LAB-AIDS CORRELATIONS FOR THE FLORIDA
“NEXT GENERATION”SUNSHINE STATE SCIENCE STANDARDS
GRADES 6-8
With Assessment Guidelines information
Materials from the Science Education for Public Understanding Program (SEPUP) are
developed at the Lawrence Hall of Science, at the University of California, Berkeley, and
distributed nationally by LAB-AIDS, Inc. SEPUP materials are supported by grants from
the National Science Foundation. All other materials developed by LAB-AIDS. This
correlation is intended to show selected locations in SEPUP 2nd Edition programs that
support the Florida Science Standards. It is not an exhaustive list; other locations may
exist that are not listed here.
This document was prepared by Mark Koker, Ph D, Director of Curriculum and Training
at LAB-AIDS, with assistance from Donna Parker, Senior Consultant, and Din Seaver,
Director of New Product Development. For more information about this correlation or
for questions about review copies, presentations, or any matters related to sales or
service, please contact John Garrett, LAB-AIDS Regional Manager at 704. 841.0962 or by
email at [email protected], or visit us on the web at www.lab-aids.com.
Key to SEPUP Core Science Programs:
SEPUP programs are available as full year courses, or separately, as units, each taking 39 weeks to complete, as listed below.
Issues and Earth Science, Second Edition (IAES)
Unit Title
Studying Soil Scientifically
Rocks and Minerals
Erosion and Deposition
Plate Tectonics
Weather and Atmosphere
The Earth in Space
Exploring Space
Activity Number
1-11
12-23
24-35
36-49
50-70
71-84
85-98
Issues and Life Science, Second Edition (IALS)
Unit Title
Experimental Design: Studying People Scientifically
Body Works
Cell Biology and Disease
Genetics
Ecology
Evolution
Bioengineering
Activity Number
1-10
11-29
30-53
54-71
72-88
89-101
102-109
Issues and Physical Science, Second Edition (IAPS)
Unit Title
Studying Materials Scientifically
The Chemistry of Materials
Water
Energy
Force and Motion
Waves
Activity Number
1-11
12-29
30-52
53-72
73-88
89-99
Each of the full year programs begins with a “starter” unit sequence on the scientific
method in the context of each particular discipline. For example, the Issues and Life
Science (IALS) course contains a ten- activity unit called “Experimental Design: Studying
People Scientifically,” which uses the science behind clinical trials on human subjects, to
frame the study of the life sciences. These are listed first in each course.
2
SEPUP Course/Activity Numbers
IAES Issues and Earth Science
Studying Soils Scientifically, 1-11
Rocks and Minerals, 12-23
Main Unit Issue
Why don’t plants grow in the school garden?
How do diamonds made in a lab compare to
diamonds mined from the earth?
Where should Boomtown construct the new
buildings?
Which site would you recommend for storing
nuclear waste?
Is the growth of Sunbeam City affecting its
weather, atmosphere, and water availability?
Why are there many different calendars?
What kinds of future space missions should we
conduct?
Erosion and Deposition, 24-35
Plate Tectonics, 36-49
Weather and Atmosphere, 50-70
The Earth in Space, 71-84
Earth and the Solar System, 85-98
IALS Issues and Life Science
Studying People Scientifically, 1-10
Which proposals have an experimental design
worth funding?
How can you convince people to make choices that
reduce their level of heart disease risk?
How is an emerging disease spread? What can you
do to stop it?
What are the ethical issues involved in using
genetic information?
What are the trade-offs of introducing a species
into a new environment?
What are the trade-offs in deciding whether to
save an endangered species or to re-create an
extinct one?
How are new solutions to problems in life science
developed?
Body Works, 11-29
Cell Biology and Disease, 30-53
Genetics, 54-71
Ecology, 72-88
Evolution, 89-101
Bioengineering, 102-108
IAPS Issues and Physical Science
Studying Materials Scientifically, 1-11
The Chemistry of Materials, 12-29
How should unidentified materials be handled?
When you buy a new product, do you think about
what materials it is made of? What will happen to
it when you no longer have a use for it?
What does your community do to make its water
safe to drink? Whose responsibility is it?
Can you help a family decide what energy
improvements they should invest in?
Should noncommercial vehicles be more alike?
Are there situations in which some waves are
harmful to your health?
Water, 30 - 52
Energy, 53-72
Force and Motion, 73-88
Waves, 89-99
3
SEPUP Support for Engineering Design
The Next Generation Science Frameworks (NGSF) notes that science and engineering are
somewhat parallel practices and have many similar elements. Scientists ask questions,
make observations, and collect and analyze data, in an attempt to make sense of the
natural world. Similarly, engineers create, test, and redesign as they respond with
solutions to human needs. And just as we use scaffolds in teaching of scientific inquiry
to improve student learning and practice, so do we use scaffolds in teaching about
engineering for our students. The NGSF emphasizes three major phases of the
engineering design process.
