grade 8 physical science curriculum documents2010

8/18/2019 Grade 8 Physical Science Curriculum Documents2010

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Secondary Science

Grade 8 – Physical Science Documents

An Equal Opportunity School District Updated and Revised August, 2010


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Welcome to Grade 8 Physical Science Curriculum Documents! Enclosed you

will find these items:

Grade 8 M/J Physical Science Curriculum Map - 2003010

Grade 8 M/J Physical Science Instructional Focus Calendar - 2003010

Grade 8 M/J Physical Science Year at a Glance -2003010

Grade 8 M/J Physical Science Sequence of Tested Skills - 2003010

Grade 8 M/J Advanced Physical Science Curriculum Map - 2003020

Grade 8 M/J Advanced Physical Science Instructional Focus Calendar -2003020

Grade 8 M/J Advanced Physical Science Year at a Glance - 2003020

Grade 8 M/J Advanced Physical Science Sequence of Tested Skills - 2003020

Grade 8 Next Generation Sunshine State Standards


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8th Grade:

Physical Science

Instructional Focus

Calendars

2010 – 2011

An Equal Opportunity School District


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The Instructional Focus Calendar is designed to maximize and coordinate science instruction

throughout the district. The calendars should be used in coordination with the Science Curriculum Maps

which give more detailed information about each unit. The Science Curriculum Maps include essentialquestions, key vocabulary, learning targets and skills, and teaching resources.

The calendar provides a scope and sequence of instruction and contains the instructional benchmarksfor each unit of study. The benchmarks listed on the calendar are summarized sections of the Next

Generation Science Sunshine State Standards. For a complete text of the NGSSS, please visitwww.floridastandards.org.

The Instructional Focus Calendars were designed by an experienced team of outstanding MarionCounty middle school science teachers representing every middle school in Marion County. The teachers

met over several weeks in May, 2010, to thoughtfully construct the calendar.

It is the sincere wish of the teacher committee and program specialist that this calendar is helpful in

guiding science instruction in Marion County and providing a useful resource for teachers. Please feel free

to contact Jacqua Ballas ([email protected] ) for questions or feedback on the ScienceInstructional Focus Calendar.

PLEASE NOTE:

For the 2010-2011 school year, the FCAT reference sheet with formulas still applies.

http://www.floridastandards.org/http://www.floridastandards.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.floridastandards.org/


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Sun Mon Tue Wed Thu Fri Sat

Early Release End 1st 9wks TeacherWorkday

2010

Month ____ Grade _____

MonthUPDATED: 03/ 25/10Marion County Public Schools

Instructional Focus Calendars

Units:Each arrow lists the name of a Unit ofStudy which will contain severalbenchmarks. Before beginning a unit ofstudy, teachers should pull the CurriculumMap for the unit and review the targetedlearning skills, the key terminology, theconcepts and the listed resources for

planning purposes.

Benchmarks:Each Benchmark will be listed out on thisside panel area. However, for a fulldetailed description of the benchmark,teachers should refer to the website:www.floridastandards.org.

Chapters:The suggested chapters are found in theHolt Science & Technology: PhysicalScience, 2005 textbook.

Assessments:Focus Calendar Assessments are districtassessments administered to determinemastery of the content. Consult yourschool administration for information on

how these assessments are conducted atyour school.

Cross Curriculum Links:Topics to teach that make connections toprior benchmarks.

6.G.1.2 –

All special dates will belisted in the date block

including holidays,

count days, earlyrelease or special

These arrows indicate the “Focused Instruction

Unit” for the week. A unit may contain one ormore benchmarks. Looking at the side panel will

give the full name of the benchmarks for that unit.

The benchmark(s) is/are not the ONLY benchmarkaddressed during the week, but it should be the

FOCUS of instruction across all activities during

the week and should be covered in de th.

FCA #1

These arrows

indicate that anFCA should beadministered

during this week.

Begin FAIR

End FAIR

Arrows like

these indicatea “beginning

of a test

window andan “end” of a

test window

and includes

all dates inbetween the

arrows. It is important to note the date

at the bottom of each calendarpage. If a revision or update

occurs the date will help you

reference changes.


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1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16New Teachers

Report

17All Teachers

Report

18School

Inservice Day

19 20 21

22 23Students

Report

24 25 26 27 28

29 30 31

2010

August Grade 8

AugustUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Nature of Science

School and Classroom ProcedureLab Procedures, Lab Safety

Benchmarks:SC.8.N.1.1 –Design and carry out

a scientific investigation

Chapter:1.4

Be in Nature of Science Unit

Nature of Science


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1 2 3 4

5 6Labor Day –

No School

7 8 9 10 11

12 13 14 15Early Release

16 17 18

19 20 21 22 23 24 25

26 27District

Inservice Day

28 29 30

2010

September Grade 8

SeptemberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Nature of Science –cont.

Benchmarks:SC.8.N.2.1 –Distinguish between scientific andpseudoscientific ideasSC.8.N.2.2 –Discuss what characterizesscience and its methodsSC.8.N.1.1 –Design and carry out a scientific

investigation… SC.8.N.1.2 –Design and conduct a study usingrepeated trials and replication.SC.8.N.1.3 –Use phrases such as „resultssupport” or “fail to support” in scienceunderstanding that science does not offerconclusive „proof‟ of a knowledge claim SC.8.N.1.4 –Explain how hypotheses arevaluable if they lead to further investigations,even if they turn out not to be supported bythe data.SC.8.N.1.5 – Analyze the methods used todevelop a scientific explanation as seen indifferent fields of science.SC.8.N.1.6 –Understand that scientificinvestigations involve the collection of relevanempirical evidence, the use of logicalreasoning and the application of imagination…SC.8.N.3.1 – Select models useful in relating

the results of their own investigations.SC.8.N.4.1- Explain that science is one of theprocesses that can used to inform decisionmaking at state, national and internationallevels.SC.8.N.4.2- Explain how political, social, andeconomic concerns can affect science, andvice versa.

Chapter:1.4

Assessment:FCA #1: SC.H.1.3.5

Nature of Science

Nature of Science

Nature of Science

FCA #1

SC.H.1.3.5

Nature of Science

Nature of Science


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1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16


21 22 23

24 25 26End 1

st 9wks

27 28 29Teacher

Workday

30

31

2010

October Grade 8

OctoberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Theories/Atomic Theory

Structure of the AtomThe Periodic Table

Benchmarks: Atoms, PeriodicTable

SC.8.N.3.2 – Explain why theories may be

modified but are rarely discarded.SC.8.P.8.1 –Explore the scientific theoryof atoms by using models to explain themotions of particles in solids, liquids, andgases.SC.8.P.8.6 –Recognize that elements aregrouped in the periodic table according tosimilarities of their properties.SC.6.P.8.7 –Explore the scientific theoryof atoms by recognizing that atoms arethe smallest unit of an element and arecomposed of sub-atomic particles(electrons surrounding a nucleuscontaining protons and neutrons)

Chapters: Atoms, Periodic Table

11.1, 11.2, 12.1, 12.2


Cross Curriculum Links:Models (SC.8.N.3.1)Cell theory (SC.6.L.14.2)Plate tectonic theory (SC.7.E.6.5)

Theories/Atomic Theory

Ch. 11 Section 1

Structure of the Atom

Ch. 11 Section 2

The Periodic Table

Ch. 12 Section 1-2

The Periodic Table

Ch. 12 Section 1-2

Nature of

Science

FCA #2

SC.H.1.3.1


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1 2 3 4 5 6

7DaylightSavings Ends

8 9 10Early Release

11 12 13

14 15 16 17 18 19 20

21 22 23 24No School –

Weather

Make-Up

Day

25 26 27

28 29 30

2010

November Grade 8

NovemberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Properties and Changes of Matte

Benchmarks:SC.8.P.8.5 –Recognize that there are afinite number of elements and that theiratoms combine in a multitude of ways toproduce compounds that make up all

living and nonliving thingsSC.8.P.8.2 –Differentiate between weighand mass recognizing that weight is theamount of gravitational pull on an objectand is distinct from, though proportionalto mass.SC.8.P.8.3 –Explore and describe thedensities of various materials throughmeasurement of their masses andvolume.SC.8.P.8.4 –Classify and comparesubstances on the basis of characteristicphysical properties the can bedemonstrated or measured… SC.8.P.9.1 –Explore the Law ofConservation of mass by demonstratingand concluding that mass is conserved

when substances undergo physical andchemical changes

Chapters:2.1, 2.2, 2.3, 4.1, 4.2, 4.3

Cross Curriculum Links:Differences between theories and laws(SC.7.N.3.1)

Atoms (SC.8.P.8.1, SC.8.P.8.7)Periodic table (SC.8.P.8.6)

Thanksgiving Break

Properties and Changes of Matter

Ch. 2 Sections 1-3


Ch. 2 Sections 1-3


Ch. 3 Sections 1 and 3

Properties/ Changes

Matter


Properties/ Changes

Matter

Ch. 4 Sections 1-3


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1 2 3 4


9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

2010

December Grade 8

DecemberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Properties and Changes of Matter

–cont.

