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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Science - IN: Grade 8 |
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Earth, Moon & Sun: Describe/Orbit/Pu
The learner will be able to
describe that the earth and other planets are held in their orbits because of the gravitational pull of the sun, just as moons are kept in orbit around planets as a result of the planets' gravitational pull.
| Strand |
Bloom's |
Scope |
Source |
| Earth, Moon, and Sun |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.17 |
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Natural Resources: Comprehend/Limited
The learner will be able to
comprehend that the earth's supply of resources is limited and can be reduced through intentional or accidental destruction, as well as wasteful usage.
| Strand |
Bloom's |
Scope |
Source |
| Natural Resources |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.6 |
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Gravity: Objects/Describe/Force
The learner will be able to
describe that all objects exert a gravitational force on all other objects.
| Strand |
Bloom's |
Scope |
Source |
| Gravity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.16 |
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Gravity: Describe/Pulled/Toward/Earth
The learner will be able to
describe that everything on or near the earth is pulled toward its center by the force of gravity.
| Strand |
Bloom's |
Scope |
Source |
| Gravity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
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Gravity: Force/Explain/Changes
The learner will be able to
explain gravity as a force that changes with the distance between objects and the mass of the objects.
| Strand |
Bloom's |
Scope |
Source |
| Gravity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.16 |
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Ocean: Describe/Limited/Recycle/Absorb
The learner will be able to
describe that oceans are limited in their ability to recycle materials naturally and absorb wastes.
| Strand |
Bloom's |
Scope |
Source |
| Ocean |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
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Solar System: Objects/Describe/Rock
The learner will be able to
describe that numerous chunks of rock orbit the sun and some of these interact with the earth.
| Strand |
Bloom's |
Scope |
Source |
| Solar System Objects |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.1 |
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Atmosphere: Describe/Limited/Recycle
The learner will be able to
describe that the atmosphere is limited in its ability to recycle materials naturally and absorb wastes.
| Strand |
Bloom's |
Scope |
Source |
| Atmosphere |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
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Maps: Estimate/Distance/Travel/Time
The learner will be able to
estimate distance and travel time using maps.
| Strand |
Bloom's |
Scope |
Source |
| Instruments: Maps & Globes |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.1 |
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Earth: Plate Tectonics/Describe
The learner will be able to
describe that the solid crust of the earth, including both the continents and ocean basins, is made of separate plates that ride on a dense, hot, layer of earth that can be gradually deformed.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Continental Drift/Plate Tectonics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.3 |
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Earth: Plate Tectonics/Comprehend/Move
The learner will be able to
comprehend that sections of the earth's crust move very slowly, pushing against each other in certain places, and pulling apart in other places; the plates of the ocean floor can slide beneath continental plates, sinking deep into the earth, and surface portions of these plates can fold and form mountain ranges.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Continental Drift/Plate Tectonics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.3 |
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Earth: Plate Tectonics/Describe/Forming
The learner will be able to
describe that earthquakes often occur along boundaries between colliding plates; molten rock from underneath causes pressure that is released through volcanic eruptions, forming mountains.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Continental Drift/Plate Tectonics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
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Earth: Plate Tectonics/Comprehend/Ocean
The learner will be able to
comprehend that beneath ocean basins, molten rock can well up between separating crustal plates to create new areas of ocean floor; volcanic activity along the ocean floor may form mountains under the sea that can push above the ocean surface to form islands.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Continental Drift/Plate Tectonics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
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Earth: Materials/Describe/Movement/Cause
The learner will be able to
describe that the flow of heat out of the deep interior of the earth and the force of gravity on regions of varying density cause the slow movement of materials within the earth.
| Strand |
Bloom's |
Scope |
Source |
| Earth: Materials |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.2 |
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Animals: Explain/Obtain/Energy/Oxidizing
The learner will be able to
explain how animals obtain energy through oxidizing their food and releasing a portion of this energy as heat.
| Strand |
Bloom's |
Scope |
Source |
| Animals |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.6 |
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Reproduction: Describe/Genes/Parent
The learner will be able to
describe that some living things acquire all of their genes from a single parent, while organisms that have different sexes usually get half of their genes from each parent.
| Strand |
Bloom's |
Scope |
Source |
| Reproduction |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
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Heredity: Identify/Selective/Breeding
The learner will be able to
identify that selective breeding results in new varieties of cultivated plants and domestic animals.
