Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Adopted Instructional Materials:
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Lab Safety
Nature of Science
Weather and Climate
Energy, Motion, and Forces
Human Body Systems
Energy in the Earth System
Weathering, Erosion, Deposition,
and Landforms
The Cell
Immunity, Disease, and Disorders
GENERAL 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 0the 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).
Academic Plan Legend
Instructional Practices
AA - Annually Assessed, Grade 8 FCAT 2.0 Science
DL – Digital Lesson
EL – Exploration Lab
QL – Quick Lab
SE – Student Edition
TE – Teacher Edition
VL – Virtual Lab (ThinkCentral)
MIA - Marquee Inquiry Activity
FACTs – Formative Assessment Classroom Techniques
Florida Department of Education:
A Summary of Safety Statutes, Rules and Recommendations for Science
Page 1 of 28
Science Safety Contracts: Creole; English; Spanish
Best Practices:
5E Learning Cycle;
Understanding Science
Updated: June 14, 2016
Additional Course Information
Special Notes: Instructional Practices
Teaching from a range of complex text is
optimized when teachers in all subject
areas implement the following strategies
on a routine basis:
1. Ensuring wide reading from
complex text that varies in length.
2. Making close reading and
rereading of texts central to
lessons.
3. Emphasizing text-specific complex
questions, and cognitively
complex tasks, reinforce focus on
the text and cultivate
independence.
4. Emphasizing students supporting
answers based upon evidence
from the text.
5. Providing extensive research and
writing opportunities (claims and
evidence)
Professional Development
General Resources
Florida Standards
http://www.flstandards.org/
CPALMS
http://www.cpalms.org
District Science SharePoint
http://sharepoint.leeschools.net/tal/cs/sci/SitePages/Home.aspx
Science 6-8
Building Model-Eliciting Activities in
CPALMS
Middle School Science SharePoint
http://sharepoint.leeschools.net/tal/cs/sci/SitePages/68.aspx
Science Fusion – Think Central
http://www.thinkcentral.com
Helpful Websites
State Assessment Information
Activities Linking Science with Math 5-8
Environmental Education (EE) Workshops
Assessment Schedules
LabQuesting Science
Content Focus Reports
Write to Know Science
FCAT 2.0 Science Test Item Specifications
Page 2 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 1-1
Adopted Instructional Materials:
Suggested Unit Length: 16-20 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 1
Big Idea Description: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require
creativity in its methods and processes, but also in its questions and explanations.
Big Idea Description: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of
the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science
include subjectivity, as well as creativity and discovery.
Big Idea Description: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions
within science.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
SC.6.N.1.1 - Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific understanding, plan and
Page 3 of 28
Florida Standards
LAFS.68.RST.1.3- Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Updated: June 14, 2016
carry out scientific investigation 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.6.N.1.2 - Explain why scientific investigations should be replicable.
SC.6.N.1.3 - Explain the difference between an experiment and other types of
scientific investigation, and explain the relative benefits and limitations of
each.
SC.6.N.1.4 - Discuss, compare, and negotiate methods used, results obtained,
and explanations among groups of students conducting the same
investigation.
SC.6.N.1.5 - Recognize that science involves creativity, not just in designing
experiments, but also in creating explanations that fit evidence.
SC.6.N.2.1 - Distinguish science from other activities involving thought.
SC.6.N.2.2 (AA) -Explain that scientific knowledge is durable because it is open
to change as new evidence or interpretations are encountered.
SC.6.N.2.3 - Recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals.
SC.6.N.3.1 - Recognize and explain that a scientific theory is a well-supported
and widely accepted explanation of nature and is not simply a claim posed by
an individual. Thus, the use of the term theory in science is very different than
how it is used in everyday life.
SC.6.N.3.2 - Recognize and explain that a scientific law is a description of a
specific relationship under given conditions in the natural world. Thus,
scientific laws are different from societal laws.
SC.6.N.3.3 - Give several examples of scientific laws.
SC.6.N.3.4 - Identify the role of models in the context of the sixth grade
science benchmarks.
LAFS.68.RST.3.7- Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
LAFS.68.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes.
LAFS.68.WHST.3.9 -Draw evidence from informational texts to support
analysis reflection, and research.
Suggested Mathematical Practices
MAFS.K12.MP.1.1 - Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 - Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 - Construct viable arguments/critique the reasoning of
others.
MAFS.K12.MP.4.1 - Model with mathematics.
MAFS.K12.MP.5.1 - Use appropriate tools strategically.
MAFS.K12.MP.6.1 - Attend to precision.