Benchmarks:SC.8.P.9.2 –Differentiate betweenphysical and chemical changes.

SC.8.P.9.3 –Investigate and describehow temperature influences chemicalchanges.SC.8.P.8.8 –Identify basic examplesof and compare and classify theproperties of compounds, includingacids, bases, and salts.SC.8.P.8.9 –Distinguish amongmixtures (including solutions) andpure substances.

Chapters:4.1, 4.2, 4.3

Assessment:FCA #3: SC.A.1.3.1

Winter Break

Winter Break


Ch. 4 Sections 1-3


Ch. 4 Sections 1-3

FCA #3

SC.A.1.3.1


Ch. 4 Sections 1-3


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1

2 3Classes Resume

4 5 6 7 8

9 10 11 12 13 14End 1

st Sem.

15

16 17Martin

Luther King,

Jr. Day –

No School

18Secondary –

Workday

Elementary –

Inservice Day

19Secondary –

Inservice Day

Elementary –

Workday

20 21 22


27 28 29

30 31

2011

January Grade 8

JanuaryUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Motions and Forces

Benchmarks:SC.6.P.12.1 –Measure and graphdistance versus time for an object movingat a constant speed. Interpret thisrelationship.

SC.6.P.13.1 –Investigate and describetypes of forces including contact forcesand forces acting at a distance such aselectrical, magnetic, and gravitational.SC.6.P.13.2 –Explore the Law of Gravityby recognizing that every object exertsgravitational force on every other objectand that the force depends on how muchmass the objects have and how far apartthey are.SC.6.P.13.3 –Investigate and describethat an unbalanced force acting on anobject changes its speed, or direction ofmotion, or both.

Chapters:5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3, 17.4

Assessment:FCA #4: SC.C.2.3.6

Cross Curriculum Links:Explore the Universal Law of Gravitation(SC.8.E.5.4)Differentiate between weight and mass(SC.8.P.8.2)Difference between theories and laws(SC.7.N.3.1)

Motion and Forces

Ch. 5 Sections 1-4

Motion and ForcesCh. 6 Sections 1-3

Motion and Forces

Ch. 17 Section 4

Motion and Forces

Ch. 17 Section 4

Energy

FCA #4SC.C.2.3.6


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1 2 3100

th Day

4 5

6 7 8 9 10 11 12


17 18 19

20 21President’s

Day –

No School

22 23 24 25 26

27 28

2011

February Grade 8

FebruaryUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:

EnergyWaves

Benchmarks: EnergySC.6.P.11.1 –Explore the Law ofConservation of Energy by differentiatingbetween potential and kinetic energy. Identifysituations where kinetic energy is transformedinto potential energy and vice versa.

SC.7.P.11.1 –Recognize that adding heat orremoving heat from a system may result in atemperature change and possibly a change ofstate.SC.7.P.11.2- Investigate and describe thetransformation of energy from one forms toanother.SC.7.P.11.3 – Cite evidence to explain thatenergy cannot be created or destroyed, onlychanged from one form to another.SC.7.P.11.4 – Observe and describe that heaflows in predictable ways, moving fromwarmer objects to cooler ones until they reachthe same temperature.SC.7.P.10.1 – Illustrate that the sun‟s energyarrives as radiation with a wide range ofwavelengths, including infrared, visible, andultraviolet, and that white light is made up of aspectrum of different colors.

Chapters: Energy 9.1, 9.2, 9.3, 9.4, 10.1, 10.2,

20.1, 20.2, 20.3

Assessment: FCA #5: SC.B.1.3.1

Cross Curriculum Links:Energy Flow through Ecosystems(SC.7.L.17.1)Weather and Oceans (SC.6.E.7.1, SC.6.E.7.3,SC.6.E.7.5)Plate tectonics (SC.7.E.6.5)Science influences decisions (SC.8.N.4.1,SC.8.N.4.2)

EnergyCh. 9 Sections 1-4

Energy

Ch. 10 Sections 1-2

FCA #5

SC.B.1.3.1Energy

Ch. 10 Sections 1-2

Waves

Ch. 20 Sections 1-3

Waves


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1 2 3 4 5


10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

2011

March Grade 8

MarchUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:SoundLight

Benchmarks:SC.7.P.10.1 – Illustrate that thesun‟s energy arrives as radiationwith a wide range of wavelengths,including infrared, visible, andultraviolet, and that white light ismade of a spectrum of differentcolors.SC.7.P.10.2 –Observe and explainthat light can be reflected,refracted, and absorbed.SC.7.P.10.3 –Recognize that lightwaves, sound waves, and otherwaves move at different speeds indifferent materials.

Chapters:

21.1, 21.2, 21.3,22.1, 22.2, 22.3, 22.4

Assessment:FCA #6: SC.B.1.3.6

Cross Curriculum Links:

Spring Break

FCAT

WritesSound

Ch. 21 Sections 1-3

Light – Ch. 22 Sections 1-4

FCA # 6SC.B.1.3.6

Middle School Benchmark Review



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1End 3

rd 9 wks

2

3 4Teacher

Workday

5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

2011

April Grade 8

AprilUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Middle School Benchmark Review

Benchmarks:Selected 8th grade benchmarks

Assessment:

Science FCAT

Post FCAT:

Enrichment

Projects and activities

FCAT

FCAT



Benchmark Enrichment



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5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27No School –

Weather

Make-Up Day

28

29 30Memorial

Day – No School

31

2011

May Grade 8

MayUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Benchmark Enrichment

CEOCE Review

Benchmarks: All 8th grade benchmarks

CEOCE matrix

Post FCAT:

Enrichment


CEOCE Review

CEOCE Study Guides


CEOCE Review and Enrichment



CEOCE

Review


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1 2 3 4

5 6 7 8Last Day of

School

9Teacher

Workday

(Weather

Make-Up Day)