 DESIGN: Creates design, prototype or plan, noting constraints of proposed use
 TEST: Tests design, prototype or plan, collecting qualitative or quantitative data
 REDESIGN: Evaluates prototype, design or plan, suggests further changes as
needed
In addition, the NGSF emphasizes the role of design in solving human problems, and of
designers in developing criteria for solutions, evaluating solutions, and determining the
tradeoffs involved in a design or solution.
The table below shows SEPUP activities that support major elements of engineering
design. Some support the initial stages of design, criteria development, and evaluation
that precede the full design cycle by suggesting or evaluating scientific or technological
solutions to real-world problems. Others involve students in one or all steps of the
design cycle as they build, test, and/or redesign prototypes.
Engineering and Design Practices in SEPUP
Course activity with description
Students suggest or
evaluate a solution
Students engage in the
engineering process
Design
Test
Redesign
IAES 32: Design a coastal
breakwater
X
X
X
IAES 35: Recommend a site plan
for housing development
X
X
X
IAES11: Recommend a soil
improvement plan
X
IAES 49: Evaluate sites for nuclear
waste disposal
X
IAES 67: Design/build wind vane/
anemometer
X
IAES 98: Recommend a space
X
4
mission
IALS 48: Design an improved handwashing procedure
X
IALS 88: Suggest a plan for
preventing zebra mussel spread
X
X
X
IALS 104: Design artificial heart
valve
X
IALS 105: Design an artificial bone
X
X
X
IALS 107: Design an energy bar
X
X
X
IALS 108: Design a prosthetic limb
X
X
X
X
X
X
X
X
X
X
X
X
IAPS 12: Recommend a material
for a drink container
X
IAPS 13: Construct a product life
cycle for a drink container
X
IAPS 29: Evaluate options to
recommend a “green” computer
X
IAPS 60: Design an ice
preservation chamber
IAPS 63: Improve a calorimeter
design
IAPS 69: Design a better solar
collector
X
IAPS 70: Design a warm & cool
home
X
IAPS 72: Recommend an energyimprovement plan for a home
X
X
IAPS 73: Evaluate vehicle safety
features
X
IAPS 85: Design a crash test
dummy
X
5
Key to SEPUP Assessment System:
SEPUP materials include research-based assessment system developed by SEPUP and
the Berkeley Evaluation and Assessment Research Group (BEAR) in the University of
California Graduate School of Education. Forming the core of the SEPUP Assessment
System are the assessment variables (content and process skills to be assessed),
assessment questions or tasks used to gather evidence and scoring guides for
interpreting students’ responses (correspond to assessment variables).
The seven assessment variables are:
Designing Investigations (DI)
Organizing Data (OD)
Analyzing Data (AD)
Understanding Concepts (UC)
Evidence and Trade-offs (ET)
Communication Skills (CS)
Group Interaction (GI)
Types of assessment:
Quick Checks ( ) present opportunities for informal formative assessment and may be
used prior to instruction to find out what students know or think. They may also be
used to help teachers track students’ knowledge of key information or progress in
understanding a concept.
Some embedded questions and tasks and all item bank questions are all suitable for
summative assessment. Analysis questions are included at the end of each activity.
Citations included in the correlation document are as follows:
IAES 40, 41, 42
40 Q1, 3, 4
IALS 2, 3, 37
41 Q3 UC; [IB] D2
IAPS 1, 2, 3
42 [IB] D4, 6, 8-10, 16
IAES 40, 41, 42
40 Q1, 3, 4
41 Q3 UC; [IB] D2
42 [IB] D4, 6, 8-10, 16
means that the standard or benchmark may be assessed using Issues and Earth Science
Activity 40 Analysis Question 1, 3 and 4, IAES Activity 43 Analysis Question 3 using
Understanding Concepts scoring guide and Item Bank Question D2 from Unit D Plate
Tectonics.
For more information on program assessment and using SEPUP rubrics, consult the
Teacher’s Guide, TR part III Assessment section.
6
GRADE 6
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
NATURE OF SCIENCE
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.
2 AQ2b ET, AQ4
UC, AQ5 ET
IALS 2-4, 7-10, 14,
19
3 AQ1 ET, AQ4 UC,
[IB] A3, A7, A17
IAES 24, 51, 55, 67
51 Proc OD
IAPS 77, 78
55 Proc DI
77 Proc DI
SC.6.N.1.1
78 [IB] E2, 3, 8
9 Act DCI & GI, [IB]
A4-6, A8-10, A1516
IALS 9
Explain why scientific investigations should be
replicable.
IAES 55, 67
IAPS 56, 59, 74, 77
55 Proc DI
67 Proc DI
59 [IB] D9
74 Proc DI; [IB] E12, 5-6
Explain the difference between an experiment and
other types of scientific investigation, and explain
IALS 53, 68
the relative benefits and limitations of each.
