune system (the immune
system provides a barrier to infections and a
number of non-specific and specific responses
to fight infection (eg., fever, antibodies,
phagocytes, inflammation); different
populations have greater immunity to certain
 Use scientific understandings to identify relationships and draw conclusions
infections than other populations (eg.,
impact of smallpox epidemic on First Peoples)
— vaccination and antibiotics
— impacts of epidemics (regional outbreaks (eg.,
smallpox, measles) and pandemics (global
outbreaks (eg., Spanish flu, SARS)) on human
populations
 kinetic molecular theory (KMT) (explains how particles


move in different states)
atomic theory (provides evidence for the existence of
atoms and molecules) and models (models can be used
to represent: the arrangement and motion of
particles in different phases; the arrangement of
and forces that bind protons, neutrons, and
electrons in an atom; the quarks and leptons in
protons, neutrons, and electrons)
— protons, neutrons, and quarks (protons and neutrons
(made of quarks) are held together in the
nucleus by a strong nuclear force)
— electrons and leptons (electrons (a type of lepton)
are held at a distance from the nucleus
through electromagnetism)
types (types of electromagnetic radiation: the
electromagnetic spectrum consists of radio,
microwave, infrared, light, UV, X-ray, and gamma
rays) and effects (effects of electromagnetic
radiation: positive effects include cancer
treatments; negative effects include sunburns) of
electromagnetic radiation
 light:
— properties (properties of light: acts like both
a wave and a particle; wavelength, amplitude,
frequency)
— behaviours (behaviours of light: reflection,
refraction, absorption, transmission,
scattering; images formed by lenses and
mirrors; effects of translucent, transparent,
and opaque objects)
— ways of sensing (ways of sensing light: human
vision, optical instruments, cameras)
 plate tectonic movement (types of plate movements;
plate boundaries; earthquakes and volcanoes;
measurement of Earth’s plate movements; Aboriginal
knowledge of local geological formations)
 major geological events of local significance
 layers in Earth (crust, mantle, outer core, inner
core)
Area of Learning: SCIENCE
Grade 8
Learning Standards (continued)
Curricular Competencies
Evaluating
 Reflect on their investigation methods, including the adequacy of controls on variables and the
quality of the data collected
 Identify possible sources of error and suggest improvements to their investigation methods
 Demonstrate an awareness of assumptions and identify information given and bias in their own
work and secondary sources
 Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)
 Exercise a healthy, informed skepticism and use scientific knowledge and findings for their own
investigations to evaluate claims in secondary sources
 Consider social, ethical, and environmental implications of the findings from their own and
others’ investigations
Applying and innovating
 Contribute to care for self, others, community, and world through personal or collaborative
approaches
 Co-operatively design projects
 Transfer and apply learning to new situations
 Generate and introduce new or refined ideas when problem solving
Communicating
 Communicate ideas, findings, and solutions to problems, using scientific language,
representations, and digital technologies as appropriate
 Express and reflect on a variety of experiences and perspectives of place
Content