10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

2011

June Grade 8

JuneUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:CEOCE review

Assessment:CEOCE

6th

– 12th

Semester / Final Exams

CEOCE Review

CEOCE


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Quarter FCAFirst Date

of WeekBenchmark(s) Chapter Unit / Organizing Principle

23-Aug

30-Aug

6-Sep13-Sep

20-Sep

SC.H.1.3.5 27-Sep

4-Oct

11-Oct

18-Oct

SC.H.1.3.1 25-Oct

1-Nov

8-Nov

15-Nov22-Nov

29-Nov

6-Dec

SC.A.1.3.1 13-Dec

20-Dec

27-Dec

3-Jan

10-Jan

17-Jan

SC.C.2.3.6 24-Jan

31-Jan

7-Feb

SC.B.1.3.1 14-Feb

21-Feb

28-Feb

SC.B.1.3.6 7-Mar

14-Mar

21-Mar

28-Mar

4-Apr

11-Apr18-Apr

25-Apr

2-May

9-May

16-May

23-May

30-May

6-Jun CEOCE Testing Week

All 8th grade

benchmarks


using district study guides

FCAT

Selected 8th grade

benchmarksBenchmark Enrichment

Ch. 9

Ch. 10Energy

SC.7.P.10.1 SC.7.P.10.2

SC.7.P.10.3

Ch. 20

Ch. 21

Ch.22

Waves, Sound, Light

All middle school

science benchmarksOverview Middle School Benchmark Review

Ch. 2

Ch. 4 Properties and Changes of Matter

SC.6.P.12.1 SC.6.P.13.1

SC.6.P.13.2 SC.6.P.13.3

Ch. 5

Ch.6

Ch. 17

Motion and Forces

4th

Winter Break

3rd

Spring Break

SC.6.P.11.1 SC.7.P.11.1

SC.7.P.11.2 SC.7.P.11.3

SC.7.P.11.4 SC.7.P.10.1

8th grade Physical Science

2010 - 2011 Year at a Glance

1st

2nd

Winter Break

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.2.1 SC.8.N.2.2

SC.8.N.4.1 SC.8.N.4.2

SC.8.N.3.1

Structure of the Atom and

Periodic Table

SC.8.P.8.2 SC.8.P.8.3

SC.8.P.8.4 SC.8.P.8.5

SC.8.P.8.8 SC.8.P.8.9SC.8.P.9.1 SC.8.P.9.2

SC.8.P.9.3

Ch. 1 Nature of Science

SC.8.N.3.2 SC.8.P.8.1

SC.8.P.8.6 SC.8.P.8.7

Ch. 11

Ch. 12


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2010 - 2011 Sequence of Tested Skills8th Grade Physical Science

Updated 4/29/10

FCA #1 September SCH135 – Change in variables alters outcome of an investigationWk of the 27

th

FCA #2 October SCH131 – Scientific knowledge is subject to change as new information

challenges prevailing theoriesWk of the 25th

FCA #3 December SCA131 – Identifies various ways in which substances differWk of the 13th

FCA #4 January SCC236 – Ways that net force can act on an objectWk of the 24

th

FCA #5 February SCB131 – Forms of energy and how they can be measured andcompared

Wk of the 14th

FCA #6 March SCB136 –

Properties of waves, waves consist of crests and troughs, andThe effects of different media on waves

Wk of the 7th


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Secondary Science

Curriculum Maps



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The District Middle School Science Curriculum Map is designed to maximize and coordinate science

instruction throughout the district. The Maps should be used in coordination with the Science Instructional

Focus Calendar, which gives the scope and sequence of instruction. The Science Curriculum maps include

essential questions, key vocabulary, learning targets and skills, and teaching resources.

The Benchmarks listed on the Science Curriculum Map are summarized sections of the Next Generation

Science Sunshine State Standards. For a complete text of the NGSSS, please visit www.floridastandards.org.

The Science Curriculum Maps were designed by an experienced team of outstanding Marion County

middle school science teachers representing every middle school in Marion County. The teachers met over

several weeks in May, 2010 to thoughtfully construct the maps.

The Science Curriculum Maps will continue to be added to and revised as new information is learned

about the Item Specifications, new textbooks, and teaching resources are found.

It is the sincere wish of the teacher committee and program specialist that this Science Curriculum Mapis helpful in guiding science instruction in Marion County and provides a useful resource for the teachers.

Please feel free to contact Jacqua Ballas ([email protected]) for questions or feedback on the

Science Curriculum Map.

http://www.floridastandards.org/http://www.floridastandards.org/http://www.floridastandards.org/mailto:[email protected]:[email protected]:[email protected]://www.floridastandards.org/


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Marion County Public Schools – Curriculum MapGrade Level: 8 Subject: Physical Scienc

August 11, 2010 Page 1 of 12

UNIT / ORGANIZING PRINCIPLE: Nature of Science PACING: 6 weeks

ESSENTIAL QUESTIONS

Why is experimental design important?

Why is it important to control variables?

Benchmarks:SC.8.N.2.1 – Distinguish between scientific and pseudoscientific ideasSC.8.N.2.2 – Discuss what characterizes science and its methodsSC.8.N.1.1 – Design and carry out a scientific investigation… SC.8.N.1.2 – Design and conduct a study using repeated trials and replication.SC.8.N.1.3 – Use phrases such as „results support” or “fail to support” in scienunderstanding that science does not offer conclusive „proof‟ of a knowledge claim SC.8.N.1.4 – Explain how hypotheses are valuable if they lead to furth

investigations, even if they turn out not to be supported by the data.SC.8.N.1.5 – Analyze the methods used to develop a scientific explanation as sein different fields of science.SC.8.N.1.6 – Understand that scientific investigations involve the collection relevant empirical evidence, the use of logical reasoning and the application imaginationSC.8.N.3.1 – Select models useful in relating the results of their own investigationsSC.8.N.4.1 - Explain that science is one of the processes that can used to infodecision making at state, national and international levels.SC.8.N.4.2 - Explain how political, social, and economic concerns can affect sciencand vice versa.

CONCEPTS / CONTENT: KEY TERMINOLOGY LEARNING TARGETS / SKILLS

Characteristics of Scientific Knowledgepseudosciencetheories

lawsmodels

Good Experimental Design

independent variabledependent variablehypothesiscontrolled variables, constantscontrol group vs. experimental groupobservation vs. inference

Explain that science involves asking questions

Describe the relationship of matter and energy

Explain the purpose of scientific method

Describe steps and methods of scientific method

List methods of communicating data

Explain use of models in science

Describe theories and laws

Identify tools used to collect data

Identify appropriate units for measurement

Identify safety symbols

(Science Fair option during this time)


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ACTIVITIES AND RESOURCES SAMPLE FOCUS ASSESSMENT QUESTIONS

ResourcesFCAT Item Specs: pageshttp://biocab.org/Pseudoscience.html

http://www.indiana.edu/~ensiweb/home.html

http://www.pppst.com/

Textbook ReferenceChapter , Lesson

Activities

RELATED CROSS-CURRICULAR BENCHMARKS TSW – The student will…

http://biocab.org/Pseudoscience.htmlhttp://biocab.org/Pseudoscience.htmlhttp://www.indiana.edu/~ensiweb/home.htmlhttp://www.indiana.edu/~ensiweb/home.htmlhttp://www.pppst.com/http://www.pppst.com/http://www.pppst.com/http://www.indiana.edu/~ensiweb/home.htmlhttp://biocab.org/Pseudoscience.html


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UNIT / ORGANIZING PRINCIPLE: Structure of the Atom and the Periodic Table PACING: 4 weeks

ESSENTIAL QUESTIONS

How has the Atomic Theory changed over time?

What is the relationship between atoms and theperiodic table?

Benchmarks:

SC.8.N.3.2 – Explain why theories may be modified but are rarely discarded.SC.8.P.8.1 – Explore the scientific theory of atoms by using models to explain tmotions of particles in solids, liquids, and gases.SC.8.P.8.6 – Recognize that elements are grouped in the periodic table according similarities of their properties.SC.6.P.8.7 – Explore the scientific theory of atoms by recognizing that atoms are tsmallest unit of an element and are composed of sub-atomic particles (electro

surrounding a nucleus containing protons and neutrons)


Development of atomic theory

modelatom

Structure of atoms

proton, neutron, electron and their chargesnucleusisotopeatomic numbermass number

Periodic tableelementsperiodsgroupsmetalmetalloidnonmetal

Explain how the atomic theory has changed as scientists have discoverednew information about the atom.

Explain arrangement of elements on modern periodic table

Locate and describe properties of: metals, nonmetals, metalloids, groupand periods

Recognize that atoms are the smallest unit of an element and are composeof sub-atomic particles (electrons surrounding a nucleus containing protonsand neutrons).


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UNIT / ORGANIZING PRINCIPLE: Structure of the Atom and the Periodic Table PACING: 4 weeks


ResourcesFCAT Item Specs: pages

Textbook Reference:Chapter , Lesson

Activities


SC.8.N.3.1 - Select models useful in relating the results of their own investigations.

REVIEW:

cell theory, plate tectonic theory


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UNIT / ORGANIZING PRINCIPLE: Properties and Changes in Matter PACING: 7 weeks

ESSENTIAL QUESTIONS

How do physical and chemical properties allow us toclassify matter?