MAFS.K12.MP.7.1 - Look for and make use of structure.
MAFS.K12.MP.8.1 - Look for and express regularity in repeated reasoning.
Essential Outcome Questions
●
●
●
●
Explain how repetition and replication are important in scientific process.
How does subjective data affect the outcomes of experimentation?
How do scientific investigations and empirical evidence affect theories and laws?
How does the scientific method represent ever-changing processes?
Page 4 of 28
Updated: June 14, 2016
Aligned Learning Goals
(Students will be able to)
●
SC.6.N.1.3
●
●
●
●
SC.6.N.2.1
SC.6.N.1.5
SC.6.N.1.4
●
●
●
●
explain that some types of scientific investigations are
Holt Science Fusion
conducted to collect and analyze data without forming an
Unit 1: Lessons 1-5
initial hypothesis;
Science Fusion
discuss the benefits of these types of investigations, including
Lab Manual
not requiring a preconceived notion (hypothesis) and collecting
a variety of data;
explain that an investigation may lead to an experiment;
explain that an experiment tests a hypothesis;
discuss that an experiment can be conducted only after some
research, thought, and reasoning have been put into forming a
hypothesis
SC.6.N.1.3
discuss the benefits of conducting experiments, including
● Doing Science
answering a specific question and collecting more focused
● What is a Hypothesis?
data.
recognize that there are different methods for data collection;
compare and contrast different methods, results, and
explanations of investigations conducted by different groups of
students
discuss that common results will most likely be obtained in
properly conducted investigations despite differences in
methods.
●
describe how creativity allows for explanations of things that
cannot be seen or touched.
●
compare and contrast scientific activities with other activities
using thought;
discuss how scientific activities are continuous processes that
are always being evaluated and possibly changed;
explain that though scientific activities commonly use the
scientific method, many scientific discoveries have not
followed all these steps;
describe how scientific activities are based on factual and
●
●
●
Page 5 of 28
District Adopted
Materials
SC.6.N.3.1
● Is it a Theory?
SC.6.N.3.4
● Is it a Model?
Supplemental Resources
Strategies for
Differentiation
MIA Guide
Bubble Lab
Helicopter Lab
SC.6.N.2.2
 Scientific
Explanations and
Interpretations
 Observations and
Experiments
Replication or
 Scientific
Repetition? Why bother?
Community
11 Year old Designs a
Better Sandbag, Named
'America's Top Young
Scientist'
(Informational Text)
Click HERE for Additional
Supplemental Materials
Updated: June 14, 2016
●
●
describe different fields of science (e.g., biology, chemistry,
physics, astronomy, geology, and microbiology).
●
define theory as a scientific explanation for an observation of a
phenomenon or pattern in the natural world;
discuss the process of careful and repeated data collection
necessary for a theory to be valid;
acknowledge that a theory may change based on new
evidence;
give examples of some well-known theories, such as the Big
Bang theory, cell theory, and plate tectonic theory.
SC.6.N.3.1
SC.6.N.2.2 (AA)
testable evidence;
discuss that scientific activities require objectivity and limited
bias, in contrast with other activities that may involve
subjective thought and considerable bias.
SC.6.N.2.3
●
●
●
●
●
SC.6.N.3.2
●
●
●
●
SC.6.N.3.4
●
●
●
●
●
Page 6 of 28
explain that scientific knowledge may change as new evidence
is discovered or new scientific interpretations are formed.
explain that scientific explanations are based on empirical
evidence, logical reasoning, predictions, and modeling.
identify instances in the history of science in which scientific
knowledge has changed as a result of new evidence.
discuss that laws are based on numerous experiments
pertaining to natural phenomena;
acknowledge that a scientific law is valid everywhere;
compare and contrast scientific and societal laws.
define a scientific model as a visual representation that helps
people gain a greater understanding of a scientific concept;
explain how models can be used to study things that are too
large or too small to see;
discuss that models can be used to study objects from the past;
compare and contrast mathematical and physical models;
apply knowledge to discuss the benefits and limitations of
Updated: June 14, 2016
using models to study science.
Assessment(s):
Home
Page 7 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 1-2
Adopted Instructional Materials:
Suggested Unit Length: 21-24 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 3
Big Idea Description: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic
interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
Florida Standards
SC.6.E.7.1 - Differentiate among radiation, conduction, and convection, the
MAFS.K12.MP.5.1 - Use appropriate tools strategically.
three mechanisms by which heat is transferred through Earth's system.
MAFS.K12.MP.6.1 - Attend to precision.
