About the course
Science is a way of knowing which seeks to describe and explain the natural and physical world. An important part in building scientific and technological literacy is an understanding of the nature of science, which includes an understanding of the following: what scientists, engineers, and technologists do as individuals and as a community, how scientific knowledge is generated and validated. Science addresses what benefits, costs, and risks are involved in using this knowledge and how science interacts with technology, society, and the environment.
Fundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technological knowledge.The fundamental concepts that are addressed in the curriculum for science and technology are matter, energy,systems and interactions, structure and function, sustainability and stewardship, and change and continuity. At My Learning Oasis, students have opportunities to learn through STEAM activities. This allows students to integrate scientific and technological knowledge with knowledge in other subject areas, such as mathematics and social studies.
The courses outlines are built on the big ideas described in the Ontario Curriculum of Science and Technology to develop students’ understanding of fundamental scientific and technological concepts. The science and technology curriculum expectations are organized in four strands, which are the major areas of knowledge and skills in the science and technology curriculum.The four strands are Understanding Life Systems, Understanding Structures and Mechanisms, Understanding Matter and Energy, and Understanding Earth and Space System. Students inquire how science and technology relate to society and the environment. They develop a deep understanding of the basic concepts of science and technology while developing the skills, strategies, and habits of mind required for scientific inquiry and technological problem-solving.
Grade 8 - Science
CAD $ 750.00
My Learning Oasis
Curriculum Policy Document
The science and Technology, Grades 1 – 8, 2007 Revised
Unit 1: Cells.
The first unit in the Grade 8 Science course has students explore what is perhaps the most important physical tool a scientist uses – the microscope. The characteristics of living things and the cell theory form the basis for an understanding of the building block of life, the cell, and its components. Students will discover the process of cell division and cellular transport which will assist them as they move forward in this course and in their career as biologists. Finally, recent innovations in microbiology and the impact biological processes have on the environment are examined.
Unit 2: Fluids
The concept of fluids' major influence on our lives is introduced and examined in greater detail with particle theory. The characteristics of fluids are investigated as they relate to viscosity, density and buoyancy. Humans ability to control the flow of fluids (fluid systems) is reviewed and students will communicate and apply an understanding of the concept when they design and build a pneumatic or hydraulic device. The impact fluids have on our environment, both good and bad, are introduced before being revisited later in the course.
Unit 3: Systems In Action.
An understanding that along with fluids, structures are everywhere in our lives is developed by examining both natural and man-made structures and their components. The terms mass, weight, work and energy are explored in more detail in Grade 8 and form the basis for an understanding of simple machines and their benefits. Mechanical advantage and system efficiency are terms that expose students to the realization that since the beginning of time, especially since the industrial revolution, man has been creating structures to make their lives easier. At the end of the unit, students turn the microscope on themselves and investigate the ways in which they can change their own impact on the environment.
Unit 4: Water Systems
Fluids are revisited, specifically water, this time in a system approach. Water systems on a global, municipal and personal level are investigated in this final unit. The differences between fresh and salt water are examined as well as the importance both have on watersheds, weather and life. The case of Walkerton, Ontario is explored and the resulting policy changes that were made in North America. Water consumption and conservation are familiar terms that are reviewed along with what happens when too much or not enough water is present in an area. Finally, students are responsible for advising the public on a water issue.
Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There may be a final assessment, such as an exam, in this course.