Download Comprehensive Science III

2012-2013
Volusia County Schools
Comprehensive
Science III
Curriculum Map
Volusia District Science Office
2012-2013
Parts of the Curriculum Map
Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map
Pacing: time frames created by teacher committees, using FCAT 2.0 data, within which the course should be taught in preparation for the FCAT 2.0
Science Test
Measurement Topics: concepts grouped together by related benchmarks used in Pinnacle for standards-referenced grading
Learning Targets and Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the measurement topics
Benchmark: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE
Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction
Resources: a listing of available, high quality and appropriate materials, including: strategies, lessons, textbooks, videos and other media sources,
that are aligned with the measurement topics
RARE week: (Review, Assess, Re-teach, and Enrich) specific days set aside for teachers to administer district assessments, go over the test items in
class with students, and identify students who need additional remediation or enrichment
DIA:S: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student
progress monitoring. The corollary goal is to prepare students for FCAT 2.0 through similar rigor, complexity, and style guidelines as state
assessments.
Page A
Appendix A
Volusia District Science Office
2012-2013
Florida FCAT 2.0 Science Information
Nature of Science
19% of FCAT Science
8.N.1.1
7.N.1.5
6.N.1.1
7.N.3.2
6.N.1.3
8.N.1.5
7.N.1.1
E.5.10
7.N.1.3
6.N.2.2
7.N.1.4
7.N.1.6
8.N.1.3
7.N.1.7
8.N.1.4
7.N.2.1
7.N.1.2
8.N.1.6
6.N.1.2
7.N.3.1
6.N.1.4
6.N3.1
8.N.1.2
8.N.3.2
Content Breakdown by Benchmark
Earth and Space Science
Physical Science
27% of FCAT Science
27% of FCAT Science
8.E.5.3
7.E.6.4
8.P.8.4
7.P.10.3
8.E.5.1
7.E.6.3
8.P.8.3
7.P.10.2
8.E.5.2
7.E.6.5
8.P.8.5
7.P.11.2
8.E.5.5
7.E.6.1
8.P.8.1
6.P.11.1
8.E.5.6
7.E.6.7
8.P.8.6
7.P.11.3
8.E.5.7
6.E.7.4
8.P.8.7
7.P.11.4
8.E.5.4
6.E.7.2
8.P.8.8
7.P.11.1
8.3.5.8
6.E.7.3
8.P.8.9
6.P.13.1
8.E.5.9
6.E.7.6
8.P.9.2
6.P.13.2
7.E.6.2
6.E.7.9
8.P.9.1
8.P.8.2
6.E.6.1
6.E.7.5
8.P.8.3
6.P.13.3
6.E.6.2
6.E.7.1
7.P.10.1
6.P.12.1
7.E.6.6
8.E.5.11
Low
10-20%
Item Cognitive Complexity
Moderate
60-80%
High
10-20%
Sessions
2
Duration and Length
Total Time
160 minutes
Total Items
60-66
Life Science
27% of FCAT Science
6.L.14.1
7.L.17.2
6.L.14.2
7.L.17.1
6.L.14.3
7.L.17.3
6.L.14.4
8.L.18.4
6.L.14.5
8.L.18.1
6.L.14.6
8.L.18.2
6.L.15.1
8.L.18.3
7.L.15.2
7.L.15.1
7.L.15.3
7.L.16.1
7.L.16.2
7.L.16.3
Use FCAT Explorer and
Florida Achieves! For
Student FCAT help and
Teacher resources
Recommendations for success on the FCAT 2.0 Science:
1. Use frequent formative assessment of measurement topics.
2. Students should have access to and use FCAT Explorer and Florida Achieves!
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map.
Page B
Appendix A
Volusia District Science Office
2012-2013
Evaluate
Elaborate
Explain
Explore
Engage
Volusia County Science 5E Instructional Model
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Page C
Appendix A
Volusia District Science Office
2012-2013
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:








identify a common example or recognize a
concept;
retrieve information from a chart, table,
diagram, or graph;
recognize a standard scientific representation
of a simple phenomenon; or
calculate or complete a familiar single-step
procedure or equation using a reference
sheet.





apply or infer relationships among facts, terms,
properties, or variables;
describe examples and non-examples of
scientific processes or concepts;
predict or determine the logical next step or
outcome;
compare or contrast structures or functions of
different organisms or systems;
choose the appropriate formula or equation to
solve a problem and then solve it; or
apply and use concepts from a standard
scientific model or theory.





construct models for research;
generalize or draw conclusions;
design an experiment, given data and
conditions;
explain or solve a problem in more than one
way;
provide a justification for steps in a solution or
process;
analyze an experiment to identify a flaw and
propose a methods for correcting it;
interpret, explain, or solve a problem involving
spatial relationships; or
predict a long-term effect, outcome, or result
of a change within a system.
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation
Page D
Appendix A
Volusia District Science Office
2012-2013
Middle Grades Comprehensive Science Weekly Curriculum Trace
2012
Week 1-2
Week 3-4
Week 5
6th Grade
What is
Science?
