The following resource contains the assets (or resources) to accompany the Sask DLC Science 8 course. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zip folder and a collection.
This lesson covers the process of photosynthesis and the related plant cell functions of transpiration and cellular respiration. Students will learn how engineers can use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system.
Science assessment rubrics for every grade from Grade 1-9, for each unit.
The Scale of the Universe 2 offers a unique look at scale as your explore different sized things in the universe. Use the scroll bar to zoom in and out. Click on objects to learn more.
It takes you on a ride down to the smallest thing theorized by scientists and then out to the vastness of the universe.
Every week Science North will provide Grade 8 teachers with a pre-recorded video and printable resource.
Teachers will be able to share these YouTube videos and resources with students weekly.
Included are classroom videos, student handouts, and offline lesson plans.
These videos and handouts can be sent to students to provide them with key concepts and activities that link to the curriculum.
Students learn that engineers develop different polymers to serve various functions and are introduced to selectively permeable membranes. In a warm-up activity, they construct models of selectively permeable membranes using common household materials, and are reminded about simple diffusion and passive transport. In the main activity, student pairs test and compare the selective permeability of everyday polymer materials engineered for food storage (including plastic grocery bags, zipper sandwich bags, and plastic wrap) with various in-solution molecules (iodine, corn starch, food coloring, marker dye), assess how the polymer’s permeability relates to its function/purpose, and compare that to the permeability of dialysis tubing (which simulates a cell membrane).
Students culture cells in order to find out which type of surfactant (in this case, soap) is best at removing bacteria. Groups culture cells from unwashed hands and add regular bar soap, regular liquid soap, anti-bacterial soap, dishwasher soap, and hand sanitizer to the cultures. The cultures are allowed to grow for two days and then the students assess which type of soap design did the best job of removing bacteria cells from unwashed hands. Students extend their knowledge of engineering and surfactants for different environmental applications.
In this simulation, users will practice transforming bacterial cells with a recombinant plasmid using the heat shock method.
For this unit plan, see the old unit calendar (link on left sidebar, click ALT3 tab at the bottom). Once we update this unit to the new Doc template, we will post it here. This is now unit 3, but it used to be unit 2 (we will update file and folder numbering as we continue to revise the units). Thanks for your patience as we work hard this year to update all of the materials to the new unit template and unit/standards arrangements.