Access M/J Comprehensive Science 3 (#7820017) 

{ M/J Comprehensive Science 3 - 2002100 }


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Course Standards

Name Description
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.
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Name Description
SC.8.E.5.In.1: Compare the distances of the Moon, the Sun, and other stars from the Earth.
SC.8.E.5.Su.1: Identify the relative positions of the Sun and the Moon from Earth.
SC.8.E.5.Pa.1: Recognize that the Moon is closer to Earth than the Sun.

SC.8.E.5.2: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.
Related Access Points
Name Description
SC.8.E.5.In.2: Identify that the Earth and Sun are a part of the Milky Way galaxy.
SC.8.E.5.Su.2: Recognize that the Solar System is part of a galaxy.
SC.8.E.5.Pa.1: Recognize that the Moon is closer to Earth than the Sun.

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.
Related Access Points
Name Description
SC.8.E.5.In.3: Identify Earth’s position in the Solar System, and its size relative to the Moon and Sun.
SC.8.E.5.Su.3: Identify that there are planets and moons in the Solar System.
SC.8.E.5.Pa.1: Recognize that the Moon is closer to Earth than the Sun.

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.
Related Access Points
Name Description
SC.8.E.5.In.4: Identify gravity as the force that holds orbiting planets in place in the Solar System.
SC.8.E.5.Su.3: Identify that there are planets and moons in the Solar System.
SC.8.E.5.Pa.1: Recognize that the Moon is closer to Earth than the Sun.

SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).
Related Access Points
Name Description
SC.8.E.5.In.5: Identify differences in physical properties of stars, such as brightness, color, and size.
SC.8.E.5.Su.4: Recognize that the Sun is the closest star to Earth and appears large and bright.
SC.8.E.5.Pa.2: Recognize the Sun and stars as objects in space.

SC.8.E.5.6: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.
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Name Description
SC.8.E.5.In.6: Describe the Sun as a mass of hot, burning gases that produces very high temperatures.
SC.8.E.5.Su.5: Recognize that the Sun is made of gases that are on fire.
SC.8.E.5.Pa.2: Recognize the Sun and stars as objects in space.

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.
Related Access Points
Name Description
SC.8.E.5.In.7: Compare conditions on other planets in the Solar System to those on Earth, such as gravity, temperature, and atmosphere.
SC.8.E.5.Su.6: Recognize that conditions on other planets in the Solar System are different than those on Earth.
SC.8.E.5.Pa.2: Recognize the Sun and stars as objects in space.

SC.8.E.5.8: Compare various historical models of the Solar System, including geocentric and heliocentric.
Related Access Points
Name Description
SC.8.E.5.In.8: Identify that long ago people thought the Sun traveled around Earth (geocentric model) until scientists proved otherwise.
SC.8.E.5.Su.3: Identify that there are planets and moons in the Solar System.
SC.8.E.5.Pa.1: Recognize that the Moon is closer to Earth than the Sun.

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.
Related Access Points
Name Description
SC.8.E.5.In.10: Recognize that the Moon's revolution around the Earth takes about thirty days.
SC.8.E.5.In.9: Recognize that the four seasons are related to Earth’s position as it travels (revolves) around the Sun.
SC.8.E.5.Su.7: Recognize that Earth revolves around the Sun creating the four seasons.
SC.8.E.5.Pa.3: Recognize the four seasons.

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.
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Name Description
SC.8.E.5.In.11: Identify technology used by scientists to locate, view, and study objects in space.
SC.8.E.5.Su.8: Recognize that scientists use special tools to examine objects in space.
SC.8.E.5.Pa.4: Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites.

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.
Related Access Points
Name Description
SC.8.E.5.In.12: Recognize that technology allows special cameras and satellites to take pictures of objects in space.
SC.8.E.5.Su.8: Recognize that scientists use special tools to examine objects in space.
SC.8.E.5.Pa.4: Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites.

SC.8.E.5.12: Summarize the effects of space exploration on the economy and culture of Florida.
Related Access Points
Name Description
SC.8.E.5.In.13: Identify effects of space research and exploration on Florida’s economy.
SC.8.E.5.Su.9: Identify an effect space exploration has had on Florida’s economy.
SC.8.E.5.Pa.4: Recognize a technology tool created for space exploration and adapted for personal use, such as computers, telescopes, or satellites.

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.
Related Access Points
Name Description
SC.8.L.18.In.1: Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis.
SC.8.L.18.Su.1: Recognize that plants make their own food through a process called photosynthesis.
SC.8.L.18.Pa.1: Recognize that plants need water and light to grow.