SC.6.E.7.3 - Describe how global patterns such as the jet stream and ocean
MAFS.K12.MP.7.1 - Look for and make use of structure.
currents influence local weather in measurable terms such as temperature,
air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.4 (AA) - Differentiate and show interactions among the geosphere,
hydrosphere, cryosphere, atmosphere, and biosphere.
SC.6.E.7.5 (AA) - Explain how energy provided by the sun influences global
patterns of atmospheric movement and the temperature differences between
air, water, and land.
SC.6.E.7.9 - Describe how the composition and structure of the atmosphere
protects life and insulates the planet.
SC.6.N.2.3 - Recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals.
SC.6.N.3.1 - Recognize and explain that a scientific theory is a well-supported
and widely accepted explanation of nature and is not simply a claim posed by
Page 8 of 28
Updated: June 14, 2016
an individual. Thus, the use of the term theory in science is very different than
how it is used in everyday life.
Essential Outcome Questions
●
●
●
How do the different spheres on Earth interact?
How does energy move through Earth’s system?
What are some of the long and short term effects of energy movement on Earth?
Aligned Learning Goals
(Students will be able to)
SC.6.E.7.4 (AA)
SC.6.E.7.3
SC.6.E.7.1
●
●
●
●
●
●
●
●
●
●
●
Page 9 of 28
differentiate between radiation, conduction, and convection,
the three mechanisms by which heat is transferred through
Earth's system.
give real-life examples of radiation, conduction, and
convection;
use their knowledge to describe how weather is related to
convection and radiation, including the creation of wind.
define the terms associated with weather data collection;
explain the concept of global wind patterns;
identify the global winds;
label wind patterns on a global map;
use their knowledge of global patterns and convection to
identify the relationships among wind and water movement
and weather.
identify the characteristics of the geosphere, hydrosphere,
cryosphere, atmosphere, and biosphere;
identify ways in which these spheres are linked to one another;
describe how these interactions affect erosion, evaporation,
transpiration, condensation, precipitation, atmospheric gases,
flooding, and the entrance of sunlight into the atmosphere.
District Adopted
Materials
Supplemental Resources
Holt Science Fusion
Unit 3: Lessons 1-5
MIA Guide
How Does Color Affect
Temperature?
Science Fusion
Lab Manual
SC.6.E.7.1
● Camping Trip
SC.6.E.7.4
● Where Would It Fall
SC.6.E.7.9
● Global Warming
Strategies for
Differentiation
SC.6.E.7.4
 Importance of the
Atmosphere
SC.6.E.7.1
 Heat it Up
SC.6.E.7.4
 Earth's Spheres
Poster
 Oceans Overview
 Earth’s Spheres
Overview
SC.6.E.7.5
 Solar Energy on
Earth
 Solar Energy and
Latitude
 Heat Transfer in the
Atmosphere
 Heat Budget of
Planet Earth
 Circulation in the
Atmosphere
Updated: June 14, 2016
SC.6.E.7.5 (AA)
●
●
●
●
●
SC.6.E.7.1
 Cooking Bonanza
describe the importance of the greenhouse effect;
discuss the effects of damaging the atmosphere.
SC.6.E.7.9
●
●
identify solar radiation as the transfer of energy from the Sun;
explain that the global air circulation is affected by the uneven
heating of Earth’s surface by solar energy, as well as by the
properties of air, water, and land;
identify causes of the uneven heating of Earth (seasons, Earth’s
tilted axis, and rotation of Earth);
explain how the uneven heating of the atmosphere contributes
to wind and weather;
identify convection as a cause of uneven heating in the air and
water.
SC.6.E.7.4
 What’s in Your
Backyard?
Click HERE for Additional
Supplemental Materials
Assessment(s):
Home
Page 10 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 2-1
Adopted Instructional Materials:
Suggested Unit Length: 26-29 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 4
Big Idea Description: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic
interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
SC.6.E.7.2 - Investigate and apply how the cycling of water between the
atmosphere and hydrosphere has an effect on weather patterns and climate.
SC.6.E.7.3 - Describe how global patterns such as the jet stream and ocean
currents influence local weather in measurable terms such as temperature,
air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.4 (AA) - Differentiate and show interactions among the geosphere,
hydrosphere, cryosphere, atmosphere, and biosphere.
SC.6.E.7.5 (AA) - Explain how energy provided by the sun influences global
patterns of atmospheric movement and the temperature differences between
air, water, and land.
SC.6.E.7.6 - Differentiate between weather and climate.
