Gizmos for Alberta - Science: 8th Grade Knowledge and Employability (Alberta Program of Studies adopted 2006)

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

A: : The materials that we use—including natural and manufactured ones—often take the form of fluids. Students learn that such diverse substances as air, natural gas, water and oil are fluids. Students learn that the properties of individual fluids are important to their use, including such properties as density, buoyancy, viscosity and the fluid’s response to changes in temperature and pressure.

1.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

A.3: : Students will: investigate and compare the properties of gases and liquids and relate variations in their viscosity, density and buoyancy

A.3.3: : compare the densities of materials and explain how the differences in density of solids, liquids and gases affect buoyancy

1.2: : Skill Outcomes

A.5: : Students will: apply science-related initiating and planning skills to resolve problems, investigate issues and/or complete experiments, using appropriate technology at home, in the workplace and in the community

A.5.4: : conduct an experiment and identify the major variables (e.g., apply a known procedure to measure the solubility of different substances).

A.6: : Students will: apply science-related performing and recording skills to investigate problems, questions and issues; perform experiments; and record information using appropriate technology at home, in the workplace and in the community

A.6.4: : use instruments effectively and accurately to collect data (e.g., measure the volume of a given sample of liquid)

A.6.6: : organize data, using a format that is appropriate to the task or experiment (e.g., demonstrate the use of a chart or database for organizing information).

A.7: : Students will: apply science-related analyzing and interpreting skills to investigations/experiments and assess personal and group performance, using appropriate technology, at home, in the workplace and in the community

A.7.1: : identify patterns and relationships in information

A.8: : Students will: apply science-related communication and teamwork skills to work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results at home, in the workplace and in the community

A.8.1: : communicate questions, ideas, plans and results, using a variety of strategies (e.g., speaking and/or writing, lists, notes in point form, data tables, graphs, drawings, computer technology, presentations)

B: : Living things take a variety of forms, as reflected in their structures, internal processes and ways of responding to their environments. Finding patterns within this diversity has been a major challenge in the biological sciences and has led to the development of ideas, e.g., systems, cells, structures and functions, from the study of all living things. Using these ideas, students learn to interpret life at a variety of levels, from individual cells to complex organisms. To develop their understanding, students investigate other ways that components of a living system work together and, through these studies, learn that healthy organisms—including healthy humans—function as balanced systems within a life-supporting environment.

2.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

B.2: : Students will: investigate and describe the role of cells within living things

B.2.3: : distinguish between plant and animal cells (e.g., distinguish between cell walls and cell membranes)

B.2.4: : examine plant and animal structures and identify contributing roles of cells, tissues and organs

B.3: : Students will: interpret the healthy function of human body systems and describe ways the body reacts to internal and external stimuli

B.3.1: : describe, in general terms, the functions of the different body systems (e.g., the respiration, digestion and excretion systems)

B.3.2: : identify and describe the roles of organs and tissues in supporting the healthy functioning of the human body (e.g., the role of the lungs in exchanging oxygen and carbon dioxide)

2.2: : Skill Outcomes

B.6: : Students will: apply science-related performing and recording skills to conduct investigations into the relationships among observations and gather and record data at home, in the workplace and in the community

B.6.1: : use instruments, including microscopes, effectively and accurately to collect data (e.g., use a microscope to produce a clear image of a cell)

B.7: : Students will: apply science-related analyzing and interpreting skills to examine data and assess possible explanations at home, in the workplace and in the community

B.7.3: : compile and display data in a variety of formats, including diagrams, flow charts, tables and graphs (e.g., prepare charts that compare the structures of different organisms)

B.8: : Students will: apply science-related communication and teamwork skills to work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results at home, in the workplace and in the community

B.8.1: : communicate questions, ideas, plans and results, using a variety of strategies (e.g., speaking and/or writing, lists, notes in point form, data tables, graphs, drawings, computer technology, presentations)

2.3: : Attitude Outcomes

B.11: : Students will be encouraged to: use scientific methods to carefully gather evidence when investigating problems and issues

C: : Our understanding of the world is largely based on what we see—both directly and aided by optical devices that improve and extend our vision. Such tools as the microscope and telescope have helped extend knowledge in a variety of science fields, from the study of cells and stars to studies of the nature of light itself. In learning about light, students investigate its interactions with different materials and interpret its behaviour.

