The American School Foundation, A.C.

Mexico City

Science Standards,
Benchmarks and Performance Expectations
2009-2010

Developed by the 2008-2009 ASF Science Review Committee

from the following documents and standards
SEP Programa de Estudios y Competencias, PYP & MYP Science Scope and Sequence, McRel Compendium , NSTA,
other US state and Canadian provicial science standards were also consulted
n, A.C.

s,
xpectations

mmittee
s
cRel Compendium , NSTA, NSES, Project 2061
s were also consulted
 ASF Science Standards Grade 8th
STANDARD 1: Students understand the nature of scientific inquiry 8th Grade
TOPICS BENCHMARKS Performance Expectations

1. Identifying 8.1.1a Write questions that can be answered through scientific investigation Create appropriate research question that clearly identifies the problem that needs to be investigated
Questions and
Developing Given a problem, a testable hypothesis (using If.., then…, because… format) is stated. The hypothesis gives a tentative and educated answer to the research
8.1.1b Given a research question, create a testable hypothesis based on prior knowledge
Hypotheses question

Dependent and independent variables are identified and a description on how to control other variables is given. Explain why only one independent variable
8.1.2a Identify the dependent variables, independent variables, and controls in a given experiment
at a time is tested in a controlled scientific investigation

8.1.2b Write a detailed procedure that will provide sufficient information to answer the research question, Experimental procedure is written appropriately (all steps presented in a detailed format, in a logical sequence, and steps are numbered with no more than 2
2. Designing Scientific test the hypothesis and take into account the variables identified physical actions per step). Readers could easily duplicate this lab
Investigations
8.1.2c Explain why repetition of data is a criteria for validation of data Explain why an experiment must be repeated many times and yield consistent results before the results are accepted as correct

8.1.2d Evaluate a procedure suggesting logical improvements and ideas for further work on a given Critique the procedure including limitations, weaknesses and errors. Identify realistic suggestions to improve the investigations or alternatives for further
experiment research

Independently follows experimental procedure as written. Uses materials and techniques skillfully and safely. Use the scales on tools (e.g., rulers, triple
8.1.3a Follows experimental procedure as written
beam balance, graduated cylinders, clock, thermometer) to accurately measure
3. Conducting
scientific Records appropriate data, including SI units and significant digits. Information is recorded in an organized data table with a title, column and row headings,
8.1 3b Records and presents research data
investigations & quantities and units
collecting data
Students pay close attention to safety and deals responsibly with materials, equipment and peers. Student consistently works effectively as part of a team
8.1.3d Apply safety rules during an investigation and work collaboratively and effectively with others
collaborating with others and respecting their views

Raw data is correctly processed and presented. Calculations should include the formula, numbers with units, and answers with proper number of significant
4. Analyzing, 8.1 4a Processes and presents data appropriately according to task digits. Represent data in a variety of formats, tables and graphs (e.g., graphs with properly scaled and labeled axes, correct titles, data points, and the line
of best fit)
manipulating and
presenting data Gives a valid and clear conclusion based on the correct interpretation of the data. Explains trends, patterns or realtions identified in data . In lab reports
6.1 4b Draws conclusions or predictions based on analysis of data given or collected
explains whether the hypothesis was supported or refuted by data obtained

8.1.5a Expresses information in a variety of forms: oral, written accounts, visual representations (graphs, Write a grade-appropriate formal lab report based on experiments performed in class using MS Lab Report Format. Presents scientific information
diagrams, equations, tables, presentations using technology applications) appropriately using symbolic, written and or visual representation accurately according to the task. Communicat
5. Communicating
scientific information
Critique work done by themselves and their peers while demonstrating open communication that is integral to the process of science between themselves
8.1.5a Critique work done by themselves and their peers
and their peers

8.1.6 a Use grade-appropriate technology to assist in scientific investigations and present scientific Use grade-appropriate technology to assist in scientific investigations (e.g., appropriate lab equipment such as electronic timers and photogates, balances,
6. Technology information volumetric glassware and thermometers) and present scientific information (e.g. word processors

Describe the importance of "the scientific method." Understand that investigations involve systematic observations, carefully collected, relevant evidence,
7. History of Science in logical reasoning, and some imagination in developing hypotheses and explanations. Understand that scientific knowledge is subject to modification as new
8.1.7a Describe the importance of "the scientific method" and the evolving nature of science
Society information challenges prevailing theories and as a new theory leads to looking at old observations in a new way (e.g. Explain why scientific knowledge
can change. Apply this to the development of atomic theory.)