SC.6.E.7.7 - Investigate how natural disasters have affected human life in
Florida.
SC.6.E.7.8 - Describe ways human beings protect themselves from hazardous
weather and sun exposure.
Page 11 of 28
Florida Standards
LAFS.68.RST.1.3- Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
MAFS.K12.MP.5.1 - Use appropriate tools strategically.
MAFS.K12.MP.6.1 - Attend to precision.
MAFS.K12.MP.7.1 - Look for and make use of structure.
HE.6.C.1.3 - Identify environmental factors that affect personal health.
Updated: June 14, 2016
SC.6.N.2.3 - Recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals.
Essential Outcome Questions
●
●
●
●
●
What causes water to change state and move around on Earth?
What is weather and how can we describe different types of weather?
How do the water cycle and weather patterns affect local weather?
How can humans protect themselves from hazardous weather?
How do natural disasters affect the environment and individuals in Florida?
SC.6.E.7.2
●
SC.6.E.7.3
Aligned Learning Goals
(Students will be able to)
●
●
●
SC.6.E.7.4 (AA)
●
●
●
investigate and apply how the cycling of water between the
atmosphere and hydrosphere has an effect on weather
patterns and climate.
differentiate between weather and climate
District Adopted
Materials
Supplemental Resources
Holt Science Fusion
Unit 4: Lessons 1-6
MIA Guide
Factors that
Affect Climate
Science Fusion
Lab Manual
describe how global patterns such as the jet stream and ocean
currents influence local weather in measurable terms such as
temperature, air pressure, wind direction and speed, and
humidity and precipitation.
differentiate and/or explain interactions among the geosphere,
hydrosphere, cryosphere, atmosphere, and biosphere.
describe and/or explain how the cycling of water and global
patterns influence local weather and climate.
differentiate between weather and climate.
describe the composition and structure of the atmosphere
and/or how the atmosphere protects life and insulates the
planet.
Page 12 of 28
Strategies for
Differentiation
SC.6.E.7.4 (AA)
● What Are Clouds
Made Of?
● Rainfall
SC.6.E.7.5 (AA)
● Where Did the Water
Come From?
“Click or Scan” for
Global Patterns Inquiry
SC.6.E.7.2
 Water Cycle and
Weather
SC.6.E.7.3
 Ocean Currents and
Weather
The Disaster Area:
FEMA for Kids
(family resource)
SC.6.E.7.6
 Introduction to
Weather
 Climate Zones and
Biomes
Updated: June 14, 2016
SC.6.E.7.5 (AA)
●
SC.6.E.7.6
●
SC.6.E.7.7
●
investigate how natural disasters have affected human life in
Florida
SC.6.E.7.8
●
describe ways human beings protect themselves from
hazardous weather and sun exposure.
●
SC.6.N.2.3
●
explain how energy provided by the Sun influences global
patterns of atmospheric movement and/or the temperature
differences among air, water, and land.
differentiate among radiation, conduction, and convection in
Earth’s systems.
differentiate between weather and climate
recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess
varied talents, interests, and goals.
SC.6.E.7.6
 Family Fishing Trip
 Uncle Henry’s
Dilemma
SC.6.E.7.3
● Relative Humidity
SC.6.E.7.2
● The Little Tent that
Cried
SC.6.E.7.2
● Expedition 2:
Climate
Connections
SC.6.E.7.5 (AA)
● Evaporation and
Condensation
SC.6.E.7.5 (AA)
● What’s Hiding in the
Woodpile?
SC.6.E.7.6
● The Coldest Time
Click HERE for Additional
Supplemental Materials
Assessment(s):
Home
Page 13 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 2-2
Adopted Instructional Materials:
Suggested Unit Length: 18-21 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 2
Big Idea Description: Earth Structures
Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive
forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
Florida Standards
SC.6.E.6.1 - 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.
SC.6.E.6.2 - Recognize that there are a variety of different landforms on
Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas,
and lakes and relate these landforms as they apply to Florida.
SC.6.N.1.1 - Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific understanding, plan and
carry out scientific investigation 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.6.N.3.4 - Identify the role of models in the context of the sixth grade
science benchmarks.
LAFS.6.W.3.8 :Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
MAFS.6.RP.1.1 :Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities. For example, “The ratio
of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak.” “For every vote candidate A received, candidate C
received nearly three votes.”
MAFS.6.RP.1.3 :Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams, or equations.
Page 14 of 28
Updated: June 14, 2016
Essential Outcome Questions
●
How do weather patterns change Earth's surface?
