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Revised National Curriculum Statement Grades R-9 (Schools)
Grade Eight
Learning Area: Natural Sciences
( Further information on the Outcomes for this Learning Area )
Learning Outcome 1: Scientific Investigations
The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts.
Assessment standards
We know this when the learner:
- Plans investigations: Identifies factors to be considered in investigations and plans ways to collect data on them, across a range of values.
Achievement is evident when the learner, for example,
- modifies a vague question to make it testable;
- discusses suitable headings of instruments (e.g. tables, interview schedules) which will be needed to record data while working;
- identifies factors which may be important to the investigation.
- Conducts investigations and collects data: Collects and records information as accurately as equipment permits and investigation purposes require.
Achievement is evident when the learner, for example,
- reviews data-collecting procedures during the investigation (e.g.varies the independent variable systematically while collecting data on the dependent variable);
- sees the need to use measuring instruments, and does so with reasonable accuracy.
- Evaluates data and communicates findings: Considers the extent to which the conclusions reached are reasonable answers to the focus question of the investigation.
Achievement is evident when the learner, for example,
- lists items of evidence supporting the finding;
- describes how the plan and data collection procedure was checked against the focus question;
- considers factors in the group which might have affected their data.
Learning Outcome 2: Constructing Science Knowledge
The learner will know and be able to interpret and apply scientific, technological and environmental knowledge.
Assessment standards
We know this when the learner:
- Recalls meaningful information: At the minimum, recalls procedures, processes and complex facts.
Achievement is evident when the learner, for example,
- describes some symbiotic relationships among living things;
- describes the steps in separating alcohol and water;
- makes and uses a model of a flower to explain how the parts (e.g.petals, sepals, anthers, stigma) enable the functions of pollination and fertilisation.
- Categorises information: Applies classification systems to familiar and unfamiliar objects, events, organisms and materials.
Achievement is evident when the learner, for example,
- uses a simple classification system to group root types of plants, including unfamiliar species,and link them to dicotyledon vs. monocotyledon classification;
- recalls and correctly applies classifications (e.g. mammals vs. birds, fish, reptiles and amphibians; metals vs.non-metals; insulators vs. conductors; planets vs. stars).
- Interprets information: Interprets information by translating tabulated data into graphs, by reading data off graphs, and by making predictions from patterns.
Achievement is evident when the learner, for example,
- annotates diagrams by interpreting text passages about the topic;
- draws graphs of population growth over time, from data provided in a table;
- studies photographs of fossil animals and makes inferences about their ways of feeding and moving;
- generates own sentences about relationships (e.g. of the type ‘if you change X, then Y changes also’).
- Applies knowledge: Applies conceptual knowledge to somewhat unfamiliar situations by referring to appropriate concepts and processes.
Achievement is evident when the learner, for example,
- explains why a thermal insulator keeps cold objects cold as well as keeping hot items hot;
- applies the concept of saturation to explain why a crystal growing in solutions begins to shrink if the water is warmed;
- writes a story about survival from the point of view of an animal in the middle of a food chain in a natural habitat, a garden or a farm.
Learning Outcome 3: Science, Society and the Environment
The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.
Assessment standards
We know this when the learner:
- Understands science as a human endeavour: Identifies ways in which people build confidence in their knowledge systems.
Achievement is evident when the learner, for example,
- replicates an interesting investigation and findings of a learner at another school;
- reports on difficulties that scientists have had in clarifying ideas and dealing with doubts;
- describes ways in which traditional wisdom is accumulated and passed on.
- Understands sustainable use of the earth’s resources: Identifies information required to make a judgement about resource use.
Achievement is evident when the learner, for example,
- plans and carries out an audit of all uses of water around the school premises (including gardening, car-washing and drinking), and develops an implementation plan to improve water management in the school;
- conducts a waste-production audit at the school, analysing types of waste, their sources, potential health hazards, and whether or not the waste is biodegradable.
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