SC.8.L.18.2: Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.
Related Access Points
Name Description
SC.8.L.18.In.2: Recognize that cells break down food to release energy.
SC.8.L.18.Su.2: Recognize that plants and animals get energy from food.
SC.8.L.18.Pa.2: Recognize that food provides energy.

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.
Related Access Points
Name Description
SC.8.L.18.In.3: Illustrate a model that shows how carbon is cycled between plants and animals.
SC.8.L.18.Su.3: Recognize that plants use the carbon dioxide that animals breathe out.
SC.8.L.18.Pa.2: Recognize that food provides energy.

SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.
Related Access Points
Name Description
SC.8.L.18.In.4: Identify the flow of energy from the Sun as it is transferred along a food chain.
SC.8.L.18.Su.4: Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants.
SC.8.L.18.Pa.2: Recognize that food provides energy.

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, and defend conclusions.
Related Access Points
Name Description
SC.8.N.1.In.1: Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results.
SC.8.N.1.Su.1: Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results.
SC.8.N.1.Pa.1: Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution.

SC.8.N.1.2: Design and conduct a study using repeated trials and replication.
Related Access Points
Name Description
SC.8.N.1.In.1: Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results.
SC.8.N.1.Su.1: Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results.
SC.8.N.1.Pa.1: Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution.

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.
Related Access Points
Name Description
SC.8.N.1.In.1: Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results.
SC.8.N.1.Su.1: Recognize a problem from the eighth grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results.
SC.8.N.1.Pa.1: Recognize a problem related to the eighth grade curriculum, observe and explore objects and activities, and recognize a solution.

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.
Related Access Points
Name Description
SC.8.N.1.In.2: Identify a possible explanation (hypothesis) for a science problem.
SC.8.N.1.Su.2: Recognize a possible explanation (hypothesis) for a science problem.
SC.8.N.1.Pa.2: Recognize science as a way to solve problems about the natural world.

SC.8.N.1.5: Analyze the methods used to develop a scientific explanation as seen in different fields of science.
Related Access Points
Name Description
SC.8.N.1.In.3: Identify methods used in different areas of science, such as life science, earth and space science, and physical science.
SC.8.N.1.Su.3: Recognize methods used in different areas of science, such as life science, earth and space science, and physical science.
SC.8.N.1.Pa.2: Recognize science as a way to solve problems about the natural world.

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.
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Name Description
SC.8.N.1.In.4: Identify that the process used in scientific investigations involves asking a research question, forming a hypothesis, reviewing what is already known, collecting evidence through observations or experiments, determining results, and reaching conclusions.
SC.8.N.1.Su.4: Recognize that the basic process used in scientific investigations involves questioning, observing, and recording and sharing results.
SC.8.N.1.Pa.2: Recognize science as a way to solve problems about the natural world.

SC.8.N.2.1: Distinguish between scientific and pseudoscientific ideas.
Related Access Points
Name Description
SC.8.N.2.In.1: Identify that scientific knowledge must be supported by evidence.
SC.8.N.2.Su.1: Recognize examples of evidence that supports scientific knowledge.
SC.8.N.2.Pa.1: Recognize an example of observable evidence related to science.

SC.8.N.2.2: Discuss what characterizes science and its methods.
Related Access Points
Name Description
SC.8.N.2.In.1: Identify that scientific knowledge must be supported by evidence.
SC.8.N.2.Su.1: Recognize examples of evidence that supports scientific knowledge.
SC.8.N.2.Pa.1: Recognize an example of observable evidence related to science.

SC.8.N.3.1: Select models useful in relating the results of their own investigations.
Related Access Points
Name Description
SC.8.N.3.In.1: Identify models used in the context of one’s own study of science.
SC.8.N.3.Su.1: Recognize models used in the context of one’s own study of science.
SC.8.N.3.Pa.1: Associate a model with an activity used in the context of one’s own study of science.

SC.8.N.3.2: Explain why theories may be modified but are rarely discarded.
Related Access Points
Name Description
SC.8.N.3.In.2: Identify that scientific theories can change.
SC.8.N.3.Su.2: Recognize that scientific theories can change.
SC.8.N.3.Pa.2: Observe and recognize a cause-effect relationship related to a science topic.

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.
Related Access Points
Name Description
SC.8.N.4.In.1: Identify ways that science processes can be used to make informed decisions in the community, state, and nation.
SC.8.N.4.Su.1: Recognize that science processes can be used to help people in the community and state make wise choices.
SC.8.N.4.Pa.1: Recognize a way science is used in the community.

SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.
Related Access Points
Name Description
SC.8.N.4.In.1: Identify ways that science processes can be used to make informed decisions in the community, state, and nation.
SC.8.N.4.Su.1: Recognize that science processes can be used to help people in the community and state make wise choices.
SC.8.N.4.Pa.1: Recognize a way science is used in the community.

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.
Related Access Points
Name Description
SC.8.P.8.In.1: Compare properties of solids, liquids, and gases.
SC.8.P.8.Su.1: Recognize three states of matter, including solids, liquids, and gases.
SC.8.P.8.Pa.1: Recognize examples of the gaseous state of matter, such as steam or smoke.

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.
Related Access Points
Name Description
SC.8.P.8.In.2: Recognize that the weight of an object is related to the pull of gravity.
SC.8.P.8.Su.2: Compare the weight of different sized objects.
SC.8.P.8.Pa.2: Recognize the heavier of two objects.

SC.8.P.8.3: Explore and describe the densities of various materials through measurement of their masses and volumes.
Related Access Points
Name Description
SC.8.P.8.In.3: Observe and compare the density of various materials.
SC.8.P.8.Su.3: Recognize that smaller objects can weigh more than bigger objects because of density.
SC.8.P.8.Pa.1: Recognize examples of the gaseous state of matter, such as steam or smoke.

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.
Related Access Points
Name Description
SC.8.P.8.In.4: Observe and compare substances based on their physical properties, such as thermal and electrical conductivity, solubility, or magnetic properties.
SC.8.P.8.Su.4: Observe and compare substances by physical properties, such as weight, size, boiling and melting points, and magnetic properties.
SC.8.P.8.Pa.3: Recognize substances by physical properties, such as weight (heavy and light), size (big and small), and temperature (hot and cold).

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.
Related Access Points
Name Description
SC.8.P.8.In.5: Recognize that common elements combine in different ways to make up all living and nonliving things.
SC.8.P.8.Su.5: Recognize that parts of matter can be separated in tiny particles.
SC.8.P.8.Pa.5: Separate a mixture into its parts.

SC.8.P.8.6: Recognize that elements are grouped in the periodic table according to similarities of their properties.
Related Access Points
Name Description
SC.8.P.8.In.6: Identify common elements, such as oxygen, iron, and carbon.
SC.8.P.8.Su.6: Recognize examples of common elements, such as carbon or iron.
SC.8.P.8.Pa.5: Separate a mixture into its parts.

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).
Related Access Points
Name Description
SC.8.P.8.In.7: Identify that matter is made of small particles called atoms.
SC.8.P.8.Su.5: Recognize that parts of matter can be separated in tiny particles.
SC.8.P.8.Pa.5: Separate a mixture into its parts.

SC.8.P.8.8: Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
Related Access Points
Name Description
SC.8.P.8.In.8: Identify common acids, such as lemon juice and vinegar, and bases, such as baking soda and ammonia, and their hazardous properties.
SC.8.P.8.Su.7: Recognize common acids, such as vinegar, and bases, such as ammonia, and their hazardous properties.
SC.8.P.8.Pa.4: Recognize common acids as safe or harmful.

SC.8.P.8.9: Distinguish among mixtures (including solutions) and pure substances.
Related Access Points
Name Description
SC.8.P.8.In.2: Recognize that the weight of an object is related to the pull of gravity.
SC.8.P.8.Su.8: Recognize examples of pure substances and mixtures.
SC.8.P.8.Pa.5: Separate a mixture into its parts.

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.
Related Access Points
Name Description
SC.8.P.9.In.1: Observe and classify changes in matter as physical (reversible) or chemical (irreversible).
SC.8.P.9.Su.1: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter.
SC.8.P.9.Pa.1: Recognize an example of a physical change, such as ice changing to water.
SC.8.P.9.Pa.2: Recognize that heat influences changes (chemical) in matter, such as cooking.

SC.8.P.9.2: Differentiate between physical changes and chemical changes.
Related Access Points
Name Description
SC.8.P.9.In.1: Observe and classify changes in matter as physical (reversible) or chemical (irreversible).
SC.8.P.9.Su.1: Observe and recognize physical changes in matter as able to change back (reversible), such as water to ice, and chemical changes of matter as unable to change back (irreversible), such as cake to cake batter.
SC.8.P.9.Pa.1: Recognize an example of a physical change, such as ice changing to water.
SC.8.P.9.Pa.2: Recognize that heat influences changes (chemical) in matter, such as cooking.

SC.8.P.9.3: Investigate and describe how temperature influences chemical changes.
Related Access Points
Name Description
SC.8.P.9.In.2: Observe and identify how temperature influences chemical changes.
SC.8.P.9.Su.2: Observe and recognize changes caused by heat on substances.
SC.8.P.9.Pa.3: Recognize that heat influences changes (chemical) in matter, such as cooking.