SC.6.E.6.2
SC.6.E.6.1
Aligned Learning Goals
(Students will be able to)
●
●
●
●
SC.6.N.1.1
Supplemental Resources
Holt Science Fusion
Unit 2: Lessons 1-4
MIA Guide
Modeling a Landslide
Science Fusion
Lab Manual
●
●
●
●
SC.6.N.3.4
describe and/or explain how Earth’s surface is built up and torn
down through the processes of physical and chemical
weathering, erosion, and deposition.
District Adopted
Materials
●
identify different types of landforms commonly found on
Earth.
describe similarities and/or differences among landforms
found in Florida and those found outside of Florida.
evaluate a scientific investigation using evidence of scientific
thinking and/or problem solving.
identify test variables (independent variables) and/or outcome
variables (dependent variables) in a given scientific
investigation.
interpret and/or analyze data to make predictions and/or
defend conclusions.
distinguish between an experiment and other types of
scientific investigations where variables cannot be controlled.
explain how hypotheses are valuable.
Identify the role of models in the context of the sixth grade
science benchmarks.
Page 15 of 28
SC.6.E.6.1
● Beach Sand
SC.6.E.6.2
● Mountain Age
Strategies for
Differentiation
SC.6.E.6.1
 Weathering and
Erosion
SC.6.E.6.1
 Erosion and
Weathering
 Mucho Mulch
 Weathering, Erosion,
Deposition
SC.6.E.6.1
 Save Our Soccer Field
SC.6.E.6.2
 Volcanic Landforms
Landforms from:
 Steam erosion
 Groundwater
Erosion
 Wave Erosion
 Wind Erosion
 Glacial Erosion
 Erosion and
Deposition by
Gravity
Updated: June 14, 2016
SC.7.E.6.2 (AA)
● Erosion Modeling
(pg.51)
SC.6.E.6.1
 Day on Bare
Mountain
 Master Gardener
SC.6.E.6.1
 Special Agent: Water
Click HERE for Additional
Supplemental Materials
Assessment(s):
Home
Page 16 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 3-1
Adopted Instructional Materials:
Suggested Unit Length: 20-24 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 5
Big Idea Description: Energy Transfer and Transformations
A: Waves involve a transfer of energy without a transfer of matter.
B: Water and sound waves transfer energy through a material.
C: Light waves can travel through a vacuum and through matter.
D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another.
Big Idea Description: Motion of Objects
A. Motion is a key characteristic of all matter that can be observed, described, and measured.
B. The motion of objects can be changed by forces.
Big Idea Description: Forces and Changes in Motion
A: It takes energy to change the motion of objects.
B: Energy change is understood in terms of forces--pushes or pulls.
C: Some forces act through physical contact, while others act at a distance.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
Florida Standards
SC.6.P.11.1- Explore the Law of Conservation of Energy by differentiating
MAFS.K12.MP.5.1 - Use appropriate tools strategically.
between potential and kinetic energy. Identify situations where kinetic energy MAFS.K12.MP.6.1 - Attend to precision.
is transformed into potential energy and vice versa.
SC.6.P.12.1 - Measure and graph distance versus time for an object moving at
a constant speed. Interpret this relationship.
Page 17 of 28
Updated: June 14, 2016
SC.6.P.13.1 (AA) - Investigate and describe types of forces including contact
forces and forces acting at a distance, such as electrical, magnetic, and
gravitational.
SC.6.P.13.2 - Explore the Law of Gravity by recognizing that every object
exerts gravitational force on every other object and that the force depends on
how much mass the objects have and how far apart they are.
SC.6.P.13.3 (AA) - Investigate and describe that an unbalanced force acting on
an object changes its speed, or direction of motion, or both.
SC.6.N.2.3 Recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals.
SC.6.N.3.3 Give several examples of scientific laws.
Essential Outcome Questions
●
●
●
●
●
How is mechanical energy conserved?
How are distance, time, and speed related?
How does motion change?
What causes motion?
How does the gravitational pull of the sun affect the motion of objects in the solar system?