Science
Process
RARE
DIA:S
Earth Structures and Changes
Earth Systems
7th Grade
What is
Science
Science
Process
RARE
DIA:S
Energy and Transformations
Light Energy and Waves
8th Grade
What is
Science?
2012
Week 12
Week 13
Week 14
Sun’s Energy and Heat Transfer
7th Grade
Temperature and Heat Flow
2013
Properties of Matter
Week 21
Week 22
6th Grade
Forces
7th Grade
Age of the Earth
8th Grade
The Stars and Our Sun
2013
Week 30
Week 7
RARE
DIA:S
Science Process
6th Grade
8th Grade
Week 6
Atomic and Molecular Theory
Week 15
Week 16
6th Grade
Cell Structure and Function
7th Grade
Genetics
RARE
DIA:S
Week 17
RARE
DIA:S
Week 24
RARE
DIA:S
Evidence of
Evolution
Week 33
FCAT Preparation and
Administration
Apply the
Periodic Table
Week 18
Week 11
Density
Week 19
Week 20
Rock Cycle and Geological Events
and Human Impact
Earth’s Layers
Plate Tectonics
Mixtures and Solutions
RARE
DIA:S
Electromagnetic
Spectrum
Universe Scale
and Gravity
Week27
Week 28
Week 29
Week 25
Week 26
RARE
DIA:S
Organization of
Life
Natural Selection and Adaptations
Objects in the Solar System
Week 32
Week 10
Energy Transformations
Changes in Matter
Week 23
Week 9
RARE
DIA:S
Weather Patterns and Climate
Motion of Objects
Week 31
Week 8
Cell Structure
& Function
Cell Theory and Processes
Heredity &
Reproduction
Genetics
Relationships between Sun, Moon, and Earth
Week 34
Week 35
Week 36
Week 37
Page E
Week 38-39
Human Body Systems
Classification
RARE
DIA:S
Interdependence and Ecology
Limiting Factors / Human Impact
RARE
DIA:S
Photosynthesis Conservation
Bridge to Earth Science and Biology
& Respiration
Laws & Cycles
*DIA:S (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring.
**Week 1-2, 3-4, and 38-39 are combined to accommodate all 39 weeks of instruction, not all weeks are a full five day’s worth of instruction.
8th Grade
RARE
DIA:S
RARE
DIA:S
Appendix A
Volusia District Science Office
2012-2013
Comprehensive Science III
Instruction and Assessment
Comprehensive Science III
Week
Dates
2012-2013
Measurement Topic
1-2
August 20 – 31
What is Science?
3-5
September 4 – 20
Science Process
6
September 24 – 28
RARE
7-8
October 1 – 12
Atomic and Molecular Theory
9
October 15 – 18
Applying the Periodic table
10-11
October 22 – November 2
12-13
November 5 – 16
Properties of Matter
14-15
November 19 – 30
Changes in Matter
16-17
December 3 – 14
Mixtures and Solutions
18
December 17 – 20
RARE
Assessments
DIA:S
Science Process
Density
DIA:S
Matter
Winter break
19
January 7 – 11
Electromagnetic Spectrum
20
January 14 – 18
Scale of the Universe and Gravity
21-22
January 22 – February 1
23-25
February 4 – 22
26-28
February 25 – March 15
29
The Stars and Our Sun
DIA:S
Space
Objects in the Solar System
Relationships between Sun, Moon, and Earth
March 18 – 22
RARE
Spring break
30
April 1 – 5
Photosynthesis and Cellular Respiration
31
April 8 – 12
Conservation Laws and Cycles
32
April 15 – 19
FCAT Review
DIA:S
Conservation Laws
33
April 22 – 26
FCAT
34-37
April 29 – May 24
Bridge to Earth Space OR Biology
38-39
May 28 – June 4
RARE
Other Assessments:
1. Semester Formative Assessment (SFA) - State required, consisting of approximately 20 questions covering
topics through winter break.
2. Semester Summative Assessment (SSA) - State required, same test as SFA, given later in the year.
Page 1
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: The Nature of Science
Measurement Topics
Week 1-2
What is Science?
