MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
BODY OF KNOWLEDGE: L. Life Science; P: Physical Science; N: Nature of
Science
TOPIC VIII: Cycles of Matter
NEXT GENERATION SUNSHINE STATE STANDARD(S)
Big Idea 18: Matter and Energy Transformations
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of
Mass and Energy. AA Cognitive Complexity Level 3:Strategic Thinking& Complex
Reasoning
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter
and energy are continuously transferred within and between organisms and their
physical environment. Assessed as SC.8.L.18.4 Cognitive Complexity: Level
3:Strategic Thinking& Complex Reasoning
Big Idea 8: Properties of Matter
SC.8.P.8.5 Recognize that there are a finite number of elements and that their
atoms combine in a multitude of ways to produce compounds that make up
all of the living and nonliving things that we encounter. AA Cognitive Complexity
Level 1: Recall
Big Idea 1: Practice of Science
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out
scientific investigations of various types, such as systematic observations or
experiments, identify variables, collect and organize data, interpret data in
charts, tables, and graphics, analyze information, make predictions, and defend
conclusions. AA Cognitive Complexity Level 3:Strategic Thinking & Complex
Reasoning
Fair Game Benchmarks:
SC.7.L.17.1 Explain and illustrate the roles of and relationships among
producers, consumers, and decomposers in the process of energy transfer in a
food web. (Cognitive Complexity: Level 3:Strategic Thinking & Complex Reasoning
SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may
result in a temperature change and possibly a change of state. Cognitive
Complexity: Level 1: Recall
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor
destroyed, only changed from one form to another. Cognitive Complexity Level 3:
Strategic Thinking& Complex Reasoning
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.
Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning
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).
Division of Academics – Department of Science
Second Nine Weeks
ESSENTIAL
CONTENT
A. Overview of
•
Cycles in Nature
B.
Carbon Cycle
1. Living
components •
of the carbon
cycle
2. Non-living
components
of the carbon
cycle
•
C.
Conservation of
Matter and
Energy
•
1. Conservation
Laws and
Earth Systems
•
Pacing
Traditional
Block
Unit 4 Assessment
Date(s)
8 Days
4 Days
11-24-14 to 12-05-14
11-24-14 to 12-05-14
12-04-14 to 12-05-14
OBJECTIVES
INSTRUCTIONAL TOOLS
Core Text Book: Pearson Interactive Science Florida Ch. 13.3
Identify and describe
Vocabulary:
where in the Earth the
carbon cycle occurs (i.e., carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis,
respiration, greenhouse gas, algae, bacteria, producers, consumers,
atmosphere, plants,
decomposers, carbon cycle, oxygen, energy
animals, etc.)
Explain the role of carbon
and the effects on carbon Technology:
1. Pearson: My science online, My Planet Diary, Interactive Art: How Matter
reservoirs such as the
and Energy are Cycled, Untamed Science Video: Give Me That Carbon!
atmosphere, organisms,
2. Gizmo: Cell Energy Cycle, Plants and Snails, Greenhouse Effect,
fossil fuels, sediments,
Photosynthesis Lab
ocean water
3. CPALMS: Traveling Carbon Atoms
Explain how the element
4. BrainPOP: Carbon Cycle, Conservation of Mass
carbon cycles through
living and nonliving things 5. BBC: Carbon Cycle, Life Processes
in a variety of compounds 6. StudyJams: Carbon Cycle
7. TED-Ed: Carbon Cycle
Describe the processes
within the carbon cycle that 8. Other: Carbon Cycle Game, Greenhouse Effect Interactive Lab, What is
produce the carbon on the
the Carbon Cycle? Cycles of the Earth Systems, Water Cycle for Kids
Earth
Strategies: Research, Hands-on, Model, Projects, Jigsaw Powerpoint
Identify roles of
Presentation, CRISS, Data Analysis, Venn Diagram
decomposers, consumers
o ELL: TX - ELL Support
and producers in carbon
o Enrichment: TX- L3
cycle
o SPED: TX- L1
Assessment: Formal/Authentic, project rubric, lab inquiry rubrics, RAFT writing
activity, concept map
Formative Assessment: Functions Living Things (V1)
Labs:
1. EL: Carbon Cycle
2. TX: Lab Zone Quick Lab Exhaling Carbon Dioxide ;
3. Modeling the Carbon Cycle
4. Constructivist Version of Snail and Elodea Lab
5. Other The Greenhouse Effect, Carbon cycle: Releasing Dinosaurs Breath
Related Programs:
Page 1 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals Progression Scale
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Standard(s): SC.8.L.18.4
Scale
Learning Progression
Score/Step 5.0
I am able to evaluate how living systems obey the Law of Conservation of Mass and
Law of Conservation of Energy.
