Saskatchewan Foundational and Learning Objective
CS8.1.a: Explain that the cell is a living system that exhibits all the characteristics of life including growth, movement, reaction to stimulus, and reproduction.
CS8.1.b: Categorize organisms as single-celled and multi-cellular.
CS8.1.c: Observe and describe how single-celled organisms take in food and move.
CS8.1.d: Explain how growth and reproduction of living organisms depends on cell division.
CS8.1.f: Model the processes of diffusion and osmosis to demonstrate how gases and water move into and out of plant and animal cells.
CS8.1.g: Observe and identify cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast) and identify which are found in plant cells and which are found in animal cells.
CS8.1.h: Explain the function of cell structures (e.g., cell wall, cell membrane, vacuole, nucleus, cytoplasm, mitochondria, and chloroplast), including how each structure contributes to the health of plant and animal cells.
CS8.1.k: Analyze the strengths and weaknesses of various representations of the structure and function of plant and animal cells.
CS8.2.c: Calculate the magnification of a microscope, and estimate and determine the size of objects viewed through a microscope.
CS8.3.e: Construct a representation of the relationships among cells, tissues, organs, and organ systems in humans using examples from the respiratory, circulatory, digestive, excretory, and nervous systems.
CS8.3.f: Relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole.
CS8.4.b: Show interest in science-related questions and issues by posing questions and defining practical problems related to the healthy functioning of the human body.
CS8.4.d: Provide examples of how the body reacts to internal and external stimuli such as viruses, bacteria, alcohol, drugs, dust, and temperature changes.
CS8.4.f: Analyze the impact of personal lifestyle choices (e.g., nutrition, exercise, smoking, drugs, and alcohol) on the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems.
CS8.4.g: Predict the impact of the failure or removal of one or more organs on the healthy functioning of the human body.
OP8.1.b: Demonstrate that light is a form of energy, that light can be separated into a visible spectrum, and that light travels in straight lines in a uniform transparent medium.
OP8.1.c: Investigate the properties of shadows, including umbra and penumbra formation, and demonstrate how the existence of shadows provides evidence that light travels in straight lines.
OP8.1.d: Select appropriate methods and tools and use them safely when collecting data and information to investigate properties of visible light.
OP8.1.e: Estimate and measure angles of incidence and angles of reflection of visible light and determine the quantitative relationship between the angle of incidence and the angle of reflection.
OP8.1.f: Investigate characteristics and applications of specular and diffuse reflection, including the absorption of light by surfaces of different colour and made of different materials (e.g., coloured paper, white paper, aluminium foil, mirror, and water).
OP8.1.g: Describe applications of the laws of reflection in everyday life (e.g., sun dogs, rear view mirror, magicianâ??s tricks, and the ability to see the Moon and other non-luminous bodies).
OP8.1.h: Describe qualitatively how visible light is refracted when passing from one substance to a substance of a different refractive index.
OP8.1.i: Predict how light will refract when passing into transparent media with different refractive indices (e.g., water, salt water, plastic, glass, and oil) and conduct an experiment to confirm or refute that prediction.
OP8.1.j: State a conclusion that explains how evidence gathered supports or refutes a prediction related to the refraction of light through media with different refractive indices.
OP8.2.b: Investigate to determine how light interacts with concave and convex mirrors and lenses, including the formation of real and virtual images.
OP8.2.c: Predict and verify the effects of changes in lens position on the size and location of images produced by a convex lens and/or mirror.
OP8.2.d: Receive, understand, and act on the ideas of others when trying other lenses or mirror combinations to obtain various light patterns.
OP8.3.a: Identify questions to investigate arising from practical problems and issues related to human vision (e.g., â??How are contact lenses crafted?â??, â??Do humans see colour the same way?â??, and â??What are some problems associated with human vision?â??).
OP8.3.f: Explain how colours are produced, using both the additive and subtractive models of colour, and identify applications of the additive and subtractive models of colour in daily life, including the use of traditional dyes.
OP8.3.g: Describe the operation of optical technologies that enhance human vision (e.g., contact lenses, glasses, night vision scopes, and snow goggles).
OP8.4.a: Describe the characteristics (i.e., wavelength, frequency, energy transferred, and typical sources) of different types of electromagnetic radiation, including infrared, visible light, ultraviolet, X-rays, microwaves, and radio waves.