(T02)
Week 3-5
(13 Days)
Science Process
(T01)
Week 6
RARE
Page 2
August 20 – September 28
Learning Targets and Skills
Benchmarks
Students will:
 (T02) explain that science is the study of the natural world
 (T02) give examples and non-examples of science
 (T02) set up a science notebook that will be used all year by students
 (T02) develop a class list of lab safety procedures in the lab
Students will:
 (T02) compare and contrast the difference between an experiment
(control group and variables) and other types of scientific investigations
 (T02) recognize and explain the difference between theories and laws
 (T02) discuss how scientific theories are different than other theories
Students will:
 (T01) plan and carry out various types of scientific investigations and
experiments (ex: density, phases of matter, physical and chemical
changes of matter, measurement)
 (T01) make predictions or form hypothesis
 (T01) differentiate between replication and repetition
 (T01) identify test variables (independent) and outcome variables
(dependent)
 (T01) identify control groups for each experiment
 (T01) collect and organize data
 (T01) interpret data
 (T01) defend conclusions
Students will:
 (T01) use phrases such as “results support” or “fail to support”
 (T01) explain that science does not offer conclusive “proof” of a
knowledge claim
 (T01) explain how hypotheses are valuable if they lead to further
investigations, even if they turn out not to be supported by data
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
SC.8.N.1.1
lab safety
non-example
science notebook
scientist
SC.7.N.1.3
control group
experiment
investigation
theories / laws
variables
hypothesis
prediction
test variable
(independent)
outcome variable
(dependent)
control group
data
conclusions
repetition
replication
interpret
differentiate
inference
SC.8.N.1.1
SC.8.N.1.2
SC.8.N.1.3
SC.8.N.1.4
Academic Language
Comprehensive Science III
Volusia District Science Office
Resources
2012-2013
What is Science (Week 1-2)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
1. A science notebook is a compilation of student learning that provides a
Teacher Hints
partial record of the instructional experiences a student has in the
classroom. Some teachers use spiral-bound notebooks, some use
composition notebooks, while others use a 3-ring binder to organize.
Pages should not be taken out of the science notebook so careful
consideration should be given to the type of notebook that is used.
Prefix / Suffix
No/Non - not
Sciencia- wisdom
Pre- before
Dici- to say
Volume 2 #14 (Plants in the Dark) Volume 4 #9 (Magnets and Water)
1. You are free to choose any topic (i.e., beach, rocks, candy bars) to
explore the science skills and tools introduced during this time.
2. Students need to understand that scientists do not only learn from
doing investigations but also from reading non-fiction reference
materials, such as, journals, newspapers, reference books etc.
3. Students need to understand the importance of researching a topic
before forming a hypothesis or conducting an investigation.
4. Students need to discuss the importance of multiple trials and large
experimental groups.
5. Teachers should continue to model limiting variables and testing a
control group for comparison purposes.
Sample FOCUS Question
Sample FOCUS Question
Jay and Shanna think their classmates get more schoolwork done before
lunch; they suspect that eating lunch makes people less productive. They
come up with a six-week-long classroom experiment to test this, which will
involve some people having to eat a smaller lunch every other day. What is
the FIRST thing they need to do?
A student conducts an experiment in which she drops objects, each with a
different mass, all from the same height. She uses a stopwatch and
records the time it takes for each object to hit the ground. Which of the
following is the independent variable in her experiment?
A.
B.
C.
D.
Page 3
Science Process (Week 3-5)
Ask for permission from the parents of their classmates.
Divide their class into a control group and a test group.
Keep their idea a secret so no one can influence the outcome.
Tell a few people in class to help them get the outcome they want.
A.
B.
C.
D.
time the object travels
height at which object is dropped
mass of the object
stopwatch used
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
October 1 – October 18
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T04) recognize that atoms are the smallest unit of an element
 (T04) recognize that atoms are composed of subatomic particles:
electrons, neutrons and protons
 (T03) create a model or diagram of an atom (nucleus and subatomic
particles)
SC.8.P.8.7
SC.8.N.3.1
nucleus
subatomic particles
electrons
protons
neutrons
electron cloud
Students will:
 (T04) compare and contrast atoms, elements and compounds
 (T04) describe how elements combine to form compounds that make
up all living and non-living things
SC.8.P.8.5
atom
element
compound
molecule
Students will:
 (T04) compare and contrast solids, liquids and gases based on their
particle motion
 (T04) predict what happens to the motion of particles during a phase
change
SC.8.P.8.1
solid
liquid
gas
phase change
Students will:
 (T05) recognize that elements are grouped in the periodic table
according to similarities of their properties
 (T05) predict properties of an element using a periodic table when
given information about other elements in the same column
SC.8.P.8.6
periodic table
columns / groups /
families
period / rows
Week 7-8
Atomic & Molecular
Theory
(T04)
Theories, Laws, &
Models
(T03)
Week 9
(4 Days)
Applying the Periodic
Table
(T05)
Page 4
(Topics are conceptual only; students should not memorize the table)
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Prefix / Suffix
Nuc- center
Sub- under/below
Proto- first
Neut- neither… nor
Peri- around
(H)odus- journey
Page 5
2012-2013
Atomic and Molecular Theory (Week 7-8)
Applying the Periodic Table (Week 9)
Pg. 260-281, 318-331; Investigations, pg. 157-159
Pg. 378-381
“Differences in Compounds,” pg. 45, “What are solid, liquid, gas?,” pg. 47
“Phone Home,” pg. 116
Scenario Investigations: “What a mass,” pg. 157-159
Chapter Activities: “Survey Properties of Metal,” pg. 358-364
Schlessinger Media: “Atoms and Molecules,” [1:00-22:00]
Schlessinger Media: ‘The Periodic Table, “ 23 minutes
Volume 1 #10 (Is it Matter?) Volume 3 #1 (Pennies) Volume 3 #2 (Is it Solid)
1. Students need to know how particles move in solids, liquids and gases.
2. Items assessing subatomic particles are limited to protons, neutrons
and electrons.