Score/Step 4.0
I am able to relate that living systems obey the Law of Conservation of Mass and
Law of Conservation of Energy.
Score/Step 3.0
Target
(Learning Goal)
I am able to recognize that living systems obey the Law of Conservation of Mass
and Law of Conservation of Energy.
Sample Progress Monitoring and Assessment Activities
Construct a food pyramid and explain how and why each step
is smaller than the previous in relation to the Law of
Conservation of Mass and the Law of Conservation of
Energy.
Explain how and why each step in a food pyramid is smaller
than the previous in relation to the Law of Conservation of
Mass and the Law of Conservation of Energy.
Develop a model to describe the cycling of matter and flow of
energy among living and nonliving parts of an ecosystem.
(Emphasis is on describing the conservation of matter and
flow of energy into and out of various ecosystems, and on
defining the boundaries of the system)
Explain that living systems obey the Law of Conservation of
Mass and the Law of Conservation of Energy
Score/Step 2.0
I am able to trace the flow of energy in a food chain.
Score/Step 1.0
I am able to evaluate a model that explains how energy is transferred from the Sun
through a food chain.
Division of Academics – Department of Science
Second Nine Weeks
Label the flow of energy with arrows given a series of living
things.
Page 2 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals Progression Scale
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Standard(s): SC.8.L.18.3 Assessed as SC.8.L.18.4
Scale
Score/Step 5.0
Score/Step 4.0
Learning Progression
I am able to analyze models that show the transfer of matter in the carbon cycle.
I am able to interpret how matter is transferred in the carbon cycle.
Sample Progress Monitoring and Assessment Activities
Develop a model to describe the cycling of matter and flow
of energy among living and nonliving parts of an ecosystem.
Design and conduct investigations that measure carbon
cycling through a system.
Score/Step 3.0 Target
(Learning Goal)
I am able to relate how matter is transferred in the carbon cycle.
Investigate and describe a model in which the carbon cycle
can be observed as it travels through the Earth’s spheres
(Biosphere, Geosphere, Atmosphere, Hydrosphere).
Score/Step 2.0
I am able to recognize that matter is transferred in the carbon cycle.
Label the flow of carbon given a diagram with living and
non-livings things with arrows.
Score/Step 1.0
I am able to recognize that carbon is an element found on all living things.
Division of Academics – Department of Science
Second Nine Weeks
Page 3 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals Progression Scale
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Standard(s): SC.8.P.8.5:
Scale
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0
Target
(Learning Goal)
Learning Progression
I am able to analyze how elements are grouped in the Periodic Table of the
Elements according to similar properties and determine how they combine to
produce compounds.
I am able to relate that all elements are grouped in the Periodic Table of the
Elements according to similar properties and determine how they combine to
produce compounds.
I am able to recognize that all elements are grouped in the Periodic Table of the
Elements according to similar properties and determine how they combine to
produce compounds.
Score/Step 2.0
I am able to identify atoms, elements, or compounds.
Score/Step 1.0
I am able to identify elements and compounds are made of atoms made up of
smaller parts.
Division of Academics – Department of Science
Second Nine Weeks
Sample Progress Monitoring and Assessment Activities
Develop models to describe the atomic composition of simple
molecules and extended structures. (Examples of molecularlevel models could include drawings, 3D ball and stick
structures, or computer representations showing different
molecules with different types of atoms, such as a protein)
Develop models to describe the atomic composition of simple
molecules and extended structures. (Examples of extended
structures could include sodium chloride or diamonds)
Develop models to describe the atomic composition of simple
molecules and extended structures. (Emphasis is on
developing models of molecules that vary in complexity.
Examples of simple molecules could include water, ammonia
and methanol)
Recognize the difference between several depictions of atoms,
elements and compounds.
Page 4 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Standard: SC.8.L.18.3
Video
Image
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.
