Alaska

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Skills available for Alaska eighth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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A1 Science as Inquiry and Process

B1 Concepts of Physical Science

  • SB Students develop an understanding of the concepts, models, theories, universal principles, and facts that explain the physical world.

    • SB1 Students develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

      • SB1.1 using physical and chemical properties (i.e., density, boiling point, freezing point, conductivity, flammability) to differentiate among materials (i.e., elements, compounds, and mixtures).

    • SB2 Students develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

      • SB2.1 identifying the initial source and resulting change in forms of energy in common phenomena (e.g., sun to tree to wood to stove to cabin heat).

    • SB3 Students develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

    • SB4 Students develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

      • SB4.1 demonstrating and explaining circular motion.

      • SB4.2 describing the interactions between charges.

C1 Concepts of Life Science

D1 Concepts of Earth Science

  • SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences.

    • SD1 Students develop an understanding of Earth's geochemical cycles.

      • SD1.1 making connections between components of the locally observable geologic environment and the rock cycle.

      • SD1.2 applying knowledge of the water cycle to explain changes in the Earth's surface.

    • SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

    • SD3 Students develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

      • SD3.1 recognizing the relationship between the seasons and Earth's tilt relative to the sun and describing the day/night cycle as caused by the rotation of the Earth every 24 hrs.

      • SD3.2 recognizing types of energy transfer (convection, conduction, and radiation) and how they affect weather.

    • SD4 Students develop an understanding of the theories regarding the evolution of the universe.

      • SD4.1 creating models of the solar system illustrating size, location/position, composition, moons/rings, and conditions.

      • SD4.2 comparing the brightness of a star to its distance and size.

E1 Science and Technology

  • SE Students develop an understanding of the relationships among science, technology, and society.

    • SE1 Students develop an understanding of how scientific knowledge and technology are used in making decisions about issues, innovations, and responses to problems and everyday events.

      • SE1.1 describing how public policy affects their lives and participating diplomatically in evidence-based discussions relating to their community.

    • SE2 Students develop an understanding that solving problems involves different ways of thinking, perspectives, and curiosity that lead to the exploration of multiple paths that are analyzed using scientific, technological, and social merits.

      • SE2.1 identifying, designing, testing, and revising solutions to a local problem.

      • SE2.2 comparing the student's work to the work of peers in order to identify multiple paths that can be used to investigate and evaluate potential solutions to a question or problem.

    • SE3 Students develop an understanding of how scientific discoveries and technological innovations affect and are affected by our lives and cultures.

      • SE3.1 predicting the possible effects of a recent scientific discovery, invention, or scientific breakthrough.

F1-F3 Cultural, Social, Personal Perspectives, and Science

  • SF Students develop an understanding of the dynamic relationships among scientific, cultural, social, and personal perspectives.

    • SF1 Students develop an understanding of the interrelationships among individuals, cultures, societies, science, and technology.

      • SF1.1 describing how local knowledge, culture, and the technologies of various activities (e.g., hunting, fishing, subsistence) influence the development of scientific knowledge.

    • SF2 Students develop an understanding that some individuals, cultures, and societies use other beliefs and methods in addition to scientific methods to describe and understand the world.

      • SF2.1 describing how local knowledge, culture, and the technologies of various activities (e.g., hunting, fishing, subsistence) influence the development of scientific knowledge.

    • SF3 Students develop an understanding of the importance of recording and validating cultural knowledge.

      • SF3.1 describing how local knowledge, culture, and the technologies of various activities (e.g., hunting, fishing, subsistence) influence the development of scientific knowledge.

G1 History and Nature of Science

  • SG Students develop an understanding of the history and nature of science.

    • SG1 Students develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

    • SG2 Students develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

      • SG2.1 describing how repeating experiments improves the likelihood of accurate results.

    • SG3 Students develop an understanding that scientific knowledge is ongoing and subject to change as new evidence becomes available through experimental and/or observational confirmation(s).

      • SG3.1 revising a personal idea when presented with experimental/observational data inconsistent with that personal idea (e.g., the rates of falling bodies of different masses).

    • SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.