Grade/Subject: 8th/Physical Science
Teacher(s): Amos, Littles, McGhee
Week of: April 17-21, 2017
Florida Standard(s):
Benchmarks, descriptions,
DOK levels, standards
unpacked (know/do)
highlighted
Learning Goal:
Unit : FCAT 2.0 Review
Dates: April 5-28, 2017
SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric
and heliocentric.
SC.7.N.3.2 (AA): Identify the benefits and limitations of the use of scientific models.
SC.6.P.12.1: Measure and graph distance verses time for an object moving at a constant
speed. Interpret this relationship.
SC.7.E.6.2 (AA) Identify the patterns within the rock cycle and relate them to surface
events (weathering and erosion) and sub-surface events (plate tectonics and mountain
building).
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.
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Essential Question
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Assessments
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Progress Monitoring/
Feedback Loop
Higher Order Question(s)
Key Vocabulary
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Monday 4/17
Daily Objective 
BELL RINGER 
( 5 minutes)
I DO: 
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Tuesday 4/18
Describe the geocentric and heliocentric models of the universe.
Describe methods of investigations in different branches/fields of science and
identify the benefits and limitations of models.
Students will understand how an unbalanced force affects an object’s speed
and/or velocity and how to interpret a distance verses time graph.
Recognize a variety of landforms on Earth and specifically identify common
landforms in Florida.
How are the geocentric and heliocentric models of the universe different?
How are scientific models useful and what are their benefits and limitations?
How can graphs be used to demonstrate the relationship between distance and
time?
How can the processes of erosion and weathering be both positive and
negative?
Summative Assessment: Motion Inquiry Lab
Geocentric, heliocentric, model, speed, velocity, erosion, weathering,
deposition, periodic table, groups, period
Unit: FCAT Science Review
Daily Agenda
Describe the use and importance of models
How are models different from the real thing?
Rigor Level: High
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Complete Tutorial on models of the solar system
http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/99989
Differentiate between geocentric and heliocentric
View Disney Imagineering: Designs and Models and Answer video questions
None
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None
Unit: FCAT Science Review
Rigor Level: High
Daily Objective
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BELL RINGER 
( 5 Minutes)
I DO: 
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WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Wednesday 4/19
Daily Objective 
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Thursday 4/20
Daily Agenda 
BELL RINGER 
(5 Minutes)
I DO: 
Daily Agenda
Describe how forces determine the motion of objects
How does one determine the speed of an object?
Distance over time tutorial
http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/121858
Calculating speed practice
I feel the need…for speed inquiry activity
None
None
Rigor Level: high
Unit : FCAT Science Review
Daily Agenda
Describe how forces determine the motion of objects
Review motion and forces
Bell ringer
Complete Motion Inquiry, Complete 4.5 weeks assessment if not on Friday
None
None
Unit: FCAT Science Review
Rigor Level: high
Daily Agenda
Describe how Earth’s surface is built up die to erosion, weathering and deposition
Identify the landforms in the pictures
Correct any misinterpretation from the pictures
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
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Friday 4/21
Daily Objective 
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
Read article Erosion and Weathering
Complete text questions about article on erosion and weathering
None
None
Unit: FCAT Science Review
Rigor Level: High
Daily Agenda
Describe the components off the periodic table of elements
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How are elements arranged on the periodic table of elements?
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Instructions for create your own periodic table activity
Review elements, atomic number, mass number, groups, and period
Complete create your own periodic table activity
Complete periodic table
None
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Problem solving in groups
Reading
Any strategies in reading
that help students
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.