Aligned Learning Goals
(Students will be able to)
SC.6.P.12.1
SC.6.P.11.1
●
●
●
●
●
●
identify and/or describe the transformation of energy from
one form to another.
differentiate between potential energy and kinetic energy.
identify and/or explain situations where energy is transformed
between kinetic energy and potential energy.
identify and/or describe examples of the law of conservation of
energy.
interpret and/or analyze graphs of distance and time for an
object moving at a constant speed
Page 18 of 28
District Adopted
Materials
Supplemental Resources
Holt Science Fusion
Unit : Lessons
MIA Guide
Parachutes and
Air Resistance
Strategies for
Differentiation
Science Fusion
Lab Manual
SC.6.P.12.1
 Interpreting Distance
vs. Time Graphs
“Click or Scan” for
Motion & Speed
Inquiry
Updated: June 14, 2016
SC.6.P.13.1 (AA)
SC.6.P.13.2
SC.6.P.13.3 (AA)
SC.6.N.2.3
SC.6.N.3.3
●
●
●
●
●
●
●
●
 How Fast can
identify and/or describe types of forces.
describe the relationship among distance, mass, and
gravitational force between any two objects.
differentiate between mass and weight
describe the relationship among distance, mass, and
gravitational force between any two objects. differentiate
between mass and weight.
describe and/or explain that an unbalanced force acting on an
object changes its speed and/or direction.
interpret and/or analyze graphs of distance and time for an
object moving at a constant speed.
recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess
varied talents, interests, and goals.
Dominoes Travel in a
Chain Reaction?
SC.6.P.13.1
 Motion
 Force
SC.6.P.13.1 (AA)
● Talking About Gravity
● Apple on a Desk
● Standing on one Foot
SC.6.P.13.2
● Dropping Balls
SC.6.P.13.3
 Combining Forces
SC.6.P.13.3
 Louis O’Rear,
Teacher
SC.6.P.13.3 (AA)
● Rolling Marbles
SC.6.P.13.1
 Understanding Force
and Motion
Click HERE for Additional
Supplemental Materials
give several examples of scientific laws
Assessment(s):
Home
Page 19 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 3-2
Adopted Instructional Materials:
Suggested Unit Length: 22-25 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 6
Big Idea Description: Organization and Development of Living Organisms
A. All living things share certain characteristics.
B. The scientific theory of cells, also called cell theory, is a fundamental organizing principle of life on Earth.
C. Life can be organized in a functional and structural hierarchy.
D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis.
Big Idea Description: Diversity and Evolution of Living Organisms
A. The scientific theory of evolution is the organizing principle of life science.
B. The scientific theory of evolution is supported by multiple forms of evidence.
C. Natural Selection is a primary mechanism leading to change over time in organisms.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
SC.6.L.14.1 (AA) - 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.14.2 (AA) - Investigate and explain the components of the scientific
theory of cells (cell theory): all organisms are composed of cells (single-celled
or multicellular), all cells come from pre-existing cells, and cells are the basic
unit of life.
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar
processes to maintain homeostasis, including extracting energy from food,
getting rid of waste, and reproducing.
Page 20 of 28
Florida Standards
Each Argument-Driven Inquiry (ADI) lab investigation addresses:
8 Science and Engineering Practices
1 core Science Next Generation Sunshine State Standard (at least)
2 Crosscutting Concepts (at least)
43 Florida Standards for English Language Arts (ELA)
Updated: June 14, 2016
SC.6.L.14.4 (AA) - Compare and contrast the structure and function of major
organelles of plant and animal cells, including cell wall, cell membrane,
nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
SC.6.L.15.1 (AA) - Analyze and describe how and why organisms are classified
according to shared characteristics, with emphasis on the Linnaean system
combined with the concept of Domains.
SC.6.N.1.1 Define a problem from the sixth grade curriculum: use 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.
Essential Outcome Questions
●
●
●
●
●
What are living things made of?
What are the building blocks of all organisms?
How do the organelles of a cell work together?
How are living things organized by scientists?
How do organisms maintain homeostasis?
SC.6.L.14.2 (AA)
SC.6.L.14.1 (AA)
Aligned Learning Goals
(Students will be able to)
●
apply their knowledge of the hierarchical organization of
organisms to discuss how they relate in size and composition.
District Adopted
Materials
Supplemental Resources
Holt Science Fusion
Unit 6: Lessons 1-6
MIA Guide
Making a 3-D Cell Model
Science Fusion
Lab Manual
●
●
identify, describe, and/or explain the components of cell
theory.
describe how cells undergo similar processes to maintain
homeostasis.
Page 21 of 28
SC.6.L.14.1 (AA)
● Human Body Basics
● Whale and Shrew
Strategies for
Differentiation
SC.6.L.14.1
 Cell Biology
SC.6.L.14.4 (AA)
 Edible Cell Analysis
 A Day in the Life as
Oscar the Organelle
SC.6.L.14.4 (AA)
 Prokaryotic and
Eukaryotic Cells
 Plant Cell Structures
Updated: June 14, 2016
SC.6.L.14.3
SC.6.L.14.4 (AA)
●
●
●
●
●
SC.6.L.15.1 (AA)
●
Cells and Size
SC.6.L.14.2 (AA)
● Is it Made of Cells?