Benchmarks:

SC.8.P.8.5 – Recognize that there are a finite number of elements and that their atoms combine in a multitudeways to produce compounds that make up all living and nonliving thingsSC.8.P.8.2 – Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on

object and is distinct from, though proportional to mass.SC.8.P.8.3 – Explore & describe the densities of various materials through measurement of masses and volume.SC.8.P.8.4 – Classify and compare substances on the basis of characteristic physical properties the can demonstrated or measured… SC.8.P.9.1 – Explore the Law of Conservation of mass by demonstrating and concluding that mass is conservwhen substances undergo physical and chemical changes

SC.8.P.9.2 – Differentiate between physical and chemical changesSC.8.P.9.3 – Investigate and describe how temperature influences chemical changesSC.8.P.8.8 – Identify basic examples of and compare & classify properties of compounds - acids, bases, saltsSC.8.P.8.9 – Distinguish among mixtures (including solutions) and pure substances


Classification of Matter

elements, compounds, mixturessolutions, solute, solventacid, base, salt

Density

density, mass, volumemass vs. weight

Phases and Phase Change

solid, liquid, gascrystalline and amorphous solidssurface tension and viscositygas laws – pressure

Physical and Chemical Properties

physical change, chemical changelaw of conservation of mass

Describe elements, compounds, and mixtures

Identify and calculate physical properties and physical change of bacompounds and elements

Describe properties of acids, bases, and salts

Compare and contrast mass and weight

Use density formula to solve for density, mass, or volume

Differentiate between solids, liquids, and gases with visual representation

Identify physical properties and physical changeExplain what happens to matter during physical/chemical changes

Explore the Law of Conservation of Mass by demonstrating and concluding thamass is conserved when substances undergo physical and chemical changes


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Textbook referenceChapter , Lesson

Activities


REVIEW: Theories and law

SC.7.N.3.1 - atom and periodic table

Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have andhowfar apart they are.


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UNIT / ORGANIZING PRINCIPLE: Motion and Forces PACING: 4 weeks

ESSENTIAL QUESTIONS

How is an object‟s motion determined by forces?

Benchmarks:

SC.6.P.12.1 – Measure and graph distance versus time for an object moving atconstant speed. Interpret this relationship.SC.6.P.13.1 – Investigate and describe types of forces including contact forces aforces acting at a distance such as electrical, magnetic, and gravitational.SC.6.P.13.2 – Explore the Law of Gravity by recognizing that every object exegravitational force on every other object and that the force depends on how mumass the objects have and how far apart they are.SC.6.P.13.3 – Investigate and describe that an unbalanced force acting on an objechanges its speed, or direction of motion, or both.


Motion

speedvelocityacceleration

Newton’s Three Laws (may not be covered after 2011)

balanced forcesunbalanced forcesinertiamomentum

gravityfrictionair resistance

Universal Law of Gravitation

Electricity and Magnetism (will not be covered after2011)

Calculate and differentiate speed and velocity

Graph and measure changes in motion

Calculate the mathematical relationship between force, mass and acceleration

Describe forces

Calculate net force, compare balanced and unbalanced forces

Explain why friction occurs and list types

Describe gravity and its effect on matter

Explain the Universal Law of Gravitation

Explain effects of gravity and air resistance on falling objects

Explore the Law of Gravity by recognizing that every object exerts gravitationalforce on every other object and that the force depends on how much mass theobjects have and how far apart they are

Illustrate the effects of attraction and repulsion in terms of electric currents

Compare and contrast static and current electricity


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ResourcesFCAT Item Specs: pageshttp://www.physicsclassroom.com/Class/ http://www.physicsclassroom.com/ http://learningcenter.nsta.org/search.aspx?action=browse&sub

ject=42

Textbook ReferenceChapter, Lesson

Activities


REVIEW:

SC.8.E.5.4 - astronomySC.8.P.8.2 –mass vs. weightSC.7.N.3.1 - –laws and theories

http://www.physicsclassroom.com/Class/http://www.physicsclassroom.com/Class/http://www.physicsclassroom.com/http://www.physicsclassroom.com/http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://www.physicsclassroom.com/http://www.physicsclassroom.com/Class/


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UNIT / ORGANIZING PRINCIPLE: Energy PACING: 3 weeks

ESSENTIAL QUESTIONS

What is the relationship between potential and kineticenergy?

Benchmarks:SC.6.P.11.1 – Explore the Law of Conservation of Energy by differentiating betwepotential and kinetic energy. Identify situations where kinetic energy is transforminto potential energy and vice versa.SC.7.P.11.1 – Recognize that adding heat or removing heat from a system may resin a temperature change and possibly a change of state.SC.7.P.11.2 - Investigate and describe the transformation of energy from one formanother.SC.7.P.11.3 – Cite evidence to explain that energy cannot be created or destroyeonly changed from one form to another.SC.7.P.11.4 – Observe and describe that heat flows in predictable ways, moving frowarmer objects to cooler ones until they reach the same temperature.SC.7.P.10.1 – Illustrate that the sun‟s energy arrives as radiation with a wide rangewavelengths, including infrared, visible, and ultraviolet, and that white light is made of a spectrum of different colors.


Potential and Kinetic Energy

potential – gravitational, elastickinetic

Forms of Energy

light, sound, thermal, chemical, mechanical, electrical,and nuclear

Transformation

Law of Conservation of Energy

Heat

thermalheatconductionconvectionradiationtemperature

Resources

renewable, nonrenewable

Explore the Law of Conservation of Energy by differentiating betweenpotential and kinetic energy. Identify situations where kinetic energy istransformed into potential energy and vice versa

Investigate and describe the transformation of energy from one form toanother

Cite evidence to explain that energy cannot be created nor destroyed, onchanged from one form to another

Define heat

Compare conduction, convection, and radiation


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ResourcesFCAT Item Specs: pageshttp://www.ajdesigner.com/phpenergykenetic/kenetic_energy_

equation.php

http://phet.colorado.edu/simulations/sims.php?sim=Energy_Ska

te_Park

http://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.html

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.html

http://physics.bgsu.edu/~stoner/p201/heat/

http://phet.colorado.edu/simulations/index.php?cat=Heat_and_

Thermo

Textbook ReferenceChapter, Lesson

Activities


SC.8.N.4.1- Explain that science is one of the processes that can used to inform decision making at state, national and international levels.SC.8.N.4.2- Explain how political, social, and economic concerns can affect science, and vice versa.

REVIEW: Energy flow through ecosystems –SC.7.L.17.1weather and oceans – SC.6.E.7.1, SC.6.E.7.3, SC.6.E.7.5plate tectonics- SC.7.E.6.5

http://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.phphttp://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.phphttp://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.phphttp://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Parkhttp://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Parkhttp://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Parkhttp://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.htmlhttp://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.htmlhttp://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.htmlhttp://physics.bgsu.edu/~stoner/p201/heat/http://physics.bgsu.edu/~stoner/p201/heat/http://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermohttp://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermohttp://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermohttp://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermohttp://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermohttp://physics.bgsu.edu/~stoner/p201/heat/http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.htmlhttp://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.htmlhttp://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heatAndTemperature.htmlhttp://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Parkhttp://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Parkhttp://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.phphttp://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.php


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UNIT / ORGANIZING PRINCIPLE: Waves, Sound, & Light PACING: 3 weeks

ESSENTIAL QUESTIONS

How does the wave model explain the behavior ofsound and light?

Benchmarks:SC.7.P.10.1 – Illustrate that the sun‟s energy arrives as radiation with a wide rangewavelengths, including infrared, visible, and ultraviolet, and that white light is made of a spectrum of different colors.SC.7.P.10.2 – Observe and explain that light can be reflected, refracted, aabsorbed.SC.7.P.10.3 – Recognize that light waves, sound waves, and other waves movedifferent speeds in different materials.