53 AQ2-3 ET
SC.6.N.1.3
Discuss, compare, and negotiate methods used,
IALS 9, 20, 52
results obtained, and explanations among groups
IAES 52
of students conducting the same investigation.
IAPS 88
SC.6.N.1.4
7
9 Act DCI & GI, [IB]
A4-6, A8-10, A1516
88 AQ2 ET
SEPUP
FLORIDA SCIENCE STANDARD
Location
Recognize that science involves creativity, not just
in designing experiments, but also in creating
IAES 35, 52, 56
explanations that fit evidence.
Assessment
35 AQ1 ET; [IB] C13
56 Proc GI
SC.6.N.1.5
Distinguish science from other activities involving
thought.
IAPS 73
SC.6.N.2.1
Explain that scientific knowledge is durable
because it is open to change as new evidence or
interpretations are encountered.
41 AQ3 UC; [IB] D2
IAES 40-42, 65
42 [IB] D4, 6, 8-10,
16
SC.6.N.2.2
Recognize that scientists who make contributions
to scientific knowledge come from all kinds of
IALS 37, 50
backgrounds and possess varied talents, interests,
and goals.
IAES 50
ES 50 [IB] E1
SC.6.N.2.3
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.
37 Act UC, [IB] C14
IALS 37
SC.6.N.3.1
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.
57 AQ3 UC, [IB] D23
IAPS 57, 80
80 AQ2; [IB] E2, 3,
11, 20
SC.6.N.3.2
Give several examples of scientific laws.
IAPS 57, 80
8
57 AQ3 UC, [IB] D23
SEPUP
FLORIDA SCIENCE STANDARD
Location
SC.6.N.3.3
Assessment
80 AQ2; [IB] E2, 3,
11, 20
12 [IB] B12, B15
Identify the role of models in the context of the
sixth grade science benchmarks.
SC.6.N.3.4
IALS 12, 14, 21, 24,
14 [IB] B16
30
28 [IB] B33
IAES 28, 31, 32, 62
31 [IB] C12
IAPS 60
5 AQ5 UC; [IB] A3-4
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.6.1
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.E.6.2
Differentiate among radiation, conduction, and
convection, the three mechanisms by which heat
is transferred through Earth's system. SC.6.E.7.1
28 Proc GI; [IB] C2,
C7
IAES 5, 19, 28-33
28 Proc GI; [IB] C2,
C7
28 Proc GI; [IB] C2,
C7
IAES 28-33
29 AQ2 UC; [IB] C1,
C3
30 [IB] C2, C10
IAES 46
(convection)
46 [IB] D16
61 [IB] D10
IAPS 59, 61
(conduction)
Investigate and apply how the cycling of water
between the atmosphere and hydrosphere has an IAES 60-62
effect on weather patterns and climate. SC.6.E.7.2
60 [IB] E3, E8-9
Describe how global patterns such as the jet
stream and ocean currents influence local
weather in measurable terms such as
55 Proc DI
56 Proc GI
9
IAES 55, 56, 57
62 AQ4 SI; [IB] E3,
9, 11, 15
SEPUP
FLORIDA SCIENCE STANDARD
Location
temperature, air pressure, wind direction and
speed, and humidity and precipitation. SC.6.E.7.3
Assessment
57 [IB] E10
22 AQ7 UC; [IB] B46, B11
Differentiate and show interactions among the
IAES 19, 22, 38, 44, 38 AQ5 UC; [IB] D1,
geosphere, hydrosphere, cryosphere, atmosphere,
D15
47, 60-62, 64
and biosphere. SC.6.E.7.4
44 [IB] D7, D16
47 [IB] D16
55 Proc DI
Explain how energy provided by the sun influences
global patterns of atmospheric movement and the IAES 55, 56, 58, 60,
56 Proc GI
temperature differences between air, water, and 62
land. SC.6.E.7.5
58 [IB] E6
53 [IB] E2, E7
Differentiate between weather and climate.
SC.6.E.7.6
IAES 53, 66
Investigate how natural disasters have affected
human life in Florida. SC.6.E.7.7
IAES 52/Local
66 AQ2 UC; [IB]
E12-13
31 [IB] C12
Describe ways human beings protect themselves
from hazardous weather and sun exposure.
SC.6.E.7.8
IAES 31, 32, 52
Describe how the composition and structure of
the atmosphere protects life and insulates the
planet. SC.6.E.7.9
IAES 65
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
IALS 12, 43
Investigate and explain the components of the
IALS 37
scientific theory of cells (cell theory): all organisms
10
32 Proc GI; [IB]
C11, C12
43 AQ2 CM, AQ5
UC, [IB] C 12, C2122
37 Act UC, [IB] C14
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
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.14.2
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.
39 AQ2 DCI, [IB] C6
IALS 39, 41
SC.6.L.14.3
Compare and contrast the structure and function
of major organelles of plant and animal cells,
including cell wall, cell membrane, nucleus,
IALS 40, 42
cytoplasm, chloroplasts, mitochondria, and
vacuoles.