| Strand |
Bloom's |
Scope |
Source |
| Heredity |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.3 |
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Heredity: Identify/Variations/Organisms
The learner will be able to
identify how small variations between parents and offspring of successive generations can accumulate, resulting in organisms being different from their ancestors.
| Strand |
Bloom's |
Scope |
Source |
| Heredity |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.7 |
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Heredity: Offspring/Ancestors/Different
The learner will be able to
describe how small variations in the offspring of successive generations can accumulate and eventually result in organisms being very different from their ancestors.
| Strand |
Bloom's |
Scope |
Source |
| Heredity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.7 |
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Heredity: Describe/Selective Breeding
The learner will be able to
describe the ways in which selective breeding for certain characteristics has produced new types of cultivated plants and domestic animals.
| Strand |
Bloom's |
Scope |
Source |
| Heredity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.3 |
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Organisms: Survival/Explain/Individual
The learner will be able to
explain how the survival of individual organisms is influenced by environmental conditions and how species as a whole may prosper regardless of bad fortune or poor survivability of individuals.
| Strand |
Bloom's |
Scope |
Source |
| Organisms: Survival |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.8 |
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Food Webs: Energy/Understand
The learner will be able to
understand that most food energy originates from sunlight.
| Strand |
Bloom's |
Scope |
Source |
| Food Webs |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
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Evolution: Identify/Fossil/Record/Humans
The learner will be able to
identify that the fossil record is compatible with the concept that humans evolved from earlier species.
| Strand |
Bloom's |
Scope |
Source |
| Evolution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
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Evolution: Explain/Fossil/Record/Humans
The learner will be able to
explain that the fossil record is compatible with the concept that humans evolved from earlier species.
| Strand |
Bloom's |
Scope |
Source |
| Evolution |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.9 |
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Living Systems: Trace/Energy
The learner will be able to
trace how energy flows and matter cycles between living systems and the physical environment.
| Strand |
Bloom's |
Scope |
Source |
| Living Systems |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
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Ecosystems: Energy/Matter/Comprehend
The learner will be able to
comprehend that the total amount of matter in an ecosystem remains unchanged.
| Strand |
Bloom's |
Scope |
Source |
| Ecosystems: Energy/Matter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
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Living Things: Energy/Describe/Form
The learner will be able to
describe that energy can be transferred from one form to another in organisms.
| Strand |
Bloom's |
Scope |
Source |
| Living Things: Energy |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.5 |
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Organisms: Environment/Explain/Matter
The learner will be able to
explain how matter is repeatedly transferred between various organisms and also between organisms and their physical environment.
| Strand |
Bloom's |
Scope |
Source |
| Organisms: Environment |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
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Heredity: Traits/Differentiate
The learner will be able to
differentiate between learned and inherited traits.
| Strand |
Bloom's |
Scope |
Source |
| Heredity: Traits |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.1 |
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Atoms: Comprehend/Same/Element/Alike
The learner will be able to
comprehend that atoms of the same element are alike.
| Strand |
Bloom's |
Scope |
Source |
| Atoms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
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Atoms: Comprehend/Molecules/Packed
The learner will be able to
comprehend that atoms can join to form distinct molecules or they can become packed together in a vast arrangement.
| Strand |
Bloom's |
Scope |
Source |
| Atoms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
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Atoms: Different Element
The learner will be able to
understand that atoms of different elements are not alike.
| Strand |
Bloom's |
Scope |
Source |
| Atoms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
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Atoms: Arrangement
The learner will be able to
understand that different arrangements of atoms create different substances.
| Strand |
Bloom's |
Scope |
Source |
| Atoms |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
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Matter: Describe/Composed/Atoms/Minute
The learner will be able to
describe that all matter is composed of atoms that are too minute to view through an optical microscope.
| Strand |
Bloom's |
Scope |
Source |
| Matter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
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Matter: Conservation/Comprehend/Research
The learner will be able to
comprehend that Antoine Lavoisier's research was based on the concept of conservation of matter, successfully tested through experiments in which the masses of all substances involved in chemical reactions were measured and the total matter remained constant.
| Strand |
Bloom's |
Scope |
Source |
| Matter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
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Matter: Conservation/Describe/Research
The learner will be able to
explain that Antoine Lavoisier's research was based on the concept of conservation of matter, successfully tested through experiments in which the masses of all substances involved in chemical reactions were measured and the total matter remained constant.