3. Items will not assess chemical bonding.
4. Items will not assess valence electrons or electron configurations.
1.
2.
Sample FOCUS Question
Students will know how elements are grouped in the periodic table
according to similar properties.
Items referring to elements are limited to the elements 1-57 and 7289.
Sample FOCUS Question
Which of the following statements best describes the basic structure of an
atom?
Using a periodic table, determine which of the following pairs of elements
would have the most similar properties.
A. Electrons and protons are in motion around a nucleus that contains
neutrons.
B. Neutrons are in motion around a nucleus that contains protons and
electrons.
C. Protons are in motion around a nucleus that contains electrons and
neutrons.
D. Electrons are in motion around a nucleus that contains protons and
neutrons.
A.
B.
C.
D.
hydrogen (H) and helium (He)
sodium (Na) and potassium (K)
nitrogen (N) and silicon (Si)
calcium (Ca) and iron (Fe)
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
October 22 – November 16
Measurement Topics
Learning Targets and Skills
Benchmarks
SC.8.P.8.3
SC.8.P.8.2
SC.8.N.1.1
Week 10-11
Students will:
 (T06) calculate the density of solids, liquids and gases (d=m/v)
o (T01) measure the volume of solids, liquids and gases
o (T01) measure the mass of solids, liquids and gases
 (T06) compare and contrast the densities of various substances
 (T06) recognizes that density of a substance is independent of size (ex:
small piece of wood vs. large)
 (T06) differentiate between mass and weight
mass
volume
density
solid
liquid
gas
weight
Students will:
 (T07) classify and compare substances based on their physical
properties (thermal conductivity, electrical conductivity, solubility,
magnetic, melting and boiling points)
 (T01) investigate and explain how the physical properties of matter are
independent of the amount sampled
 (T07) analyze given data from a table or graph to determine a physical
property
SC.8.P.8.4
SC.8.N.1.1
physical properties
matter
density
thermal conductivity
electrical
conductivity
solubility
solute / solvent
saturation
magnetic properties
melting / boiling
point
degrees Celsius
chemical properties
Density
(T06)
Academic Language
Science Process
(T01)
Week 12-13
(9 Days)
Properties of Matter
(T07)
Science Process
(T01)
Page 6
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Density (Week 10-11)
Pg. 273, 275-276,
“Making Sense of Density,” pg. 65-73
“Copper or Carbon,” pg. 85-92
Chapter Activities: “Build a Density Calculator,” pg. 365-371
Schlessinger Media: “Properties of Matter,” 23 minutes
Volume 2 #2 (Floating Laws) Volume 2 #3 (Floating High and Low)
1. Students may be required to calculate density, if so, the formula would
be given.
Volume 2 #1 (Comparing Cubes) Volume 2 #6 (Boiling Time and Temp)
1. This is the first time this concept is taught in middle school.
2. This is a good opportunity to review how to design or evaluate an
experiment based on scientific thinking.
3. Temperature will only be displayed in degrees Celsius.
4. The middle school curriculum no longer includes chemical properties
of matter only physical properties of matter. The textbook goes in
depth in both. Do not spend time on chemical properties of matter
unless your students have mastered physical properties of matter.
5. Items may assess the concept of saturation, conductivity, or magnetic
properties but no calculations.
6. Students will not need to know specific melting or boiling points.
Sample FOCUS Question
Sample FOCUS Question
Latosha has pieces of four different materials, an apple, a piece of brick, a
piece of cork and a piece of pumice stone. She measured each piece in
cubic centimeters (cm³). She then weighed each of them to find their mass
in grams (gm) and recorded each reading in the table shown here. Which of
the four is least dense? (Remember: density = mass ÷ volume.)
A.
B.
C.
D.
Page 7
Properties of Matter (Week 12-13)
Pg. 326
Prefix / Suffix
Solvere- to dissolve
Satur- full
2012-2013
apple
brick
cork
pumice stone
Sam is trying to convince Alan that a substance that conducts heat does
not necessarily conduct electricity as well. Which of the following would
be the best example for him to use to convince Alan of this?
A.
B.
C.
