Grade 8

LIFE SCIENCE

The purpose of teaching Science in this grade 8 is to promote scientific thinking, scientific aptitude, critical and creative approaches for developing problem solving skills. The subject introduces learners to an integrated approach to physical and life sciences. Learners study science concepts and problem solving, while exploring the many aspects of the living and non-living world around them.

LEARNING OBJECTIVES

Concept

  • The learner develops critical and scientific thinking skills.
  • The learner understands various concepts of life sciences.
  • The learner aims for in-depth knowledge of the topics.
  • The learner determines various events lead to create the form of life.
  • The learner differentiates the life-forms based on one or more characteristic.

Confidence

  • The learner communicates scientific ideas, arguments, and practical experiences accurately in a variety of ways.
  • The learner develops skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.
  • The learner investigates important topics such as cell, DNA, heredity, etc.
  • The learner thinks analytically, critically and creatively to solve the problem.
  • The learner acquires conceptual knowledge and understanding to make a decision.

Clarity

  • The learner incorporates components of life science in everyday life.
  • The learner understands an integrated approach of life sciences in everyday life.
  • The learner investigates numerous cycles of life and study their impact on animal, plant, and human life.
  • The learner understands the idea of sustainable development.
  • The learner analyzes the human impact on nature and its resources.

Application

  • The learner investigates information and result provided.
  • The learner applies the occurrence of the concept in everyday life.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner evaluates the method, commenting on its reliability and/or validity.
  • The learner processes skills of science like making observation(s), posing question(s), etc.

Innovation

  • The learner formulates a hypothesis and explain it using logical scientific reasoning.
  • The learner exhibits creativity presenting novel ideas, new designs/patterns, improvisation, etc.
  • The learner presents scientific information in a variety of formats, acknowledging sources as appropriate.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner analyzes even the smallest impacts that can have large effects on populations.

Compassion

  • The learner makes efforts to protect the environment.
  • The learner works effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
  • The learner is sensitized towards various environmental concerns.
  • The learner respects for human dignity and rights, gender equity, values of honesty, integrity, cooperation and concern for life.
  • The learner becomes sensitive towards one’s surroundings and develops a sense of responsibility for the welfare of other humans and other living things.

LEARNING OUTCOMES

Concept - The learner is able to:

  • determine how traits and genetic differences in DNA occur;
  • differentiate between different types of cells;
  • determine how clues from life in the past help to explain, map, and classify existing life on Earth;
  • explore many aspects of the livingworld around them;
  • define the problem or research question to be tested by a scientific investigation.

Confidence - The learner is able to:

  • classify materials and organisms based on properties/ characteristics;
  • conduct simple investigations to seek answers to the query;
  • explain processes and phenomenon;
  • discuss and appreciate stories of scientific discoveries;
  • identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence. 

Clarity - The learner is able to:

  • draw labeled diagrams and related flow charts and concept maps of various processes;
  • review information to determine its usefulness, using predetermined criteria;
  • investigate important topics in histology, heredity, and the biology of living organisms;
  • explain and apply scientific information to solve problems in familiar and unfamiliar situations;
  • analyze the difference between types of reproduction in cells.

Application - The learner is able to:

  • use renewable solution for their daily requirement;
  • relate processes and phenomenon with causes
  • analyze and interpret information by identifying trends, patterns, and relationships;
  • apply learning of scientific concepts in day-to-day life;
  • give appropriate examples for explanation.

Innovation - The learner is able to:

  • construct models using materials from surroundings and explains their working;
  • draw inference and make generalizations after observing the given data;
  • investigate results explaining patterns in information;
  • exhibit creativity in designing, planning, making use of available resources, etc;
  • formulate a prediction/hypothesis based on cause and effect relationship.

Compassion - The learner is able to:

  • exhibit values of honesty, objectivity, cooperation, freedom from fear and prejudices;
  • apply one’s learnings of scientific concepts in day-to-day life;
  • appreciate the importance of creativity, accuracy, honesty, and perseverance as scientific and technological habits of mind;
  • exhibit creativity in designing, planning, making use of available resources, etc;
  • sympathize and empathize towards one’s environment.
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