2012-2013
Volusia County Schools
Comprehensive
Science I
Curriculum Map
Volusia District Science Office
2012-2013
Parts of the Curriculum Map
Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map
Pacing: time frames created by teacher committees, using FCAT 2.0 data, within which the course should be taught in preparation for the FCAT 2.0
Science Test
Measurement Topics: concepts grouped together by related benchmarks used in Pinnacle for standards-referenced grading
Learning Targets and Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the measurement topics
Benchmark: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE
Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction
Resources: a listing of available, high quality and appropriate materials, including: strategies, lessons, textbooks, videos and other media sources,
that are aligned with the measurement topics
RARE week: (Review, Assess, Re-teach, and Enrich) specific days set aside for teachers to administer district assessments, go over the test items in
class with students, and identify students who need additional remediation or enrichment
DIA:S: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student
progress monitoring. The corollary goal is to prepare students for FCAT 2.0 through similar rigor, complexity, and style guidelines as state
assessments.
Page A
Appendix A
Volusia District Science Office
2012-2013
Florida FCAT 2.0 Science Information
Nature of Science
19% of FCAT Science
8.N.1.1
7.N.1.5
6.N.1.1
7.N.3.2
6.N.1.3
8.N.1.5
7.N.1.1
E.5.10
7.N.1.3
6.N.2.2
7.N.1.4
7.N.1.6
8.N.1.3
7.N.1.7
8.N.1.4
7.N.2.1
7.N.1.2
8.N.1.6
6.N.1.2
7.N.3.1
6.N.1.4
6.N3.1
8.N.1.2
8.N.3.2
Content Breakdown by Benchmark
Earth and Space Science
Physical Science
27% of FCAT Science
27% of FCAT Science
8.E.5.3
7.E.6.4
8.P.8.4
7.P.10.3
8.E.5.1
7.E.6.3
8.P.8.3
7.P.10.2
8.E.5.2
7.E.6.5
8.P.8.5
7.P.11.2
8.E.5.5
7.E.6.1
8.P.8.1
6.P.11.1
8.E.5.6
7.E.6.7
8.P.8.6
7.P.11.3
8.E.5.7
6.E.7.4
8.P.8.7
7.P.11.4
8.E.5.4
6.E.7.2
8.P.8.8
7.P.11.1
8.3.5.8
6.E.7.3
8.P.8.9
6.P.13.1
8.E.5.9
6.E.7.6
8.P.9.2
6.P.13.2
7.E.6.2
6.E.7.9
8.P.9.1
8.P.8.2
6.E.6.1
6.E.7.5
8.P.8.3
6.P.13.3
6.E.6.2
6.E.7.1
7.P.10.1
6.P.12.1
7.E.6.6
8.E.5.11
Low
10-20%
Item Cognitive Complexity
Moderate
60-80%
High
10-20%
Sessions
2
Duration and Length
Total Time
160 minutes
Total Items
60-66
Life Science
27% of FCAT Science
6.L.14.1
7.L.17.2
6.L.14.2
7.L.17.1
6.L.14.3
7.L.17.3
6.L.14.4
8.L.18.4
6.L.14.5
8.L.18.1
6.L.14.6
8.L.18.2
6.L.15.1
8.L.18.3
7.L.15.2
7.L.15.1
7.L.15.3
7.L.16.1
7.L.16.2
7.L.16.3
Use FCAT Explorer and
Florida Achieves! For
Student FCAT help and
Teacher resources
Recommendations for success on the FCAT 2.0 Science:
1. Use frequent formative assessment of measurement topics.
2. Students should have access to and use FCAT Explorer and Florida Achieves!
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map.
Page B
Appendix A
Volusia District Science Office
2012-2013
Evaluate
Elaborate
Explain
Explore
Engage
Volusia County Science 5E Instructional Model
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Page C
Appendix A
Volusia District Science Office
2012-2013
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:








identify a common example or recognize a
concept;
retrieve information from a chart, table,
diagram, or graph;
recognize a standard scientific representation
of a simple phenomenon; or
calculate or complete a familiar single-step
procedure or equation using a reference
sheet.





apply or infer relationships among facts, terms,
properties, or variables;
describe examples and non-examples of
scientific processes or concepts;
predict or determine the logical next step or
outcome;
compare or contrast structures or functions of
different organisms or systems;
choose the appropriate formula or equation to
solve a problem and then solve it; or
apply and use concepts from a standard
scientific model or theory.