Type of Waves electromagnetic vs. mechanical

Structure of Waves

transverse vs. longitudinalcrest vs troughamplitude vs wavelength

Properties of Waves

frequencyspeedmedium

Sound

pitch vs loudnessDoppler Effect *echo

LightReflection, refraction, diffraction *absorptionelectromagnetic spectrum – visible, UV , Xrays…. colors of light

Describe how waves transfer energy

Identify waves that require a medium

Identify wave properties

Relate frequency to wavelength

Identify waves of the electromagnetic spectrum

Describe how electromagnetic waves differ

Describe how vibrations cause sound

Compare the speed of sound in different media

Describe the Doppler Effect *

Explain how frequency and pitch are related

Explain how loudness and amplitude are related

*Will not be covered after 2011


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UNIT / ORGANIZING PRINCIPLE: Waves, Sound, & Light PACING: 3 weeks


ResourcesFCAT Item Specs:

http://phet.colorado.edu/simulations/index.php?cat=Sound_an

d_Waves


Activities


Scientific Models – SC.7.N.3.2 – Identify the benefits and limitations of the use of scientific models.REVIEW:seismic waves – SC.7.E.6.5 applications of light – lasers – SC.8.N.4.2 REVIEW:photosynthesis- SC.8.L.18.1, astronomy –SC.8.E.5.11, SC.8.E.5.1, ear and eye – SC.6.L.14.5

http://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waveshttp://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waveshttp://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waveshttp://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waveshttp://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waves


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8th Grade:

Advanced

Physical Science

Instructional Focus

Calendars

2010 –

2011

An Equal Opportunity School District


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The Instructional Focus Calendar is designed to maximize and coordinate science instruction

throughout the district. The calendars should be used in coordination with the Science Curriculum Maps

which give more detailed information about each unit. The Science Curriculum Maps include essentialquestions, key vocabulary, learning targets and skills, and teaching resources.

The calendar provides a scope and sequence of instruction and contains the instructional benchmarksfor each unit of study. The benchmarks listed on the calendar are summarized sections of the Next

Generation Science Sunshine State Standards. For a complete text of the NGSSS, please visitwww.floridastandards.org.

The Instructional Focus Calendars were designed by an experienced team of outstanding MarionCounty middle school science teachers representing every middle school in Marion County. The teachers

met over several weeks in May, 2010, to thoughtfully construct the calendar.

It is the sincere wish of the teacher committee and program specialist that this calendar is helpful in

guiding science instruction in Marion County and providing a useful resource for teachers. Please feel free

to contact Jacqua Ballas ([email protected] ) for questions or feedback on the ScienceInstructional Focus Calendar.

PLEASE NOTE:

For the 2010-2011 school year, the FCAT reference sheet with formulas still applies.

http://www.floridastandards.org/http://www.floridastandards.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.floridastandards.org/


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Early Release End 1st 9wks TeacherWorkday

2010

Month ____ Grade _____

MonthUPDATED: 03/ 25/10Marion County Public Schools

Instructional Focus Calendars

Units:Each arrow lists the name of a Unit ofStudy which will contain severalbenchmarks. Before beginning a unit ofstudy, teachers should pull the CurriculumMap for the unit and review the targetedlearning skills, the key terminology, theconcepts and the listed resources for

planning purposes.

Benchmarks:Each Benchmark will be listed out on thisside panel area. However, for a fulldetailed description of the benchmark,teachers should refer to the website:www.floridastandards.org.

Chapters:The suggested chapters are found in theHolt Science & Technology: PhysicalScience, 2005 textbook.

Assessments:Focus Calendar Assessments are districtassessments administered to determinemastery of the content. Consult yourschool administration for information on

how these assessments are conducted atyour school.

Cross Curriculum Links:Topics to teach that make connections toprior benchmarks.

6.G.1.2 –

All special dates will belisted in the date block

including holidays,

count days, earlyrelease or special

These arrows indicate the “Focused Instruction

Unit” for the week. A unit may contain one ormore benchmarks. Looking at the side panel will

give the full name of the benchmarks for that unit.

The benchmark(s) is/are not the ONLY benchmarkaddressed during the week, but it should be the

FOCUS of instruction across all activities during

the week and should be covered in de th.

FCA #1

These arrows

indicate that anFCA should beadministered

during this week.

Begin FAIR

End FAIR

Arrows like

these indicatea “beginning

of a test

window andan “end” of a

test window

and includes

all dates inbetween the

arrows. It is important to note the date

at the bottom of each calendarpage. If a revision or update

occurs the date will help you

reference changes.


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1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16New Teachers

Report

17All Teachers

Report

18School

Inservice Day

19 20 21

22 23Students

Report

24 25 26 27 28

29 30 31

2010

August Grade 8

AugustUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Nature of Science

School and Classroom ProcedureLab Procedures, Lab Safety

Benchmarks:SC.8.N.1.1 –Design and carry out

a scientific investigation

Chapter:1.4

Be in Nature of Science Unit

Nature of Science


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1 2 3 4

5 6Labor Day –

No School

7 8 9 10 11


16 17 18

19 20 21 22 23 24 25

26 27District

Inservice Day

28 29 30

2010

September Grade 8

SeptemberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Nature of Science –cont.

Benchmarks:SC.8.N.2.1 –Distinguish between scientific andpseudoscientific ideasSC.8.N.2.2 –Discuss what characterizesscience and its methodsSC.8.N.1.1 –Design and carry out a scientific

investigation… SC.8.N.1.2 –Design and conduct a study usingrepeated trials and replication.SC.8.N.1.3 –Use phrases such as „resultssupport” or “fail to support” in scienceunderstanding that science does not offerconclusive „proof‟ of a knowledge claim SC.8.N.1.4 –Explain how hypotheses arevaluable if they lead to further investigations,even if they turn out not to be supported bythe data.SC.8.N.1.5 – Analyze the methods used todevelop a scientific explanation as seen indifferent fields of science.SC.8.N.1.6 –Understand that scientificinvestigations involve the collection of relevanempirical evidence, the use of logicalreasoning and the application of imagination…SC.8.N.3.1 – Select models useful in relating

the results of their own investigations.SC.8.N.4.1- Explain that science is one of theprocesses that can used to inform decisionmaking at state, national and internationallevels.SC.8.N.4.2- Explain how political, social, andeconomic concerns can affect science, andvice versa.

Chapter:1.4


Nature of Science

Nature of Science

Nature of Science

FCA #1

SC.H.1.3.5

Nature of Science

Nature of Science


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1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16


21 22 23

24 25 26End 1

st 9wks

27 28 29Teacher

Workday

30

31

2010

October Grade 8

OctoberUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Theories/Atomic Theory

Structure of the AtomThe Periodic Table

Benchmarks: Atoms, Periodic TableSC.8.N.3.2 – Explain why theories may bemodified but are rarely discarded.SC.8.P.8.1 –Explore the scientific theory ofatoms by using models to explain the motionsof particles in solids, liquids, and gases.SC.8.P.8.6 –Recognize that elements aregrouped in the periodic table according tosimilarities of their properties.SC.6.P.8.7 –Explore the scientific theory ofatoms by recognizing that atoms are thesmallest unit of an element and are composedof sub-atomic particles (electrons surroundinga nucleus containing protons and neutrons)SC.912.P.8.4 - Explore the scientific theory ofatoms by describing the structure of atoms interms of protons, neutrons and electrons, anddifferentiate among these particles in terms ofmass, electrical charges, and locations withinthe atom.SC.912.P.8.5 – Relate properties of atomsand their position in the periodic table to thearrangement of their electrons

Chapters: Atoms, Periodic Table11.1, 11.2, 12.1, 12.2, 13.1


Cross Curriculum Links:Models (SC.8.N.3.1)Cell theory (SC.6.L.14.2)Plate tectonic theory (SC.7.E.6.5)

Theories/Atomic Theory and Atomic Structure

Ch. 11 Section 1-2

The Periodic Table

Ch. 12 Section 1-2

The Periodic Table

Ch. 12 Section 1-2

Chemical Bonding

Ch. 13 Section 1

Nature of

Science

FCA #2

SC.H.1.3.1


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1 2 3 4 5 6

7DaylightSavings Ends

8 9 10Early Release

11 12 13

14 15 16 17 18 19 20

21 22 23 24No School –

Weather

Make-Up

Day

25 26 27

28 29 30

2010

November Grade 8

NovemberUPDATED: 08/11/10Marion County Public Schools


Benchmarks:SC.8.P.8.5 –Recognize that there are a finitenumber of elements and that their atomscombine in a multitude of ways to producecompounds that make up all living andnonliving things

SC.8.P.8.2 –Differentiate between weight andmass recognizing that weight is the amount ofgravitational pull on an object and is distinctfrom, though proportional to mass.SC.8.P.8.3 –Explore and describe thedensities of various materials throughmeasurement of their masses and volume.SC.8.P.8.4 –Classify and compare substanceon the basis of characteristic physicalproperties the can be demonstrated ormeasured… SC.8.P.9.1 –Explore the Law of Conservationof mass by demonstrating and concluding thamass is conserved when substances undergophysical and chemical changesSC.912.P.8.1 –Differentiate among the fourstates of matter.SC.912.P.8.2 – Differentiate between physicaand chemical properties and physical and

chemical changes of matter.SC.912.P.8.7 – Interpret formularepresentations of molecules and compoundsin terms of composition and structure.