D.
a piece of glass
a piece of copper wire
a steel nail
a paper clip
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
Week 14-15
(7 Days)
Changes in Matter
(T08)
Science Process
(T01)
Week 16-17
Mixtures and
Solutions
(T09)
Week 18
(4 Days)
RARE
Page 8
November 19 – December 20
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T08) compare and contrast physical and chemical changes in matter
 (T08) give examples of physical and chemical changes in matter
 (T01) investigate physical and chemical changes in matter
SC.8.P.9.2
SC.8.N.1.1
physical change
chemical change
Students will:
 (T08) investigate and describe how temperature influences chemical
changes
SC. 8.P.9.3
SC.8.N.1.1
temperature
Students will:
 (T08) explain that mass is conserved when substances undergo physical
and chemical changes according to the Law of Conservation of Mass
 (T01) design an experiment to explore the Law of Conservation of Mass
SC.8.P.9.1
SC.8.N.1.1
Law of Conservation
of Mass
Students will:
 (T09) differentiate between pure substances, mixtures and solutions
 (T01) investigate different ways of making and separating mixtures and
solutions
SC.8.P.8.9
SC.8.N.1.1
pure substances
mixtures
solutions
heterogeneous
homogeneous
Students will:
 (T09) identify common examples of acids, bases and salts
 (T09) use the pH scale to classify acids and bases
 (T01) Investigate and classify the pH of substances
SC.8.P.8.8
SC.8.N.1.1
acids
bases
salts
pH
pH Scale
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Prefix / Suffix
Homo- same
Hetero- different
Gene- beginning
2012-2013
Changes in Matter (Week 14-15)
Pg. 271, 298, 302-305, 418-421, 425
Pg. 390-401, 403-405
“Sublimation,” pg. 62, “Physical\Chemical,” pg. 77, “Temperature,” pg. 147
“Separating Mixtures,” pg. 119-123, “What Color Litmus?,” pg. 106
Chapter Activities: “A Story of Changes in Matter,” pg. 372-378
Chapter Activities: “Make your own Indicator,” pg. 337-341
Schlessinger Media: “Heat and Chemical Energy,” 23 minutes
Schlessinger Media: “Elements, Compounds, and Mixtures,” 33 minutes
Volume 1 #13 (Rusty Nail) Volume 2 #7 (Freezing Ice) Volume 4 #2 (Iron)
1. This is the first time this concept is taught in middle school.
2. Students will not be assessed on balancing chemical equations.
3. The Law of Conservation of Mass will not require mathematical
computations.
Volume 4 #1 (Sugar Water)
1. Students need to be able to identify common examples of acids,
bases, and or salts.
2. This is the first time this concept is taught in middle school.
3. Items assessing acids and bases are limited to pH.
4. Solutions may use different states of matter, i.e. air is a solution.
Sample FOCUS Question
Sample FOCUS Question
Hilary put some ice cubes in a glass of water, and the ice cubes melted.
What is the best evidence she can use to show that the melting of the ice is
a purely physical change and not a chemical change?
Harriet is looking through the kitchen cabinet, trying to find something
with a low pH to use in removing some calcium deposits on the kitchen
sink. Which of the following things has the lowest pH and therefore would
be best for her to use?
A. Even though the ice and the liquid water look different, they can be
shown to be made of the same molecules.
B. When liquid water is put into the freezer and cooled long enough, it
will change into a solid form.
C. She did not need to add any extra heat in order to get the ice to melt in
the glass of water.
D. Although ice is more difficult to see through than liquid water, it does
not change color when it melts
Page 9
Mixtures and Solutions (Week 16-17)
A.
B.
C.
D.
baking soda
bleach
vinegar
water
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Earth and Space Science
Measurement Topics
Week 19
Electromagnetic
Spectrum
(T10)
January 7 – January 18
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T10) recognize that the sun’s energy arrives as radiation
 (T10) compare and contrast the electromagnetic waves from the sun
(such as infrared, visible light and ultraviolet)
o sequence the order of frequencies and wavelengths in the
electromagnetic spectrum (radio to gamma)
o explain the characteristics of the electromagnetic spectrum
including wavelength, frequency and use
o identify common uses and applications and of electromagnetic
waves (ex: satellite photographs)
Students will:
 (T11) compare and contrast the relative distance, relative size and
general composition of astronomical bodies in the universe, include:
planets, stars, moons, asteroids, nebulae, galaxies, dwarf planets and
comets
SC.8.E.5.11
SC.7.P.10.1
electromagnetic
spectrum
electromagnetic
waves
visible light
white light
infrared light
ultraviolet light
satellite photographs
SC.8.E.5.3
Students will:
 (T11) describe distances (AU or light years) between objects in space in
the context of light and space travel
Students will:
 (T11) describe that the universe contains billions of galaxies and stars
Students will:
 (T12) identify or explain the role that gravity plays in the formation of
planets, stars, and the solar system (Law of Universal Gravitation)
 (T06) differentiate between weight and mass
 (T12) recognize weight is the amount of gravitational pull on an object
SC.8.E.5.1
relative size
relative distance
composition
astronomical bodies
planets
stars
moons
asteroids
nebulae
galaxies
dwarf planets
comets
light years
astronomical units
(AU)
universe
Week 20
Scale of the Universe
(T11)
Role of Gravity
(T12)
Density
(T06)
Page 10
SC.8.E.5.2
SC.8.E.5.4
SC.8.P.8.2
gravity
weight
mass
gravitational pull
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Electromagnetic Spectrum (Week 19)
Page 11
Scale of the Universe (Week 20)
Pg. 232-239
Pg. 94-97, 98-103, 116-121, 162-167
Parts of the Electromagnetic Spectrum, pg. 153
“How far is that Star,” pg. 48-49, “Measuring Distance to School,” pg. 97
“Planets and Solar System,” 24 minutes.
