Grade 8

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 Science in Grade 8 combines the subjects of Earth and space science, and physical science, while incorporating both engineering and scientific methods. 

LEARNING OBJECTIVES

Concept

  • The learner develops critical and scientific thinking skills.
  • The learner combines the subjects of Earth and space science, and physical science while incorporating both engineering and scientific methods.
  • The learner aims for in-depth knowledge of the topics.
  • The learner determines how clues from life in the past help to explain, map, and classify existing life on Earth.
  • The learner further expands one’s knowledge of the interactions of matter, learning about the properties of the periodic table and chemical reactions.

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 matter, motion, 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 to physical and life sciences.
  • 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;
  • learn about their importance in technologies and everyday phenomena;
  • determine how clues from life in the past help to explain, map, and classify existing life on Earth;
  • explore many aspects of the living and non-living world 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 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 ,e.g., smog formation with the presence of pollutants in air;
  • 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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