3.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

C.1: : Students will: investigate the nature of light and the role of optical systems in our lives

C.1.3: : investigate the effects of light and lenses on images, using microscopes, telescopes and other optical devices

C.2: : Students will: investigate the transmission of light

C.2.1: : describe how light is reflected, refracted, transmitted and absorbed

C.2.2: : investigate how various materials reflect, refract, transmit and absorb light

C.3: : Students will: investigate and examine the science of image formation and vision and related technologies

C.3.1: : describe, in general terms, how concave and convex lenses function

C.3.2: : describe how the human eye and a camera are similar

3.2: : Skill Outcomes

C.5: : Students will: apply science-related performing and recording skills to conduct investigations into the relationships among observations and gather and record data at home, in the workplace and in the community

C.5.2: : observe and record data and produce simple line drawings (e.g., produce a drawing of the path of a light beam toward and away from a mirror)

C.6: : Students will: apply science-related analyzing and interpreting skills to examine data and assess possible explanations at home, in the workplace and in the community

C.6.2: : state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., write a conclusion based on the refraction of light through different media)

D: : Machines are used for many purposes in our daily lives when we need to transfer energy into motion or move materials in a controlled way. In learning about mechanical devices, students investigate how components are linked so that energy is transferred efficiently and desired functions are performed. A comparison of past and present technologies helps students recognize that different approaches have been used over time to meet common needs. Evaluations of efficiency, effectiveness and impacts on daily life, the community and the environment are important considerations in this unit.

4.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

D.1: : Students will: demonstrate the development of science and technology by describing and comparing mechanical devices that have been improved over time

D.1.1: : identify the source of energy for some familiar mechanical devices

D.2: : Students will: examine simple machines by describing the structures, functions and component parts of the overall system

D.2.1: : identify and classify a variety of simple, everyday machines and mechanical systems, including those of traditional Aboriginal societies such as travois and tipis

D.2.2: : identify and classify a variety of simple machines (levers), using fulcrum, load and force

D.2.5: : identify the relationship between the design and function of simple machines and mechanical systems

D.2.6: : describe the mechanical advantage of using simple machines

D.3: : Students will: investigate and describe the transmission of force and energy between parts of a mechanical system

D.3.1: : describe how simple machines and mechanical systems provide a mechanical advantage and influence speed and force

D.3.2: : recognize that work is measured in joules

D.4: : Students will: examine the social and environmental contexts of science and technology, as they apply to the development of mechanical devices

D.4.2: : examine the design and function of a mechanical device in relation to its efficiency and effectiveness

4.2: : Skill Outcomes

D.7: : Students will: apply science-related analyzing and interpreting skills to examine data and assess possible explanations at home, in the workplace and in the community

D.7.1: : identify and correct the practical problems of simple machines (e.g., adjust a pulley system to lift a load)

D.8: : Students will: apply science-related communication and teamwork skills to work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results at home, in the workplace and in the community

D.8.1: : use specific language that is scientifically and technologically appropriate (e.g., use such terms as system, component and function when describing a mechanical system)

D.8.2: : communicate questions, ideas, plans and results, using a variety of strategies (e.g., speaking and/or writing, lists, notes in point form, data tables, graphs, drawings, computer technology, presentations)

E: : Earth is sometimes described as the water planet: over two-thirds of Earth’s surface is covered by oceans and freshwater features. By exploring examples of aquatic systems, students come to appreciate the dynamic nature of these systems and learn about the interaction of landforms, sediments, water and climate. Students also investigate factors that affect the distribution and health of living things in aquatic environments and the supply and quality of water for human use.

5.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

E.2: : Students will: investigate the linkages among landforms, water and climate

E.2.1: : investigate and describe the water cycle

E.3: : Students will: examine factors affecting productivity and species distribution in marine and freshwater environments

E.3.2: : investigate examples of seasonal, short-term and long-term change in populations of living things found in aquatic environments

E.4: : Students will: examine human impacts on aquatic systems and identify the roles of science and technology in addressing related questions, problems and issues

E.4.4: : identify current practices and technologies that improve water quality (e.g., research alternatives for ensuring safe water supplies)

5.2: : Skill Outcomes

E.5: : Students will: apply science-related initiating and planning skills to ask questions about the relationships among observable variables at home, in the workplace and in the community

E.5.1: : identify science-related issues and problems

E.7: : Students will: apply science-related analyzing and interpreting skills to examine data and assess possible explanations at home, in the workplace and in the community

E.7.2: : interpret patterns in data and explain relationships among the variables (e.g. predict future stocks of fish based on long-term data).

Correlation last revised: 11/17/2022

Alberta - Science: 8th Grade Knowledge and Employability

Alberta Program of Studies | Adopted: 2006