Grade 8 Science Iowa standards Standards

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Ask questions to clarify evidence of the factors that have caused the change in global temperatures over time.

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, considering relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer relationships.

Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Develop models to describe the atomic composition of simple molecules and extended structures.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Construct an argument supported by evidence that synthetic materials come from natural resources and impact society.

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

Earth and Space

Life

Physical

Initial Level: Recognize models of the Earth, Moon, and Sun system.

Precursor Level: Use a model to show that Earth's Moon moves around Earth, and Earth and its Moon move around the Sun.

Target Level: Use an Earth-Sun-Moon model to show that Earth's orbit around the Sun corresponds to a calendar year and the orbit of the Moon around Earth corresponds to a month.

Initial Level: Identify the process that forms igneous rock (e.g., volcanoes).

Precursor Level: Use a model to describe the change from igneous to sedimentary rock.

Target Level: Use a model to describe the change within the rock cycle between igneous, metamorphic, and sedimentary rock.

Identify differences in weather conditions from day to day.

Precursor Level: Identify geoscience processes (e.g., wind, rain, runoff) that have an impact on landforms (e.g., landslides, erosion such as gullies).

Target Level: Explain how geoscience processes that occur daily (e.g.,wind, rain, runoff) slowly change the surface of Earth, while catastrophic events (e.g., earthquakes, tornadoes, floods) can quickly change the surface of Earth.

Initial Level: Interpret basic weather information (e.g., radar, map) to identify weather conditions.

Precursor Level: Interpret basic weather information (e.g., radar, map) to compare weather conditions.

Target Level: Interpret basic weather information (e.g., radar, map) to make predictions about future conditions.

Initial Level: Identify a natural resource.

Precursor Level: Identify the geoscience process that produces a natural resource.

Target Level: Interpret, based on evidence, how geoscience processes create resources.

Initial Level: Recognize resources in the local environment that are important for human life.

Precursor Level: Recognize ways in which humans impact the environment.

Target Level: Develop a plan to monitor and minimize a human impact on the local environment.

Initial Level: Recognize major organs of animals.

Precursor Level: Use a model to demonstrate how organs are connected in major organ systems.

Target Level: Make a claim about how a structure (e.g., organs and organ systems) and its related function supports survival of animals.

Initial Level: Match organisms to their habitats.

Precursor Level: Identify factors that influence growth of organisms.

Target Level: Interpret data to show that environmental resources (e.g., food, light, space, water) influence growth of organisms.

Initial Level: Identify food that animals eat.

Precursor Level: Classify animals based on what they eat (e.g., herbivore, omnivore, carnivore).

Target Level: Use models of food chains/webs to identify producers and consumers in aquatic and terrestrial ecosystems.

Initial Level: Recognize that organisms differ within the same species.

Precursor Level: Identify similarities and differences between plant and animal parents and their offspring.

Target Level: Make a claim supported by evidence that offspring inherit traits from their parents.

Initial Level: Observe and identify examples of change (e.g., state of matter, color, temperature, and odor).

Precursor Level: Gather data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred.

Target Level: Interpret and analyze data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred.

Initial Level: Identify ways to change the movement of an object (e.g., faster, slower, stop).

Precursor Level: Investigate and identify ways to change the motion of an object (e.g., change an incline's slope to make an object go slower, faster, farther).

Target Level: Investigate and predict the change in motion of objects based on the forces acting on those objects.

Initial Level: Identify objects/materials used to minimize or maximize thermal energy transfer.

Precursor Level: Investigate objects/materials and predict their ability to maximize or minimize thermal energy transfer.

Target Level: Test and refine a device to either minimize or maximize thermal energy transfer.

Initial Level: Use a model to recognize that sound waves are transmitted by vibrations.

Precursor Level: Investigate changes in vibrations and sources of sound in everyday life.

Target Level: Use a model to show how light or sound waves are reflected, absorbed, or transmitted through various materials.

Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Earth's Materials and Systems

Weather and Climate

Earth and Human Activity

Natural Resources

Human Impacts on Earth Systems

From Molecules to Organisms: Structures and Processes

Structure and Function

Growth and Development of Organisms

Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

Heredity: Inheritance and Variation of Traits

Variation of Traits

Matter and Its Interactions

Structure and Properties of Matter

Motion and Stability: Forces and Interactions

Forces and Motion

Energy

Conservation of Energy and Energy Transfer

Waves and Their Applications in Technologies for Information Transfer

Wave Properties

Student Sensemaking of phenomena

Asking questions and defining problems.

Planning and carrying out investigations.

Analyzing and interpreting data.

Using mathematical and computational thinking.

Engaging in argument from evidence.

Obtaining, evaluating and communicating information.

Constructing explanations and designing solutions.

Developing and using models.