Alaska Learning Standards for Science — Grade 8


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8.SA1.1

asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating*

8.SA1.2

collaborating to design and conduct repeatable investigations, in order to record, analyze (i.e., range,mean, median, mode), interpret data, and present findings(L)*

8.SA2.1

recognizing and analyzing differing scientific explanations and models

8.SA3.1

conducting research to learn how the local environment is used by a variety of competing interests (e.g., competition for habitat/resources, tourism, oil and mining companies, hunting groups) (L)

8.SB1.1

using physical and chemical properties (i.e., density, boiling point, freezing point, conductivity, flammability) to differentiate among materials (i.e., elements, compounds, and mixtures)

8.SB2.1

identifying the initial source and resulting change in forms of energy in common phenomena (e.g., sun to tree to wood to stove to cabin heat)

8.SB3.1

exploring changes of state with increase or decrease of particle speed associated with heat transfer (L)

8.SB3.2

exploring through a variety of models (e.g., gumdrops and toothpicks) how atoms may bond together into well defined molecules or bond together in large arrays (L)

8.SB4.1

demonstrating (L) and explaining circular motion

8.SB4.2

describing the interactions between charges

8.SC1.1

describing the role of genes in sexual reproduction (i.e., traits of the offspring)

8.SC2.1

placing vertebrates into correct classes of taxonomy based on external, observable features

8.SC2.2

explaining that most organisms utilize inherited and learned behaviors to meet the basic requirements of life

8.SC2.3

describing the functions and interdependence of human body systems (i.e., circulatory, respiratory, nervous)

8.SC3.1

stating that energy flows and that matter cycles but is conserved within an ecosystem

8.SC3.2

organizing a food web that shows the cycling matter

8.SD1.1

making connections between components of the locally observable geologic environment and the rock cycle (L)

8.SD1.2

applying knowledge of the water cycle to explain changes in the Earths surface

8.SD2.1

interpreting topographical maps to identify features (i.e., rivers, lakes, mountains, valleys, islands, and tundra)

8.SD2.2

using models to show the relationship between convection currents within the mantle and the large-scale movement of the surface (L)

8.SD3.1

recognizing the relationship between the seasons and Earths tilt relative to the sun and describing the day/night cycle as caused by the rotation of the Earth every 24 hours

8.SD3.2

recognizing types of energy transfer (convection, conduction, and radiation) and how they affect weather

8.SD4.1

creating models of the solar system illustrating size, location/position, composition, moons/rings, and conditions (L)

8.SD4.2

comparing the brightness of a star to its distance and size

8.SE1.1

describing how public policy affects the students life and participating diplomatically in evidence-based discussions relating to the students community (L)

8.SE2.1

identifying, designing, testing, and revising solutions to a local problem* (L)

8.SE2.2

comparing the students work to the work of peers in order to identify multiple paths that can be used to investigate and evaluate potential solutions to a question or problem (L)

8.SE3.1

predicting the possible effects of a recent scientific discovery, invention, or scientific breakthrough (L)

8.SF1.1

describing how local knowledge, culture, and the technologies of various activities (e.g., hunting, fishing, subsistence) influence the development of scientific knowledge (L). Cross referenced with SA3.1.