OP8.4.b: Compare properties of visible light (e.g., relative energy, frequency, wavelength, and human perception) to the properties of other types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves.
OP8.4.d: Analyze the design and function of a technology that incorporates electromagnetic radiation (e.g., microwave oven, solar cooker, sun tanning lamp, infrared heat lamp, radio, medical imaging X-ray, blacklight, UV fire detector, night vision goggles, infrared thermography, and radar) on the basis of student-identified criteria such as cost, usefulness, and impact on self, society, and the environment.
FD8.1.b: Design and carry out processes, including the water displacement method, to determine the density of various regularly shaped and irregularly shaped materials.
FD8.1.c: Use instruments safely, effectively, and accurately for collecting data about the density of solids, liquids, and gases.
FD8.1.e: Value accuracy, precision, and honesty when gathering data about the density of objects.
FD8.1.g: Calculate the density of various regularly shaped materials using the formula d=m/v and using units of g/mL or g/cmÂ³.
FD8.1.h: Compare the densities of common substances to the density of water and discuss practical applications that are based on differing densities.
FD8.2.a: Identify questions to investigate arising from practical problems and issues involving floating, sinking, and buoyancy (e.g., â??What factors affect the amount of cargo a barge can hold?â??, â??Why do some objects float and some objects sink?â??, and â??How can a ship made of steel float in the ocean?â??).
FD8.2.b: Examine contributions of people from various cultures to understanding the principles of buoyancy, including Archimedes Principle, and the development of watercraft such as canoes and kayaks.
FD8.2.c: Explain the concept of force and provide examples of different types of contact and non-contact forces.
FD8.2.g: Conduct a fair test to identify which factors determine whether a given object will float or sink, and discuss reasons why scientists control some variables when conducting a fair test.
FD8.2.j: Compare different fluids to determine how they alter the buoyant force on a given object.
FD8.3.b: Use appropriate vocabulary related to the study of fluids, including fluid, viscosity, buoyancy, pressure, compressibility, hydraulic, pneumatic, and density.
FD8.3.i: Use the particle theory of matter to explain the differences in compressibility between liquids and gases.
FD8.4.b: Compare natural (e.g., circulatory and respiratory system) and constructed (e.g., hydraulic and air brakes, oil and gas pipelines, swimming pool circulation system, bicycle and other pumps, Archimedes screw, and automobile lifts) hydraulic and pneumatic fluid systems and identify advantages and disadvantages of each, using student-identified criteria such as cost and impact on society and the environment.
WS8.1.a: Construct visual representations of the world distribution of water, and the distribution of water in Saskatchewan, including watersheds, lakes, rivers, streams, river systems, wetlands, ground water, saline lakes, and riparian areas.
WS8.1.d: Apply the concept of systems as a tool for interpreting the structure and interactions of water systems by constructing representations of systems such as the water cycle, watersheds, and continental drainage basins and showing interrelationships between parts of the system.
WS8.1.e: Construct a written, visual, or dramatic representation of the water cycle, including showing or explaining how a single particle of water can travel through the cycle over extended periods of time.
WS8.2.a: Explain how the processes of weathering, erosion, and deposition result from water movement and wave action, including how waves and tides are generated and how they interact with shorelines.
WS8.2.f: Create a written, visual, physical, or dramatic representation of the processes that lead to the development of rivers, lakes, continental drainage systems, and ocean basins, including glaciation, continental drift, erosion, and volcanic action.
WS8.3.b: Identify diverse examples of organisms in a variety of marine and freshwater ecosystems (e.g., wetlands, lakes, rivers, salt marsh, estuary, ocean, and intertidal zone) and explain how biodiversity is an indicator of ecosystem health.
WS8.3.c: Identify factors that affect productivity and species distribution in aquatic environments (e.g., temperature, turbidity, sunlight, nutrients, salinity, water depth, currents, overfishing, upwelling, and pollutants).
WS8.3.d: Research a student-selected aquatic species, describe the characteristics of its environment, identify factors that could affect its productivity, and suggest methods of ensuring long-term viability of the species.
WS8.3.e: Measure factors that provide indicators of water quality, such as temperature, turbidity, dissolved oxygen content, presence of nitrates or phosphates, and macroinvertebrates, from a variety of samples of water.
Correlation last revised: 9/24/2019