Recycling: The Carbon Cycle
The Importance of Oxygen to Life: Air, Water, and Our Bodies
Decomposition and the Carbon Cycle
The Nature of Oxygen
Delayed Recycling: The Carbon Cycle Over Time
The Oxygen Cycle
Global Warming: The Danger of Accelerating the Natural Carbon
Introduction to the Nitrogen Cycle
Cycle
The Importance of Nitrogen to Life
Plants: Essential Contributors of the Carbon Cycle
Synthesis and Decay: The Phases of the Nitrogen Cycle
Fast Track Carbon Recycling
The Natural Nitrogen Cycle
Slow Track Carbon Recycling
The Important of Water
The Carbon Cycle: Fossil Fuels
Fresh versus Salt Water
Human Impact on the Carbon Cycle
Where Does Fresh Water Come From?
Natures’ Cycles Review
The Importance of Carbon
Final Reminders about Carbon and What You Can Do to Sustain the
Environment
Carbon Cycle (1)
Carbon Cycle (3)
Carbon Cycle (2)
Phosphorus Cycle
Interactive
Glossary
Carbon Cycle
Skill Builder
Carbon Cycle
Reading
Passage
Standard: SC.8.L.18.4 (see
also Photosynthesis)
Video
Standard: SC.8.P.8.5
(see also Q1 ADV Atoms and
the Periodic Table)
Video
Science
Content
Collection
Course Code: 200210001
The Carbon Cycle
Carbon Cycle
Humans and the Carbon-Oxygen Cycle
Cite evidence that living systems follow the Laws of Conservation of Mass and Energy
The Carbon Cycle: Recycling Matter
Earth Cycles
Introduction to the Flow of Matter and Energy
Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up
all of the living and nonliving things that we encounter
Communities and Ecosystems: Nutrient Cycle
Compounds: Organic Compounds
Atoms and Elements
Division of Academics – Department of Science
Second Nine Weeks
Page 5 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
All activities are hyperlinked.
Video
Florida Is Running Out of Sand
The Chemistry of CO2: Carbon Dioxide
How Big is Your Carbon Footprint? NBC's Lester Holt Finds Out
Black Carbon
Geothermal Power: Using Earth's Heat to Heat Homes
Coral Reefs
Irreplaceable Amazon Rainforest Going Up in Smoke
How Did Earth's Atmosphere Form?
Thawing Permafrost
Image
Floral Footprint: The Real Price of Flowers
Division of Academics – Department of Science
Second Nine Weeks
Ocean Temperatures
Producing Biofuels May Worsen, Not Lessen, Carbon Dioxide
Emissions
Survival of Trees
"Green" Beret in Special Ops to Save Brazilian Rainforest
German Factory Pioneers Carbon Capture in Burning Coal
American Shoe Company Reduces Carbon Footprint
2013 Study: Traffic Congestion Comes at High Cost
Page 6 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Instructional Focus Template
M/J COMPREHENSIVE SCIENCE 3
Date
Pacing Guide
Benchmark(s)
Course Code: 200210001
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
Big Idea 18: Matter and Energy Transformations
11-24-14 to 12- SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of
05-14
Mass and Energy. AA Cognitive Complexity Level 3: Strategic Thinking& Complex
Reasoning
Block:
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter
11-24-14 to 12- and energy are continuously transferred within and between organisms and their
physical environment. Assessed as SC.8.L.18.4 Cognitive Complexity: Level 3:
05-14
Strategic Thinking& Complex Reasoning
Big Idea 8: Properties of Matter
SC.8.P.8.5 Recognize that there are a finite number of elements and that their
atoms combine in a multitude of ways to produce compounds that make up all
of the living and nonliving things that we encounter. AA Cognitive Complexity
Level 1: Recall
Big Idea 1: Practice of Science
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate
reference materials to support scientific understanding, plan and carry out scientific
investigations of various types, such as systematic observations or experiments,
identify variables, collect and organize data, interpret data in charts, tables, and
graphics, analyze information, make predictions, and defend conclusions. AA
Cognitive Complexity Level 3: Strategic Thinking& Complex Reasoning
Fair Game Benchmarks:
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers,
consumers, and decomposers in the process of energy transfer in a food web.
(Cognitive Complexity: Level 3: Strategic Thinking& Complex Reasoning
SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may
result in a temperature change and possibly a change of state. Cognitive
Complexity: Level 1: Recall
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed,
only changed from one form to another. Cognitive Complexity Level 3: Strategic
Thinking& Complex Reasoning
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. Cognitive
Complexity: Level 3:
Strategic Thinking & Complex Reasoning
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).
Division of Academics – Department of Science
Second Nine Weeks
Page 7 of 7