Gizmos for South Carolina - Science: 8th Grade (Academic Standards adopted 2014)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : Science and Engineering Practices

8.S.1: : The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

8.S.1A: : The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers

8.S.1A.1: : Ask questions to

8.S.1A.1.1: : generate hypotheses for scientific investigations,

8.S.1A.1.2: : refine models, explanations, or designs, or

8.S.1A.1.3: : extend the results of investigations or challenge claims.

8.S.1A.2: : Develop, use, and refine models to

8.S.1A.2.1: : understand or represent phenomena, processes, and relationships,

8.S.1A.2.2: : test devices or solutions, or

8.S.1A.2.3: : communicate ideas to others.

8.S.1A.3: : Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations:

8.S.1A.3.1: : formulate scientific questions and testable hypotheses,

8.S.1A.3.2: : identify materials, procedures, and variables,

8.S.1A.3.3: : select and use appropriate tools or instruments to collect qualitative and quantitative data, and

8.S.1A.3.4: : record and represent data in an appropriate form. Use appropriate safety procedures.

8.S.1A.4: : Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to

8.S.1A.4.1: : reveal patterns and construct meaning or

8.S.1A.4.2: : support hypotheses, explanations, claims, or designs.

8.S.1A.5: : Use mathematical and computational thinking to

8.S.1A.5.1: : use and manipulate appropriate metric units,

8.S.1A.5.2: : collect and analyze data,

8.S.1A.5.3: : express relationships between variables for models and investigations, or

8.S.1A.5.4: : use grade-level appropriate statistics to analyze data.

8.S.1A.6: : Construct explanations of phenomena using

8.S.1A.6.1: : primary or secondary scientific evidence and models,

8.S.1A.6.2: : conclusions from scientific investigations,

8.S.1A.6.3: : predictions based on observations and measurements, or

8.S.1A.6.4: : data communicated in graphs, tables, or diagrams.

8.S.1A.7: : Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

8.S.1A.8: : Obtain and evaluate scientific information to

8.S.1A.8.3: : develop models,

8.S.1A.8.4: : evaluate hypotheses, explanations, claims, or designs or

8.S.1A.8.5a: : Communicate using the conventions and expectations of scientific writing or oral presentations by

8.S.1A.8.5a.2: : reporting the results of student experimental investigations.

8.S.1B: : Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

8.S.1B.1: : Construct devices or design solutions using scientific knowledge to solve specific problems or needs:

8.S.1B.1.3: : generate and communicate ideas for possible devices or solutions,

8.S.1B.1.4: : build and test devices or solutions,

8.S.1B.1.5: : determine if the devices or solutions solved the problem and refine the design if needed, and

8.S.1B.1.6: : communicate the results.

2: : Physical Science: Forces and Motion

8.P.2: : The student will demonstrate an understanding of the effects of forces on the motion and stability of an object.

8.P.2A: : Motion occurs when there is a change in position of an object with respect to a reference point. The final position of an object is determined by measuring the change in position and direction of the segments along a trip. While the speed of the object may vary during the total time it is moving, the average speed is the result of the total distance divided by the total time taken. Forces acting on an object can be balanced or unbalanced. Varying the amount of force or mass will affect the motion of an object. Inertia is the tendency of objects to resist any change in motion.

8.P.2A.1: : Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object.

8.P.2A.2: : Develop and use models to compare and predict the resulting effect of balanced and unbalanced forces on an object’s motion in terms of magnitude and direction.

8.P.2A.3: : Construct explanations for the relationship between the mass of an object and the concept of inertia (Newton’s First Law of Motion).

8.P.2A.4: : Analyze and interpret data to support claims that for every force exerted on an object there is an equal force exerted in the opposite direction (Newton’s Third Law of Motion).

8.P.2A.5: : Analyze and interpret data to describe and predict the effects of forces (including gravitational and friction) on the speed and direction of an object.

8.P.2A.6: : Use mathematical and computational thinking to generate graphs that represent the motion of an object’s position and speed as a function of time.

8.P.2A.7: : Use mathematical and computational thinking to describe the relationship between the speed and velocity (including positive and negative expression of direction) of an object in determining average speed (vϝ/t).

3: : Physical Science: Waves

8.P.3: : The student will demonstrate an understanding of the properties and behaviors of waves.

8.P.3A: : Waves (including sound and seismic waves, waves on water, and light waves) have energy and transfer energy when they interact with matter. Waves are a repeating pattern of motion that transfers energy from place to place without overall displacement of matter. All types of waves have some features in common. When waves interact, they superimpose upon or interfere with each other resulting in changes to the amplitude. Major modern technologies are based on waves and their interactions with matter.

