Download 2016 - 2017 Comprehensive Science 3 (8 Grade) Regular

SCOPE &
&
SEQUENCE
Comprehensive Science 3 (8th Grade)
Regular & Advanced
2016 - 2017
KEY COMPONENTS OF THE SCOPE & SEQUENCE
UNIT #:
UNIT TITLE
Suggested Time Frame:
UNIT
GOAL
the overarching learning goal for the unit; the desired results
Lesson Plans:
Text:
Complexity
Level
TOPIC
Next Generation Sunshine State Standards
the required standards according to the course description
posted on CPALMS by the Florida Department of Education;
the benchmarks included in the Advanced course description
are indicated with two asterisks (**)
the level of
cognitive
complexity that
a learning
activity or
assessment item
associated with
that standard
might entail;
see page 3
the recommended time frame to teach each unit;
NOTE: this does not include PDDs, 2 days for each 9 week
exam, and the last day of school
the lesson plans in Blender
the portions of the text related to the unit; NOTE: not all pages
in each section are closely aligned to the benchmarks – be
selective when deciding what pages to include in your lessons
Content/Academic Language
FLDOE
Other
Students will be able to…
the essential knowledge, specific skills,
and/or concepts students should acquire
to master the benchmark
content-specific
vocabulary identified
by the Florida
Department of
Education
additional contentspecific vocabulary
and/or academic
language to help
achieve mastery of
the standards
Prior Knowledge
Benchmarks from lower grades that are the foundation for the concepts within the unit
Common Misconceptions
Teacher Notes
Predictable misconceptions commonly held by students that could undermine their
efforts to learn – these erroneous understandings/ideas should be addressed, in order
to achieve conceptual change.
Things to consider when planning your instruction.
(this is not a complete list, just a few suggested items to get you started)
(this is not a complete list, just a few suggested items to get you started)
Sample Literacy Strategies
Prefixes, Suffixes & Roots
Suggested literacy strategies to help students achieve the learning goals
Common prefixes, suffixes, and roots to help students understand scientific terminology
(this is not a complete list, just a few suggested items to get you started)
(this is not a complete list, just a few suggested items to get you started)
Sample Assessment Questions
A sample assessment question aligned to a benchmark in the unit
A sample assessment question aligned to a Nature of Science benchmark in the course
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
1
Every one of the Next Generation Sunshine State Standards (NGSSS) in the Scope & Sequence is accompanied by one of the three statements found below. The following
descriptions and examples illustrate the distinctions between each type of benchmark listed.
Statement
Parent benchmark
on the Statewide
Science Assessment
Description
Example
Each of these benchmarks are specific statements of expected
student achievement presented in the NGSSS; they describe the
overarching concept for a benchmark group of related
benchmarks.
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that
can be demonstrated or measured; for example, density, thermal or electrical conductivity,
solubility, magnetic properties, melting and boiling points, and know that these properties are
independent of the amount of the sample (parent benchmark on the Statewide Science
Assessment).
Please see the FCAT 2.0 Test Item Specifications and note the bolded benchmark at the top of page 63.
Assessed as
(parent benchmark)
on the Statewide
Science Assessment
These benchmarks are closely related to the parent benchmark,
which follows “assessed as.” They are grouped together due to
the relationship of the concepts in the benchmarks. Each item on
the Statewide Science Assessment will be written primarily to
one of these benchmarks or the parent benchmark.
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their
masses and volumes (assessed as SC.8.P.8.4 on the Statewide Science Assessment).
Not assessed
on the Statewide
Science Assessment
While these benchmarks will not be assessed on the Statewide
Science Assessment, they are included in the course description,
thus they should be taught to help your students gain a better
understanding of all concepts presented in the unit of study.
These benchmarks are more appropriately assessed through
classroom instruction.
SC.8.N.3.1 Select models useful in relating the results of their own investigations (not assessed on
the Statewide Science Assessment).
Mass, volume, and density are physical properties of a substance, thus the concepts in this benchmark
are related to those in SC.8.P.8.4. Please see page 63 of the FCAT 2.0 Test Item Specifications and
note the benchmark next to the words “Also Assesses.”
While this specific benchmark may not be assessed on the Statewide Science Assessment, other
benchmarks related to models (SC.7.N.1.5, SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10) are assessed, as
well as concepts, such as the carbon cycle or the rock cycle, where a model would be of great use.
Each Nature of Science benchmark is listed in at least one unit, during which it should be especially emphasized; however, all Nature of Science benchmarks should be infused into
all areas of the middle school curriculum. The following benchmarks are found in multiple units throughout the Scope & Sequence. Please note that although the benchmark is
repeated in subsequent units, the student targets associated with the benchmark are specific to that unit.
Benchmark
Initial Unit
Subsequent Units
SC.8.N.1.1
Unit 1: Nature of Science
 Unit 2: Structure & Properties of Matter
 Unit 3: Changes in Matter
SC.8.N.1.5
Unit 1: Nature of Science
 Unit 2: Structure & Properties of Matter
 Unit 7: The Universe
SC.8.N.1.6
Unit 1: Nature of Science
 Unit 5: The Earth-Moon-Sun System
 Unit 7: The Universe
SC.8.N.2.2
Unit 1: Nature of Science
 Unit 6: The Solar System
SC.8.N.3.1
Unit 2: Structure & Properties of Matter
 Unit 4: Matter & Energy Transformations
 Unit 5: The Earth-Moon-Sun System
SC.8.N.3.2
Unit 2: Structure & Properties of Matter
 Unit 3: Changes in Matter
 Unit 6: The Solar System
2
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
 Unit 5: The Earth-Moon-Sun System
 Unit 6: The Solar System
 Unit 6: The Solar System
Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was
designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment
item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level.
Complexity
Level
Low
Moderate
High
Test items…
Students will…
Examples
 rely heavily on the recall
and recognition of
previously learned concepts
and principles
 typically specify what the
student is to do, which is
often to carry out some
procedure that can be
performed mechanically
 not be required to come up with an original method or solution
 retrieve information from a chart, table, diagram, or graph
 recognize a standard scientific representation of a simple phenomenon
or identify common examples
 complete a familiar single-step procedure or solve a problem using a
known formula
 Recall or recognize a fact, term, or property.
 Represent in words or diagrams a scientific concept or relationship.
 Provide or recognize a standard scientific representation for simple
phenomena.
 Perform a routine procedure such as measuring length.
 Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)
 Identify objects and materials as solids, liquids, or gases.
 involve more flexible
thinking than lowcomplexity test items do
 require a response that
goes beyond the habitual,
is not specified, and
ordinarily involves more
than a single step or
thought process
 be expected to decide what to do—using informal methods of
reasoning and problem-solving strategies—and to bring together skill
and knowledge from various domains
 interpret data from a chart, table, or simple graph
 determine the best way to organize or present data from observations,
an investigation, or experiments
 describe or explain examples and non-examples of scientific processes
or concepts
 specify or explain relationships among different groups, facts,
properties, or variables
 differentiate structure and functions of different organisms or systems
 predict or determine the next logical step or outcome
 apply and use concepts from a standard scientific model or theory
 Specify and explain the relationship among facts, terms, properties,
and variables.
 Identify variables, including controls, in simple experiments.
 Distinguish between experiments and systematic observations.
 Describe and explain examples and non-examples of science
concepts.
 Select a procedure according to specified criteria and perform it.
 Formulate a routine problem given data and conditions.
 Organize, represent, and interpret data.
 make heavy demands on
student thinking
 require that the student
think in an abstract and
sophisticated way, often
involving multiple steps
 engage in abstract reasoning, planning, analysis, using evidence,
judgment, and creative thought
 analyze data from an investigation or experiment and formulate a
conclusion
 develop a generalization from multiple data sources
 analyze and evaluate an experiment with multiple variables
 analyze an investigation or experiment to identify a flaw and propose a
method for correcting it
 analyze a problem, situation, or system and make long-term predictions
 interpret, explain, or solve a problem involving complex spatial
relationships
 Identify research questions and design investigations for a scientific
problem.
 Design and execute an experiment or systematic observation to test
a hypothesis or research question.
 Develop a scientific model for a complex situation.
 Form conclusions from experimental data.
 Cite evidence that living systems follow the Laws of Conservation of
Mass and Energy.
 Explain how political, social, and economic concerns can affect
science, and vice versa.
 Create a conceptual or mathematical model to explain the key
elements of a scientific theory or concept.
 Explain the physical properties of the Sun and its dynamic nature
and connect them to conditions and events on Earth.
 Analyze past, present, and potential future consequences to the
environment resulting from various energy production technologies.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
3
The following content-area literacy standards and grade level mathematics standards are also included in the M/J Comprehensive Science 3 course description and should
be implemented on a routine basis.
READING STANDARDS FOR LITERACY IN SCIENCE
LAFS.68.RST.
1.1
Cite specific textual evidence to support analysis of science and technical texts.
1.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
1.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.
2.4
Determine the meaning of symbols, key terms, and other domain-specific words & phrases as they are
used in a specific scientific or technical context relevant to grades 6–8 texts & topics.
2.5
WRITING STANDARDS FOR LITERACY IN SCIENCE
LAFS.68.WHST.
1.1
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate
an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
Analyze the structure an author uses to organize a text, including how the major sections contribute to
the whole and to an understanding of the topic.
1.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
2.6
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text.
2.4
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
3.7
Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
2.5
3.8
Distinguish among facts, reasoned judgment based on research findings, & speculation in a text.
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.
3.9
Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic.
2.6
Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
4.10
By the end of grade 8, read and comprehend science/ technical texts in the grades 6–8 text
complexity band independently and proficiently.
3.7
Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
3.8
Gather relevant information from multiple print & digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
STANDARDS FOR SPEAKING & LISTENING
LAFS.8.SL.
1.1
1.2
1.3
2.4
2.5
Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with
3.9 Draw evidence from informational texts to support analysis reflection, and research.
diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own
clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
4.10
discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several
speakers and respond to others questions and comments with relevant evidence, observations, and ideas.
MATH FLORIDA STANDARDS
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
MAFS.8.
views in light of the evidence presented.
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
F.2.5 where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) & evaluate the motives (e.g., social, commercial, political) behind its presentation.
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and
G.3.9
mathematical problems.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and
Understand that patterns of association can also be seen in bivariate categorical data by displaying
SP.1.4* frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing
relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
*
data on two categorical variables collected from the same subjects. Use relative frequencies calculated for
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
rows or columns to describe possible association between the two variables.
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and PLEASE NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as
evidence, and add interest.
applicable.
ENGLISH LANGUAGE DEVELOPMENT/PROFICIENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Science.
4
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school
setting.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
PERFORMANCE MATTERS ASSESSMENT ALIGNMENT