40 AQ3 DCI, [IB]
C15, C18
42 [IB] D3, D7,
D16-10, C23
SC.6.L.14.4
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.
5 [IB] A11-14
11 AQ2 ET
IALS 5, 6, 11-18, 2121 [IB] B19
24, 27, 28
27 [IB] B32
SC.6.L.14.5
Compare and contrast types of infectious agents
that may infect the human body, including viruses, IALS 30-34, 37, 38,
bacteria, fungi, and parasites.
43, 47-52
30 AQ 1a DCI, [IB]
C1, C30-31
31 [IB] C8
32 AQ4 ET, [IB] C9
SC.6.L.14.6
Analyze and describe how and why organisms are
classified according to shared characteristics with
emphasis on the Linnaean system combined with IALS 44, 45
the concept of Domains.
SC.6.L.15.1
11
44 Act GI, [IB] C2,
C35
45 AQ5 UC, [IB] C2,
C4, C29
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
54 Proc DI; [IB] D1
Explore the Law of Conservation of Energy by
differentiating between potential and kinetic
energy. Identify situations where kinetic energy is IAPS 54-58
transformed into potential energy and vice versa.
SC.6.P.11.1
Measure and graph distance versus time for an
object moving at a constant speed. Interpret this
relationship. SC.6.P.12.1
55 AQ1 UC [IB] D1
57 AQ3 UC, [IB] D23
58 AQ2 UC, [IB] D45, D8
74 Proc DI; [IB] E12, 5-6
IAPS 74, 75
75 AQ2 UC, [IB] E2,
4-6, 7, 14
Investigate and describe types of forces including
contact forces and forces acting at a distance,
IAES 95, 96
such as electrical, magnetic, and gravitational.
SC.6.P.13.1
95 AQ4 AD; [IB]
G10, 12
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.13.2
95 AQ4 AD; [IB]
G10, 12
IAES 95, 96
Investigate and describe that an unbalanced force
acting on an object changes its speed, or direction IAPS 80, 81
of motion, or both. SC.6.P.13.3
12
96 [IB] G 4, 7, 19
96 [IB] G 4, 7, 19
80 AQ2; [IB] E2, 3,
11, 20
81 [IB] E3, 13, 15
GRADE 7
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
NATURE OF SCIENCE
65 Proc DI; D13
Define a problem from the seventh grade
curriculum, use appropriate reference materials to
support scientific understanding, plan and carry IAPS 53, 65, 70
out scientific investigation of various types, such
as systematic observations or experiments,
IALS 59, 62, 64
identify variables, collect and organize data,
IAES 38, 40, 41, 44
interpret data in charts, tables, and graphics,
analyze information, make predictions, and
defend conclusions. SC.7.N.1.1
70 Proc GI; [IB]
D12, D-15
59 AQ5 UC, [IB] D2
62 AQ4a UC
38 AQ5 UC; [IB] D1,
D15
41 AQ3 UC; [IB] D2
59 AQ5 UC, [IB] D2
IALS 59, 62
Differentiate replication (by others) from
repetition (multiple trials). SC.7.N.1.2
62 AQ4a UC
63 AQ6 AD; [IB]
IAPS 56, 59-63, 67,
D20-21
69
67 AQ5 AD, [IB] D14
Distinguish between an experiment (which must
involve the identification and control of variables) IAPS 60, 70
and other forms of scientific investigation and
explain that not all scientific knowledge is derived IALS 58, 69
from experimentation. SC.7.N.1.3
70 Proc GI; [IB]
D12, D-15
69 [IB] D19
59 AQ5 UC, [IB] D2
Identify test variables (independent variables) and IALS 59, 62, 64
outcome variables (dependent variables) in an
IAPS 59, 60, 62
experiment. SC.7.N.1.4
62 AQ4a UC
64 AQ 1 DCI
62 [IB] D6, D19,
D20
13
SEPUP
FLORIDA SCIENCE STANDARD
Location
IALS 1-10
Describe the methods used in the pursuit of a
scientific explanation as seen in different fields of
IAES 1-11
science such as biology, geology, and physics.
