|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.|
|SC.8.E.5.2:||Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.|
|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.|
|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.|
|SC.8.E.5.5:||Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness).|
|SC.8.E.5.6:||Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences.|
|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.|
|SC.8.E.5.8:||Compare various historical models of the Solar System, including geocentric and heliocentric.|
|SC.8.E.5.9:|| Explain the impact of objects in space on each other including: |
|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.|
|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.|
|SC.8.E.5.12:||Summarize the effects of space exploration on the economy and culture of Florida.|
|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.|
|SC.8.L.18.2:||Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide.|
|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.|
|SC.8.L.18.4:||Cite evidence that living systems follow the Laws of Conservation of Mass and 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.|
|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 science, understanding 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 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 seen in different fields of science.|
|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.|
|SC.8.N.2.1:||Distinguish between scientific and pseudoscientific ideas.|
|SC.8.N.2.2:||Discuss what characterizes science and its methods.|
|SC.8.N.3.1:||Select models useful in relating the results of their own investigations.|
|SC.8.N.3.2:||Explain why theories may be modified but are rarely discarded.|
|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.|
|SC.8.N.4.2:||Explain how political, social, and economic concerns can affect science, and vice versa.|
|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.|
|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.|
|SC.8.P.8.3:||Explore and describe the densities of various materials through measurement of their masses and volumes.|
|SC.8.P.8.4:||Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample.|
|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.|
|SC.8.P.8.6:||Recognize that elements are grouped in the periodic table according to similarities of their properties.|
|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).|
|SC.8.P.8.8:||Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.|
|SC.8.P.8.9:||Distinguish among mixtures (including solutions) and pure substances.|
|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.|
|SC.8.P.9.2:||Differentiate between physical changes and chemical changes.|
|SC.8.P.9.3:||Investigate and describe how temperature influences chemical changes.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|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.|
General Course Information and Notes
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
Additional content that may be included in the Grade 8 NAEP Science assessment includes:
- Rocks and rock formations bear evidence of the minerals, materials, temperature/pressure conditions, and forces that created them. (SC.4.E.6.1 and SC.4.E.6.2)
- Earth as a whole has a magnetic field that is detectable at the surface with a compass, with north and south poles and lines of force. (SC.912.P.10.16)
- The Sun is the major source of energy for phenomena on Earth's surface. (SC.3.L.17.2; SC.3.E.5.2; SC.3.E.6.1; SC.4.P.10.4; SC.4.L.17.2)
- Water, which covers the majority of Earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. (SC.5.E.7.1; SC.5.E.7.2; SC.5.E.7.6)
- A tiny fraction of the light energy from the Sun is Earth's primary source of energy, heating Earth surfaces and providing the energy that results in wind, ocean currents, and storms. (SC.2.E.7.2; SC.3.E.6.1)
- Following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues of an embryo. (SC.912.L.16.13)
- Characteristics of organisms are influenced by heredity and environment. (SC.4.L.16.2 and SC.4.L.16.3)
- Nuclear reactions take place in the Sun. (SC.912.P.10.10; SC.912.P.10.11)
The NAEP frameworks for Science may be accessed at http://www.nagb.org/publications/frameworks/science-09.pdf.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
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: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139
|Course Number: 2002100||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Science > SubSubject: General Sciences >
|Abbreviated Title: M/J COMP SCI 3|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: State Board Approved|
|Grade Level(s): 6,7,8|
| Science (Secondary Grades 7-12)|
| Middle Grades Integrated Curriculum (Middle Grades 5-9)|
| Physics (Grades 6-12)|
| Earth/Space Science (Grades 6-12)|
| Middle Grades General Science (Middle Grades 5-9)|
| Chemistry (Grades 6-12)|
| Biology (Grades 6-12)|