| Strand |
Bloom's |
Scope |
Source |
| Matter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
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Matter: Conservation/Comprehend/Atomic
The learner will be able to
comprehend that conservation of matter is explained by the atomic theory; if the number of atoms remains constant regardless of how the atoms are rearranged, then the total atomic mass will remain constant.
| Strand |
Bloom's |
Scope |
Source |
| Matter |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.12 |
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Radioactivity: Comprehend/Uranium
The learner will be able to
comprehend that the accidental finding that minerals which contain uranium darken photographic film, in the same way that light does, led to the discovery of radioactivity.
| Strand |
Bloom's |
Scope |
Source |
| Radioactivity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
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Radioactivity: Explain/Uranium/Discovery
The learner will be able to
explain that the accidental finding that minerals which contain uranium darken photographic film, in the same way that light does, led to the discovery of radioactivity.
| Strand |
Bloom's |
Scope |
Source |
| Radioactivity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
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Radioactivity: Explain/Source/Heat/Earth
The learner will be able to
explain how the discovery that radioactivity is a source of the earth's heat energy made it possible to comprehend that the earth can still have a hot interior even though it is several billion years old.
| Strand |
Bloom's |
Scope |
Source |
| Radioactivity |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.4 |
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Gases: Describe/Most/Expand/Heated
The learner will be able to
describe that most gases expand when they are heated.
| Strand |
Bloom's |
Scope |
Source |
| Gases |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.10 |
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Objects: Properties/Identify/Symmetry
The learner will be able to
identify that symmetry can determine the characteristics of many objects.
| Strand |
Bloom's |
Scope |
Source |
| Objects: Properties |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.6 |
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Objects: Properties/Explain/Symmetry
The learner will be able to
explain how symmetry can determine the characteristics of many objects.
| Strand |
Bloom's |
Scope |
Source |
| Objects: Properties |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.6 |
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Energy: Conservation/Describe/Change
The learner will be able to
describe that energy cannot be created or destroyed, it can only change forms.
| Strand |
Bloom's |
Scope |
Source |
| Energy: Conservation |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.13 |
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Electricity: Consumption/Compare/Devices
The learner will be able to
compare the quantity of electricity required to operate different devices.
| Strand |
Bloom's |
Scope |
Source |
| Energy: Consumption |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.20 |
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Mass: Describe/Total/Constant/System
The learner will be able to
describe that in a closed system, regardless of how substances interact, combine, or break apart, the total mass of the system remains constant.
| Strand |
Bloom's |
Scope |
Source |
| Mass |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.12 |
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Electricity & Magnetism: Describe/Fo
The learner will be able to
describe that currents of electricity and magnets apply a force on each other.
| Strand |
Bloom's |
Scope |
Source |
| Electricity and Magnetism |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.18 |
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Electricity & Magnetism: Explore/For
The learner will be able to
explore that currents of electricity and magnets can apply a force on one another.
| Strand |
Bloom's |
Scope |
Source |
| Electricity and Magnetism |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.18 |
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Scientists: Understand/Curie/Nobel/Prize
The learner will be able to
understand that Marie Curie was the first scientist to win the Nobel Prize in two fields: one in physics, which she shared with her husband, Pierre Curie, and the other in chemistry.
| Strand |
Bloom's |
Scope |
Source |
| Scientists of Physical Science |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
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Scientists: Explain/Curie/Nobel/Prize
The learner will be able to
explain that Marie Curie was the first scientist to win the Nobel Prize in two fields: one in physics, which she shared with her husband, Pierre Curie, and the other in chemistry.
| Strand |
Bloom's |
Scope |
Source |
| Scientists of Physical Science |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
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Heat: Transfer
The learner will be able to
explain the three methods of heat transfer: conduction, convection, and radiation.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Transfer |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.14 |
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Radioactive Elements: Comprehend/Curie
The learner will be able to
comprehend that Marie Curie and her husband, Pierre Curie, isolated two new elements that were the source of most radioactivity in uranium ore: radium, named for its powerful, invisible rays, and polonium, named for Marie Curie's birthplace, Poland.