SC.7.N.1.5
IAPS 1-11
Assessment
2 AQ2b ET, AQ4
UC, AQ5 ET
2 AQ3 RE
2 AQ2 UC
49 AQ2 ET
IAES 49
Explain that empirical evidence is the cumulative
body of observations of a natural phenomenon on IALS 71, 88, 101
which scientific explanations are based. SC.7.N.1.6
IAPS 72
71 AQ1 GI, AQ2 ET
88 AQ3 ET, [IB]
E28-32
72 AQ1 ET, [IB] D17
Explain that scientific knowledge is the result of a
great deal of debate and confirmation within the IALS 75, 76
science community. SC.7.N.1.7
75 [IB] E4, E36
60 AQ1 DCI [IB] D2
Identify an instance from the history of science in
which scientific knowledge has changed when
IALS 60, 94, 97
new evidence or new interpretations are
encountered. SC.7.N.2.1
IALS 94
Recognize and explain the difference between
theories and laws and give several examples of
IAES 39-42
scientific theories and the evidence that supports
them. SC.7.N.3.1
IAPS 57
IAPS 60, 70
Identify the benefits and limitations of the use of
IALS 58, 69
scientific models. SC.7.N.3.2
IAES 37, 43, 46
14
94 AQ3 UC, [IB]
F16, F26
97 AQ2 CM, [IB]
F15, F22-25, F2728, F30-31
94 AQ3 UC, [IB]
F16, F26
39 [IB] D5, D13
57 AQ3 UC, [IB] D23
70 Proc GI; [IB]
D12, D-15
69 [IB] D19
43 Proc GI
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
46 [IB] D16
Describe the layers of the solid Earth, including
the lithosphere, the hot convecting mantle, and
the dense metallic liquid and solid cores.
SC.7.E.6.1
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.7.E.6.2
IAES 38, 46
46 [IB] D16
20 Proc GI; [IB] B6
IAES 18-22
Identify current methods for measuring the age of IAES 21
Earth and its parts, including the law of
superposition and radioactive dating. SC.7.E.6.3 IALS 91, 93
Explain and give examples of how physical
evidence supports scientific theories that Earth
has evolved over geologic time due to natural
processes. SC.7.E.6.4
Recognize that heat flow and movement of
material within Earth causes earthquakes and
volcanic eruptions, and creates mountains and
ocean basins. SC.7.E.6.7
15
22 AQ7 UC; [IB] B46, B11
91 AQ4 UC, [IB]
F12-14
93 AQ4 UC, [IB] F811
39 [IB] D5, D13
IAES 39-42, 47
41 AQ3 UC; [IB] D2
42 [IB] D4, 6, 8-10,
16
Explore the scientific theory of plate tectonics by
describing how the movement of Earth's crustal
plates causes both slow and rapid changes in
IAES 43-45
Earth's surface, including volcanic eruptions,
earthquakes, and mountain building. SC.7.E.6.5
Identify the impact that humans have had on
Earth, such as deforestation, urbanization,
desertification, erosion, air and water quality,
changing the flow of water. SC.7.E.6.6
38 AQ5 UC; [IB] D1,
D15
43 Proc GI
44 [IB] D7, D16
45 [IB] D3, D11-12,
D16
36 AQ2 ET
IAES 36, 49
49 AQ2 ET
38 AQ5 UC; [IB] D1,
D15
IAES 37, 38, 42-48
42 [IB] D4, 6, 8-10,
16
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
43 Proc GI
Recognize that fossil evidence is consistent with
the scientific theory of evolution that living things IALS 98, 99
evolved from earlier species. SC.7.L.15.1
98 [IB] F32-33
Explore the scientific theory of evolution by
recognizing and explaining ways in which genetic
variation and environmental factors contribute to IALS 94-97, 100
evolution by natural selection and diversity of
organisms. SC.7.L.15.2
94 AQ3 UC, [IB]
F16, F26
Explore the scientific theory of evolution by
relating how the inability of a species to adapt
IALS 98-101
within a changing environment may contribute to
the extinction of that species. SC.7.L.15.3
98 [IB] F32-33
Understand and explain that every organism
requires a set of instructions that specifies its
traits, that this hereditary information (DNA)
IAES 100
contains genes located in the chromosomes of
each cell, and that heredity is the passage of these IALS 58-60, 63-65
instructions from one generation to another.
SC.7.L.16.1
99 AQ2 UC, [IB]
434-36
95 [IB] F18-21
99 AQ2 UC, [IB]
434-36
59 AQ5 UC, [IB] D2
60 AQ1 DCI [IB] D2
61 [IB] D5, D12-16
59 AQ5 UC, [IB] D2
Determine the probabilities for genotype and
phenotype combinations using Punnett Squares
and pedigrees. SC.7.L.16.2
IALS 59, 81, 66
66 [IB] D7, D21,
D25
81 AQ5 UC, [IB] E2,
3, E5, E13-14
Compare and contrast the general processes of
IALS 57
sexual reproduction requiring meiosis and asexual
reproduction requiring mitosis. SC.7.L.16.3
Recognize and explore the impact of
biotechnology (cloning, genetic engineering,
artificial selection) on the individual, society and
the environment. SC.7.L.16.4
16
56 AQ3 UC, [IB] D7,
IALS 56, 57, 64, 67, D2, D25
69-71
64 AQ 1 DCI
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
67 AQ2 UC, AQ3,
ET, [IB] D20
Explain and illustrate the roles of and relationships
among producers, consumers, and decomposers
IALS 78-81, 86
in the process of energy transfer in a food web.
SC.7.L.17.1
Compare and contrast the relationships among
organisms such as mutualism, predation,
parasitism, competition, and commensalism.