Volume 1 #3 (Birthday Candles)
th
1. In 7 grade students are introduced to the electromagnetic spectrum:
a. the Sun’s energy arrives to Earth as radiation
b. the ability to identify, compare and contrast the types of
radiation present in the Sun such as infrared, visible,
ultraviolet
c. compare and contrast different wavelengths and investigate
how white light is made of a spectrum of many different
colors.
2. Items will not address hazards of electromagnetic radiation.
3. Items will not require calculations for forms of energy and the
electromagnetic spectrum.
Volume 1 #13 (Gravity) Volume 4 #8 (Standing on a Foot)
1. This is the first time this concept is taught in middle school.
2. Items will not assess the order of the planets in the Solar System in
isolation but that knowledge may help them answer a conceptual
question about how their characteristics are different from Earth.
3. Students do not need to know chemical composition of astronomical
bodies.
4. Students are not required to memorize astronomical quantitative
data.
5. Items assessing astronomical bodies are limited to planets, stars,
moons, asteroids, nebulae, galaxies, dwarf planets, and comets.
6. Items will not require calculations but may require comparison or use
of quantitative data including tables.
Sample FOCUS Question
Sample FOCUS Question
Prefix / Suffix
Infra- below
Ultra- beyond
Astro- star
Nomos- arrange
Planetia- wonderer
-oid- “-like”
Uni- one
Verse- voice
Gravis- heavy
2012-2013
One type of light that comes from the Sun is called infrared. Human eyes
can't see this type of light, but specially built cameras can. Why can't
human eyes detect infrared light?
A.
B.
C.
D.
The energy of infrared light is too high for our eyes to detect.
The wavelength of infrared light is too long for our eyes to detect.
Infrared light is too fast for our eyes to detect.
The Sun does not give off enough infrared light for our eyes to detect.
It would be appropriate to use Astronomical Units (AU) to measure the
distance between which of the following?
A.
B.
C.
D.
atoms
galaxies
countries
planets
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Earth and Space Science
Measurement Topics
Week 21-22
(4 Days)
The Stars and Our Sun
(T13)
Theories, Laws, &
Models
(T03)
Week 23-25
(14 Days)
Objects in the Solar
System
(T14)
Theories, Laws, &
Models
(T03)
Page 12
January 22 – February 22
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T13) describe and/or classify physical properties of main sequence
stars: apparent magnitude, temperature, color, size and absolute
brightness
SC.8.E.5.5
physical properties
apparent magnitude
absolute brightness
temperature
Students will:
 (T13) interpret existing models of solar properties
 (T13) describe solar properties/characteristics: rotation, structure of
the Sun, convection, sunspots, solar flares and prominences
 (T03) create models of solar properties from what they have learned
SC.8.E.5.6
SC.8.N.3.1
solar properties
rotation
convection
sunspots
solar flares
solar prominences
Students will:
 (T14) compare and contrast the properties (such as gravitational force,
distance from the Sun, speed, movement, orbital path, temperature and
atmospheric conditions) of objects in the solar system including the
sun, planets, and moons to those of Earth
 (T14) explain how surface temperature and length of year of a planet
are related to the distance from the sun
 (T14) compare the relationships between presence, absence or relative
thickness of planetary atmospheres to surface temperature and
atmosphere of Earth
SC.8.E.5.7
solar system
Earth
moon
planets
gravitational force
orbital path
atmospheric
conditions
SC.8.E.5.8
SC.8.N.3.1
geocentric
heliocentric



(T14) compare and contrast various historical models of the solar
system (geocentric and heliocentric)
(T03) explain why theories may be modified but rarely discarded
(T03) create a model of the solar system
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
The Stars and Our Sun (Week 21-22)
Page 13
Objects in the Solar System (Week 23-25)
Pg. 110-115, 122-127
Pg. 70-71, 104-107, 138-139, 143-163, 168-172
“How do Stars Differ?,” pg. 57, HR Diagrams, Pg. 67, Spectrograph, Pg. 112
“Do Planets Float?,” pg 140-141, “Modeling the Solar System,” pg 323-329
Scenario Investigations: “The Last Survivors,” pg. 143-144
Math Skills: “Journey to Mars,” pg. 42-49
“Planets and Solar System,” 24 minutes.
“Renaissance Science & Investigation: Geo vs. Helio” [6:30-11:10]
Volume 4 #23 (Moonlight)
1. This is the first time this concept is taught in middle school.
2. Items will not assess the stages of stellar evolution.
3. Students will not need to know specific chemical composition of the
stars.
4. Stellar distance will be given in AU or light years.
5. Items will focus on main sequence stars and their properties.
6. Absolute brightness should be used instead of absolute luminosity.
7. Models may be 2D, 3D, computer generated, diagrams etc.
8. Interpret models of solar properties including rotation, structure,
convection, sunspots, solar flares and prominences. Students on FCAT
will not be able to create a model of solar properties but they will be
expected to evaluate models that they are given and explain their solar
characteristics.