| Strand |
Bloom's |
Scope |
Source |
| Radioactive Elements |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
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Radioactive Elements: Explain/Curie
The learner will be able to
describe that Marie Curie and her husband, Pierre Curie, isolated two new elements that were the source of most radioactivity in uranium ore: radium, named for its powerful, invisible rays, and polonium, named for Marie Curie's birthplace, Poland.
| Strand |
Bloom's |
Scope |
Source |
| Radioactive Elements |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
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Elements: Properties/Categorized/Groups
The learner will be able to
explain how groups of elements can be categorized on the basis of similar properties.
| Strand |
Bloom's |
Scope |
Source |
| Elements: Properties |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.11 |
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Atoms & Molecules: Constantly/Descri
The learner will be able to
describe that atoms and molecules are constantly in motion.
| Strand |
Bloom's |
Scope |
Source |
| Atoms and Molecules |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.9 |
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Systems: Components/Describe/Properties
The learner will be able to
describe that a system usually has certain properties, different from the properties of its component parts, that appear because of the interaction of the parts.
| Strand |
Bloom's |
Scope |
Source |
| Systems: Components |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
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Series and Parallel: Explore
The learner will be able to
explore series and parallel circuits.
| Strand |
Bloom's |
Scope |
Source |
| Electricity: Circuits/Parallel & Ser |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.19 |
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Series & Parallel: Find
The learner will be able to
find the similarities and differences between series and parallel circuits.
| Strand |
Bloom's |
Scope |
Source |
| Electricity: Circuits/Parallel & Ser |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.19 |
|
Atoms: Models/Illustrate/Movement/Using
The learner will be able to
illustrate the movement of atoms in solids, liquids, and gases, using models and drawings.
| Strand |
Bloom's |
Scope |
Source |
| Atoms: Models |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.9 |
|
Heat: Temperature/Describe/Energy/Motion
The learner will be able to
describe that increased temperature indicates a greater average energy of motion in atoms.
| Strand |
Bloom's |
Scope |
Source |
| Heat: Temperature |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.10 |
|
Systems: Describe/Predict/Altering/Part
The learner will be able to
describe that even in simple systems, it is not always possible to accurately predict the effect of altering a particular part or connection.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.2 |
|
Systems: Observe/Remain/Unchanged
The learner will be able to
observe that a system may remain unchanged because nothing is occurring or because the things that are occurring are counteracting each other.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Systems: Explain/Remain/Unchanged
The learner will be able to
explain that a system may remain unchanged because nothing is occurring or because the things that are occurring are counteracting each other.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
|
Systems: Describe/Summaries/Descriptions
The learner will be able to
describe that as a system becomes more complex, summaries and descriptions of examples of the system are essential for understanding the system.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
|
Systems: Examine/Components
The learner will be able to
examine the components and interactions of systems in order to comprehend internal and external relationships.
| Strand |
Bloom's |
Scope |
Source |
| Systems |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
|
Energy: Types/Identify/Various/Nature
The learner will be able to
identify the various types of energy that exist in nature.
| Strand |
Bloom's |
Scope |
Source |
| Energy: Types |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.15 |
|
Communicate
The learner will be able to
participate in group discussions: summarize the findings of others, request clarification, request additional information, offer alternative perspectives.
| Strand |
Bloom's |
Scope |
Source |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.7 |
|
Scientific Data: Gather/Organize
The learner will be able to
gather and organize data to recognize relationships between physical objects, events, and processes.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
|
Math & Science: Represent/Synthesize
The learner will be able to
represent and synthesize data using mathematical concepts.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Models: Consider/Interpret/Limitations
The learner will be able to
consider and interpret limitations of certain physical and mental models.
| Strand |
Bloom's |
Scope |
Source |
| Models |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
|
Science: History/Comprehend/Events
The learner will be able to
comprehend how the scientific enterprise operates by using examples of historical events; through examining these events, comprehend that new ideas are limited by the context in which they are conceived and often the ideas are rejected by the scientific community; ideas sometimes stem from unexpected findings and grow or change slowly through the contributions of different investigators.