SC.7.L.17.2
Illustrate that the sun's energy arrives as radiation
with a wide range of wavelengths, including
infrared, visible, and ultraviolet, and that white
IAPS 96
light is made up of a spectrum of many different
colors. SC.7.P.10.1
72 AQ5 UC, [IB] E2,
3, E5, E13-14
73 [IB] E1, E12, E24
84 [IB] E19-20, E2627, E34
96 AQ4
69 [IB] D11, D15,
D18
IAPS 69-70
Recognize that light waves, sound waves, and
other waves move at different speeds in different IAPS 93
materials. SC.7.P.10.3
Recognize that adding heat to or removing heat
from a system may result in a temperature change IAPS 58-62
and possibly a change of state. SC.7.P.11.1
17
79 AQ1 UC, [IB] E23, E7-11, E16, E35
72 AQ5 UC, [IB] E2,
3, E5, E13-14
IALS 72, 73, 77, 80, 73 [IB] E1, E12, E24
84
77 AQ4 DCI, AQ7
DCI
Describe and investigate various limiting factors in
the local ecosystem and their impact on native
IALS 72, 73, 84, 85,
populations, including food, shelter, water, space,
87
disease, parasitism, predation, and nesting sites.
SC.7.L.17.3
Observe and explain that light can be reflected,
refracted, and/or absorbed. SC.7.P.10.2
78 [IB] E7-10, E16
70 Proc GI; [IB]
D12, D-15
93 AQ1
58 AQ2 UC, [IB] D45, D8
61 [IB] D10
SEPUP
FLORIDA SCIENCE STANDARD
Location
Assessment
62 [IB] D6, D19,
D20
54 Proc DI; [IB] D1
Investigate and describe the transformation of
energy from one form to another. SC.7.P.11.2
Cite evidence to explain that energy cannot be
created nor destroyed, only changed from one
form to another. SC.7.P.11.3
IAPS 54-56, 62, 63, 55 AQ1 UC [IB] D1
64, 66
62 [IB] D6, D19,
D20
58 AQ2 UC, [IB] D45, D8
IAPS 58-62
Observe and describe that heat flows in
predictable ways, moving from warmer objects to
IAPS 58-62
cooler ones until they reach the same
temperature. SC.7.P.11.4
18
61 [IB] D10
62 [IB] D6, D19,
D20
58 AQ2 UC, [IB] D45, D8
61 [IB] D10
62 [IB] D6, D19,
D20
GRADE 8
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
ASSESSMENT
NATURE OF SCIENCE
Define a problem from the eighth grade
curriculum using appropriate reference materials IAPS 3, 10, 12, 24,
to support scientific understanding, plan and carry 25, 35
out scientific investigations of various types, such
as systematic observations or experiments,
IAES 71-73, 75-77,
identify variables, collect and organize data,
79-82, 86, 89-91, 93
interpret data in charts, tables, and graphics,
IALS 39, 78, 83
analyze information, make predictions, and
defend conclusions. SC.8.N.1.1
2 AQ2 UC
10 AQ1 AD, Proc
DI; [IB] A10-12
71 [IB] F17
72 [IB] F17
39 AQ2 DCI, [IB] C6
78 [IB] E7-10, E16
9 AQ3 UC, [IB] A1012
IAPS 9, 10, 14
Design and conduct a study using repeated trials
IAES 72, 93
and replication. SC.8.N.1.2
IALS 81, 83
10 AQ1 AD, Proc
DI; [IB] A10-12
14 [IB] B4-6
72 [IB] F17
81 AQ5 UC, [IB] E2,
3, E5, E13-14
24 [IB] B14-16
71 [IB] F17
Use phrases such as "results support" or "fail to
support" in science, understanding that science
does not offer conclusive 'proof' of a knowledge
claim. SC.8.N.1.3
IAPS 24, 25
72 [IB] F17
IAES 71, 72, 79, 93
79 [IB] F10-12, F1416
IALS 39, 78, 81, 83
39 AQ2 DCI, [IB] C6
78 [IB] E7-10, E16
81 AQ5 UC, [IB] E2,
19
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
ASSESSMENT
3, E5, E13-1483
AQ3 DCI
72 [IB] F17
Explain how hypotheses are valuable if they lead IAES 72, 73, 79
to further investigations, even if they turn out not
IALS 81, 83
to be supported by the data. SC.8.N.1.4
IAPS 14
Analyze the methods used to develop a scientific
explanation as seen in different fields of science. IAES 81
SC.8.N.1.5
IALS 39
Understand that scientific investigations involve
the collection of relevant empirical evidence, the IAPS 25
use of logical reasoning, and the application of
IAES 71, 72, 76
imagination in devising hypotheses, predictions,
explanations and models to make sense of the
IALS 39, 78, 82
collected evidence. SC.8.N.1.6
79 [IB] F10-12, F1416
81 AQ5 UC, [IB] E2,
3, E5, E13-1483
AQ3 DCI