construct models for research;
generalize or draw conclusions;
design an experiment, given data and
conditions;
explain or solve a problem in more than one
way;
provide a justification for steps in a solution or
process;
analyze an experiment to identify a flaw and
propose a methods for correcting it;
interpret, explain, or solve a problem involving
spatial relationships; or
predict a long-term effect, outcome, or result
of a change within a system.
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation
Page D
Appendix A
Volusia District Science Office
2012-2013
Middle Grades Comprehensive Science Weekly Curriculum Trace
2012
Week 1-2
Week 3-4
Week 5
6th Grade
What is
Science?
Science
Process
RARE
DIA:S
Earth Structures and Changes
Earth Systems
7th Grade
What is
Science
Science
Process
RARE
DIA:S
Energy and Transformations
Light Energy and Waves
8th Grade
What is
Science?
2012
Week 12
Week 13
Week 14
Sun’s Energy and Heat Transfer
7th Grade
Temperature and Heat Flow
2013
Properties of Matter
Week 21
Week 22
6th Grade
Forces
7th Grade
Age of the Earth
8th Grade
The Stars and Our Sun
2013
Week 30
Week 7
RARE
DIA:S
Science Process
6th Grade
8th Grade
Week 6
Atomic and Molecular Theory
Week 15
Week 16
6th Grade
Cell Structure and Function
7th Grade
Genetics
RARE
DIA:S
Week 17
RARE
DIA:S
Week 24
RARE
DIA:S
Evidence of
Evolution
Week 33
FCAT Preparation and
Administration
Apply the
Periodic Table
Week 18
Week 11
Density
Week 19
Week 20
Rock Cycle and Geological Events
and Human Impact
Earth’s Layers
Plate Tectonics
Mixtures and Solutions
RARE
DIA:S
Electromagnetic
Spectrum
Universe Scale
and Gravity
Week27
Week 28
Week 29
Week 25
Week 26
RARE
DIA:S
Organization of
Life
Natural Selection and Adaptations
Objects in the Solar System
Week 32
Week 10
Energy Transformations
Changes in Matter
Week 23
Week 9
RARE
DIA:S
Weather Patterns and Climate
Motion of Objects
Week 31
Week 8
Cell Structure
& Function
Cell Theory and Processes
Heredity &
Reproduction
Genetics
Relationships between Sun, Moon, and Earth
Week 34
Week 35
Week 36
Week 37
Page E
Week 38-39
Human Body Systems
Classification
RARE
DIA:S
Interdependence and Ecology
Limiting Factors / Human Impact
RARE
DIA:S
Photosynthesis Conservation
Bridge to Earth Science and Biology
& Respiration
Laws & Cycles
*DIA:S (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring.
**Week 1-2, 3-4, and 38-39 are combined to accommodate all 39 weeks of instruction, not all weeks are a full five day’s worth of instruction.
8th Grade
RARE
DIA:S
RARE
DIA:S
Appendix A
Volusia District Science Office
2012-2013
Comprehensive Science I
Instruction and Assessment Calendar
Comprehensive Science I
Week
Dates
2012-2013
Measurement Topic
1-2
August 20 – 31
What is Science?
3-4
September 7 – 14
Science Process
5
September 17 – 20
RARE
6-8
September 24 – October 12
9-11
October 15 – 2
12-14
November 5 – 20
Sun’s Energy and Heat Transfer
15-17
November 26 – December 14
Weather Patterns and Climate
18
Assessments
DIA:S
Science Process
Earth Structures and Changes
Earth Systems
December 17 – 20
DIA:S
Earth Structures
and Systems
RARE
Winter break
19-20
January 7 – 18
21-22
January 22 – February 1
23-24
February 4 – 15
Motion of Objects
25
February 19 – 22
RARE
26
February 25 – March 1
27-28
March 4 – 15
29-31
March 18 – April 12
Energy Transformation
Forces
DIA: S
Energy and Motion
Organization of Life
Cell Theory and Processes
Cell Structure and Function (continues)
Spring break
30-31
April 1 – 12
Cell Structure and Function (continued)
32
April 15 – 19
FCAT Review
33
April 22 – 26
FCAT
34-35
April 29 – May 10
36-37
May 13 – 24
38-39
May 28 – June 4
DIA:S
Organization and
Classification of
Life
Human Body Systems
Classification
RARE
Other Assessments (possibly – would not be required):
1.
Semester Formative Assessment (SFA) - Consisting of approximately 20 questions covering topics through winter break.