●
●
●
●
●
●
●
SC.6.N.1.1
understand homeostasis as maintaining a stable internal
environment to sustain life regardless of external conditions.
●
●
●
describe the function and importance of the cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts, mitochondria,
and vacuoles
discuss why some organelles are found in both plant and
animal cells, while some are found only in either plant or
animal cells
identify some characteristics that are used to put common
organisms into categories;
analyze shared characteristics among organisms;
use a pneumonic device to recall the seven levels of the
Linnaean classification system (kingdom, phylum, class, order,
family, genus, and species);
explain that an organism’s scientific name is made up of two
Latin words, one for its genus and the other for its species;
describe domains as being a more inclusive (larger) category
than kingdoms;
identify the three domains as Archaea, Eubacteria, and
Eukarya;
discuss that organisms are placed into domains based on their
genetic similarities; and
recognize that the organisms in the three domains are divided
into six kingdoms.
evaluate a scientific investigation using evidence of scientific
thinking and/or problem solving.
identify test variables (independent variables) and/or outcome
variables (dependent variables) in a given scientific
investigation.
interpret and/or analyze data to make predictions and/or
defend conclusions.
distinguish between an experiment and other types of scientific
investigations where variables cannot be controlled.
Page 22 of 28
SC.6.L.14.3
● Functions of Living
Things
● Sam’s Puppy
● Respiration
SC.6.L.15.1 (AA)
 Animal Classification
(Educational Game)
Basic Cell Information:
Web Quest
SC.6.L.15.1 (AA)
 Linnaean
Classification
 Tracing Evolution
SC.6.L.14.4 (AA)
 Deborah Smith,
Teacher
SC.6.L.14.3
● Lab 3. Osmosis
Understanding Evolution
Click HERE for Additional
Supplemental Materials
SC.6.L.14.4 (AA)
● Lab 4. Cell Structure
“Click or Scan” for
Student Lab Handout
Updated: June 14, 2016
SC.6.L.15.1 (AA)
● Lab 19. Phylogenetic
Trees and The
Classification of
Fossils
“Click or Scan” for
Student Lab Handout
Assessment(s):
Home
Page 23 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 4-1
Adopted Instructional Materials:
Suggested Unit Length: 28-30 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 7
Big Idea Description: Organization and Development of Living Organisms
A. All living things share certain characteristics.
B. The scientific theory of cells, also called cell theory, is a fundamental organizing principle of life on Earth.
C. Life can be organized in a functional and structural hierarchy.
D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
SC.6.L.14.5 (AA) - Identify and investigate the general functions of the major
systems of the human body (digestive, respiratory, circulatory, reproductive,
excretory, immune, nervous, and musculoskeletal) and describe ways these
systems interact with each other to maintain homeostasis.
SC.6.N.1.1 - Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific understanding, plan and
carry out scientific investigation 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.6.N.2.3 - Recognize that scientists who make contributions to scientific
knowledge come from all kinds of backgrounds and possess varied talents,
interests, and goals.
SC.6.N.3.4 - Identify the role of models in the context of the sixth grade
science benchmarks.
Page 24 of 28
Florida Standards
Each Argument-Driven Inquiry (ADI) lab investigation addresses:
8 Science and Engineering Practices
1 core Science Next Generation Sunshine State Standard (at least)
2 Crosscutting Concepts (at least)
43 Florida Standards for English Language Arts (ELA)
Updated: June 14, 2016
Essential Outcome Questions
●
●
●
●
●
What are the functions of the body systems and how do they work together to maintain homeostasis?
How do your skeletal and muscular systems work together to maintain homeostasis?
How do the circulatory and respiratory systems work together to maintain homeostasis?
How do your body’s digestive and excretory systems work together to maintain homeostasis?
How do your nervous and endocrine systems work together to maintain homeostasis?
SC.6.N.2.3
SC.6.L.14.5 (AA)
Aligned Learning Goals
(Students will be able to)
●
Supplemental Resources
Holt Science Fusion
Unit 7 : Lessons 1-6
MIA Guide
Building a Model Lung
Science Fusion
Lab Manual
●
●
SC.6.N.3.4
locate and identify the major systems of the human body and
how the systems work together to maintain homeostasis.