Volume 4 #22 (Where would it Fall)
1. This is the first time this concept is taught in middle school.
2. Items will not require the use of the formula for the Law of Universal
Gravitation or the gravitational constant.
3. Items will not assess the chemical composition of the atmospheres.
4. Items will not require memorization of quantitative astronomical
data.
5. Items will not assess the relative distance of objects in our solar
system from the Sun.
6. Items addressing mass or weight will not assess units of measure of
mass and weight.
Prefix / Suffix
Ab- from/not
Solvere- dissolve
Sol- sun
Rota- turn
Vect- to carry
Orb- sphere
Atmos- gas
Geo- earth
Helio- sun
Centric- centered
2012-2013
Sample FOCUS Question
Sunspots are dark regions on the visible surface of the Sun. Which of the
following is responsible for sunspots?
A.
B.
C.
D.
fusion reactions in the Sun
gravitational force between Earth and the Sun
the Sun's magnetic field
solar flares
Sample FOCUS Question
Saturn is 9.5 astronomical units (AU) from the Sun and Mars is only 1.5 AU
from the Sun. Saturn is also much larger than Mars. Based on this
information, how does the average surface temperature on Mars compare
to the average surface temperature on Saturn?
A. Since Mars is closer to the Sun than Saturn, it has a higher average
surface temperature.
B. Saturn is larger than Mars and absorbs more light, so it has a higher
average surface temperature.
C. Since both planets are more than 1 AU from the Sun, their average
surface temperatures are equal.
D. Even though Saturn is further away, Saturn's rings cause it to have a
lower average surface temperature
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Earth and Space Science
Measurement Topics
February 25 – March 22
Learning Targets and Skills
Students will:
 (T15) demonstrate and compare the effects of Earth’s rotation and
revolution in relationship to the sun (day and night vs. length of a
year)
 (T15) diagram and explain how the Earth’s tilted axis and its
revolution around the Sun produces seasons
 (T15) explain how the Earth stays in orbit because of its inertia and
the gravitational pull of the sun
Benchmarks
Academic Language
SC.8.E.5.9
rotation
revolution
day / night
year
axis
seasons
gravitational
attraction
inertia
SC.8.E.5.9
SC.8.E.5.9
moon phases
tides
solar eclipses
lunar eclipses
Week 26-28
(14 Days)
Relationships between
Sun, Moon and Earth Students will:
(T15)
 (T15) demonstrate and explain how the relationship between the
Earth, Moon and Sun creates moon phases
 (T15) demonstrate and explain how tides are caused by the pull of
gravity between the Earth and the moon
 (T15) compare and contrast solar and lunar eclipses
Week 29
RARE
Page 14
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Prefix / Suffix
Rota- turn in place
Rev- turn around
Gravis- heavy
Ad/at- towards
Tract- to pull
Sol-sun
Luna- moon
Page 15
2012-2013
Relationships between Sun, Moon, and Earth (Week 26-28)
Teacher Notes
Pg. 105, 182-189, 190-199
“Smearing causes (Seasons,)” pg. 133-135
Volume 1 #25 (Going through a Phase) Volume 3 #23 (Summer Talk)
th
1. This is a large benchmark that the 8 grade committee split into three
sections. This is the first time it is taught.
2. Items on eclipses will not assess umbra or penumbra.
Sample FOCUS Question
Volume 4 #24 (Lunar Eclipse) Volume 4 #25 (Solar Eclipse)
Teacher Notes
Which of the following statements correctly explains why we experience
seasons?
A. As the Earth moves away from the Sun, we change from summer to fall
to winter. As the Earth moves closer to the Sun, we change from
winter to spring to summer.
B. As the Earth spins on its axis, we experience seasons. Each 1/4 spin of
the Earth on its axis represents a change in season.
C. Earth's tilt on its axis means one hemisphere leans toward the Sun,
causing it to experience warmer temperatures. As Earth revolves
around the Sun, a different hemisphere leans toward the Sun, causes
warmer temperatures in that hemisphere.
D. The Moon moving in front of the Sun causes temperatures on Earth to
drop, which causes winter. When it moves behind the Sun, a rise in
temperature causes summer.
