8th Grade Life Science Benchmarks
[Constructing and Reflecting] [ Life Science] [Physical Science] [Earth Science]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
Students should master these:
Cells, Heredity & Classification: Labs & Activities
  • Labs & Activities Here


  • Multimedia Here

Print Material:

  • Print Material Here

Field Trips:

  • Field Trip Here

IRC Activities:

  • IRC Activity Here

Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

  • UOP Links Here

Web Links

III.1.MS.1 Demonstrate evidence that all parts of living things are made of cells.

In some multi-cellular organisms, students will:

  • Observe cells in a variety of organisms using microscopes and hand lenses
  • Describe cells in a variety of organisms
  • Demonstrate that specialized cells cooperate to form a tissue (e.g., muscle)
  • Demonstrate that tissues form organs (e.g., heart)
  • Demonstrate that organs form organ systems (e.g., circulatory system)
III.1.MS.2 Explain why and how selected specialized cells are needed by plants and animals.

Students will:

  • Explain the roles of specialized cells
III.2.MS.1 Compare and classify organisms into major groups on the basis of their structure.

Students will:

  • Compare and contrast similar characteristics in structure, such as physical appearance, anatomy, and reproduction
  • Use these characteristics to arrange organisms into different groups (e.g., plants: flowering/non-flowering and animals: vertebrate/invertebrate, single-celled/multi-cellular, cold-blooded/warm-blooded)
  • Classify organisms into smaller groups (e.g., vertebrates: mammals, fish, birds, amphibians, reptiles)
III.3.MS.1 Describe how the characteristics of living things are passed on through generations.

Students will:

  • Explain how the traits of an individual offspring are determined when the parents’ hereditary information is combined
  • Demonstrate that they understand that all hereditary information is carried through genes that are located in the chromosomes of each cell
III.3.MS.2 Describe how heredity and environment may influence/determine characteristics of an organism.

Students will:

  • Distinguish between inherited traits and acquired traits
III.4.MS.1 Describe how scientific theory traces possible evolutionary relationships among present and past life forms.

Students will:

  • Compare and contrast present-day living things and ancient life forms
  • Demonstrate the concept of common ancestry
III.4.MS.2 Explain how new traits might become established in a population and how species become extinct.

Students will:

  • Debate the possible reasons why a given species might become extinct, such as an organism fails to adapt, human impact on the environment, or asteroids
  • Hypothesize the possible changes species may undergo, such as behavioral changes (mating rituals, migratory patterns) or physical changes (color, height, structure)
Human Body Systems & Health:
III.2.MS.4 Explain how selected systems and processes work together in animals.

Students will:

  • Explain how selected systems work together to carry out body functions
  • Integrate key concepts through illustrations of relationships between systems
  • Examine how these functions take place in both complex and simple organisms

Committee Members:

Last Revised: Thu, Feb 5, 2004