2. Semester Summative Assessment (SSA) - Same test as SFA, given later in the year.
Page 1
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: The Nature of Science
Measurement Topics
Week 1-2
What is Science?
(T02)
Week 3-4
(9 Days)
Science Process
(T01)
Week 5
(4 Days)
RARE
Page 2
August 20 – September 20
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T02) explain that science is the study of the natural world
 (T02) give examples and non-examples of science
 (T02) set up a science notebook that will be used all year by students
 (T02) develop a class list of lab safety procedures in the lab
SC.6.N.2.1
SC.6.N.2.2
SC.6.N.2.3
science
science notebook
non-example
scientist
Students will:
 (T01) plan and carry out various types of scientific investigations
 (T01) compare and contrast the difference between an experiment and
other types of scientific investigations (control group)
 (T01) discuss the importance of repeating experiments and multiple
trials
 (T01) compare and contrast the benefits and limitations of different
types of science investigations
 (T01) make predictions or form a hypothesis
 (T01) identify and distinguish between test variables and outcome
variables in an experiment
 (T01) identify control groups for each experiment
 (T01) collect and organize data
 (T01) interpret and analyze data
 (T01) draw and defend conclusions
SC.6.N.1.1
SC.6.N.1.2
SC.6.N.1.3
SC.6.N.1.4
SC.6.N.1.5
outcome variable
test variable
conclusion
data
experiment
hypothesis
investigation
prediction
scientific method
inference
observation
experiment
investigation
control group
differentiate
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
What is Science? (Week 1-2)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
1. A science notebook is a compilation of student learning that provides a
Teacher Hints
2.
Prefix / Suffix
No/Non - not
Sciencia- wisdom
Pre- before
Dici- to say
partial record of the instructional experiences a student has in the
classroom. Some teachers use spiral-bound notebooks, some use
composition notebooks, while others use 3-ring binder to organize.
Pages should not be taken out of the science notebook so careful
consideration should be given to the type of notebook that is used.
Students need to understand that scientists do not only learn from
doing investigations but also from reading non-fiction reference
materials, such as, journals, newspapers, etc.
Volume 3 #5 (Hot and Cold Balloons) Volume 3 #13 (Hypothesis)
1. Students need to understand the importance of researching a topic
before forming a hypothesis or conducting an investigation.
2. Students need to discuss the importance of multiple trials and large
experimental groups.
3. Teachers should continue to model limiting variables and testing
against a control group for comparison purposes.
4. The FCAT 2.0 now uses outcome variables and test variables instead
of independent and dependent variables.
Sample FOCUS Question
Sample FOCUS Question
One of the scientists who proposed the theory that the Sun was the center
of our Solar System was Copernicus. This was different from the accepted
theory of the time, which stated that Earth was the center of our solar
system. How was the theory that the Sun was the center of the Solar
System finally accepted?
A scientist makes a major new discovery that provides some evidence that
a different approach to gene therapy might be helpful. Which of the
following should happen next?
A. Ancient documents were discovered that supported his ideas.
B. He tested his theory by throwing rocks and recording where they fell.
C. Scientific evidence was gathered that proved the old theory to be
wrong.
D. Copernicus sent rovers into space to see whether the Sun or Earth
moved.
Page 3
Science Process (Week 3-4)
A.
B.
C.
D.
Her work must be proven wrong.
Her work must be replicated by other scientists.
Her work must be published on the Internet.
Her work should be used in treating patients.
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Earth Science
Measurement Topics
September 24 – October 12
Learning Targets and Skills
Benchmarks
Students will:
 (T04) identify different types of landforms found on Earth’s surface:
coastlines, dunes, rivers, mountains, valleys, cliffs, glaciers, deltas, and
lakes
 (T04) compare and contrast landforms found in Florida and those
found outside Florida
 (T03) create a model to test ways to prevent erosion of Florida’s
landforms
SC.6.E.6.2
SC.6.N.3.4
model
landforms
surface
coastlines
dunes
rivers
mountains
valleys
cliffs
glaciers
deltas
lakes
Students will:
 (T04) describe and give examples of ways in which Earth’s surface is
built up and torn down by physical and chemical weathering, erosion
and deposition
 (T04) compare and contrast physical weathering and chemical
weathering
SC.6.E.6.1
physical weathering
chemical weathering
erosion
deposition
weathering
Students will:
 (T01) investigate the effects of physical weathering on the Earth’s
Surface
 (T01) investigate the effects of chemical weathering on the Earth’s
Surface
 (T01) investigate the effects of erosion and deposition on the Earth’s
surface
SC.6.N.1.1
test variable
outcome variable
control group
Week 6-8
Earth Structures &
Changes
(T04)
Theories, Laws, and
Models
(T03)
Academic Language
Science Process
(T01)
Page 4
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Earth Structures (Week 6-8)
Teacher Notes
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 1 #22 (Where Sand Comes From) Volume 4 #10 (Is it a Model)
Keeley Probes
1. Items will not assess the role of plate tectonics in landform formation.
Teacher Hints
th
2.