8.P.3A.2: : Develop and use models to exemplify the basic properties of waves (including frequency, amplitude, wavelength, and speed).

8.P.3A.3: : Analyze and interpret data to describe the behavior of waves (including refraction, reflection, transmission, and absorption) as they interact with various materials.

8.P.3A.4: : Analyze and interpret data to describe the behavior of mechanical waves as they intersect.

8.P.3A.5: : Construct explanations for how humans see color as a result of the transmission, absorption, and reflection of light waves by various materials.

8.P.3A.6: : Obtain and communicate information about how various instruments are used to extend human senses by transmitting and detecting waves (such as radio, television, cell phones, and wireless computer networks) to exemplify how technological advancements and designs meet human needs.

4: : Earth Science: Earth’s Place in the Universe

8.E.4: : The student will demonstrate an understanding of the universe and the predictable patterns caused by Earth’s movement in the solar system.

8.E.4A: : Earth’s solar system is part of the Milky Way Galaxy, which is one of many galaxies in the universe. The planet Earth is a tiny part of a vast universe that has developed over a span of time beginning with a period of extreme and rapid expansion.

8.E.4A.2: : Construct and analyze scientific arguments to support claims that the universe began with a period of extreme and rapid expansion using evidence from the composition of stars and gases and the motion of galaxies in the universe.

8.E.4B: : Earth’s solar system consists of the Sun and other objects that are held in orbit around the Sun by its gravitational pull on them. Motions within the Earth-Moon-Sun system have effects that can be observed on Earth.

8.E.4B.1: : Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).

8.E.4B.2: : Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.

8.E.4B.3: : Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.

8.E.4B.4: : Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides).

8.E.4B.5: : Obtain and communicate information to describe how data from technologies (including telescopes, spectroscopes, satellites, space probes) provide information about objects in the solar system and the universe.

5: : Earth Science: Earth Systems and Resources

8.E.5: : The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.

8.E.5A: : All Earth processes are the result of energy flowing and matter cycling within and among Earth’s systems. Because Earth’s processes are dynamic and interactive in nature, the surface of Earth is constantly changing. Earth’s hot interior is a main source of energy that drives the cycling and moving of materials. Plate tectonics is the unifying theory that explains the past and current crustal movements at the Earth’s surface. This theory provides a framework for understanding geological history.

8.E.5A.1: : Develop and use models to explain how the processes of weathering, erosion, and deposition change surface features in the environment.

8.E.5A.2: : Use the rock cycle model to describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks.

8.E.5A.4: : Construct explanations for how the theory of plate tectonics accounts for

8.E.5A.4.1: : the motion of lithospheric plates,

8.E.5A.4.2: : the geologic activities at plate boundaries, and

8.E.5A.4.3: : the changes in landform areas over geologic time.

8.E.5A.5: : Construct and analyze scientific arguments to support claims that plate tectonics accounts for

8.E.5A.5.1: : the distribution of fossils on different continents,

8.E.5A.5.2: : the occurrence of earthquakes, and

8.E.5A.5.3: : continental and ocean floor features (including mountains, volcanoes, faults and trenches).

8.E.5B: : Natural processes can cause sudden or gradual changes to Earth’s systems. Some may adversely affect humans such as volcanic eruptions or earthquakes. Mapping the history of natural hazards in a region, combined with an understanding of related geological forces can help forecast the locations and likelihoods of future events.

8.E.5B.1: : Analyze and interpret data to describe patterns in the location of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hot spots.

8.E.5B.2: : Construct explanations of how forces inside Earth result in earthquakes and volcanoes.

6: : Earth Science: Earth’s History and Diversity of Life

8.E.6: : The student will demonstrate an understanding of Earth’s geologic history and its diversity of life over time.

8.E.6A: : The geologic time scale interpreted from rock strata provides a way to organize major historical events in Earth’s history. Analysis of rock strata and the fossil record, which documents the existence, diversity, extinction, and change of many life forms throughout history, provide only relative dates, not an absolute scale. Changes in life forms are shaped by Earth’s varying geological conditions.

8.E.6A.4: : Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of

8.E.6A.4.1: : the diversity of life that has been present on Earth,

8.E.6A.4.2: : relationships between past and existing life forms, and

8.E.6B: : Adaptation by natural selection acting over generations is one important process by which species change in response to changes in environmental conditions. The resources of biological communities can be used within sustainable limits, but if the ecosystem becomes unbalanced in ways that prevent the sustainable use of resources, then ecosystem degradation and species extinction can occur.

8.E.6B.1: : Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment.

Correlation last revised: 5/18/2021

South Carolina - Science: 8th Grade

Academic Standards | Adopted: 2014