Chapters:2.1, 2.2, 2.3, 3.1, 3.3 4.1, 4.2, 4.3,

13.2, 13.3, 15.1

Cross Curriculum Links:Differences between theories and laws(SC.7.N.3.1) Atoms (SC.8.P.8.1, SC.8.P.8.7)Periodic table (SC.8.P.8.6)

Thanksgiving Break

Chemical Bonding

Ch. 13 Sections 2-3 and Ch. 15 Section 1


Ch. 2 Sections 1-3



Properties/ Changes

Matter


Properties/ Changes

Matter

Ch. 4 Sections 1-3


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1 2 3 4


9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

2010

December Grade 8

DecemberUPDATED: 08/11/10Marion County Public Schools


–cont.

Benchmarks:SC.8.P.9.2 –Differentiate betweenphysical and chemical changes.

SC.8.P.9.3 –Investigate and describehow temperature influences chemicalchanges.SC.8.P.8.8 –Identify basic examplesof and compare and classify theproperties of compounds, includingacids, bases, and salts.SC.8.P.8.9 –Distinguish amongmixtures (including solutions) andpure substances.SC.912.P.8.11 – Relate acidity andbasicity to hydronium and hydroxylion concentration and pH.

Chapters:4.1, 4.2, 4.3, 15.2, 15.3

Assessment:FCA #3: SC.A.1.3.1

Winter Break

Winter Break

Phase Changes and Acids and Bases

Ch. 15 Sections 2-3


Ch. 4 Sections 1-3

FCA #3

SC.A.1.3.1


Ch. 4 Sections 1-3


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1

2 3Classes Resume

4 5 6 7 8

9 10 11 12 13 14End 1

st Sem.

15

16 17Martin

Luther King,

Jr. Day –

No School

18Secondary –

Workday

Elementary –

Inservice Day

19Secondary –

Inservice Day

Elementary –

Workday

20 21 22


27 28 29

30 31

2011

January Grade 8

JanuaryUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Motions and Forces

Benchmarks:SC.6.P.12.1 –Measure and graphdistance versus time for an object movingat a constant speed. Interpret thisrelationship.

SC.6.P.13.1 –Investigate and describetypes of forces including contact forcesand forces acting at a distance such aselectrical, magnetic, and gravitational.SC.6.P.13.2 –Explore the Law of Gravityby recognizing that every object exertsgravitational force on every other objectand that the force depends on how muchmass the objects have and how far apartthey are.SC.6.P.13.3 –Investigate and describethat an unbalanced force acting on anobject changes its speed, or direction ofmotion, or both.

Chapters:5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3, 17.4

Assessment:FCA #4: SC.C.2.3.6

Cross Curriculum Links:Explore the Universal Law of Gravitation(SC.8.E.5.4)Differentiate between weight and mass(SC.8.P.8.2)Difference between theories and laws(SC.7.N.3.1)

Motion and Forces

Ch. 5 Sections 1-4

Motion and ForcesCh. 6 Sections 1-3

Motion and Forces

Ch. 17 Section 4

Motion and Forces

Ch. 17 Section 4

Energy

FCA #4

SC.C.2.3.6


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1 2 3100

th Day

4 5

6 7 8 9 10 11 12


17 18 19

20 21President’s

Day –

No School

22 23 24 25 26

27 28

2011

February Grade 8

FebruaryUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:EnergyWaves

Benchmarks: EnergySC.6.P.11.1 –Explore the Law of Conservation ofEnergy by differentiating between potential andkinetic energy. Identify situations where kineticenergy is transformed into potential energy and viceversa.SC.7.P.11.1 –Recognize that adding heat orremoving heat from a system may result in atemperature change and possibly a change of stateSC.7.P.11.2- Investigate and describe thetransformation of energy from one forms to another

SC.7.P.11.3 – Cite evidence to explain that energycannot be created or destroyed, only changed fromone form to another.SC.7.P.11.4 – Observe and describe that heat flowin predictable ways, moving from warmer objects tocooler ones until they reach the same temperature.SC.7.P.10.1 – Illustrate that the sun‟s energy arriveas radiation with a wide range of wavelengths,including infrared, visible, and ultraviolet, and thatwhite light is made up of a spectrum of differentcolors.SC.912.P.10.1 – Differentiate among the various

forms of energy and recognize that they can betransformed from one form to others.SC.912.P.10.4 – Describe heat as the energytransferred by convection, conduction, and radiationand explain the connection of heat to change intemperature or states of matter.

SC.912.P.10.5 – Relate temperature to the averagemolecular kinetic energy.

Chapters: 9.1, 9.2, 9.3, 9.4, 10.1, 10.2, 10.3

20.1, 20.2, 20.3

Assessment: FCA #5: SC.B.1.3.1

Cross Curriculum Links:Energy Flow through Ecosystems (SC.7.L.17.1)Weather and Oceans (SC.6.E.7.1, SC.6.E.7.3,SC.6.E.7.5)Plate tectonics (SC.7.E.6.5)Science influences decisions (SC.8.N.4.1,SC.8.N.4.2)

EnergyCh. 9 Sections 1-4

Energy

Ch. 10 Sections 1-3

FCA #5

SC.B.1.3.1Energy

Ch. 10 Sections 1-2

Waves

Ch. 20 Sections 1-3

Waves


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1 2 3 4 5


10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

2011

March Grade 8

MarchUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:SoundLight

Benchmarks: Waves, Sound,Light

SC.7.P.10.1 – Illustrate that thesun‟s energy arrives as radiationwith a wide range of wavelengths,including infrared, visible, andultraviolet, and that white light ismade of a spectrum of differentcolors.SC.7.P.10.2 –Observe and explainthat light can be reflected,refracted, and absorbed.SC.7.P.10.3 –Recognize that lightwaves, sound waves, and otherwaves move at different speeds indifferent materials.

Chapters:21.1, 21.2, 21.3,

22.1, 22.2, 22.3, 22.4

Assessment:FCA #6: SC.B.1.3.6

Cross Curriculum Links:Scientific models (SC.7.N.3.2)Seismic waves SC.7.E.6.5

Spring Break

FCAT

WritesSound

Ch. 21 Sections 1-3

Light – Ch. 22 Sections 1-4

FCA # 6SC.B.1.3.6




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1End 3

rd 9 wks

2

3 4Teacher

Workday

5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

2011

April Grade 8

AprilUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:Middle School Benchmark Review

Benchmarks:Selected advanced 8th grade

benchmarks

Assessment:Science FCAT

Post FCAT:

Enrichment


FCAT

FCAT






45/66



5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27No School –

Weather

Make-Up Day

28

29 30Memorial

Day – No School

31

2011

May Grade 8

MayUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Units:Benchmark Enrichment

CEOCE Review

Benchmarks: All advanced 8th grade

benchmarks

CEOCE matrix

Post FCAT:

Enrichment


CEOCE Review

CEOCE Study Guides





CEOCE

Review


46/66


1 2 3 4

5 6 7 8Last Day of

School

9Teacher

Workday

(Weather

Make-Up Day)