District Adopted
Materials
●
●
●
●
describe different fields of science and how they relate to the
human body systems (e.g., biology, chemistry, physics,
astronomy, geology, and microbiology).
define a scientific model as a visual representation that helps
people gain a greater understanding of a scientific concept;
explain how models can be used to study things that are too
large or too small to see;
discuss that models can be used to study objects from the past;
compare and contrast mathematical and physical models; and
apply knowledge to discuss the benefits and limitations of
using models to study science.
Page 25 of 28
SC.6.L.14.5 (AA)
● Digestive System
SC.6.L.14.5 (AA)
 Homeostasis and
Human Body
Systems
 Human Body: Web
Quest
Strategies for
Differentiation
SC.6.L.14.5 (AA)
 Organization of the
Human Body
 Homeostasis
SC.6.L.14.5 (AA)
 How Does Your
Heart Rate?
Updated: June 14, 2016
SC.6.L.14.5 (AA)
● In a Heartbeat
● A Tasteful Story
● Reaction Time
Click HERE for Additional
Supplemental Materials
SC.6.L.14.5 (AA)
● Lab 7. Respiratory &
Cardiovascular
●
Lab 8. Memory &
Stimuli
“Click or Scan” for
Student Lab Handout
Assessment(s):
Home
Page 26 of 28
Updated: June 14, 2016
Quarterly Content Guide 2016-2017
MJ Comprehensive Science 1 (Course #2002040)
MJ Comprehensive Science 1 ADV (Course #2002050)
Quarter: 4-2
Adopted Instructional Materials:
Suggested Unit Length: 9-12 Days
Holt McDougal’s Florida Science Fusion (2012/1st Florida Edition)
Big Idea(s)
Unit 8
Big Idea Description: Organization and Development of Living Organisms
A. All living things share certain characteristics.
B. The scientific theory of cells, also called cell theory, is a fundamental organizing principle of life on Earth.
C. Life can be organized in a functional and structural hierarchy.
D. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis.
Teacher Note: Students will build scientific literacy and gain an understanding of the Nature of Science - how to “do” science. This content should be
reinforced throughout the year in multiple ways, and should NOT be taught exclusively at the beginning of the year.
Standards
Science Next Generation Sunshine State Standards
Florida Standards
SC.6.L.14.5 (AA)- Identify and investigate the general functions of the major
systems of the human body (digestive, respiratory, circulatory, reproductive,
excretory, immune, nervous, and musculoskeletal) and describe ways these
systems interact with each other to maintain homeostasis.
SC.6.L.14.6 - Compare and contrast types of infectious agents that may infect
the human body, including viruses, bacteria, fungi, and parasites.
SC.6.N.1.1 - Define a problem from the sixth grade curriculum, use
appropriate reference materials to support scientific understanding, plan and
carry out scientific investigation 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.
LAFS.68.RST.1.3 :Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
LAFS.6.W.3.7 :Conduct short research projects to answer a question, drawing
on several sources and refocusing the inquiry when appropriate.
LAFS.6.SL.1.1 :Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.6.SL.2.4 :Present claims and findings, sequencing ideas logically and
using pertinent descriptions, facts, and details to accentuate main ideas or
themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
LAFS.6.SL.2.5 :Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information.
Page 27 of 28
Updated: June 14, 2016
LAFS.68.WHST.2.4 :Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
LAFS.68.WHST.3.9 :Draw evidence from informational texts to support
analysis reflection, and research.
Essential Outcome Questions
●
●
How does your body’s defense system work?
How are infectious and noninfectious diseases spread?
SC.6.L.14.6
SC.6.L.14.5 (AA)
Aligned Learning Goals
(Students will be able to)
●
●
●
locate and identify the major systems of the human body
examine the modes of transmission of these pathogens to
humans; and
identify an example of a virus, bacterium, fungus, and parasite.
District Adopted
Materials
Supplemental Resources
Holt Science Fusion
Unit 8: Lessons 1-2
Science Fusion Lab
Manual
MIA Guide
Passing the Cold
SC.6.L.14.6
● Catching a Cold
SC.6.L.14.5 (AA)
 The Body's Defense
System
 Agents of Infection
 Disease: Cause and
Effect
SC.6.L.14.6
 The Fizz Virus
Strategies for
Differentiation
SC.6.L.14.5 (AA)
 Digestion
 Respiration
 Circulation
 Reproduction
o Female
o Male
 Excretion
 Immune
 Nervous
 Musculoskeletal
Click HERE for Additional
Supplemental Materials
Assessment(s):
Home
Page 28 of 28
Updated: June 14, 2016