3.
4.
5.
6.
Prefix / Suffix
Forma- shape
Deposit- leave
e/ex- away
rodere – to gnaw
Page 5
Review chemical and physical change - this concept was taught in 5
grade.
Scientific laws are descriptions of an outcome only, theories are
explains of the process behind an outcome.
Compare scientific laws with societal laws.
Compare hypothesis with scientific laws.
Give examples of scientific laws (Law of Conservation, Mass, Gravity.)
Sample FOCUS Question
Teacher Notes
Many people often confuse the terms “weathering” and “erosion.” Which
of the following events is the best example of erosion?
A.
B.
C.
D.
The rolling of a pebble along the bottom of a streambed
The splitting of sedimentary rock because water has frozen in a crack
The dissolving of rock by rainwater
The crumbling of bedrock to form soil
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Earth Science
Measurement Topics
Week 9-11
(14 Days)
Earth’s Systems
(T05)
Week 12-14
(11 Days)
Sun’s Energy
and Heat Transfer
(T06)
Theories, Laws, and
Models
(T03)
Science Process
(T01)
Page 6
October 15 – November 23
Learning Targets and Skills
Benchmarks
Students will:
 (T05) differentiate among the Earth’s geosphere, hydrosphere,
cryosphere, atmosphere, and biosphere
 (T05) explain the interactions between the Earth’s geosphere,
hydrosphere, cryosphere, atmosphere, and biosphere
SC.6.E.7.4
Students will:
 (T05) describe the composition and structure of the Earth’s
atmosphere
 (T05) describe the functions of the four main layers of Earth’s
atmosphere (thermosphere, mesosphere, stratosphere, troposphere)
 (T05) explain how Earth’s atmosphere protects life and insulates the
planet including the ozone layer
 (T05) discuss the effects if the Earth’s atmosphere is compromised (ex:
global warming and ozone depletion)
Students will:
 (T06) describe how energy provided by the sun influences global
patterns of atmospheric movement and/or the temperature
differences between air (atmosphere,) land (geosphere,) and water
(hydrosphere)
 (T03) create a model to investigate how the sun’s energy causes
changes in temperature of air, land, and water (ex: terrarium)
Students will:
 (T06) differentiate the three mechanisms by which heat is transferred
through the Earth’s system: radiation, conduction, and convection
 (T01) predict and investigate how heat is transferred on Earth from a
warmer substance to a cooler substance from direct contact through
conduction
 (T01) predict and investigate how heat is transferred in the Earth’s
atmosphere and hydrosphere through convection currents
 (T01) predict and investigate the transfer of energy from the Sun to
the Earth through the atmosphere
SC.6.E.7.9
Academic Language
interactions
atmosphere
biosphere
cryosphere
geosphere
hydrosphere
composition
troposphere
stratosphere
ozone layer
mesosphere
thermosphere
global warming
SC.6.E.7.5
SC.6.N.3.4
scientific model
temperature
thermometer
energy
SC.6.E.7.1
SC.6.N.1.3
radiation
conduction
convection
convection currents
energy transfer
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Earth’s Systems (Week 9-11)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 3 #22 (Rainfall)
Keeley Probes
1. This is the first time this concept is taught in middle school.
Teacher Hints
2.
Prefix / Suffix
Inter- between
Atmos- vapor
Bio- life
Cryo- cold
Geo- earth
Hydro- water
Tropo- change
Strato- spreading
Meso- middle
Thermo- heat
Radi- to shine
Duct- to lead
Trans- across
Page 7
Items may assess the layers of the atmosphere and or the functions of
each.
Sample FOCUS Question
Sun’s Energy and Heat Transfer (Week 12-14)
Volume 3 #21 (Where did Water come From?) Volume 4 #19 (Camping)
1. Temperature will be shown in degrees Celsius.
2. Items assessing radiation, conduction and convection should be done
in the context of the atmosphere, geosphere and hydrosphere on
Earth.