| Strand |
Bloom's |
Scope |
Source |
| Science: History |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 6 |
|
Investigations: Plan/Perform/Complex
The learner will be able to
plan and perform increasingly complex explorations.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Plan & Perform |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
|
Computers: Store/Retrieve/Make/Files
The learner will be able to
store and retrieve information in numerical, alphabetical, topical, and key-work files and make basic files using computers.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Computers |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.5 |
|
Data: Describe/Comparing/Groups/Involves
The learner will be able to
describe how comparing data from two groups involves comparison of both their middles and their spreads.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.10 |
|
Data: Compare/Mean/Mode/Median/Set
The learner will be able to
compare the mean, mode, and median of a set of data.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.9 |
|
Questioning: Utilize/Reasoning/Ideas
The learner will be able to
utilize logical reasoning to question his/her own ideas as new information challenges his/her conceptions of the natural world.
| Strand |
Bloom's |
Scope |
Source |
| Scientific Data |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
|
Observations: Recognize/Risk/General
The learner will be able to
recognize the risk of over-generalizing when forming a general rule based on just a few observations.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Observations: Explain/Risk/General/Rule
The learner will be able to
explain the risk of over-generalizing when forming a general rule based on just a few observations.
| Strand |
Bloom's |
Scope |
Source |
| Observations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.7 |
|
Arguments: Recognize/Reasoning/Behind
The learner will be able to
recognize the reasoning behind arguments that contain any of the following elements: intermingling of fact and opinion, conclusions that do not logically follow given evidence, inappropriate analogies, no mention of whether the control group is similar to the experimental group, or an implication that all members of a group have almost identical traits that differ from those of other groups.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.10 |
|
Arguments: Describe/Not/Valid/Samples
The learner will be able to
describe why arguments are not valid if they are based on very small or biased data samples, or samples which did not involve a control.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.9 |
|
Arguments: Utilize/Tables/Charts/Graphs
The learner will be able to
utilize tables, charts, and graphs to make arguments and claims.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.8 |
|
Arguments: Critique/Reasoning/Behind
The learner will be able to
critique the reasoning behind arguments that contain any of the following elements: intermingling of fact and opinion, conclusions that do not logically follow given evidence, inappropriate analogies, no mention of whether the control group is similar to the experimental group, or an implication that all members of a group have almost identical traits that differ from those of other groups.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.10 |
|
Arguments: Evaluate/Evidence/Rationale
The learner will be able to
evaluate the evidence in support of or against an argument, as well as the rationale behind the conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Arguments |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
|
Math & Science: Use
The learner will be able to
use mathematics in science.
| Strand |
Bloom's |
Scope |
Source |
| Math & Science |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
|
Graphs: Show/Two/Numbers/Locate/Point
The learner will be able to
show that two numbers are required to locate a point on a map or other two dimensional surfaces.
| Strand |
Bloom's |
Scope |
Source |
| Graphing |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
|
Graphs: Demonstrate/Depict/Relationships
The learner will be able to
demonstrate how graphs can depict a variety of possible relationships between two variables.
| Strand |
Bloom's |
Scope |
Source |
| Graphing |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
|
Graphs: Illustrations/Estimate/Size
The learner will be able to
estimate the actual size of objects using scale illustrations.
| Strand |
Bloom's |
Scope |
Source |
| Graphing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.1 |
|
Science: Identify/Scientific/Approach
The learner will be able to
identify that certain matters cannot be examined effectively using a scientific approach.
| Strand |
Bloom's |
Scope |
Source |
| Science |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
|
Science: Describe/Scientific/Approach
The learner will be able to
describe that certain matters cannot be examined effectively using a scientific approach.
| Strand |
Bloom's |
Scope |
Source |
| Science |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
|
Technology: Describe/Issues/Conflicting
The learner will be able to
describe why issues regarding technology are seldom simple and one-sided, due to conflicting groups with diverse values and priorities.
| Strand |
Bloom's |
Scope |
Source |
| Technology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.7 |
|
Technology: Utilize/Graphing/Simulations
The learner will be able to
utilize technology to assist with graphing and simulations that calculate and display the results of changing factors in models.
| Strand |
Bloom's |
Scope |
Source |
| Technology |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.3 |
|
Technology: Analyze/Issues/Design/Use
The learner will be able to
analyze issues regarding the design and use of technology, including constraints, safety measures, and trade-offs.
| Strand |
Bloom's |
Scope |
Source |
| Technology |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
|
Science, Tech. & Society: Describe
The learner will be able to
describe that people can influence the future through generating knowledge, communicating concepts and developing new technologies.