10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

2011

June Grade 8

JuneUPDATED: 08/11/10Marion County Public Schools

Instructional Focus Unit:CEOCE review

Assessment:CEOCE

6th

– 12th

Semester / Final Exams

CEOCE Review

CEOCE


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Quarter FCAFirst Date

of WeekBenchmark(s) Chapter Unit / Organizing Principle

23-Aug

30-Aug

6-Sep13-Sep

20-Sep

SC.H.1.3.5 27-Sep

4-Oct

11-Oct

18-Oct

SC.H.1.3.1 25-Oct

1-Nov

8-Nov

15-Nov22-Nov

29-Nov

6-Dec

SC.A.1.3.1 13-Dec

20-Dec

27-Dec

3-Jan

10-Jan

17-Jan

SC.C.2.3.6 24-Jan

31-Jan

7-Feb

SC.B.1.3.1 14-Feb

21-Feb

28-Feb

SC.B.1.3.6 7-Mar

14-Mar

21-Mar

28-Mar

4-Apr

11-Apr18-Apr

25-Apr

2-May

9-May

16-May

23-May

30-May

6-Jun CEOCE Testing Week

Selected 8th grade

benchmarksBenchmark Enrichment

All 8th grade

benchmarks


using district study guides

All middle school

science benchmarksOverview Middle School Benchmark Review

FCAT

4th

Winter Break

3rd

Spring Break

SC.6.P.11.1 SC.7.P.11.1

SC.7.P.11.2 SC.7.P.11.3

SC.7.P.11.4 SC.912.P.10.1

SC.912.P.10.4 SC.912.P.10.5,

Ch. 9

Ch. 10Energy

SC.7.P.10.1 SC.7.P.10.2

SC.7.P.10.3

Ch. 20

Ch. 21

Ch.22

Waves, Sound, Light

SC.8.N.3.2 SC.8.P.8.1

SC.8.P.8.6 SC.8.P.8.7

SC.912.P.8.4 SC.912.P.8.5

Ch. 11

Ch. 12

Ch. 2

Ch. 3Ch. 4

Properties and Changes of Matter - including

chemcial bonding

SC.6.P.12.1 SC.6.P.13.1

SC.6.P.13.2 SC.6.P.13.3

Ch. 5

Ch.6

Ch. 17

Motion and Forces

Structure of the Atom and

Periodic Table

SC.8.P.8.2 SC.8.P.8.3

SC.8.P.8.4 SC.8.P.8.5

SC.8.P.8.8 SC.8.P.8.9

SC.8.P.9.1 SC.8.P.9.2SC.8.P.9.3 SC.912.P.8.1

SC.912.P.8.2 SC.912.P.8.7

SC.912.P.8.11

8th grade Advanced Physical Science

2010 - 2011 Year at a Glance

1st

2nd

Winter Break

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.2.1 SC.8.N.2.2

SC.8.N.4.1 SC.8.N.4.2

SC.8.N.3.1

Ch. 1 Nature of Science


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2010 - 2011 Sequence of Tested Skills8th Grade Physical Science

Updated 4/29/10

FCA #1 September SCH135 – Change in variables alters outcome of an investigationWk of the 27

th

FCA #2 October SCH131 – Scientific knowledge is subject to change as new information

challenges prevailing theoriesWk of the 25th

FCA #3 December SCA131 – Identifies various ways in which substances differWk of the 13th

FCA #4 January SCC236 – Ways that net force can act on an objectWk of the 24

th

FCA #5 February SCB131 – Forms of energy and how they can be measured andcompared

Wk of the 14th

FCA #6 March SCB136 –

Properties of waves, waves consist of crests and troughs, andThe effects of different media on waves

Wk of the 7th


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Secondary Science

Curriculum Maps



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The District Middle School Science Curriculum Map is designed to maximize and coordinate science

instruction throughout the district. The Maps should be used in coordination with the Science Instructional

Focus Calendar, which gives the scope and sequence of instruction. The Science Curriculum maps include

essential questions, key vocabulary, learning targets and skills, and teaching resources.

The Benchmarks listed on the Science Curriculum Map are summarized sections of the Next Generation

Science Sunshine State Standards. For a complete text of the NGSSS, please visit www.floridastandards.org.

The Science Curriculum Maps were designed by an experienced team of outstanding Marion County

middle school science teachers representing every middle school in Marion County. The teachers met over

several weeks in May, 2010 to thoughtfully construct the maps.

The Science Curriculum Maps will continue to be added to and revised as new information is learned

about the Item Specifications, new textbooks, and teaching resources are found.

It is the sincere wish of the teacher committee and program specialist that this Science Curriculum Mapis helpful in guiding science instruction in Marion County and provides a useful resource for the teachers.

Please feel free to contact Jacqua Ballas ([email protected]) for questions or feedback on the

Science Curriculum Map.

http://www.floridastandards.org/http://www.floridastandards.org/http://www.floridastandards.org/mailto:[email protected]:[email protected]:[email protected]://www.floridastandards.org/


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Marion County Public Schools – Curriculum MapGrade Level: 8 Subject: Advanced Physical Scien



ESSENTIAL QUESTIONS

Why is experimental design important?

Why is it important to control variables?

Benchmarks:SC.8.N.2.1 – Distinguish between scientific and pseudoscientific ideasSC.8.N.2.2 – Discuss what characterizes science and its methodsSC.8.N.1.1 – Design and carry out a scientific investigation… SC.8.N.1.2 – Design and conduct a study using repeated trials and replication.SC.8.N.1.3 – Use phrases such as „results support” or “fail to support” in scienunderstanding that 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 investigation

even if they turn out not to be supported by the data.SC.8.N.1.5 – Analyze the methods used to develop a scientific explanation as seen different fields of science.SC.8.N.1.6 – Understand that scientific investigations involve the collection of relevaempirical evidence, the use of logical reasoning and the application of imagination… SC.8.N.3.1 – Select models useful in relating the results of their own investigations.SC.8.N.4.1 - Explain that science is one of the processes that can used to inform decismaking a state, national and international levels.SC.8.N.4.2 - Explain how political, social, and economic concerns can affect science, avice versa.


Characteristics of Scientific Knowledgepseudosciencetheorieslawsmodels

Good Experimental Design

independent variabledependent variablehypothesiscontrolled variables, constantscontrol group vs. experimental groupobservation vs. inference

Explain that science involves asking questions

Describe the relationship of matter and energy

Explain the purpose of scientific method

Describe steps and methods of scientific method

List methods of communicating data

Explain use of models in science

Describe theories and laws

Identify tools used to collect data

Identify appropriate units for measurement

Identify safety symbols

(Science Fair option during this time)


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ResourcesFCAT Item Specs: pageshttp://biocab.org/Pseudoscience.html http://www.indiana.edu/~ensiweb/home.html http://www.pppst.com/


Activities


http://biocab.org/Pseudoscience.htmlhttp://biocab.org/Pseudoscience.htmlhttp://www.indiana.edu/~ensiweb/home.htmlhttp://www.indiana.edu/~ensiweb/home.htmlhttp://www.pppst.com/http://www.pppst.com/http://www.pppst.com/http://www.indiana.edu/~ensiweb/home.htmlhttp://biocab.org/Pseudoscience.html


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UNIT / ORGANIZING PRINCIPLE: Structure of the Atom and the Periodic Table PACING: 3weeks

ESSENTIAL QUESTIONS

How has the Atomic Theory changed over time?

What is the relationship between atoms and theperiodic table?

Benchmarks:SC.8.N.3.2 – Explain why theories may be modified but are rarely discarded.SC.8.P.8.1 – Explore the scientific theory of atoms by using models to explain the motioof particles in solids, liquids, and gases.SC.8.P.8.6 – Recognize that elements are grouped in the periodic table according tosimilarities of their properties.SC.6.P.8.7 – Explore the scientific theory of atoms by recognizing that atoms are thesmallest unit of an element and are composed of sub-atomic particles (electronssurrounding a nucleus containing protons and neutrons)SC.912.P.8.4 - Explore the scientific theory of atoms by describing the structure of atoms terms of protons, neutrons and electrons, and differentiate among these particles in terms mass, electrical charges, and locations within the atom.SC.912.P.8.5 – Relate properties of atoms and their position in the periodic table to thearrangement of their electrons


Development of atomic theory

modelatom

Structure of atoms

proton, neutron, electron and their chargesnucleusisotope

atomic numbermass numberADV: valence electrons and energy levels.