Unit Standard Assessment (USA): assesses all benchmarks within a unit as defined on the SDPBC Comprehensive Science 3 (8th Grade) Scope & Sequence
Next Generation Sunshine State Standards Quiz (NGSQ): assesses a particular concept or topic within a unit as defined on the SDPBC Comprehensive Science 3 (8th Grade)
Scope & Sequence; NGSQs may assess one or multiple benchmarks
PLEASE NOTE: The contents of the following table, such as the total number of items and number of items per DoK level, may change.
* Target dates are based on the suggested pacing in the Scope and Sequence. Assessments will be available both before and after the target dates.
Assessment
Type
Test Name
Content Focus
Target Date*
# of Items
per DOK
Level
1
2
3
Total
#
of
Items
Standards Assessed
UNIT 1: NATURE OF SCIENCE (8/18 – 8/29)
NGSQ
GR8_Sci_U1_NGSQ1_FY17
The Practice of Science
08/24 – 08/25
0
7
1
8
USA
GR8_Sci_U1_USA_FY17
Unit Assessment
08/26 – 08/29
1
12
2
15
SC.8.N.1.1, SC.8.N.1.2, SC.8.N.1.3,
SC.8.N.1.4, SC.8.N.1.5, SC.8.N.1.6
SC.8.N.1.1, SC.8.N.1.2, SC.8.N.1.3,
SC.8.N.1.4, SC.8.N.1.5, SC.8.N.1.6
UNIT 2: STRUCTURE & PROPERTIES OF MATTER (8/30 – 9/30)
NGSQ
GR8_Sci_U2_NGSQ1_FY17
Properties of Matter
09/06 – 09/07
1
5
1
7
SC.8.P.8.2, SC.8.P.8.3, SC.8.P.8.4, SC.8.N.1.1
NGSQ
GR8_Sci_U2_NGSQ2_FY17
States of Matter
09/13 – 09/14
2
4
0
6
SC.8.P.8.1, SC.8.N.1.1
NGSQ
GR8_Sci_U2_NGSQ3_FY17
Atoms
09/20 – 09/21
3
3
0
6
SC.8.P.8.7, SC.8.N.3.2
NGSQ
GR8_Sci_U2_NGSQ4_FY17
The Periodic Table
09/26 – 09/27
2
4
0
6
SC.8.P.8.6, SC.8.N.1.5
USA
GR8_Sci_U2_USA_FY17
Unit Assessment
09/29 – 09/30
3
7
2
12
SC.8.P.8.1, SC.8.P.8.2, SC.8.P.8.3, SC.8.P.8.4,
SC.8.P.8.6, SC.8.P.8.7, SC.8.N.1.1, SC.8.N.3.2
UNIT 3: CHANGES IN MATTER (10/4 – 11/1)
NGSQ
GR8_Sci_U3_NGSQ1_FY17
Pure Substances and Mixtures
10/14 – 10/17
2
5
0
7
SC.8.P.8.5, SC.8.P.8.8, SC.8.P.8.9, SC.8.N.1.1
NGSQ
GR8_Sci_U3_NGSQ2_FY17
Physical and Chemical Changes
10/26 – 10/27
4
3
0
7
SC.8.P.9.1, SC.8.P.9.2, SC.8.P.9.3, SC.8.N.3.2
USA
GR8_Sci_U3_USA_FY17
Unit Assessment
10/31 – 11/01
2
9
1
12
SC.8.P.8.5, SC.8.P.8.8, SC.8.P.8.9, SC.8.P.9.1,
SC.8.P.9.2, SC.8.P.9.3, SC.8.N.1.1
UNIT 4: MATTER & ENERGY TRANSFORMATIONS (11/2 – 11/22)
NGSQ
GR8_Sci_U4_NGSQ1_FY17
Photosynthesis & Cellular Respiration
11/10 – 11/14
2
4
0
6
SC.8.L.18.1, SC.8.L.18.2
NGSQ
GR8_Sci_U4_NGSQ2_FY17
Carbon Cycle & Laws of Conservation
11/17 – 11/18
2
6
0
8
SC.8.L.18.3, SC.8.L.18.4, SC.8.N.3.1
USA
GR8_Sci_U4_USA_FY17
Unit Assessment
11/21 – 11/22
3
10
3
16
SC.8.L.18.1, SC.8.L.18.2, SC.8.L.18.3,
SC.8.L.18.4, SC.8.N.3.1
UNIT 5: THE EARTH-MOON-SUN SYSTEM (11/28 – 12/20)
NGSQ
GR8_Sci_U5_NGSQ1_FY17
Days, Years, and Seasons
12/01 – 12/02
0
5
0
5
SC.8.E.5.9, SC.8.N.1.6
NGSQ
GR8_Sci_U5_NGSQ2_FY17
Moon Phases and Eclipses
12/09 – 12/12
2
4
0
6
SC.8.E.5.9, SC.8.N.3.1
NGSQ
GR8_Sci_U5_NGSQ3_FY17
Earth’s Tides
12/15 – 12/16
4
1
0
5
SC.8.E.5.9, SC.8.N.1.1
USA
GR8_Sci_U5_USA_FY17
Unit Assessment
12/19 – 12/20
2
12
1
15
SC.8.E.5.9, SC.8.N.1.1, SC.8.N.1.6, SC.8.N.3.1
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
5
Assessment
Type
Test Name
Content Focus
# of Items
per DOK
Level
1
2
3
Total
#
of
Items
Target Date*
Standards Assessed
UNIT 6: THE SOLAR SYSTEM (1/9 – 1/27)
NGSQ
GR8_Sci_U6_NGSQ1_FY17
Gravity and Models
01/11 – 01/12
1
4
0
5
SC.8.E.5.4, SC.8.E.5.8, SC.8.N.3.2
NGSQ
GR8_Sci_U6_NGSQ2_FY17
The Sun
01/17 – 01/18
3
2
0
5
SC.8.E.5.6, SC.8.N.3.1
NGSQ
GR8_Sci_U6_NGSQ3_FY17
Objects in the Solar System
01/24 – 01/25
2
3
0
5
SC.8.E.5.7, SC.8.N.1.1
USA
GR8_Sci_U6_USA_FY17
Unit Assessment
01/26 – 01/27
3
9
3
15
SC.8.E.5.4, SC.8.E.5.6, SC.8.E.5.7, SC.8.E.5.8,
SC.8.N.1.1, SC.8.N.3.1, SC.8.N.3.2
SC.8.E.5.2, SC.8.E.5.5, SC.8.N.1.6
UNIT 7: THE UNIVERSE (1/30 – 2/15)
NGSQ
GR8_Sci_U7_NGSQ1_FY17
Stars and Galaxies
02/06 – 02-07
3
4
0
7
NGSQ
GR8_Sci_U7_NGSQ2_FY17
Structure of the Universe
02/10 – 02/13
4
3
1
8
SC.8.E.5.1, SC.8.E.5.3, SC.8.N.1.5
SC.8.E.5.1, SC.8.E.5.2, SC.8.E.5.3,
SC.8.E.5.5, SC.8.N.1.5, SC.8.N.1.6
USA
GR8_Sci_U7_USA_FY17
Unit Assessment
02/14 – 02/15
4
11
0
15
UNIT 8: SPACE EXPLORATION (2/16 – 2/24)
NGSQ
GR8_Sci_U8_NGSQ1_FY17
Space Exploration
02/21 – 02/22
1
9
0
10
USA
GR8_Sci_U8_USA_FY17
Unit Assessment
02/23 – 02/24
1
8
1
10
6
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
SC.8.E.5.10, SC.8.E.5.11, SC.8.E.5.12,
SC.8.N.4.1, SC.8.N.4.2
SC.8.E.5.10, SC.8.E.5.11, SC.8.E.5.12,
SC.8.N.4.1, SC.8.N.4.2
UNIT 1:
UNIT
GOAL
NATURE OF SCIENCE
Students will understand that scientific inquiry is a multifaceted activity; the processes
of science include the formulation of scientifically investigable questions, construction
of investigations into those questions, the collection of appropriate data, the
evaluation of the meaning of those data, and the communication of this evaluation.
Next Generation Sunshine State Standards
CHARACTERISTICS
OF SCIENTIFIC
KNOWLEDGE
THE PRACTICE OF SCIENCE
SC.8.N.1.1 Define a problem from the eighth grade curriculum using
appropriate reference materials to support scientific understanding, plan
and carry out scientific investigations of various types, such as systematic
observations or experiments, identify variables, collect and organize data,
interpret data in charts, tables, and graphics, analyze information, make
predictions, & defend conclusions (parent benchmark on the Statewide
Science Assessment).
Suggested Time Frame:
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
High
Plan and carry out a scientific investigation:
 develop a testable question
 form a hypothesis
 identify a test variable (independent), an outcome
variable (dependent) & controlled variables (constants)
 establish a control group and experimental groups
 create or follow a procedure
 collect and organize data in a table
 create an appropriate graph for the data set given or
collected
 interpret & analyze data in tables, graphs, and graphics
 form and/or defend a conclusion
High
 compare data collected from multiple trials in an investigation
 compare other lab groups’ data collected in an investigation
 explain the purpose of repetition/conducting multiple
trials (to reduce experimental bias) vs. replication/
reviewing other scientists’ or lab groups’ data (to
establish credibility)
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in
science, understanding that science does not offer conclusive 'proof' of a
knowledge claim (assessed as SC.8.N.1.1 on the Statewide Science
Assessment).
Moderate
 form a conclusion using phrases such as "results support"
or "fail to support" his/her hypothesis
 explain why science does not offer conclusive “proof”
of a knowledge claim
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further
investigations, even if they turn out not to be supported by the data
(assessed as SC.8.N.1.1 on the Statewide Science Assessment).
High
explain how hypotheses are valuable whether they are
supported by data or not because they lead to further
investigations
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as
seen in different fields of science (assessed as SC.7.N.1.5 on the Statewide
Science Assessment).
High
describe & analyze common methods and/or models used in
different fields of study (e.g. chemists use different methods
than anthropologists to conduct scientific investigations)
SC.8.N.1.2 Design and conduct a study using repeated trials and
replication (assessed as SC.7.N.1.2 on the Statewide Science Assessment).
SC.8.N.1.6 Understand that scientific investigations involve the collection of
relevant empirical evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses, predictions,
explanations and models to make sense of the collected evidence
(assessed as SC.6.N.2.2 on the Statewide Science Assessment).
Moderate
 support a scientific explanation using empirical
evidence, logical reasoning, predictions, and models
 describe how scientific knowledge may change as new
evidence or information is discovered
SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas (not
assessed on the Statewide Science Assessment).
Moderate
explain that science is testable & seeks falsifications, whereas
pseudoscience is not testable & seeks confirmations
SC.8.N.2.2 Discuss what characterizes science and its methods (not
assessed on the Statewide Science Assessment).
Moderate
describe science as the systematic, organized inquiry that
is derived from observations and experimentation that can
be verified through testing to explain natural phenomena
8 days (8/18 – 8/29)
Lessons 1 – 6
Sections 1.1, 1.2, 1.3, 1.4, 1.5, 2.1





