3. Students need to identify convection, radiation and conduction on a
diagram or picture.
Sample FOCUS Question
The interaction between the cryosphere and the hydrosphere has the
ability to dramatically change our global climate. Which of the following
events shows an interaction between the cryosphere and the hydrosphere?
The sun’s energy causes water to evaporate from Earth’s surface and
become water vapor. What is the most likely result when water vapor
condenses into clouds?
A.
B.
C.
D.
A. Heat from the water is released, causing the clouds to produce snow.
B. Heat from the water retained, causing the surrounding air to deflate.
C. Heat from the water is released, causing the surrounding air to
expand.
D. Heat from the water is retained, causing the clouds to move higher in
the atmosphere.
A large iceberg melting in the ocean.
Evaporated water condensing to form clouds.
Trees releasing oxygen into the environment.
The Himalayan Mountains being pushed upward.
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Earth Science
Measurement Topics
November 26 – December 20
Learning Targets and Skills
Benchmarks
Students will:
 (T07) differentiate between weather and climate
 (T07) describe the four atmospheric factors that make up weather:
heat energy, air pressure, winds and moisture
SC.6.E.7.6
climate
weather
air pressure
moisture
wind
Students will:
 (T07) explain how the cycling of water between the atmosphere and
hydrosphere affects weather patterns and climate
SC.6.E.7.2
patterns
water cycle
evaporation
condensation
precipitation
transpiration
Students will:
 (T07) explain how global patterns such as the jet stream and ocean
currents influence local weather in measureable terms such as
temperature, air pressure, wind direction and speed, humidity and
precipitation
 (T01) predict weather phenomena based on atmospheric conditions
(ex: hurricanes, tornadoes, lightning, fronts, and precipitation)
SC.6.E.7.3
SC.6.N.1.1
jet stream
ocean currents
temperature
air pressure
wind direction
wind speed
humidity
front
Students will:
 (T07) discuss how natural disasters have affected human life in Florida
 (T07) discuss ways human beings protect themselves from hazardous
weather and sun exposure
 (T07) discuss climate change, including possible causes and the effects
SC.6.E.7.7
SC.6.E.7.8
climate change
Week 15-17
Weather Patterns &
Climate
(T07)
Science Process
(T01)
Week 18
(4 Days)
RARE.
Page 8
Academic Language
(not assessed)
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Weather Patterns and Climate (Week 15-17)
Teacher Notes
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 1 #21 (Wet Jeans) Volume 3 #20 (What are Clouds)
Keeley Probes
1. The water cycle shouldn’t be taught or assessed in isolation but
Teacher Hints
2.
3.
4.
5.
6.
7.
Prefix / Suffix
Cyclus- a circle
Precipit- to fall
Trans- across
Spirare- to breath
Sample FOCUS Question
Teacher Notes
El Niño is a weather pattern in which the normally cool ocean currents of
the tropical Pacific Ocean become warmer. How does this most likely
affect weather along the West Coast of the United States?
A.
B.
C.
D.
Page 9
through application.
Students will describe and or explain how the cycling of water and
global patterns influence local weather and climate.
Students will be assessed on atmospheric conditions and their
resulting weather phenomena such as hurricanes, tornadoes, lightning,
fronts and precipitation.
Items will not assess auroras.
Items will not assess the causes of global warming or the hole in the
ozone layer but may assess their effects.
Items assessing the jet stream, the Gulf Stream and other winds or
currents must include a map showing these patterns.
Items may assess causes in wind and wind patterns but will not assess
knowledge of the Coriolis Effect.
It does not affect weather in West Coast states.