STANDARD 2 - EARTH SCIENCE Students will understand earth’s composition and structure and the composition and structure of the universe.
3. Human Interactions 8.2.4a Human systems gather resources from the living and non-living environment to meet the needs and
Students will discover how man has polluted natural water resources
with Earth Systems wants of a population. Some resources are scarcer than others; some are renewable, some are not
STANDARD 3:LIFE SCIENCE Students understand the internal functions of organisms, the relationship to the physical environment and how both relate to biological evolution

STANDARD 4: PHYSICAL SCIENCE Students understand the properties of matter, energy, force and motion
8.4.1a Classify substances by their characteristic properties (e.g., melting point, boiling point, density) Compare the characteristic properties of several known substances and then use this information to identify unknown substances

Generate and test hypotheses about the relationship between mass and volume (e.g., same material, different volume; same volume, different material; same
8.4.1b Investigate the quantitative relationship between volume, mass, and density
material, same volume, different shape)

8.4.1c Distinguish the basic states of matter (e.g., solid, liquid, gas) based on their molecular arrangement
and motion (e.g., molecules in solids are packed tightly together and their movement is restricted to
Compare different states of matter based on their molecular arrangement and motion
vibrations; molecules in liquids are loosely packed and move easily past each other; molecules in gases are
1. Matter quite far apart and move about freely)

8.4.1d Compare physical changes (e.g., size, shape, state) to chemical changes (e.g., color, temperature,
Classify interactions of matter (e.g., crushing, melting, color change, bubbling) as physical or chemical changes
formation of a precipitate, evolution of gas)
8.4.1e Explain how the atomic theory has changed based on the discovery of new information Explain why the atomic theory changed from the Dalton model to the Thompson model

8.4.1f Describe that there are more than 100 unique elements that combine to produce compounds that
Define an element, and describe that there are more than 100 elements known to exist
make up all matter

8.4.1g Compare charge, position, and relative mass of the proton, electron, neutron, and nucleus of atoms Classify particles as a proton, electron, or nucleus based on size, position, and relative mass

8.4.1h Calculate the number of particles in an atom using mass number and atomic number Given selected information about the atoms of an element, fill out the missing data about the atomic configuration
8.4.1i Identify ions and their charges Name ions and label them with the correct charge
8.4.1j Represent the electron configuration of an element Diagram the electron configuration for the first 20 elements

8.4.1k Explain how the periodic table is arranged (e.g., groups, periods, families, metals, non-metals,
metalloids) based on similar chemical properties (e.g., oxidation number, valence electrons, electron Illustrate knowledge of the groups on the periodic table by placing elements in the correct place (e.g., metal, non-metal, family) on the periodic table
1. Matter configuration)

8.4.1l Explain why atoms form chemical bonds Describe the relationship between valence electrons and the bond between two elements

8.4.1m Use models to represent ionic and covalent bonds Diagram ionic and covalent bond formation

8.4.1n Name and write the formula for simple binary chemical compounds (e.g., sodium chloride – NaCl,
Translate between the name and formula for a given simple binary chemical compound
carbon dioxide – CO2)

8.4.1o Explain how mass is conserved during physical and chemical changes Determine how mass is conserved in the iron plus sulphur reaction and in the melting of an ice cube.

8.4.2a Explain how the motion of an object can be described by its position, direction of motion, and Diagram the position, direction of motion, and speed of an object. Calculate speed using measured distance and time values. Calculate speed from distance
speed versus time graphs.

8.4.2b Understands the concepts of mass and inertia. Defines momentum. Explains the law of conservation
Perform simple calculation using the momentum formula. Predicts motion based on the law of conservation of momentum.
of momentum and applies it to collisions.
2. Force and Motion
8.4.2c Understands the concept of acceleration, and the variables that affect it and Newton’s Laws of Explain the difference between speed and acceleration. Calculate acceleration using the formula.
Motion. Determine acceleration from speed vs. time graphs. Determine how changing the force on the car, while keeping the mass constant affects its acceleration.
Determine how changing the mass of the car affects acceleration. Explains Newton’s Laws.
8.4.2d. Evaluate the effects of balanced and unbalanced forces on an object's motion (e.g., changes in Compare the effects of unbalanced forces on an object’s direction or speed (e.g., increase speed without changing direction, change direction without
magnitude, direction, speed) changing speed)
Interpret and explain graphs representing freezing/melting and boiling points. Explains changes of state in terms of the change in the speed of the particles,
3. Energy 8.4.3 Explain why energy is released or absorbed in the form of heat when a change of state occurs.
the distance between the particles and the energy absorbed or released.