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
Week 30
Photosynthesis &
Cellular Respiration
(T16)
Week 31
Conservation Laws &
Carbon Cycle
(T17)
April 1 – April 26
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T16) describe the process of photosynthesis in words (not equations)
 (T16) describe the role of light, carbon dioxide and water in
photosynthesis
 (T16) describe the role of chlorophyll in the process of photosynthesis
 (T16) differentiate which organism undergo photosynthesis
SC.8.L.18.1
photosynthesis
chlorophyll
chloroplasts
Students will:
 (T16) describe the process of cellular respiration in words (not
equations)
 (T16) explain cellular respiration breaks down food to provide energy
and releases carbon dioxide
 (T16) identifies that plants and animals undergo cellular respiration
SC.8.L.18.2
cellular respiration
mitochondria
Students will:
 (T17) investigate and explain that living systems obey the Law of
Conservation of Mass
 (T17) investigate and explain that living systems obey the Law of
Conservation of Energy
SC.8.L.18.4
Law of Conservation
of Mass
Law of Conservation
of Energy
Students will:
 (T17) describe how matter and energy are transferred in the carbon
cycle
 (T17) construct a scientific model of the carbon cycle
 (T17) identifies carbon reservoirs as the atmosphere, organisms, fossil
fuels, sediments and oceans and other bodies of water
SC.8.L.18.3
carbon cycle
carbon reservoirs
fossil fuels
sediments
Weeks 32-33
FCAT
Page 16
Comprehensive Science III
Volusia District Science Office
Resources
Text book
Pearson Labs
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Photosynthesis and Cellular Respiration (Week 30)
Page 17
Conservation Laws and Carbon Cycle (Week 31)
Chapter 13.1, 13.2
Chapter 13.3 (not the nitrogen cycle)
“Energy from Sun,” pg. 291, “Look at Pigment,” pg. 292, “Exhaling,” pg. 295
“Model Carbon Cycle,” pg. 306, “Conservation in Living Systems,” pg. 307
Chapter Activities: “Closed Reaction Chamber,” pg. 351
“Photosynthesis,” 23 minutes, Respiration – Bill Nye [10:10, 16:10, 17:30]
“The Transfer of Energy,” 24 minutes
Volume 1 #20 (Functions of Living Things)
1. This is the first time this concept is taught in middle school.
2. Items will not assess anaerobic respiration.
3. Items will not use the form ATP.
4. Items will not use term reactant.
Volume 1 #8 (Seedlings in a Jar) Volume 3 #19 (Earth’s Mass)
1. Items referring to the carbon cycle may include carbon reservoirs,
such as the atmosphere, organisms, fossil fuels, sediments, and
oceans/water.
Prefix / Suffix
Photo- light
Synth- to make
Chloro- green
Phylon- plant
Plast- shape
Respirare- breath
Mitos- thread
Khondros- grain
Con- with
Servare- to keep
Sed- to sit
2012-2013
Sample FOCUS Question
Which of the following best explains what happens to most of
the heat generated when food molecules are broken down in
the body during cellular respiration?
A.
B.
C.
D.
It is released to the surrounding environment.
It is used to maintain and regulate the body's processes.
It is destroyed as it is used by the body for fuel.
It is converted into fat and stored for later use.
Sample FOCUS Question
The average person eats tons of food during their life, yet an adult only
weighs, at most, a few hundred pounds. Which answer best explains what
happens to all of that food?
A. Some is used to build body structures, and some disappears while
being transported.
B. Some is used for growth, some may be stored, and some is excreted
as waste.
C. Some is used for energy for the body, some may be stored, and some
disappears.
D. Some evaporates during the digestion process, and some gets used by
the body
Comprehensive Science III
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
April 29 – June 3
Learning Targets and Skills
Students will:
 describe the processes of weathering, erosion, and deposition
 explain how those processes impact current surface features and
create new ones
Week 34-37
 relate weathering, erosion, and deposition to the rock cycle, i.e.
compaction of deposited material leading to sedimentary rock
Bridge to Earth Science
Students will:
(Regular)
 describe how a fossil is formed
 relate fossil formation to a time period based on fossil characteristics
 investigate floral and faunal succession through stratigraphy
 explain how the theory of evolution is supported by the fossil record,
biogeography, and observed evolutionary change
Students will:
 describe how organisms are classified using evolutionary relationships
 classify the three domains using distinguishing characteristics:
o (Archea, Bacteria, and Eukarya)
 classify the six kingdoms using distinguishing characteristics:
o (Archea, Eubacteria, Protista, Fungi, Plantae, and Animalia)
Week 34-37
 distinguish whether organisms are:
o prokaryotic vs. eukaryotic and unicellular vs. multi-cellular
Bridge to Biology
o autotrophs vs. heterotrophs
(Advanced)
Students will:
 predict the impact of individuals on the environment and sustainability
 discuss the need to monitoring environmental factors when making
policy decisions
 evaluate the possible environmental costs and benefits of using
renewable and nonrenewable resources, such as water, energy, fossil
fuels, wildlife, and forests
1. Review and Catch-up
Weeks 38-39
2. Administer DIA:S
RARE
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Page 18
Benchmarks
Academic Language
SC.6.E.6.1
SC.7.E.6.2
Weathering
Erosion
Deposition
Rock cycle
SC.7.L.15.1
Evolution
Fossil
Biogeography
Stratigraphy
Faunal succession
SC.6.L.15.1
Taxonomy
Classification
Hierarchy
Binomial
Nomenclature
Autotroph
Heterotroph
SC.7.L.17.3
SC.7.E.6.6
Non-/Renewable
resources
Fossil fuels
Pollution / Smog
Acid Rain
Global warming
Sustainability
Comprehensive Science III
Volusia District Science Office
Page 19
2012-2013
Comprehensive Science III