Grade 8

Other Virginia Science - VAAP sets

• Grade 5
• 8th Grade
• High School

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the sun, Earth, and moon as compared to everyday objects on Earth to • recognizing the sun, Earth, and moon as compared to other related objects in the solar system to • comparing characteristics (e.g., size, shape, position, composition) of various space objects (e.g., sun, Earth, moon, planets, comets, asteroids) in the solar system.S-8.1.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the direction that common objects fall due to gravity on Earth to • recognizing the role of gravity in the movement of Earth and the sun or Earth and the moon to • recognizing the role of gravity in the movement of other objects in the solar system (e.g., planets and the sun, moons of other planets, comets and the sun).S-8.2.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between day and night to • recognizing that the sun gives the vast majority of light and heat energy to Earth and its organisms to • recognizing the connection between Earth's rotation and daytime and nighttime and Earth's tilt on its axis and the four major seasons.S-8.3.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing simple weather conditions (e.g., rainy, cloudy, sunny, foggy, thunder and lightning) to • recognizing that changes in simple weather conditions are connected to decisions about everyday activities or actions to • connecting weather to characteristics of the atmosphere (e.g., temperature, cloudy versus clear, windy versus calm) and common weather tools and information (e.g., thermometers, weather forecasts).S-8.6.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing activities that pollute or harm Earth (e.g., automobile with exhaust, trash on the ground) compared to unrelated and/or common activities that help protect Earth (e.g., walking, riding bike, picking up trash) to • recognizing simple and common options that help protect the environment or conserve natural resources (e.g., picking up trash, recycling materials, turning off lights) to • identifying ways to protect Earth’s environment or conserve natural resources as compared to activities that pollute or harm Earth’s environment (e.g., pollution from a factory, plastic in streams or oceans).S-8.8.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing different types of common objects or materials that come from Earth to • recognizing different natural resources and incorporating the term “natural resource” to • connecting renewable or nonrenewable natural resource with common uses and objects (e.g., paper from forests/trees/wood, energy from coal/sun, drinking water from watersheds).S-8.9.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the difference between hot and cold in common contexts to • recognizing that hot and cold are related to measures of temperature or changes in temperature to • recognizing common examples of heat transfer and how it can be minimized (e.g., wearing a coat to stay warm, using an oven mitt) or maximized (e.g., sitting in the sun to get warm, using a fan to get cool).S-8.4.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the three phases of water to • connecting the phases of water to common experiences at different points in the water cycle (e.g., liquid water falling as rain, solid water falling as snow or hail, water vapor rising from a boiling pot of water) to • identifying a specific phase of water as compared to other phases of water using common examples at different points in the water cycle (e.g., ice melts to a liquid, a puddle of water evaporates to a gas, rain falls as a liquid from the atmosphere).S-8.5.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing the smaller parts of large common objects (e.g., cars, trucks, buses, bikes, scooter - wheels; houses and other building - doors and windows; building blocks - smaller blocks; smart phones, computers, laptops, and tablets – screen, keyboard) to • recognizing smaller and more complex parts of common objects and living organisms to • identifying more complex parts of common objects and living organisms including those that are very small or too small to be seen with the naked eye (e.g., objects, water, animals, plants - atoms and molecules) including that we can use technology to see them (e.g., magnifying glass, microscope). S-8.18.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing physical properties of common objects including size and shape to • recognizing and comparing simple physical/chemical properties of common objects (e.g., size, shape, hardness/softness, weight, mass, and density) to • identifying changes in physical/chemical properties that result from common activities (e.g., cooking an egg, dissolving sugar in water, boiling water, burning wood).S-8.19.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing basic forms/types of energy compared to other forms/types of energy (i.e., kinetic, electrical, sound, thermal, and light energy) to • identifying basic forms/types of energy based on common use or source to • understanding that energy is transferred and transformed to help people meet their needs (e.g., electrical energy lights a light bulb and heats a stove).S-8.20.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing objects that are at rest or in motion while using common terminology (e.g., sitting, still, moving) to • recognizing objects that are at rest or in motion by incorporating the concepts of forces (force, push, pull) and changes in motion (e.g., change in direction, motion to rest, rest to motion) to • identifying and comparing simple actions and reactions for common objects at rest or in motion (i.e., more or less force, presence or absence of force).S-8.21.CC

Using simple pictures, diagrams, or representations, concepts could range from: • recognizing common objects in relation to their weight and mass to • connecting mass, force, and motion in common situations, (e.g., pushing/pulling objects) to • comparing force, mass, and change in motion (e.g., more mass requires more force to move or more force moves the same mass more quickly) in common situations (e.g., pushing an object uphill, throwing/kicking/hitting a ball harder).S-8.22.CC