LAFS.68.RH.1.1 (Archived Standard): Cite specific textual evidence to support analysis of primary and secondary sources.
LAFS.68.RH.1.2 (Archived Standard): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
LAFS.68.RH.1.3 (Archived Standard): Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
LAFS.68.RH.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
LAFS.68.RH.2.5 (Archived Standard): Describe how a text presents information (e.g., sequentially, comparatively, causally).
LAFS.68.RH.2.6 (Archived Standard): Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
LAFS.68.RH.3.7 (Archived Standard): Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
LAFS.68.RH.3.8 (Archived Standard): Distinguish among fact, opinion, and reasoned judgment in a text.
LAFS.68.RH.3.9 (Archived Standard): Analyze the relationship between a primary and secondary source on the same topic.
LAFS.68.RH.4.10 (Archived Standard): By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
LAFS.68.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. 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.
  2. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
  3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from and supports the argument presented.
LAFS.68.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style and objective tone.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
LAFS.68.WHST.2.4 (Archived Standard): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.68.WHST.2.5 (Archived Standard): 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.
LAFS.68.WHST.2.6 (Archived Standard): Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
LAFS.68.WHST.3.7 (Archived Standard): 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.
LAFS.68.WHST.3.8 (Archived Standard): Gather relevant information from multiple print and 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.
LAFS.68.WHST.3.9 (Archived Standard): Draw evidence from informational texts to support analysis reflection, and research.
LAFS.68.WHST.4.10 (Archived Standard): Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.8.SL.1.1 (Archived Standard): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. 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 discussion.
  2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Related Access Points
Name Description
LAFS.8.SL.1.AP.1a: Use information and feedback to refine understanding.
LAFS.8.SL.1.AP.1b: Use information and feedback to clarify meaning for readers.
LAFS.8.SL.1.AP.1c: Discuss how own view or opinion changes using new information provided by others.

LAFS.8.SL.1.2 (Archived Standard): Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Related Access Points
Name Description
LAFS.8.SL.1.AP.2a: Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media).
LAFS.8.SL.1.AP.2b: Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media).
LAFS.8.SL.1.AP.2c: Evaluate the motives and purpose behind information presented in diverse media and formats for persuasive reasons.

LAFS.8.SL.1.3 (Archived Standard): Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
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Name Description
LAFS.8.SL.1.AP.3a: Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.
LAFS.8.SL.1.AP.3b: Identify when irrelevant evidence is introduced within an argument.
LAFS.8.SL.1.AP.3c: Evaluate the soundness or accuracy (e.g., Does the author have multiple sources to validate information?) of reasons presented to support a claim.

LAFS.8.SL.2.4 (Archived Standard): Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Related Access Points
Name Description
LAFS.8.SL.2.AP.4a: Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
LAFS.8.SL.2.AP.4b: Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

LAFS.8.SL.2.5 (Archived Standard): Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Related Access Points
Name Description
LAFS.8.SL.2.AP.5a: With guidance and support, determine and include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MAFS.8.EE.2.5 (Archived Standard): Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Clarifications:
Examples of Opportunities for In-Depth Focus

When students work toward meeting this standard, they build on grades 6–7 work with proportions and position themselves for grade 8 work with functions and the equation of a line.
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Name Description
MAFS.8.EE.2.AP.5a: Define rise/run (slope) for linear equations plotted on a coordinate plane.

MAFS.8.G.3.9 (Archived Standard): Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
Clarifications:
Fluency Expectations or Examples of Culminating Standards

When students learn to solve problems involving volumes of cones, cylinders, and spheres — together with their previous grade 7 work in angle measure, area, surface area and volume (7.G.2.4–2.6) — they will have acquired a well-developed set of geometric measurement skills. These skills, along with proportional reasoning (7.RP) and multistep numerical problem solving (7.EE.2.3), can be combined and used in flexible ways as part of modeling during high school — not to mention after high school for college and careers.
Related Access Points
Name Description
MAFS.8.G.3.AP.9a: Using a calculator, apply the formula to find the volume of three-dimensional shapes (i.e., cubes, spheres and cylinders).




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf.

 

Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.


General Information

Course Number: 7820017 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS M/J COMPSCI 3
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Chemistry (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Biology (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Chemistry (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Biology (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Physics (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Chemistry (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Biology (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Chemistry (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Biology (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Physics (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades General Science (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Chemistry (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Biology (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physics (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Middle Grades Integrated Curriculum (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 813 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/15492