It makes summers colder
It makes winters warmer
It makes storms more predictable
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
January 7 – February 1
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T03) recognize and explain that a scientific law is a description of a
specific relationship under given conditions in the natural world
SC.6.N.3.2
scientific laws
Students will:
 (T08) describe and give examples of the Law of Conservation of Energy
 (T08) differentiate between kinetic and potential energy
 (T08) infer from a picture or diagram evidence of kinetic or potential
energy
 (T08) demonstrate energy transformation from kinetic to potential
energy and vice versa
SC.6.P.11.1
Law of Conservation
of Energy
kinetic energy
potential energy
energy transformation
compare / contrast
infer
Students will:
 (T09) investigate and describe types of forces including contact forces
and forces acting at distance, such as electrical, magnetic and
gravitational
SC.6.P.13.1
forces
contact forces
electrical force
magnetic forces
gravitational force
Students will:
 (T09) explore the Law of Gravity by recognizing that every object exerts
gravitational force on every other object and that force depends on
how much mass the objects have and how far apart they are
 (T03) recognize, explain, and give examples of scientific laws and how
they are different from societal laws
 (T03) recognize and explain that laws only predict and outcome and
theories explain why the outcome happens
SC.6.P.13.2
SC.6.N.3.2
SC.6.N.3.3
Law of Gravity
mass
theory
law
societal
Week 19-20
Theories, Laws, and
Models
(T03)
Energy
Transformations
(T08)
Week 21-22
(9 Days)
Forces
(T09)
Theories, Laws, and
Models
(T03)
Page 10
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Energy Transformations (Week 19-20)
Chapter 8.2
Text book
Pearson Lab book Pg. 186, 196
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
1. Students may design a roller coaster or machine to demonstrate
Teacher Hints
2.
3.
Prefix / Suffix
Kine- to move
Potens- ability
Trans- through
Forma- shape
Con- with
Tact- touch
Electro- amber
Magne-lodestone
Gravis- heavy
Page 11
energy transformation from kinetic to potential energy.
Items will not assess transformations involving nuclear energy or
energy in living systems.
Items may assess student’s ability to recognize up to five energy
transformations in one system.
Forces (Week 21-22)
Chapter 9.1
Pg. 217, 218, 220
Volume 3 #8 (Apple on a Desk) Volume 3 #10 (Dropping Balls)
1. This is the first and only time this concept is taught in middle school.
2. Students should have multiple experiences where they are asked to
identify a force in a diagram in an example.
3. Items assessing gravity will use a conceptual understanding of the Law
of Universal Gravitation by keeping either the mass or distance
constant.
4. Items may require the calculation of net force and direction of net
force.
Sample FOCUS Question
Sample FOCUS Question
Amber likes riding her bicycle through her neighborhood where there are
lots of hills. She rides down a very steep hill, and then goes up a small hill.
She doesn't need to pedal as her bicycle carries her up the small hill. How
do Amber's kinetic energy and potential energy change as she goes uphill?
Mr. Thompson explained that some forces can act on an object without
actually coming into contact with the object. He listed examples of
noncontact forces on the board. Which force should NOT be included in
Mr. Thompson’s list?
A.
B.
C.
D.
A.
B.
C.
D.
Her kinetic energy and her potential energy both increase.
Her kinetic energy and her potential energy both decrease.
Her kinetic energy increases and her potential energy decreases.
Her kinetic energy decreases and her potential energy increases.
electrical
frictional
gravitational
magnetic
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
February 4 – February 22
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T10) measure and graph distance versus time for an object moving at
a constant speed
 (T10) analyze and interpret graphs and data tables of distance and
time for an object moving at a constant speed
 (T10) compare and interpret data of five objects moving at constant
speed
 (T10) interpret from a graph relative speed and direction of an object
SC.6.P.12.1
interpret
analyze
data table
distance
constant speed
positive acceleration
negative acceleration
graph
speed
Students will:
 (T01) design an experiment that tests a variables effect on speed of an
object. The experiment should have a minimum of 10 trials
 (T01) design a table to collect data and graph results
 (T01) analyze data and draw conclusions
 (T01) explain how the experiment is applicable to the real world
SC.6.N.1.1
SC.6.N.1.2
SC.6.N.1.4
Students will:
 (T10) investigate and describe that an unbalanced force acting on an
object changes its speed or direction of motion or both
SC.6.P.13.3
Week 23-24
Motion of Objects
(T10)
Science Process
(T01)
Week 25
(4 Days)
RARE.
Page 12
unbalanced force
balanced force
motion
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science I
Volusia District Science Office
Resources
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
Teacher Hints
Motion of Objects (Week 23-24)
Pg. 202-204, 213, 216, 229, 230
Volume 3 #9 (Rolling Marbles)
5. This is the first time and only this concept is taught in middle school.
6. Items will not require the calculations of acceleration or nonparallel
vectors.
7. Items assessing force and motion are limited to conceptual
understanding and will not require the use of the formula.
8. Items will not require knowledge of coefficient of friction but may
assess understanding of friction as a force in both sliding and
stationary situations.
9. Items addressing changes in speed should use the terms positive
acceleration and negative acceleration.
10. Students will be given a diagram or a scenario where they are asked to
predict which conditions would cause a movement or direction
change.