Content/Academic Language
FLDOE
Other
analyze
 bias
classify
 compare
conclusion
 conduct
control group
 credibility
controlled
 defend
variables
 differentiate
(constants)
 falsifications
data
 interpret
empirical
 logical
evidence
reasoning
experiment
 proof
hypothesis
 scientific
inference
explanation
investigation
 support
model
 trend
objectivity
 valuable
observation
 vary
outcome
variable
(dependent)
predict
pseudoscientific
repetition
replication
scientific
method
scientist
sense
subjectivity
systematic
observations
test variable
(independent)
testable
trials
valid
variable
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
7
Prior Knowledge
 SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
 SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team
investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
 SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations;
experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions.
 SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
 SC.5.N.1.4 Identify a control group and explain its importance in an experiment.
 SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
 SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
 SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
 SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
Common Misconceptions
Teacher Notes








 Focus on scientific thinking and skills scientists use to conduct scientific inquiry.
 Make sure the students understand that there is no single, linear scientific method, but rather
methods scientists use to engage in scientific inquiry.
 Students should be comfortable using the terms test variable & independent variable interchangeably.
 Students should be comfortable using the terms outcome variable & dependent variable interchangeably.
 Ensure students understand the purpose of controlled variables.
 Students are not required to memorize scientists’ names and their accomplishments.
Science is a book or collection of facts.
There is a single Scientific Method that all scientists must follow.
All activities in science are experiments; experiments and investigations are the same thing.
Scientific ideas are absolute and unchanging.
Science proves or disproves ideas.
A hypothesis is an educated guess.
Replication and repetition are the same thing.
Science can answer all questions.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept of Definition Map: science
o Venn Diagram: test variable (independent variable) vs. outcome variable (dependent
variable), replication vs. repetition
o Frayer Model: hypothesis
o
o
o
o
o
in- not
-ion, -tion, -ation act, process
-ist person
-ology/-logy study of, science of
pseudo- fake, false
o
o
o
o
o
quant- how much
re- back, again
sci- knowledge
-scope look, observe
var- change
Sample Assessment Questions
Sample FLDOE Question SC.8.N.1.1
Keesha did an experiment to study the rate of photosynthesis in the water plant Elodea. She placed a
piece of Elodea in a beaker of water and set the beaker 10 centimeters (cm) from a light source.
Keesha counted the bubbles released from the plant every minute for five minutes (min). She repeated
the process two more times. First, she moved the light to 20 cm from the beaker, and then she moved the
light to 30 cm from the beaker. Keesha’s setup and data are shown below.
Sample FLDOE Question SC.8.N.1.2
The following statements were taken from the procedures of four different investigations.
What is the outcome variable (dependent variable) in this experiment?
The statement from which investigation is an example of repetition?
A.
B.
C.
D.
the number of bubbles produced
the type of plant placed in the beaker
the distance of the light source from the plant
the amount of time the bubbles were counted
8
A.
B.
C.
D.
Investigation 1
Investigation 2
Investigation 3
Investigation 4
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 2:
UNIT
GOAL
STRUCTURE & PROPERTIES OF MATTER
PROPERTIES OF MATTER
STATES OF MATTER
Lesson Plans:
Text:
Complexity
Level
Next Generation Sunshine State Standards
ATOMS
Suggested Time Frame:
Students will understand that all objects and substances in the world are
made of matter and can be classified by their physical and chemical
properties.
Moderate
differentiate between weight and mass
SC.8.P.8.3 Explore and describe the densities of various materials through
measurement of their masses and volumes (assessed as SC.8.P.8.4 on the
Statewide Science Assessment).
Moderate
 relate mass, volume, and density
 calculate and compare the densities of various
materials using the materials’ masses and volumes
SC.8.P.8.4 Classify and compare substances on the basis of characteristic
physical properties that can be demonstrated or measured; for example,
density, thermal or electrical conductivity, solubility, magnetic properties, melting
and boiling points, and know that these properties are independent of the
amount of the sample (parent benchmark on the Statewide Science Assessment).
Moderate
 classify and compare substances based on their
physical properties
 explain that these properties are independent of the
amount of the sample
High
 identify test variables, outcome variables, and
controlled variables (constants)
 collect, organize, and analyze data
 predict outcomes based on prior knowledge,
observations, and/or research
 defend conclusions
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic
theory) by using models to explain the motion of particles in solids, liquids,
and gases (assessed as SC.8.P.8.5 on the Statewide Science Assessment).
Moderate
 recognize that matter is composed of atoms
 describe the motion of particles in solids, liquids, and
gases
**SC.912.P.8.1 Differentiate among four states of matter, i.e., solid, liquid, gas,
and plasma, for a substance (not assessed on the Statewide Science Assessment).
Moderate
compare the shape, volume, and motion of the particles
in solids, liquids, gases, and plasma
SC.8.N.3.1 Select models useful in relating the results of their own
investigations (not assessed on the Statewide Science Assessment).
High
Lessons 7, 8, 31, 33 – 34, 36 – 39
Sections 2.2, 2.3, 8.1, 8.2, 7.2, Ch. 9
Content/Academic Language
FLDOE
Other
Students will be able to…
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the
amount of gravitational pull on an object and is distinct from, though proportional
to, mass (assessed as SC.6.P.13.1 on the Statewide Science Assessment).
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, & defend conclusions (parent
benchmark on the Statewide Science Assessment).
22 days (8/30 – 9/30)
 identify the benefits & limitations of scientific models
(SC.7.N.3.2 is assessed on the Statewide Science Assessment)
 explain how the use of a model would help scientists
understand particle arrangement and motion
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by
recognizing that atoms are the smallest unit of an element and are composed of
sub-atomic particles (electrons surrounding a nucleus containing protons and
neutrons) (assessed as SC.8.P.8.5 on the Statewide Science Assessment).
Low
 explain that atoms are the smallest unit of an element
 identify the sub-atomic particles of an atom
**SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory)
by describing the structure of atoms in terms of protons, neutrons and electrons, &
differentiate among these particles in terms of their mass, electrical charges &
locations within the atom (not assessed on the Statewide Science Assessment).
High
differentiate among identification, description, location,
mass, and electrical charge of protons, neutrons, and
electrons
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded
(assessed as SC.7.N.3.1 on the Statewide Science Assessment).
High
 explain why theories may be modified
 explain how the development of the atomic theory
was modified with the addition of new information



