| Strand |
Bloom's |
Scope |
Source |
| Science, Tech. & Society |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.8 |
|
Critical Thinking: Describe/Prove/True
The learner will be able to
describe that one example of something can not prove that it always holds true, but it could prove that something is not always true.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.6 |
|
Technology: Design/Recognize/Constraints
The learner will be able to
recognize the constraints that must be considered when developing a new design.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Design |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.6 |
|
Problem Solving: Utilize/Reasoning/Solve
The learner will be able to
utilize proportional reasoning to solve problems.
| Strand |
Bloom's |
Scope |
Source |
| Problem Solving: Methods |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.3 |
|
Procedures: Write/Clear/Step-By-Step
The learner will be able to
write clear, step-by-step instructions for explorations, procedures, or operation of things.
| Strand |
Bloom's |
Scope |
Source |
| Procedures |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.6 |
|
Variables: Identify/Two/More/Change
The learner will be able to
identify that if two or more variables change in an investigation, the results of the experiment will not clearly indicate which variable is responsible.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Variables |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.3 |
|
Variables: Explain/Two/More/Change
The learner will be able to
explain that if two or more variables change in an investigation, the results of the experiment will not clearly indicate which variable is responsible.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Variables |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.3 |
|
Variables: Understand/Exploration
The learner will be able to
comprehend why variables are isolated and controlled in an exploration.
| Strand |
Bloom's |
Scope |
Source |
| Investigations: Variables |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
|
Science: Knowledge/Identify/Modified
The learner will be able to
identify how scientific knowledge may be modified as new information challenges accepted theories and as new theories lead to viewing past observations from a new perspective.
| Strand |
Bloom's |
Scope |
Source |
| Science: Knowledge |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
|
Science: Knowledge/Understand/Change
The learner will be able to
understand that new information can change existent scientific knowledge.
| Strand |
Bloom's |
Scope |
Source |
| Science: Knowledge |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
|
Science: Knowledge/Explain/Modified
The learner will be able to
explain how scientific knowledge may be modified as new information challenges accepted theories and as new theories lead to viewing past observations from a new perspective.
| Strand |
Bloom's |
Scope |
Source |
| Science: Knowledge |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
|
Predictions: Describe/Predictions/Formed
The learner will be able to
describe how predictions can be formed on the basis of data from similar past conditions or on the assumption that all possibilities are known.
| Strand |
Bloom's |
Scope |
Source |
| Predictions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.8 |
|
Ethics: Describe/Human/Subjects/Informed
The learner will be able to
describe why involving human subjects in research requires that they be completely informed about the potential risks and benefits of participation, and that they must have the right to refuse to participate.
| Strand |
Bloom's |
Scope |
Source |
| Ethics |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.5 |
|
Changes: Cycles/Illustrate/Things/Happen
The learner will be able to
illustrate how things happen in cycles.
| Strand |
Bloom's |
Scope |
Source |
| Changes |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
|
Changes: Explore/Rates/Cyclic
The learner will be able to
explore rates of change, cyclic changes, and alterations that counterbalance one another.
| Strand |
Bloom's |
Scope |
Source |
| Changes |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
|
Math Skills: Describe/Significant
The learner will be able to
describe that numbers must be written using proper significant figures.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
|
Math Skills: Comprehend/Significant
The learner will be able to
comprehend that numbers must be written using proper significant figures.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
|
Math Skills: Carry Out/Determine/Units
The learner will be able to
carry out computations and determine the proper units for the answers.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
|
Math Skills: Utilize/Technological
The learner will be able to
utilize technological devices to carry out calculations.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
|
Math Skills: Establish/Units/Express
The learner will be able to
establish proper units in which to express an answer to a calculation based on the units of the input values.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.2 |
|
Math Skills: Demonstrate/Variable/Value
The learner will be able to
demonstrate that an equation with a variable may only be true for one value of the variable.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
|
Math Skills: Show/Quantity/Change
The learner will be able to
show that mathematical statements can be utilized to explain how one quantity will change when another quantity changes.
| Strand |
Bloom's |
Scope |
Source |
| Math Skills |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
|
Scientists: Methodology/Describe
The learner will be able to
describe why replication, openness, and accurate documentation are crucial for maintaining an investigator's credibility among other scientists and society.
| Strand |
Bloom's |
Scope |
Source |
| Scientists: Methodology |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.4 |
|
Computers: Use/Organize/Compare/Data
The learner will be able to
use computers to organize and compare data.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Computers |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
|
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