Periodic tableelementsperiodsgroupsmetalmetalloidnonmetal

Explain how the atomic theory has changed as scientists have discovered newinformation about the atom

Explain arrangement of elements on modern periodic table

Locate and describe properties of: metals, nonmetals, metalloids, groups, and periods

Recognize that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons)

ADV: Differentiate among the particles in terms of their mass, electrical charges andlocations within the atom

ADV: Relate atomic structure to the position of the atom in the periodic table. (Valencelectrons and energy level)

ADV: Demonstrate knowledge of Lewis Dot diagrams by drawing representative mode(All but Transition elements


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UNIT / ORGANIZING PRINCIPLE: Structure of the Atom and the Periodic Table PACING: 3weeks



Textbook Reference:Chapter , Lesson

Activities


SC.8.N.3.1 – Select models useful in relating the results of their own investigations.

REVIEW:

cell theory, plate tectonic theory


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ESSENTIAL QUESTIONS

How do physical and chemical properties allow usto classify matter?

Benchmarks:SC.8.P.8.5 – Recognize that there are a finite number of elements and that their atoms combine in a multitudof ways to produce compounds that make up all living and nonliving thingsSC.8.P.8.2 – Differentiate between weight and mass recognizing that weight is the amount of gravitational puon an object and is distinct from, though proportional to mass.SC.8.P.8.3 – Explore and describe the densities of various materials through measurement of their masses avolume.SC.8.P.8.4 – Classify and compare substances on the basis of characteristic physical properties the can bedemonstrated or measured… SC.8.P.9.1 – Explore the Law of Conservation of mass by demonstrating and concluding that mass isconserved when substances undergo physical and chemical changesSC.8.P.9.2 – Differentiate between physical and chemical changesSC.8.P.9.3 – Investigate and describe how temperature influences chemical changesSC.8.P.8.8 – Identify basic examples of and compare & classify properties of compounds - acids, bases, saltSC.8.P.8.9 – Distinguish among mixtures (including solutions) and pure substancesSC.912.P.8.1 – Differentiate among the four states of matter.SC.912.P.8.2 – Differentiate between physical and chemical properties and physical and chemical changes omatter.SC.912.P.8.7 – Interpret formula representations of molecules and compounds in terms of composition andstructure.


Classification of Matter

elementscompoundsmixturessolutions, solute, solventacid, base, salt

Density

density, mass, volumemass vs. weight

Phases and phase changesolid, liquid, gas, *plasmacrystalline and amorphous solidssurface tension and viscositygas laws - pressure

Physical and Chemical Properties

physical change, chemical changelaw of conservation of mass

*will not be covered after 2011

Describe elements, compounds, and mixtures

Compare and contrast mass and weight

Use density formula to solve for density, mass, or volume

Differentiate between solids, liquids, and gases with visual representation

Identify and calculate physical properties and physical change of basic compounds a

elementsDescribe properties of acids, bases, and salts

Explain what happens to matter during physical/chemical changes

Explore the Law of Conservation of Mass by demonstrating and concluding that mass isconserved when substances undergo physical and chemical changes

ADV: Differentiate among the four states of matter

ADV: Differentiate between chemical and physical properties

ADV: Differentiate between visual representations of solids, liquids, gases & plasma

ADV: Identify covalent and ionic bonds of compounds

ADV: When examining a compound, determine the elements, and number of atoms

ADV: Relate acidity and basicity (alkalinity) to hydronium and hydroxyl ion concentrationand pH


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Activities


REVIEW:

Theories and law, SC.7.N.3.1, atom and periodic table

Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how mumass the objects have and how far apart they are.


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ESSENTIAL QUESTIONS

How is an object‟s motion determined by forces?

Benchmarks:

SC.6.P.12.1 –Measure and graph distance versus time for an object moving at aconstant speed. Interpret this relationship.SC.6.P.13.1 –Investigate and describe types of forces including contact forces anforces acting at a distance such as electrical, magnetic, and gravitational.SC.6.P.13.2 –Explore the Law of Gravity by recognizing that every object exertsgravitational force on every other object and that the force depends on how muchmass the objects have and how far apart they are.

SC.6.P.13.3 –Investigate and describe that an unbalanced force acting on an objechanges its speed, or direction of motion, or both.


Motion

speedvelocityacceleration

Newton’s Three Laws (may not be covered after 2011)balanced forcesunbalanced forcesinertiamomentumgravity

frictionair resistance

Universal Law of Gravitation

Electricity and Magnetism (will not be covered after2011)

Calculate and differentiate speed and velocity

Graph and measure changes in motion

Calculate the mathematical relationship between force, mass and acceleratio

Describe forces

Calculate net force, compare balanced and unbalanced forces

Explain why friction occurs and list types

Describe gravity and its effect on matter

Explain the Universal Law of GravitationExplain effects of gravity and air resistance on falling objects

Explore the Law of Gravity by recognizing that every object exerts gravitationforce on every other object and that the force depends on how much mass thobjects have and how far apart they are.

Illustrate the effects of attraction and repulsion in terms of electric currents

Compare and contrast static and current electricity.


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ResourcesFCAT Item Specs: pageshttp://www.physicsclassroom.com/Class/ http://www.physicsclassroom.com/ http://learningcenter.nsta.org/search.aspx?action=browse&sub

ject=42


Activities


REVIEW:

astronomy – SC.8.E.5.4mass vs. weight – SC.8.P.8.2laws and theories – SC.7.N.3.1

http://www.physicsclassroom.com/Class/http://www.physicsclassroom.com/Class/http://www.physicsclassroom.com/http://www.physicsclassroom.com/http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://learningcenter.nsta.org/search.aspx?action=browse&subject=42http://www.physicsclassroom.com/http://www.physicsclassroom.com/Class/


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ESSENTIAL QUESTIONS

What is the relationship between potential and kineticenergy?

Benchmarks:SC.6.P.11.1 – Explore the Law of Conservation of Energy by differentiating betwepotential and kinetic energy. Identify situations where kinetic energy is transforminto potential energy and vice versa.SC.7.P.11.1 – Recognize that adding / removing heat may result in a temperatuchange and possibly a change of state.SC.7.P.11.2 - Investigate and describe the transformation of energy from one formsanother.SC.7.P.11.3 – Cite evidence to explain that energy cannot be created or destroyeonly changed in form.SC.7.P.11.4 – Observe and describe that heat flows in predictable ways, moving frowarmer objects to cooler ones until they reach the same temperature.

SC.7.P.10.1 – Illustrate that the sun‟s energy arrives as radiation with a wide range o

wavelengths, including infrared, visible, and ultraviolet, and that white light is made uof a spectrum of different colors

SC.912.P10.1 -.Differentiate among the various forms of energy and recognize thatthey can be transformed.

SC.912.P.10.4 – Describe heat as the energy transferred by convection, conductionand radiation; explain the connection of heat to change of state.

SC.912.P.10.5 – Relate temperature to the average molecular kinetic energy.


Potential and Kinetic Energy

potential – gravitational, elastickineticForms of Energylight, sound, thermal, chemical, mechanical, electrical,and nuclearTransformation

Law of Conservation of Energy

Heat

thermalheatconduction, convection, radiationtemperature

Resources

renewable, nonrenewable

Explore the Law of Conservation of Energy by differentiating between potential a

kinetic energy. Identify situations where kinetic energy is transformed into potentenergy and vice versa.Investigate and describe the transformation of energy from one form to another.

Cite evidence to explain that energy cannot be created nor destroyed, onlychanged from one form to another.

Define heat and temperature

Compare conduction, convection, and radiation

ADV: Describe interactions between matter and energy transfer

ADV: Relate temperature to the average molecular kinetic energy.

ADV: Students investigate the energy absorption temperature plateau as waterchanges from solid, to liquid, to gas phases.


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ACTIVITIES AND RESOURCES SAMPLE FOCUS ASSESSMEN