absorb
analyze
atom
boiling point
characteristic
control group
controlled
variables
(constants)
conclusion
conductivity
data
density
electron
empirical
evidence
experiment
gas
hypothesis
inference
insulator
investigation
liquid
magnetic
mass
matter
melting point
model
neutron
nucleus
observation
opaque
outcome
variable
(dependent)
periodic table
predict
proton
reflect
solid
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education

























9
calculate
Celsius
classify
compare
defend
differentiate
discard
ductility
electrical
charge**
electrical
conductivity
element
family (group)
interpret
malleability
metal
metalloid
modify
nonmetal
period
physical
property
plasma**
sub-atomic
support
thermal
conductivity
viscosity
PERIODIC TABLE
SC.8.P.8.6 Recognize that elements are grouped in the periodic table
according to similarities of their properties (assessed as SC.8.P.8.5 on the
Statewide Science Assessment).
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as
seen in different fields of science (assessed as SC.7.N.1.5 on the Statewide
Science Assessment).
**SC.912.P.8.5 Relate properties of atoms and their position in the periodic
table to the arrangement of their electrons (not assessed on the Statewide
Science Assessment).
Low
describe the relationship between the arrangement of
elements on the periodic table and the properties of
those elements
High
 analyze common methods and/or models used in
different fields of study
 describe how Mendeleev’s classification/periodic
pattern of the elements allowed him to predict future
elements
Moderate
 relate the position of the atom on the periodic table
to its properties and to its arrangement of electrons
 predict properties of atoms based on position in the
periodic table












solubility
state of matter
temperature
texture
test variable
(independent)
testable
theory
translucent
transparent
variable
volume
weight
Prior Knowledge


















SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids.
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids.
SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction to magnets.
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.4.P.8.2 Identify properties and common uses of water in each of its states.
SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.
SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets.
SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.
SC.6.N.3.3 Give several examples of scientific laws.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmark.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
Please reference Unit 1 for the benchmarks associated with SC.8.N.1.1.
Common Misconceptions
Teacher Notes









 Students must be able to manipulate the formula for density, as they may be given the formula
and asked to solve for mass or volume.
 While it will be helpful for students to know the melting and boiling points of ice and water,
respectively, in order to understand how the addition or removal of heat affects states of matter, it
is not necessary for students to memorize the specific melting or boiling points of substances.
 While it is important for students to know how the elements on the periodic table are organized
and classified, it is not necessary for students to memorize specific families of elements in the
periodic table, nor their specific characteristics.
 This would be a good time to revisit properties of minerals from 7th grade (luster, hardness,
cleavage, and streak).
Mass and weight are the same thing.
Objects sink in water because they are heavier than water.
Particles of solids have no motion.
Gases do not have mass.
The boiling point of a substance is the maximum temperature a substance can reach.
The temperature of an object depends on its size.
An object at 0 degrees Celsius has no heat.
Temperature and heat are the same thing.
If evidence supports a hypothesis, it becomes a theory. If the theory then gets even more
support, it may become a law.
10
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
Sample Literacy Strategies
o
o
o
o
Prefixes, Suffixes & Roots
Venn Diagram: weight vs. mass, theory vs. law
List, Group, Label: solid, liquid, gas
Triple Venn Diagram: proton, neutron, electron
Triangular Comparison Diagram: metal, nonmetal, metalloid
o
o
o
o
-duct to lead
kin- motion, movement
neut- neither/nor
nuc- center
o -solute loosen
o sub- under/below
o trans- across, beyond, through
Sample Assessment Questions
Sample FOCUS Question SC.8.P.8.4
Sample FLDOE Question SC.8.N.3.2
A jeweler has two blocks of gold. The first block has a mass of 60 grams (g) and a volume of 3
cubic centimeters (cm3). The second block has half the mass and half the volume of the first block.
What is the density of the smaller block of gold, in grams per cubic centimeter (g/cm 3)?
Density = mass/volume
A timeline of some models of atoms
throughout history is shown on the right.
These models have contributed to the
formation of the atomic theory.
A.
B.
C.
D.
5 g/cm3
10 g/cm3
20 g/cm3
80 g/cm3
Which statement best summarizes the development of the atomic theory over time?
A. The discovery of new evidence resulted in changes to the atomic theory.
B. Advancements in atomic models proved the atomic theory was accurate.
C. The atomic theory was modified with the discovery of every new element.
D. Changes in atomic models showed that the atomic theory was based on opinion.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
11
This Page Intentionally Left Blank
12
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 3:
CHANGES IN MATTER
Suggested Time Frame:
UNIT
GOAL
Lesson Plans:
Students will understand that matter can undergo a variety of changes.
Text:
Next Generation Sunshine State Standards
SC.8.P.8.5 Recognize that there are a finite number of elements and that
their atoms combine in a multitude of ways to produce compounds that
make up all of the living and nonliving things that we encounter (parent
benchmark on the Statewide Science Assessment).
PHYSICAL & CHEMICAL CHANGES
PURE SUBSTANCES & MIXTURES
**SC.912.P.8.7 Interpret formula representations of molecules & compounds
in terms of composition and structure (not assessed on the Statewide Science
Assessment).
SC.8.P.8.8 Identify basic examples of and compare and classify the
properties of compounds, including acids, bases, and salts (assessed as
SC.8.P.8.5 on the Statewide Science Assessment).
**SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion
concentration and pH (not assessed on the Statewide Science Assessment).
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure
substances (assessed as SC.8.P.8.5 on the Statewide Science Assessment).
Complexity
Level
Students will be able to…
Low
describe ways in which single particles of matter, atoms,
can combine to form elements, compounds, and mixtures
Moderate
 write chemical formulas for simple covalent, ionic, and
molecular compounds
 predict the formulas of ionic compounds based on the
number of valence electrons & the charges on the ions
Moderate
 identify common examples of acids, bases, and salts
 compare, contrast, and/or classify the properties of
compounds, including acids, bases, and salts
Moderate
 use experimental data to illustrate and explain the
pH scale to characterize acid and base solutions
 compare and contrast the strengths of various common
acids and bases
Moderate
 classify elements and compounds as two types of pure
substances
 compare homogeneous & heterogeneous mixtures
 classify mixtures as solutions, colloids, and suspensions
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, & defend conclusions (parent
benchmark on the Statewide Science Assessment).
High
 identify test variables, outcome variables, and
controlled variables (constants)
 collect, organize, and analyze data
 predict outcomes based on prior knowledge,
observations, and/or research
 defend conclusions
SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and
concluding that mass is conserved when substances undergo physical and
chemical changes (assessed as SC.8.P.9.2 on the Statewide Science Assessment).
High
describe that mass cannot be created or destroyed in
physical and chemical changes
SC.8.P.9.2 Differentiate between physical changes and chemical changes
(parent benchmark on the Statewide Science Assessment).
Moderate
 identify physical changes of matter, such as changes
in state, texture, appearance, and temperature
 identify a chemical change as one that results in a
new substance, whereas a physical change does not
 recognize that many physical changes are easily
reversed, while most chemical changes are not
 identify common chemical change indicators, such as
changing color or odor, production of heat, fizzing
and foaming, giving off sound or light
16 days (10/4 – 11/1)
Lessons 30, 32, 35, 41- 48
Sect. 7.1, 7.3, 8.3, 10.2, 10.3, Ch. 11 & 12
































