Louisiana Administrative Code › Title 28 - EDUCATION › Part CXLI - Bulletin 127-LEAP Alternate Assessment, Level 1 (LPAA 1) Extended Standards › Chapter 7 - Science › Subchapter B - Standards/ Benchmarks/Extended Standards › Section CXLI-733 - Eighth Grade

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. The focus
				  at the eighth-grade level is integrated science, building on the foundation
				  developed during earlier grades. Physical (PS) and life (LS) sciences are again
				  the focus with expanded studies in Earth and space science (ESS) concepts.
				  Students develop additional inquiry skills through observations and
				  investigations designed to expand comprehension of earth and space, as well as
				  related physical and environmental science topics. Earth and space science
				  topics include exploring varying weather conditions and earth's place in the
				  solar system. Students with significant cognitive disabilities access much of
				  the same information and work on many skills through the complexity
				  levels.
B. Strands
1. Science as Inquiry. The students will do
				  science by engaging in partial and full inquiries that are within their
				  developmental capabilities.
Grade 8
Science
Benchmarks
Extended Standards
Complexity Levels
A. The Abilities Necessary to Do Scientific
								Inquiry
SI-M-A2: designing and conducting a scientific
								investigation
ES-A2: Identify a process to solve a science
								problem
3. Select two or more steps in proper sequence to
								solve a science problem
2. Select two or more steps to solve a science
								problem
1. Recognize a step that helps solve a simple
								science problem
SI-M-A3: using mathematics and appropriate tools
								and techniques to gather, analyze, and interpret data
ES-A3: Identify significant differences in length,
								weight, and temperature using appropriate tools
3. Recognize the highest or lowest example of
								varying conditions (hot-cold, long-short, heavy-light) by using a measurement
								tool
2. Match correctly recorded measurements of
								length, weight, and/or temperature
1. Recognize appropriate measurement tools
SI-M-A4: developing descriptions, explanations,
								and graphs using data
ES-A4: Interpret simple situations using data
3. Identify a simple graph that represents a
								specific situation
2. Select a description supported by data
1. Recognize significant differences in data
SI-M-A5: developing models and predictions using
								the relationships between data and explanations
ES-A5: Predict patterns based on a given set of
								data
3. Sequence the steps of a pattern based on a
								scenario
2. Complete the next step in a pattern
1. Match similar patterns in a given dataset
SI-M-A8: utilizing safety procedures during
								scientific investigations
ES-A8: Perform common science tasks safely
3. Identify hazardous situations in a simulation
2. Select appropriate ways to complete science
								tasks safely
1. Recognize a safety procedure
B. Understanding Scientific Inquiry
SI-M-B7: understanding that scientific
								development/ technology is driven by societal needs and funding
ES-B7: Use technology for daily living tasks
3. Match appropriate technology to common tasks
2. Recognize the appropriate use of technology
1. Recognize technology
2.
				  Physical Science. Students will develop an understanding of the characteristics
				  and interrelationship of matter and energy in the physical world.
Grade 8
Science
Benchmarks
Extended Standards
Complexity Levels
A. Properties and Changes of Properties in Matter
PS-M-A5: investigating the relationships among
								temperature, molecular motion, phase changes, and physical properties of matter
ES-A5: Identify how changes in temperature can
								effect the state of water (i.e., solid, liquid, gas)
3. Describe how the state of water changes under
								varying temperature conditions
2. Match water in solid, liquid, and gaseous
								states to different temperature conditions
1. Recognize that water has three states
B. Motions and Force
PS-M-B5: understanding that unbalanced forces will
								cause changes in the speed or direction of an object's motion
ES-B5: Identify how to change the speed or
								direction of a moving or stationary object
3. Match different actions to corresponding
								changes in the motion of objects
2. Select an action that results in an increase in
								speed or change in direction of a moving object
1. Identify ways to stop or slow the motion of
								objects
C. Transformations of Energy
PS-M-C5: investigating and describing the movement
								of heat and the effects of heat in objects and systems
ES-C5: Recognize that heat moves in different ways
3. Identify changes in an object's temperature as
								it is subjected to different temperatures
2. Recognize that heat can transfer from one
								object to another
1. Sort objects that are being heated or cooled
3.
				  Life Science. The students will become aware of the characteristics and life
				  cycles of organisms and understand their relationships to each other and to
				  their environment.