14 [IB] B4-6
81 AQ5 UC; [IB] F5,
F8
39 AQ2 DCI, [IB] C6
71 [IB] F17
72 [IB] F17
39 [IB] D5, D13
Distinguish between scientific and
pseudoscientific ideas. SC.8.N.2.1
3 Proc DI; [IB] A16
10 AQ1 AD, Proc
DI; [IB] A10-12
IAPS 3, 10, 12, 24,
25, 35
Discuss what characterizes science and its
methods. SC.8.N.2.2
IAES 71, 72, 76
IALS 39, 78, 81, 82
12 AQ5 ET; [IB] B1
71 [IB] F17
72 [IB] F17
78 [IB] E7-10, E16
82 [IB] E5, E13-14,
E17
20
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
ASSESSMENT
17 AQ6 UC
IAPS 17, 36
Select models useful in relating the results of their
IAES 73, 80, 93
own investigations. SC.8.N.3.1
IALS 41
36 AQ8 UC
73 AQ1 UC
80 [IB] F4-9
42 [IB] D4, 6, 8-10,
16
IAES 42
Explain why theories may be modified but are
rarely discarded. SC.8.N.3.2
37 Act UC, [IB] C14
IALS 37, 94
IAPS 16
94 AQ3 UC, [IB]
F16, F26
16 [IB] B7-11
4 [IB] A-15
11 AQ1 ET, [IB] A17
Explain that science is one of the processes that
can be used to inform decision making at the
community, state, national, and international
levels. SC.8.N.4.1
IAPS 4, 11, 29
97 AQ1 RE
IAES 97, 98
98 AQ2 ET, CS; [IB]
G16, G20
IALS 87, 88
87 AQ1 ET
88 AQ3 ET, [IB]
E28-32
4 [IB] A-15
11 AQ1 ET, [IB] A17
97 AQ1 RE
Explain how political, social, and economic
concerns can affect science, and vice versa.
SC.8.N.4.2
IAPS 4, 11, 29
IAES 97, 98
98 AQ2 ET, CS; [IB]
G16, G20
IALS 87. 88
87 AQ1 ET
88 AQ3 ET, [IB]
E28-32
21
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
Recognize that there are enormous distances
between objects in space and apply our
IAES 90, 91
knowledge of light and space travel to understand
this distance. SC.8.E.5.1
Recognize that the universe contains many
billions of galaxies and that each galaxy contains
many billions of stars. SC.8.E.5.2
ASSESSMENT
90 [IB] G9, 16, 18
91 AQ4 UC
NC
88 AQ2 UC, [IB] G3,
G13, G17
Distinguish the hierarchical relationships between
planets and other astronomical bodies relative to
IAES 86, 88-92
solar system, galaxy, and universe, including
distance, size, and composition. SC.8.E.5.3
89 Proc RE; [IB] G6,
G14
90 [IB] G9, 16, 18
92 [IB] G2, G11
Explore the Law of Universal Gravitation by
explaining the role that gravity plays in the
IAES 95, 96
formation of planets, stars, and solar systems and
in determining their motions. SC.8.E.5.4
Describe and classify specific physical properties
of stars: apparent magnitude (brightness),
temperature (color), size, and luminosity
(absolute brightness). SC.8.E.5.4
Create models of solar properties including:
rotation, structure of the Sun, convection,
sunspots, solar flares, and prominences.
SC.8.E.5.6
96 [IB] G 4, 7, 19
88 AQ2 UC, [IB] G3,
G13, G17
IAES 86, 88 89
89 Proc RE; [IB] G6,
G14
92 [IB] G2, G11
IAES 92
Compare and contrast the properties of objects in
the Solar System including the Sun, planets, and IAES 88-92
moons to those of Earth, such as gravitational
force, distance from the Sun, speed, movement,
22
95 AQ4 AD; [IB]
G10, 12
88 AQ2 UC, [IB] G3,
G13, G17
89 Proc RE; [IB] G6,
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
temperature, and atmospheric conditions.
SC.8.E.5.7
ASSESSMENT
G14
90 [IB] G9, 16, 18
92 [IB] G2, G11
Compare various historical models of the Solar
System, including geocentric and heliocentric.
SC.8.E.5.8
92 [IB] G2, G11
IAES 92
73 AQ1 UC
Explain the impact of objects in space on each
other including: the Sun on the Earth including
seasons and gravitational attraction, and the
Moon on the Earth, including phases, tides, and
eclipses, and the relative position of each body.
SC.8.E.5.9
74 [IB] F1-2
IAES 73-82
76 AQ4 AD
77 [IB] F10-12
82 AQ5 UC, [IB] F5,
F8
76 AQ4 AD
Assess how technology is essential to science for
such purposes as access to outer space and other
81 AQ5 UC; [IB] F5,
remote locations, sample collection,
IAES 76, 81, 87, 93, F8
measurement, data collection and storage,
94, 97
87 [IB] G8, G15
computation, and communication of information.
