La. Admin. Code tit. 28 § CXLI-733
Grade 8 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. The Abilities Necessary to Do Scientific Inquiry | ||
SI-M-A2: designing and conducting a scientific investigation | ES-A2: Identify a process to solve a science problem | 3. Select two or more steps in proper sequence to solve a science problem 2. Select two or more steps to solve a science problem 1. Recognize a step that helps solve a simple science problem |
SI-M-A3: using mathematics and appropriate tools and techniques to gather, analyze, and interpret data | ES-A3: Identify significant differences in length, weight, and temperature using appropriate tools | 3. Recognize the highest or lowest example of varying conditions (hot-cold, long-short, heavy-light) by using a measurement tool 2. Match correctly recorded measurements of length, weight, and/or temperature 1. Recognize appropriate measurement tools |
SI-M-A4: developing descriptions, explanations, and graphs using data | ES-A4: Interpret simple situations using data | 3. Identify a simple graph that represents a specific situation 2. Select a description supported by data 1. Recognize significant differences in data |
SI-M-A5: developing models and predictions using the relationships between data and explanations | ES-A5: Predict patterns based on a given set of data | 3. Sequence the steps of a pattern based on a scenario 2. Complete the next step in a pattern 1. Match similar patterns in a given dataset |
SI-M-A8: utilizing safety procedures during scientific investigations | ES-A8: Perform common science tasks safely | 3. Identify hazardous situations in a simulation 2. Select appropriate ways to complete science tasks safely 1. Recognize a safety procedure |
B. Understanding Scientific Inquiry | ||
SI-M-B7: understanding that scientific development/ technology is driven by societal needs and funding | ES-B7: Use technology for daily living tasks | 3. Match appropriate technology to common tasks 2. Recognize the appropriate use of technology 1. Recognize technology |
Grade 8 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Properties and Changes of Properties in Matter | ||
PS-M-A5: investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter | ES-A5: Identify how changes in temperature can effect the state of water (i.e., solid, liquid, gas) | 3. Describe how the state of water changes under varying temperature conditions 2. Match water in solid, liquid, and gaseous states to different temperature conditions 1. Recognize that water has three states |
B. Motions and Force | ||
PS-M-B5: understanding that unbalanced forces will cause changes in the speed or direction of an object's motion | ES-B5: Identify how to change the speed or direction of a moving or stationary object | 3. Match different actions to corresponding changes in the motion of objects 2. Select an action that results in an increase in speed or change in direction of a moving object 1. Identify ways to stop or slow the motion of objects |
C. Transformations of Energy | ||
PS-M-C5: investigating and describing the movement of heat and the effects of heat in objects and systems | ES-C5: Recognize that heat moves in different ways | 3. Identify changes in an object's temperature as it is subjected to different temperatures 2. Recognize that heat can transfer from one object to another 1. Sort objects that are being heated or cooled |
Grade 8 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Structure and Function in Living Systems | ||
LS-M-A5: locating major human body organs and describing their functions | ES-A5: Identify basic structures (i.e., mouth, esophagus, stomach, intestines) and functions of the human digestive system | 3. Sequence how food travels from one organ to another in the human digestive system 2. Locate where basic organs in the digestive system are found in the human body 1. Recognize a basic organ in the human digestive system |
LS-M-A6: describing how the human body changes with age and listing factors that affect the length and quality of life | ES-A6: Identify various stages in the human life span (e.g., baby, child, teenager, adult) | 3. Recognize individuals based on features that identify them as being in a specific stage of their life span (e.g., baby, child, teenager, or adult) 2. Recognize a correct sequence of stages in the human life span (i.e., baby, child, teenager, adult) 1. Sort individuals according to life-span stages |
LS-M-A7: describing communicable and noncommunicable diseases | ES-A7: Identify and implement procedures to prevent common disease/germ transmission | 3. Identify different ways to prevent disease transmission 2. Identify that germs may be transmitted directly (person to person) or indirectly (person to an object and then from that object to another person) 1. Recognize that common diseases are caused by germs |
B. Reproduction and Heredity | ||
LS-M-B3: describing how heredity allows parents to pass certain traits to offspring | ES-B3: Recognize that offspring resemble their parents and parents' species | 3. Identify familiar human traits that children and their parents may have in common (e.g., hair color, eye color, height) 2. Sort animals by common traits 1. Recognize an animal that has characteristics that differ from a group of the same kind of animal |
C. Populations and Ecosystems | ||
LS-M-C3: investigating major ecosystems and recognizing physical properties and organisms within each | ES-C3: Recognize that different types of familiar animals are suited to different habitats (i.e., ocean, lake/river, forest, grassland, desert) | 3. Identify examples of several animals that live in the same habitat (e.g., whales, sharks, and sea turtles live in the ocean) 2. Match familiar animals to their appropriate habitats 1. Recognize that different types of animals live in different types of places |
D. Adaptations of Organisms | ||
LS-M-D1: describing the importance of plant and animal adaptation, including local examples | ES-D1: Identify adaptations that help plants or animals live in Louisiana | 3. Identify an adaptation that helps a plant or animal live in a specific Louisiana habitat 2. Match adaptation (e.g., method of movement) to habitats 1. Recognize that animals have different physical adaptations (e.g., animals move in different ways using different body parts-wings, fins, bellies, legs) |
Grade 8 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
A. Structure of Earth | ||
ESS-M-A12: predicting weather patterns through use of a weather map | ES-A12: Use basic weather symbols on maps or charts to demonstrate weather predictions | 3. Modify an activity based on a changing sequence of weather symbols 2. Match weather symbols to descriptions of different weather conditions 1. Recognize that symbols are used to represent different weather conditions |
C. Earth in the Solar System | ||
ESS-M-C2: comparing and contrasting the celestial bodies in our solar system | ES-C2: Identify basic parts of our solar system (i.e., Earth, Moon, Sun) | 3. Identify basic characteristics of Earth, the Moon, and the Sun 2. Recognize that there are differences between Earth, the Moon, and the Sun 1. Recognize representations of Earth, the Moon, and the Sun |
Grade 8 Science | ||
Benchmarks | Extended Standards | Complexity Levels |
SE-M-A3: defining the concept of pollutant and describing the effects of various pollutants on ecosystems | ES-A3: Identify air and water pollutants and how they harm the environment in different ways | 3. Recognize the cause of a polluted area (i.e., air, water) 2. Sort polluted and unpolluted areas (i.e., air, water) 1. Recognize a polluted area (i.e., air, water) |
La. Admin. Code tit. 28, § CXLI-733