Grade 8
Science
Benchmarks
Extended Standards
Complexity Levels
A. Structure and Function in Living Systems
LS-M-A5: locating major human body organs and
								describing their functions
ES-A5: Identify basic structures (i.e., mouth,
								esophagus, stomach, intestines) and functions of the human digestive system
3. Sequence how food travels from one organ to
								another in the human digestive system
2. Locate where basic organs in the digestive
								system are found in the human body
1. Recognize a basic organ in the human digestive
								system
LS-M-A6: describing how the human body changes
								with age and listing factors that affect the length and quality of life
ES-A6: Identify various stages in the human life
								span (e.g., baby, child, teenager, adult)
3. Recognize individuals based on features that
								identify them as being in a specific stage of their life span (e.g., baby,
								child, teenager, or adult)
2. Recognize a correct sequence of stages in the
								human life span (i.e., baby, child, teenager, adult)
1. Sort individuals according to life-span stages
LS-M-A7: describing communicable and
								noncommunicable diseases
ES-A7: Identify and implement procedures to
								prevent common disease/germ transmission
3. Identify different ways to prevent disease
								transmission
2. Identify that germs may be transmitted directly
								(person to person) or indirectly (person to an object and then from that object
								to another person)
1. Recognize that common diseases are caused by
								germs
B. Reproduction and Heredity
LS-M-B3: describing how heredity allows parents to
								pass certain traits to offspring
ES-B3: Recognize that offspring resemble their
								parents and parents' species
3. Identify familiar human traits that children
								and their parents may have in common (e.g., hair color, eye color, height)
2. Sort animals by common traits
1. Recognize an animal that has characteristics
								that differ from a group of the same kind of animal
C. Populations and Ecosystems
LS-M-C3: investigating major ecosystems and
								recognizing physical properties and organisms within each
ES-C3: Recognize that different types of familiar
								animals are suited to different habitats (i.e., ocean, lake/river, forest,
								grassland, desert)
3. Identify examples of several animals that live
								in the same habitat (e.g., whales, sharks, and sea turtles live in the ocean)
2. Match familiar animals to their appropriate
								habitats
1. Recognize that different types of animals live
								in different types of places
D. Adaptations of Organisms
LS-M-D1: describing the importance of plant and
								animal adaptation, including local examples
ES-D1: Identify adaptations that help plants or
								animals live in Louisiana
3. Identify an adaptation that helps a plant or
								animal live in a specific Louisiana habitat
2. Match adaptation (e.g., method of movement) to
								habitats
1. Recognize that animals have different physical
								adaptations (e.g., animals move in different ways using different body
								parts-wings, fins, bellies, legs)
4.
				  Earth and Space Science. The students will develop an understanding of the
				  properties of earth materials, the structure of the earth system, the earth's
				  history, and the earth's place in the universe.
Grade 8
Science
Benchmarks
Extended Standards
Complexity Levels
A. Structure of Earth
ESS-M-A12: predicting weather patterns through use
								of a weather map
ES-A12: Use basic weather symbols on maps or
								charts to demonstrate weather predictions
3. Modify an activity based on a changing sequence
								of weather symbols
2. Match weather symbols to descriptions of
								different weather conditions
1. Recognize that symbols are used to represent
								different weather conditions
C. Earth in the Solar System
ESS-M-C2: comparing and contrasting the celestial
								bodies in our solar system
ES-C2: Identify basic parts of our solar system
								(i.e., Earth, Moon, Sun)
3. Identify basic characteristics of Earth, the
								Moon, and the Sun
2. Recognize that there are differences between
								Earth, the Moon, and the Sun
1. Recognize representations of Earth, the Moon,
								and the Sun
5.
				  Science and the Environment. In learning environmental science, students will
				  develop an appreciation of the natural environment, learn the importance of
				  environmental quality, and acquire a sense of stewardship. As consumers and
				  citizens, they will be able to recognize how our personal, professional, and
				  political actions affect the natural world.
Grade 8
Science
Benchmarks
Extended Standards
Complexity Levels
SE-M-A3: defining the concept of pollutant and
								describing the effects of various pollutants on ecosystems
ES-A3: Identify air and water pollutants and how
								they harm the environment in different ways
3. Recognize the cause of a polluted area (i.e.,
								air, water)
2. Sort polluted and unpolluted areas (i.e., air,
								water)
1. Recognize a polluted area (i.e., air, water)