Sample FOCUS Question
Teacher Notes
An object travels at constant speed, and its distance and time are shown in
the graph. What is the average constant speed of the object between 2 and
5 seconds?
A.
B.
C.
D.
Page 13
Teacher Notes
Chapter 8.4-5, 9.2
Prefix / Suffix
Ac/ad- to/toward
Celera- fast
2012-2013
25 m/s
50 m/s
150 m/s
300 m/s
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
Week 26
Organization
of Life
(T11)
Week 27-28
(9 Days)
February 25 – March 15
Learning Targets and Skills
Benchmarks
Students will:
 (T11) describe and identify patterns in the hierarchical organization of
organisms from atoms to molecules and cells to tissues to organs to
organ systems to organisms.
SC.6.L.14.1
organization
atoms
molecules
cells
tissues
organs
organ systems
organisms
hierarchy
SC.6.L.14.2
SC.6.N.3.1
Cell Theory
single-celled /
unicellular
multicellular
homeostasis
atom → molecule → cell → tissue → organ → organ system → organism
Students will:
 (T12) describe, identify and/or explain the components of the cell
theory and how they apply to all living organisms:
o all organisms are composed of one or more cells
o all cells come from pre-existing cells
o cells are the basic unit of life
Academic Language
CLOSE READING ACTIVITY – CELLS
Cell Theory &
Processes
(T12)
Theories, Laws, and
Models
(T03)
Page 14
Students will:
 (T12) recognize and explore how cells of all organisms undergo similar
processes to maintain homeostasis: needing energy, removing waste
and reproduction.
SC.6.L.14.3
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Organization of Life (Week 26)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 1 #18 (Is it Made of Cells?) Volume 1 #19 (Human Body Basics)
Keeley Probes
1. Items on FCAT may use terms like cellular respiration and
Teacher Hints
Cell Theory and Processes (Week 27-28)
1.
photosynthesis in the context of homeostasis but will not assess
knowledge of these processes.
Prefix / Suffix
Atomo- can’t cut
-archy- to rule
Uni- one
Multi- many
Homeo- same
-stasis- no change
Page 15
Sample FOCUS Question
The nervous system is the body's switchboard, sending signals between
different parts of the body. The central hub of the nervous system is the
brain. The brain is an example of which level of hierarchical organization
within the body?
A.
B.
C.
D.
cell
tissue
organ
organ system
Items will not assess the scientists who contributed to the cell theory
or the historical development of the cell theory.
Sample FOCUS Question
Which of the following is something that all living organisms have in
common?
A.
B.
C.
D.
They all contain at least one cell.
They all need a source of oxygen.
They all use other organisms for food.
They all find mates to reproduce.
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
March 18 – April 26
Learning Targets and Skills
Benchmarks
Students will:
 (T13) compare and/or contrast the structure and function of major
organelles of plant and animal cells, including: cell wall, cell membrane,
nucleus, cytoplasm, chloroplast, mitochondria and vacuoles.
SC.6.L.14.4
SC.6.N.3.4
Week 29-32

Cell Structure
and Function
(T13)
(T03) create models of plant and animal cells which illustrate the
similarities and differences of structures found in each cell

(T03) create a graphic analogy or interactive model of the cell to
something in the real world which relates their structures and functions
Theories, Laws, and
Models
(T03)
Academic Language
organelles
structures
functions
plant cells
animals cells
cell wall
cell membrane
nucleus
cytoplasm
chloroplast
mitochondria
vacuoles
scientific models
Week 32-33
FCAT
Page 16
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Cell Structure and Function (Week 29-32)
Teacher Notes
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 3 #16 (Sam’s Puppies)
Keeley Probes
1. This is the first time this concept is taught in middle school.
Teacher Hints
2.
3.
4.
5.
See page 386, “electronic store” in text.
Make sure students have shown mastery of the organelles in the
learning targets before adding organelles that will not appear on FCAT.
Items assessing cellular structures are limited to the cell wall, cell
membrane, nucleus, cytoplasm, chloroplast, mitochondria and
vacuole.
Scenarios will require a comparing or contrasting the structures and
functions of organelles in plant and or animal cells.
Prefix / Suffix
Nuc- center
Cyto- hollow
-plasm- to form
Chloro- green
-plast- form
Mitos- thread
Khondros -grain
Vacuo- space
Trans- across
Port- gateway
Page 17
Sample FOCUS Question
Teacher Notes
In an animal, a muscle cell requires more energy than other cells. Because
of this, you would expect to find more of which type of organelles in
muscle cells than in other cells?