Content/Academic Language
FLDOE
Other
acid
 colloid
analyze
 defend
atom
 differentiate
base
 discard
boil
 element
chemical
 flammability
change
 interpret
chemical
 mixture
property**
 modify
classify
 physical
compare
property
compound
 precipitate
conclusion
 pure substance
condensation
 salt
conservation
 solution
of mass
 support
control group  suspension
controlled
 temperature
variables
(constants)
data
empirical
evidence
evaporation
experiment
gas
heterogeneous
homogeneous
hypothesis
investigation
law
liquid
mass
matter
molecule
observation
outcome
variable
(dependent)
periodic table
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
13
PHYSICAL & CHEMICAL CHANGES
(CONTINUED)
**SC.912.P.8.2 Differentiate between physical & chemical properties and
physical & chemical changes of matter (not assessed on the Statewide
Science Assessment).
Moderate
SC.8.P.9.3 Investigate and describe how temperature influences chemical
changes (assessed as SC.8.P.9.2 on the Statewide Science Assessment).
High
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded
(assessed as SC.7.N.3.1 on the Statewide Science Assessment).
14
High
 recognize that a physical property is observed or
measured without changing the identity of substance
(e.g., solubility)
 recognize that a chemical property describes a
substance’s ability to form new substances (e.g.,
reactivity with water)
explain how the particles of a substance at a higher
temperature move around more freely and rearrange
more easily, thus more susceptible to a chemical change
 explain the difference between theories (explain why
things happen) and laws (describe what happens)
 recognize that the Law of Conservation of Mass
describes the mathematical relationship between the
reactants and products (the mass of the reactants =
the mass of the products) of a chemical change, but
does not explain why this is so
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
 pH
 physical
change
 prediction
 saturation
 solid
 solubility
 solute
 solvent
 test variable
(independent)
 theory
 variable
 volume
 water vapor
Prior Knowledge







SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.
SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.
SC.6.N.3.3 Give several examples of scientific laws.
Please reference Unit 1 for the benchmarks associated with SC.8.N.1.1.
Common Misconceptions
Teacher Notes








When things dissolve, they’re no longer there.
Condensation on the outside of a container is water that seeped through the container.
Dissolving and melting are the same thing, and boiling and evaporation are the same thing.
When the shape of something is changed, the mass is changed.
All chemical reactions are dangerous and they must take place in a lab.
A chemical reaction always happens when two substances are combined.
A chemical reaction happens when a substance dissolves.
Ice/water is the only substance that melts/freezes & water/water vapor is the only substance
that boils/condenses.
 Air and oxygen are the same gas.
 Cold is transferred from one object to another.
 This unit begins before the end of the 1st Nine Weeks and ends in the 2nd Nine Weeks.
Please consider this when developing your Nine Week Exam. We would recommend
placing the break after “Pure Substances & Mixtures.”
 Demonstrate with atomic models how atoms can combine in many ways. Explain why there are
many, but limited, combinations. Use models to demonstrate the conservation of mass in
chemical reactions.
 Ensure students understand that hot and cold are relative terms, and that when an object
decreases in temperature (gets “colder”), it is due to the removal of heat and not the addition
of “cold” (which does not exist).
 Provide examples of methods for separating mixtures: distillation, chromatography, reverse
osmosis, diffusion through semi-permeable membranes
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o
o
o
o
Triangular Comparison Diagram: colloid, suspension, solution
Venn Diagram: heterogeneous mixture vs. homogeneous mixture, theory vs. law
Compare & Contrast Diagram: pure substance vs. mixture, physical change vs. chemical change
Triple Venn Diagram: acid, base, salt
o
o
o
o
com- with, togther
hetero- different
homo- same, alike
-solute loosen
Sample Assessment Questions
Sample FLDOE Question SC.8.P.9.2
When a candle is lit, the wick burns, the wax melts, the candle changes shape, and the air around
the candle heats up. Which of the following is an example of a chemical change?
A.
B.
C.
D.
the wick burning
the wax melting
the candle changing shape
the air around the candle heating up
Sample FLDOE Question SC.8.N.1.1
Ethan is observing chemical and physical properties of a substance. He heats a substance and
observes that the substance turns from a brown solid to a black powder. He refers to several
chemistry journals that claim this represents a chemical reaction. From his observation and research,
he concludes that the substance goes through a chemical change when heated. How can Ethan best
defend his conclusion?
A.
B.
C.
D.
by demonstrating that the substance will eventually melt if the temperature continues to
increase
by verifying that the substance is now made up of different molecules than before it
was heated
by verifying that the substance is made up of only one type of element
by demonstrating that the substance is less dense after it is heated
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
15
This Page Intentionally Left Blank
16
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 4:
MATTER & ENERGY TRANSFORMATIONS
Suggested Time Frame:
UNIT
GOAL
Students will understand that living organisms need energy and acquire it
as matter and energy move through ecosystems.
Lesson Plans:
Text:
Next Generation Sunshine State Standards
MATTER & ENERGY TRANSFORMATIONS
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as
the roles of light, carbon dioxide, water and chlorophyll; production of
food; release of oxygen (assessed as SC.8.L.18.4 on the Statewide Science
Assessment).
**SC.912.L.18.7 Identify the reactants, products, and basic functions of
photosynthesis (not assessed on the Statewide Science Assessment).
Complexity
Level
Students will be able to…
High
 describe photosynthesis as the process producers use
to capture light energy and produce their own food
 identify producers as plants, some microorganisms
(e.g., cyanobacteria), and some protists (e.g., algae)
 recognize light energy as driving the reassembly of
carbon dioxide & water into oxygen & glucose (food)
 recognize that carbon dioxide & water are absorbed
 identify chlorophyll, located in chloroplasts, as a
green pigment that absorbs sunlight
 explain that food (glucose) can be used immediately
for fuel or building materials, or stored for later use
 recognize that oxygen is released to the environment
Moderate
 identify carbon dioxide & water as the reactants
 identify oxygen & glucose as the products
 describe the basic functions of photosynthesis
High
 describe cellular respiration as the process organisms
use to release stored energy from food (e.g., glucose)
 identify oxygen as facilitating the release of energy
 recognize that carbon dioxide & water are released
 identify the mitochondria of eukaryotic cells as the
location in which cellular respiration occurs
**SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic
and anaerobic cellular respiration (not assessed on the Statewide Science
Assessment).
Moderate
 identify the reactants as glucose & oxygen (aerobic
respiration) OR glucose (anaerobic cellular respiration)
 identify the products of aerobic respiration as carbon
dioxide, water, and ATP
 identify the products of anaerobic cellular respiration as
ethanol, carbon dioxide, & ATP (alcohol fermentation)
OR lactic acid & ATP (lactic acid fermentation)
 describe the basic functions of aerobic & anaerobic
cellular respiration
**SC.912.L.18.9 Explain the interrelated nature of photosynthesis and
cellular respiration (not assessed on the Statewide Science Assessment).
Moderate
explain how the products of photosynthesis are used as
reactants for cellular respiration and vice versa
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down
food to provide energy and releases carbon dioxide (assessed as
SC.8.L.18.4 on the Statewide Science Assessment).
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how
matter and energy are continuously transferred within and between
organisms and their physical environment (assessed as SC.8.L.18.4 on the
Statewide Science Assessment).
High
12 days (11/2 – 11/22)
Lessons 49 – 51
Sections 13.1, 13.2, 13.3




















Content/Academic Language
FLDOE
Other
autotroph
 cellular
respiration
carnivore
 aerobic**
chemical
change
 anaerobic**
conservation of  chlorophyll
mass
 food
consumer
 light
ecosystem
 carbon
dioxide
energy
environment
 oxygen
eukaryote
 reactant
food chain
 product
 carbon
herbivore
reservoir
heterotroph
 atmosphere
law
 fossil fuel
matter
 sediment
model
omnivore
organism
photosynthesis
producer
prokaryote
 explain how energy and matter in ecosystems are
connected by the carbon cycle
 describe how carbon moves through various reservoirs:
o the atmosphere to plants through photosynthesis
o living things to the atmosphere via cellular respiration
o plants to animals through food chains
o decaying plants and animals to the soil and the
atmosphere through decomposition
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
17
o the remains of dead plants and animals to the
formation of fossil fuels
o fossil fuels, such as coal, oil, and natural gas, to the
atmosphere when burned (combustion)
o the atmosphere to the oceans, as bodies of water
soak up some carbon
o the ocean to marine organisms (build shells from
dissolved carbonates)
o the shells of marine organisms to limestone
(CONTINUED)
SC.8.N.3.1 Select models useful in relating the results of their own
investigations (not assessed on the Statewide Science Assessment).
High
SC.8.L.18.4 Cite evidence that living systems follow the Laws of
Conservation of Mass and Energy (parent benchmark on the Statewide
Science Assessment).
High
18
 identify the benefits & limitations of scientific models
(SC.7.N.3.2 is assessed on the Statewide Science
Assessment)
 create a model of the carbon cycle
 explain that in living systems, matter & energy can neither
be created nor destroyed, only transformed/changed
 recognize that the matter of organisms is transformed
into nonliving material in the environment as well as
into other organisms
 explain how when one organism consumes another,
energy is transferred
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
Prior Knowledge







SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
Common Misconceptions
Teacher Notes






Plants obtain their energy directly from the Sun.
Plants breathe by inhaling carbon dioxide and exhaling oxygen.
Plants take in carbon dioxide and change it to oxygen.
Animals undergo cellular respiration and plants undergo photosynthesis only.
Cellular respiration means breathing.
Only animals need oxygen.
Air = oxygen
 The components of photosynthesis and cellular respiration cycle only between these two
processes.
 This unit transitions nicely from the previous unit, as you just explored chemical changes and the
Law of Conservation of Mass – it would be helpful to make that connection for the students.
 Ensure that students understand that while plants capture solar energy to undergo
photosynthesis, they do not obtain the energy to grow, exist, and reproduce directly from the
Sun – plants undergo cellular respiration.
 It is not necessary for students to memorize the chemical equations for photosynthesis or
cellular respiration, although they should be able to recall word equations for both.
 This would be a good time to review how and why organisms are classified (SC.6.L.15.1), the
structure and function of major organelles of plant and animal cells (SC.6.L.14.4), and the roles
of and relationships among producers, consumers, and decomposers (SC.7.L.17.1).
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Compare & Contrast Diagram: photosynthesis vs. cellular respiration
o Concept Map: matter & energy transformations in the environment
o an- not, without
o atmo- air
o auto- self
o carn- meat, flesh
o chlor- green
o herb- grass, plants
o omni- all
o photo- light
o -phyll leaf
o -troph- nourishment
Sample Assessment Questions
Sample FOCUS Question SC.8.L.18.4
Janelle needs to draw a diagram of the process of photosynthesis for homework. She begins by
writing the equation for photosynthesis. Which of the following correctly shows the overall process
of photosynthesis?
A.
B.
C.
D.
carbohydrate + oxygen + light energy → carbon dioxide + water
carbohydrate + water + light energy → carbon dioxide + oxygen
carbon dioxide + water + light energy → carbohydrate + oxygen
carbon dioxide + oxygen + light energy → carbohydrate + water
Sample FLDOE Question SC.7.N.3.2
Two types of models that can be used to show details of the structures of cells are shown below.
Which of the following describes a limitation of the drawing but NOT the clay model?
A.
B.
C.
D.
It does not represent the main parts of a cell.
It does not contain the correct number of nuclei.
It cannot represent a living cell, since a true cell is three-dimensional.
It cannot represent a living cell, since the cytoplasm should be in constant motion.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
19
This Page Intentionally Left Blank
20
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 5:
UNIT
GOAL
THE EARTH-MOON-SUN SYSTEM
Students will understand that the Earth-Moon-Sun system determines Earth’s
days, years, and seasons, produces Moon phases and eclipses, and causes
Earth’s tides.
Complexity
Level
DAYS, YEARS & SEASONS
Next Generation Sunshine State Standards
SC.8.E.5.9 Explain the impact of objects in space on each other including:
1. the Sun on the Earth including seasons and gravitational attraction
2. the Moon on the Earth, including phases, tides, and eclipses, and the
relative position of each body (parent benchmark on the Statewide Science
Assessment).
MOON PHASES & ECLIPSES
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant
empirical evidence, the use of logical reasoning, & the application of imagination in
devising hypotheses, predictions, explanations & models to make sense of the
collected evidence (assessed as SC.6.N.2.2 on the Statewide Science Assessment).
High
Moderate
SC.8.E.5.9 Explain the impact of objects in space on each other including:
1. the Sun on the Earth including seasons and gravitational attraction
2. the Moon on the Earth, including phases, tides, and eclipses, and the
relative position of each body (parent benchmark on the Statewide Science
Assessment).
SC.8.N.3.1 Select models useful in relating the results of their own
investigations (not assessed on the Statewide Science Assessment).
High
High
SC.8.E.5.9 Explain the impact of objects in space on each other including:
EARTH’S TIDES
1. the Sun on the Earth including seasons and gravitational attraction
2. the Moon on the Earth, including phases, tides, and eclipses, and the
relative position of each body (parent benchmark on the Statewide Science
Assessment).
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, & defend conclusions (parent
benchmark on the Statewide Science Assessment).
High
High
Suggested Time Frame:
Lesson Plans:
Text:
16 days (11/28 – 12/20)
Lessons 22 – 24
Chapter 5
Students will be able to…
 explain the relationship between Earth’s days, years,
and seasons to Earth’s movement in space
 identify what determines the length of a day (rotation)
and the length of a year (revolution)
 demonstrate the effect of Earth’s rotation in
relationship to the Sun (day & night)
 demonstrate the effect of Earth’s revolution in
relationship to the Sun (year)
 describe the conditions affected by the tilt of Earth’s axis
 illustrate how Earth’s tilted axis affects the number of
daylight hours & the temperature of a location on Earth
 create a diagram showing how Earth’s tilted axis and
Earth’s revolution around the Sun cause seasons
 support a scientific explanation using empirical
evidence, logical reasoning, predictions, and models
 describe how scientific knowledge may change as
new evidence or information is discovered
 explain the effects the Sun & the Moon have on Earth
 explain why observers see only one side of the moon
 describe the lunar cycle and relate it to relative
positions of the Sun, the Moon, and Earth
 describe how the sunlight and the position of the moon
determine how much of the Moon is visible from Earth
 identify the different types of eclipses as seen from Earth











Content/Academic Language
FLDOE
Other
attraction
 day
eclipse
 equator
gravity
 equinox
model
 full moon
moon
 lunar eclipse
motion
 neap tide
planet
 new moon
rotation
 penumbra
season
 phase
sun
 revolution
tide
 rotation
 satellite
 solar eclipse
 solstice
 spring tide
 tidal range
 umbra
 waning
 waxing
 year
 identify the benefits & limitations of scientific models
(SC.7.N.3.2 is assessed on the Statewide Science Assessment)
 develop a model of the Earth-Moon-Sun system to
explain the cyclic patterns of lunar phases & eclipses
 identify the causes of tides
 describe the variations in tides
 compare/contrast spring tides and neap tides
 diagram the positions of the Earth, the Moon, and the
Sun during spring and neap tides
 explain how Earth’s rotation and the revolution of the
Moon around Earth affect tidal ranges
 identify test variables, outcome variables, and
controlled variables (constants)
 collect, organize, and analyze data
 predict outcomes based on prior knowledge,
observations, and/or research
 defend conclusions
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
21
Prior Knowledge











SC.4.E.5.3 Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day.
SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.
SC.4.E.5.1 Observe that the patterns of stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
SC.4.E.5.2 Describe the changes in the observable shape of the Moon over the course of about a month.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
Please reference Unit 1 for the benchmarks associated with SC.8.N.1.1.
Common Misconceptions
Teacher Notes