SC.8.E.5.10
97 AQ1 RE
Identify and compare characteristics of the
electromagnetic spectrum such as wavelength,
frequency, use, and hazards and recognize its
application to an understanding of planetary
images and satellite photographs. SC.8.E.5.11
NC
Summarize the effects of space exploration on the
LOCAL
economy and culture of Florida. SC.8.E.5.12
Describe and investigate the process of
photosynthesis, such as the roles of light, carbon IALS 42, 81, 82
dioxide, water and chlorophyll; production of
food; release of oxygen. SC.8.L.18.1
23
42 [IB] D3, D7,
D16-10, C23
42 [IB] D3, D7,
D16-10, C23
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
ASSESSMENT
82 [IB] E5, E13-14,
E17
Describe and investigate how cellular respiration
breaks down food to provide energy and releases IALS 39
carbon dioxide. SC.8.L.18.2
39 AQ2 DCI, [IB] C6
Construct a scientific model of the carbon cycle to
show how matter and energy are continuously
transferred within and between organisms and
their physical environment. SC.8.L.18.3
79 AQ1 UC, [IB] E23, E7-11, E16, E35
IALS 79, 80 (shows
cycling of matter,
not carbon by
name)
80 [IB] E2-3, E7-10,
E15, E16, E25
78 [IB] E7-10, E16
Cite evidence that living systems follow the Laws
IALS 78-80
of Conservation of Mass and Energy. SC.8.L.18.4
79 AQ1 UC, [IB] E23, E7-11, E16, E35
80 [IB] E2-3, E7-10,
E15, E16, E25
Explore the scientific theory of atoms (also known
as atomic theory) by using models to explain the
IAPS 35-37
motion of particles in solids, liquids, and gases.
SC.8.P.8.1
35 AQ1 AD
Differentiate between weight and mass
recognizing that weight is the amount of
IAES 96
gravitational pull on an object and is distinct from,
though proportional to, mass. SC.8.P.8.2
96 [IB] G 4, 7, 19
36 AQ8 UC
37 AQ2 AD; [IB] C1
8 AQ6 UC; [IB] A9
Explore and describe the densities of various
materials through measurement of their masses
and volumes. SC.8.P.8.3
IAPS 8-10
Classify and compare substances on the basis of
characteristic physical properties that can be
IAPS 6, 7, 9, 14
demonstrated or measured; for example, density,
thermal or electrical conductivity, solubility,
24
9 AQ3 UC, [IB] A1012
10 AQ1 AD, Proc
DI; [IB] A10-12
6 AQ1 AD [IB] A3,
A4
7 AQ 1 AD, AQ1
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
magnetic properties, melting and boiling points,
and know that these properties are independent
of the amount of the sample. SC.8.P.8.4
ASSESSMENT
UC, [IB] A5, A7, A8
9 AQ3 UC, [IB] A1012
14 [IB] B4-6
Recognize that there are a finite number of
elements and that their atoms combine in a
multitude of ways to produce compounds that
IAPS 17
make up all of the living and nonliving things that
we encounter. SC.8.P.8.5
17 AQ6 UC
Recognize that elements are grouped in the
periodic table according to similarities of their
properties. SC.8.P.8.6
15 AQ5 UC [IB] B711
IAPS 15, 16
16 [IB] B7-11
Explore the scientific theory of atoms (also known
as atomic theory) by recognizing that atoms are
the smallest unit of an element and are composed
IAPS 16
of sub-atomic particles (electrons surrounding a
nucleus containing protons and neutrons).
SC.8.P.8.7
Identify basic examples of and compare and
classify the properties of compounds, including
acids, bases, and salts. SC.8.P.8.8
16 [IB] B7-11
46 Proc OD, GI; [IB]
C9
IAPS 46-50
49 [IB] C14-18, C21
50 AQ5 UC, [IB]
C23
3 Proc DI; [IB] A16
5 Proc GI
Distinguish among mixtures (including solutions)
IAPS 3, 5, 6, 7
and pure substances. SC.8.P.8.9
6 AQ1 AD [IB] A3,
A4
7 AQ 1 AD, AQ1
UC, [IB] A5, A7, A8
25
SEPUP
FLORIDA SCIENCE STANDARD
LOCATION
Explore the Law of Conservation of Mass by
demonstrating and concluding that mass is
IAPS 25-27
conserved when substances undergo physical and
chemical changes. SC.8.P.9.1
ASSESSMENT
27 AQ2 CS, AQ3 ET
7 AQ 1 AD, AQ1
UC, [IB] A5, A7, A8
Differentiate between physical changes and
chemical changes. SC.8.P.9.2
IAPS 7, 9, 10, 14
9 AQ3 UC, [IB] A1012
10 AQ1 AD, Proc
DI; [IB] A10-12
14 [IB] B4-6
Investigate and describe how temperature
influences chemical changes. SC.8.P.9.2
26
IAPS 27
27 AQ2 CS, AQ3 ET