A.
B.
C.
D.
vacuoles
chloroplasts
cell walls
mitochondria
Comprehensive Science I
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
Week 34-35
Human Body Systems
(T14)
April 29 – June 4
Learning Targets and Skills
Benchmarks
Students will:
 (T14) identify the major systems of the human body: digestive,
respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal)
 (T14) describe the general functions of the major systems of the human
body
 (T14) describe ways that the major systems of the human body interact
to maintain homeostasis (ex: maintain constant temperature)
SC.6.L.14.5
Students will:
 (T14) identify characteristics and modes of infection of viruses,
bacteria, fungi and parasites affect the human body and their pathways
of infection
SC.6.L.14.6
Academic Language
Body Systems:
digestive
respiratory
circulatory
reproductive
excretory
immune
nervous
musculoskeletal
virus
bacteria
fungi
parasite
infectious agent
(ex: virus -> cold. bacteria -> strep throat. Fungi -> athlete’s foot. Parasite -> cholera.)
Week 36-37
Classification
(T15)
Week 38-39
(6 Days)
RARE
Page 18
Students will:
 (T15) analyze and describe how and why organisms are classified
according to shared characteristics with emphasis on the Linnaean
system.
 (T15) justify why organisms are organized into a hierarchy of
classification:
o Domain, Kingdom, Phylum, Class, Order, Family, Genus and
Species
 (T15) classify organisms into three domains:
o Bacteria, Archaea, and Eukarya
 (T15) classify living organisms into six kingdoms based on shared
characteristics:
o Eubacteria, Archaea, Protist, Fungus, Plant & Animal
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
SC.6.L.15.1
classification
Linnaean System
binomial
nomenclature
scientific name
common name
autotroph
heterotroph
Comprehensive Science I
Volusia District Science Office
Resources
2012-2013
Human Body Systems (Week 34-35)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 4 #17 (Catching a Cold) Volume 4 #18 (Digestion)
Keeley Probes
1. This is the first time this concept is taught in middle school.
Teacher Hints
2.
3.
4.
5.
6.
7.
Prefix / Suffix
Digest- pull apart
Respire- breathe
Circ- cycle
Ex- out/from
Bi- two
Nomen- name
Auto- self
Hetero- different
Trophos- feeder
Page 19
Items are limited to the human digestive, respiratory, circulatory,
reproductive, excretory, immune, nervous, and musculoskeletal
systems.
Items will not assess individual structures or functions of individual
organs in isolation.
Items assessing interactions of systems to maintain homeostasis
should include a reference to homeostasis and are limited to the
organismal level.
Items will not require specific knowledge of diseases that affect the
human body or the causal agents.
Items will not assess the interactions of more than three systems.
Diagrams of the human reproductive system will not be used.
Classification (Week 36-37)
Volume 1 #16 (Is it an Animal?)
1. This is the first time this concept is taught in middle school.
2. Items assessing the classification of organisms into domains are
limited to Bacteria, Archaea and Eukarya. Items assessing the
classification of organisms into kingdoms are limited to Eubacteria,
Archaea, Protist, Fungus, Plant and Animal. (Eubacteria, Archaea,
Protista, Plantae, Animalia.)
3. Items may assess knowledge of the hierarchy of classification but will
not require specific knowledge of an organism’s classification in a
particular phylum, class, order, family, genus or species.
4. Items may use scientific names and the term “binomial
nomenclature” but will not require memorization of specific scientific
names.
Sample FOCUS Question
In order for a muscle in your leg to do its job of making your leg move, the
muscle must contract. How are muscle and bone connected so that a
contracting muscle can make your leg move?
A. Each muscle is attached to the next muscle by ligaments and tendons
anchor the muscles to bone every few centimeters.
B. The two ends of each muscle are attached to different spots on the
same bone by short tendons or ligaments.
C. The two ends of a muscle are attached to different bones by tendons
and bones are attached to each other by ligaments.
D. Each muscle is attached to one or more bones by ligaments at either
end and bones are connected to each other by tendons.
Sample FOCUS Question
According to the modern classification system, which list is written
correctly from least specific to most specific?
A.
B.
C.
D.
species, genus, family, order
phylum, class, genus, order
class, order, genus, species
phylum, order, species, family
Comprehensive Science I
Volusia District Science Office
Page 20
2012-2013
Comprehensive Science I