 This unit completes the 2nd Nine Weeks.
 These concepts are often very challenging for students, who struggle with spatial relationships.
Therefore, it is really important to engage students in activities where they can manipulate the
Earth, the Moon, and the Sun, in order to see their positions and the impact they have on each
other.
 This is a perfect opportunity to also teach students how to read a diagram or labeled
illustration.
The Earth is a perfect sphere.
Seasons are caused by the Earth’s distance from the Sun.
Everyone on the Earth shares the same seasons on the same dates.
The Moon can only be seen at night.
The Moon does not rotate.
The Moon’s phases are caused by the shadow of the Earth on the Moon.
The Moon produces light the same way the Sun does, just at night.
The Moon goes around the Earth in a single day.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept of Definition Map: the Moon
o Venn Diagram: lunar eclipse vs. solar eclipse, spring tide vs. neap tide
o
o
o
o
o
o
equ-, equi- equal, same
lun-, luna- moon
pen- almost
rot- turn
sol- sun
umbra- shadow
Sample Assessment Questions
Sample FLDOE Question SC.8.E.5.9
Sample FLDOE Question SC.8.N.1.1
What causes the phases of the Moon?
Tycho Brahe (1546–1601) was a Danish astronomer who observed the planets and stars without
the benefit of a telescope. He kept records of planetary motion. His assistant, Johannes Kepler,
used these records to formulate his three laws, which accurately predicted planetary motion. What
does this suggest is the most important aspect of scientific study?
A.
B.
C.
D.
the tilt of Earth on its axis
Earth's shadow being cast on the Moon
the relative positions of the Sun, Moon, and Earth
the elliptical orbit that Earth travels around the Sun
A.
B.
C.
D.
Control over the variables of interest
Access to modern equipment and research methods
Ability to make observations and accurately record data
Sufficient time to conduct a study and the amount of data recorded
END OF 2ND NINE WEEKS
22
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 6:
THE SOLAR SYSTEM
Suggested Time Frame:
UNIT
GOAL
Students will understand the organization of the Solar System and the
attributes of and relationships among the various bodies that comprise it.
Lesson Plans:
Text:
Complexity
Level
GRAVITY
HISTORICAL
MODELS
Next Generation Sunshine State Standards
Moderate
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded
(assessed as SC.7.N.3.1 on the Statewide Science Assessment).
High
explain why the geocentric theory was modified
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that
gravity plays in the formation of planets, stars, and solar systems and in determining
their motions (assessed as SC.8.E.5.7 on the Statewide Science Assessment).
High
 explain the role that gravity played in the formation
of the solar system
 describe how mass & distance affect the force of gravity
 analyze the effect of gravity on planetary motion
SC.8.N.2.2 Discuss what characterizes science and its methods (not assessed
on the Statewide Science Assessment).
Moderate
describe science as the systematic, organized inquiry that
is derived from observations & experimentation that can
be verified through testing to explain natural phenomena
Low
 describe the rotation and structure of the Sun
 describe the process of energy production by nuclear
fusion in the Sun
 explain the process by which is energy is transferred
from the Sun’s core to the photosphere
 compare solar activity, such as sunspots, solar flares,
and prominences
** SC.912.E.5.4 Explain the physical properties of the Sun and its dynamic
nature and connect them to conditions and events on Earth (not assessed on
the Statewide Science Assessment).
High
 describe the physical properties of the Sun: sunspot
cycles, solar flares, prominences, layers of the Sun,
coronal mass ejections, and nuclear reactions
 describe the impact of the Sun as the main source of
external energy for the Earth
SC.8.N.3.1 Select models useful in relating the results of their own
investigations (not assessed on the Statewide Science Assessment).
High
 identify the benefits & limitations of scientific models
(SC.7.N.3.2 is assessed on the Statewide Science Assessment)
 create models of solar properties
Moderate
 recognize that gravity affects the way in which
planets and their moons move & how they are formed
 explain the relationship between distance from the
Sun and the length of year
 explain the relationship between distance from the
Sun and average surface temperature
 compare prograde and retrograde motion
 compare the presence, absence, and/or relative
thickness of planetary atmospheres
 compare the properties of the gas giants with the
properties of Earth & the other inner planets
 compare asteroids, comets, dwarf planets, and
meteors in terms of composition, location, and size
THE SUN
OJECTS IN THE
SOLAR SYSTEM
SC.8.E.5.7 Compare and contrast the properties of objects in the Solar
System including the Sun, planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed, movement, temperature,
and atmospheric conditions (parent benchmark on the Statewide Science
Assessment).
Lessons 12, 15 – 21
Sections 3.3, 3.6 & Chapter 4
Students will be able to…
SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric
& heliocentric (assessed as SC.8.E.5.7 on the Statewide Science Assessment).
SC.8.E.5.6 Create models of solar properties including: rotation, structure of
the Sun, convection, sunspots, solar flares, and prominences (assessed as
SC.8.E.5.5 on the Statewide Science Assessment).
14 days (1/9 – 1/27)
compare various historical models of the solar system





















Content/Academic Language
FLDOE
Other
asteroid
 prominences
astronomical
 solar flares
unit
 sunspots
atmosphere
comet
convection
dwarf planet
force
geocentric
gravity
heliocentric
mass
model
moon
motion
planet
rotation
solar system
speed
star
sun
theory
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
23
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, & defend conclusions (parent
benchmark on the Statewide Science Assessment).
High
 identify test variables, outcome variables, and
controlled variables (constants)
 collect, organize, and analyze data
 predict outcomes based on prior knowledge,
observations, and/or research
 defend conclusions
Prior Knowledge








SC.3.E.5.4 Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome.
SC.3.E.5.2 Identify the Sun as a star that emits energy; some of it in the form of light.
SC.3.E.5.3 Recognize that the Sun appears large and bright because it is the closest star to Earth.
SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
Please reference Unit 1 for the benchmarks associated with SC.8.N.1.1.
Common Misconceptions
Teacher Notes
















 Make sure students understand that distances in space are measure in astronomical units (AU) or
light-years.
 While students must understand the effect gravity has on the formation and movement of
astronomical bodies in space, it is not necessary for students to use the formula for the law of
universal gravitation.
 While it is not necessary for students to memorize quantitative astronomical data, it would be a
good time to practice comparing quantitative data in tables and graphs.
 When teaching the characteristics of planets it is important to discuss the presence, absence,
and/or relative thickness of their atmospheres, in order understand how an atmosphere or lack
thereof affects the planet. However, students shouldn’t take time memorizing the specific
chemical compositions of each planet’s atmosphere.
Planetary orbits are circles.
All the planets move in their orbits with the same speed.
The Sun is not a star because it doesn’t shine at night.
The Sun is on fire or burning.
The Sun does not move.
The Sun is in the center of the solar system.
The planets are evenly spaced between the Sun and Neptune.
The solar system is made up of only the Sun, planets, and our Moon.
Saturn is the only planet with rings.
Mercury, the closest planet to the Sun, is the hottest planet.
Mercury is always hot.
There are stars in our solar system other than the Sun.
There is no gravity in space.
All planets have moons.
The asteroid belt is crowded and dangerous.
Pluto is the most distant and last object in the solar system.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Semantic Feature Analysis: objects in the solar system
o Concept of Definition Map: the Sun
o Venn Diagram: geocentric vs. heliocentric
o
o
o
o
o
24
-centric centered
con- together
geo- earth
helio- sun
photo- light
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
o
o
o
o
o
retro- back, backwards
rot- turn
sol- sun
-sphere ball
vect- to carry
Sample Assessment Questions
Sample FLDOE Question SC.8.E.5.4
Sample FOCUS Question SC.7.N.3.1
Using a string, a ball, and a hollow tube for a handle,
LaTanya makes the model shown below. Holding the
handle’s center, she swings the ball in a circle to show
how a planet orbits a star. She knows that the orbit of
a planet depends upon the gravitational pull of the star.
One of the scientists who proposed the theory that the Sun was the center of our Solar System was
Copernicus. This was different from the accepted theory of the time, which stated that Earth was
the center of our solar system.
Which model component illustrates the effect of gravity?
A.
B.
C.
D.
The ball
The string
The handle
The rotation direction
How was the theory that the Sun was the center of the Solar System finally accepted?
A.
B.
C.
D.
Ancient documents were discovered that supported his ideas.
He tested his theory by throwing rocks and recording where they fell.
Scientific evidence was gathered that proved the old theory to be wrong.
Copernicus sent rovers into space to see whether the Sun or Earth moved.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
25
This Page Intentionally Left Blank
26
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 7:
UNIT
GOAL
THE UNIVERSE
STARS & GALAXIES
Next Generation Sunshine State Standards
SC.8.E.5.5 Describe and classify specific physical properties of stars:
apparent magnitude (brightness), temperature (color), size, and luminosity
(absolute brightness) (parent benchmark on the Statewide Science
Assessment).
SC.8.E.5.2 Recognize that the universe contains many billions of galaxies
and that each galaxy contains many billions of stars (assessed as SC.8.E.5.3
on the Statewide Science Assessment).
SC.8.N.1.6 Understand that scientific investigations involve the collection of
relevant empirical evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses, predictions, explanations
and models to make sense of the collected evidence (assessed as
SC.6.N.2.2 on the Statewide Science Assessment).
STRUCTURE OF THE UNIVERSE
Suggested Time Frame:
Students will understand the structure and organization of the Universe,
where the Earth-Moon-Sun system fits into the picture, and how vast and
distant places are in the Universe.
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and
other astronomical bodies relative to solar system, galaxy, and universe,
including distance, size, and composition (parent benchmark on the
Statewide Science Assessment).
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
Moderate
 describe a star as a large celestial body composed
of gas that emits its own light
 describe the physical properties of main sequence stars
 classify a star based on its physical properties
 differentiate between apparent magnitude and
absolute brightness
 explain the relationship of a star’s temperature to its color
 use the H-R diagram to explain the relationship
between a star’s average surface temperature & its
absolute brightness
 explain that a star’s mass affects its temperature,
absolute brightness, and diameter
 identify the Sun as a star and compare it to other
stars in terms of apparent magnitude, temperature,
size, and absolute brightness
Low
Moderate
High
SC.8.E.5.1 Recognize that there are enormous distances between objects in
space and apply our knowledge of light and space travel to understand
this distance (assessed as SC.8.E.5.7 on the Statewide Science Assessment).
Moderate
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as
seen in different fields of science (assessed as SC.7.N.1.5 on the Statewide
Science Assessment).
High
12 days (1/30 – 2/15)
Lessons 10, 11, 13, 14
Sections 3.1, 3.2, 3.4, & 3.5











Content/Academic Language
FLDOE
Other
astronomical
 absolute
unit
brightness
 apparent
galaxy
magnitude
light

Hertzsprunglight-year
Russell (H-R)
Milky Way
diagram
Galaxy

luminosity
nebula
 nuclear fusion
planet
solar system
space
star
Sun
 recognize that the Milky Way Galaxy is among
billions of galaxies in the Universe
 describe the sizes and compositions of galaxies
 support a scientific explanation using empirical
evidence, logical reasoning, predictions, and models
 describe the methods scientists use to measure the
size, distance, or age of a star
 compare and/or contrast the relative distance,
relative size, and general composition of astronomical
bodies (planets, stars, moons, asteroids, nebulae,
galaxies, dwarf planets, and comets) in the universe
 summarize the structure of the universe




recognize the scale of distances in the universe
explain how scientists measure distances in space
discuss how distances in space affect space travel
explain how scientists study evidence using mathematical
models & computer simulations to develop a more
comprehensive scientific explanation of the formation,
structure, & organization of the universe
 recognize that technology, such as the Hubble & Kepler
telescopes, provides information about the Universe
that could not be gathered from Earth’s surface
 discuss the scientific process & how we can understand
the Universe using basic physical laws derived on Earth
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
27
Prior Knowledge




SC.3.E.5.1 Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light.
SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way.
SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
Common Misconceptions
Teacher Notes











 It is not necessary for students to memorize quantitative astronomical data or the specific
composition of astronomical bodies.
 This would be a good unit to practice comparing quantitative data in tables and graphs.
 Absolute brightness = absolute magnitude
The larger a star is, the brighter it is (from Earth).
The brighter a star is, the hotter it is.
The hotter a star is, the brighter it is.
Red stars are the hottest and blue stars are the coolest.
Stars of equal temperature all have equal brightness.
Stars only give off visible light.
Stars emit only one color of light.
All stars are the same size.
All the stars are the same distance from the Earth.
The Universe is static, not expanding.
The Solar System, the Milky Way galaxy, and the Universe are the same things.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept of Definition Map: star
o Frayer Model: galaxy
o lumin- light
o sol- sun
o uni- one, single
Sample Assessment Questions
Sample FOCUS Question SC.8.E.5.3
Sample FOCUS Question SC.7.N.1.5
Which of the following correctly describes the relationship between astronomical bodies in outer
space?
Using a new computer modeling technique, astronomers predict the location of a massive black
hole at the center of a distant galaxy. In this example, how is technology helpful to the
astronomers?
A.
B.
C.
D.
Mars is larger than Earth.
The Milky Way is much larger than our Solar System.
The Moon is further away from the Sun than the asteroid belt.
The orbits of planets are greater than the orbits of the satellites.
28
A.
B.
C.
D.
It helps them discard inaccurate data and improve their hypothesis.
It makes it easy for them to develop new experiments and collect data.
It allows them to observe things they may not be able to see with their eyes.
It permits them to share their results with the rest of the scientific community.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 8:
UNIT
GOAL
SPACE EXPLORATION
Students will understand how technology is utilized to explore space, what is
learned through its exploration, and how space exploration has impacted
Florida economically and culturally.
METHODS OF EXPLORATION
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
High
 discuss the importance of technology in studying space
 recognize the advancements and innovations that
have resulted from space exploration
SC.8.E.5.11 Identify and compare characteristics of the electromagnetic
spectrum such as wavelength, frequency, use, and hazards and recognize its
application to an understanding of planetary images and satellite
photographs (assessed as SC.7.P.10.1 on the Statewide Science
Assessment).
High
 sequence the frequencies and wavelengths of
electromagnetic waves
 describe the relationship between wavelength and
frequency
 describe the relationship between frequency and
energy
 identify common uses and applications of
electromagnetic waves
SC.8.N.4.2 Explain how political, social, and economic concerns can affect
science, and vice versa (not assessed on the Statewide Science Assessment).
High
discuss the relationships between politics, the economy,
and the scientific community in regards to space
exploration
SC.8.E.5.12 Summarize the effects of space exploration on the economy
and culture of Florida (not assessed on the Statewide Science Assessment).
Moderate
discuss the economic and cultural impact of the
aerospace and space exploration industries on Florida
SC.8.N.4.1 Explain that science is one of the processes that can be used to
inform decision making at the community, state, national, and international
levels (not assessed on the Statewide Science Assessment).
Moderate
describe science as a very important process used to
inform and make decisions that can affect life at all
levels
Next Generation Sunshine State Standards
EFFECT ON
FLORIDA
Suggested Time Frame:
SC.8.E.5.10 Assess how technology is essential to science for such purposes
as access to outer space and other remote locations, sample collection,
measurement, data collection and storage, computation, and communication
of information (assessed as SC.7.N.1.5 on the Statewide Science
Assessment).
6 days (2/16 – 2/24)
Lessons 9, 27, 28, 29
Sections 2.4, 6.3, 6.4, 6.5








Content/Academic Language
FLDOE
Other
data
 computation
electromagnetic
 economic
spectrum
 hazard
frequency
 political
light
 remote
space
 satellite
technology
 social
telescope
wavelength
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
29
Prior Knowledge
 SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many
different colors.
Common Misconceptions
Teacher Notes










 It is more important that students focus on the role of technology in science as opposed to
specific technologies.
 While students must understand the relative order of frequencies and wavelengths in the
electromagnetic spectrum, it is not necessary for students to memorize specific frequencies and
wavelengths of electromagnetic radiation.
 It is not necessary for students to memorize the hazards of electromagnetic radiation.
 Make sure to focus on the purpose of using technology in the exploration of space, rather than
memorizing the specific technologies (i.e., the names of different telescopes).
The electromagnetic spectrum consists of only visible light.
All electromagnetic radiation is visible.
All radiation is harmful.
Radio waves are sound waves and they travel at the speed of sound.
Different colors of light are different types of waves.
Different kinds of electromagnetic radiation travel at different speeds.
Radio waves travel at the speed of sound.
Visible light is fundamentally different from other types of electromagnetic radiation.
Visible light is the only kind of light.
Infrared radiation is “heat radiation”, not light.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o T-Chart: electromagnetic waves
o Concept of Definition Map: technology
o
o
o
o
o
infra- below; beneath
micro- small
-scope device for seeing
tele- far off; distant
ultra- beyond
Sample Assessment Questions
Sample FOCUS Question SC.7.P.10.1
Sample FLDOE Question SC.7.N.1.5
Francesca is drawing a picture of the electromagnetic spectrum. She needs to order the types of
electromagnetic radiation from the lowest to highest frequency.
Einstein and Galileo each made many important discoveries in science that changed the scientific
world. What do their discoveries suggest about the process of scientific study?
Which of the following shows the correct order of the electromagnetic spectrum, from lowest to
highest frequency?
A.
B.
C.
D.
visible, UV, infrared, X-ray, microwave, radio, gamma
radio, visible, microwave, infrared, UV, X-ray, gamma
gamma, UV, microwave, infrared, radio, X-ray, visible
radio, microwave, infrared, visible, UV, X-ray, gamma
30
A.
B.
C.
D.
Some branches of science are hard to study without equipment.
Lack of sophisticated equipment is a limiting factor for researchers.
It is easier to make major discoveries when scientists have less equipment.
Some discoveries are possible without the use of sophisticated equipment.
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
UNIT 9:
6TH & 7TH GRADE BENCHMARK REVIEW
Suggested Time Frame:
UNIT
GOAL
Students will review benchmarks from lower grades in order to master the
assessed content.
Lesson Plans:
Text:
UNIT 10:
UNIT
GOAL
UNIT 11:
UNIT
GOAL
LAKE WORTH LAGOON CURRICULUM
Students will develop a greater understanding of the ecology of the Lake
Worth Lagoon and discuss the actions necessary to conserve, protect and
restore it.
Suggested Time Frame:
Lesson Plans:
Text:
5 days (5/15 – 5/19)
See Blender
Newspapers in Education
HUMAN GROWTH & DEVELOPMENT CURRICULUM
Students will comprehend concepts related to health promotion and disease
prevention to enhance health, analyze internal and external influences on
health behaviors, and demonstrate the ability to practice advocacy, healthenhancing behaviors, and avoidance or reduction of health risks.
Suggested Time Frame:
Lesson Plans:
Text:
5 days (5/22 – 5/26)
See Blender
Materials on Blender
END OF 4TH NINE WEEKS
2016 – 2017 | Comprehensive Science 3 (8th Grade): Regular & Advanced | **Advanced Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
31