2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.7.N.1.2: Differentiate replication (by others)
from repetition (multiple trials).Also assesses:
SC.6.N.1.2, SC.6.N.1.4, and SC.8.N.1.2
SC.7.N.3.1 Recognize and explain the difference
between theories and laws and give several
examples of scientific theories and the evidence
that supports them. Also assesses: SC.6.N.3.1
and SC.8.N.3.2
SC.6.N.2.2 Explain that scientific knowledge is
durable because it is open to change as new
evidence or interpretations are encountered.
Also assesses: SC.7.N.1.6, SC.7.N.1.7, SC.7.N.2.1
and SC.8.N.1.6
SC.7.N.1.5 Describe the methods used in the
pursuit of a scientific explanation as seen in
different fields of science such as biology,
geology, and physics. Also Assesses: SC.7.N.3.2,
SC.8.N.1.5 and SC.8.E.5.10
EduSoft Mini-Assessment(s):
1
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
18-25 days
Unit 1: The Nature of Science
First Quarter
Learning Goal: Students will understand and apply rules of safe laboratory behavior, understand and apply the systematic processes involved in
scientific inquiry, differentiate between scientific laws and theories, discern between science and pseudoscience, and identify and utilize lab
equipment to collect appropriate metric measurements.
Objectives: The students will be able to:
- understand and apply the basic rules of safe laboratory behavior
- understand and apply the systematic processes involved in scientific inquiry, to include, but not limited to, develop and test hypotheses
- identify the test and outcome variables, recognize the difference between repetition and replication, and understand the use of models in science.
- differentiate between scientific laws and theories
- discern between science and pseudoscience
- identify and utilize lab equipment to collect appropriate metric measurements.
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
The Nature of Science: Lab Safety
Students should be able to:
1. Locate safety equipment in the science
SC.6&7.N.1.1 Define a problem from the sixth
classroom.
grade curriculum, use appropriate reference
2. Know the basic rules of safe behavior in the
materials to support scientific understanding,
science lab/classroom.
plan and carry out scientific investigation of
Lab Safety
various types, such as systematic observations
Middle School Safety Contract-English
or experiments, identify variables, collect and
Middle School Safety Contract-Spanish
organize data, interpret data in charts, tables,
Middle School Safety Test-English
and graphics, analyze information, make
Middle School Safety Test-Spanish
predictions, and defend conclusions.
3. Identify and understand the proper use
SC.6.N.1.3 Explain the difference between an
of commonly used scientific equipment.
experiment and other types of scientific
The Nature of Science: Scientific Processes
investigation, and explain the relative benefits Students should be able to:
and limitations of each.
1. List the steps of scientific inquiry.
SC.7.N.1.3 Distinguish between an experiment
Scientific Method Lessons
(which must involve the identification and
2. Use systematic scientific processes to develop
control of variables) and other forms of
and test hypotheses.
scientific investigation and explain that not all
Surfing Scientist
scientific knowledge is derived from
Scientific Method
experimentation.
3. Explain the difference between replication
SC.7.N.1.4 Identify test variables (independent
and repetition.
variables) and outcome variables (dependent
4. Identify a test variable (independent
variables) in an experiment.
variable) and an outcome variable
SC.8.N.1.3 Use phrases such as “results
(dependent variable).
support” or “fail to support” in science,
5. Differentiate between scientific laws and
understanding that science does not offer
theories.
Essential Questions:
What does the phrase “safety first” mean?
How can the scientific method be used to make
informed decisions?
What is the difference between experimental
repetition and experimental replication?
Why some statements in science are called laws
and some called theories?
How would a model help you understand a
concept?
How could you identify pseudoscience?
How often do measurements, whether accurate or
inaccurate, impact your life?
What skills are necessary to be a scientist?
How have recent technological advances in
science changed society?
Resources/Links:
Task cards for Annually Assessed NGSSS
Nature of Science(N)- 5E Model and Inquiry
Lesson Plans

Writing Links/Research Paper
APA Format for research papers
2013-2014 Curriculum Blueprint
www.edusoft.com
Time Allowed:
M/J Earth Space Science Advanced
18-25 days
Unit 1: The Nature of Science
First Quarter
conclusive ‘proof’ of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable
Date Range: Given during the instruction per
if they lead to further investigations, even if
the outline in this section
they turn out not to be supported by the data.
SC.6.N.1.2 Explain why scientific investigations
should be replicable.
SC.8.N.1.6 Understand that scientific
Key Vocabulary:
investigations involve the collection of relevant
Scientific Processes
empirical evidence, the use of logical reasoning,
Experiment
and the application of imagination in devising
Hypothesis
hypotheses, predictions, explanations and
Inferring
models to make sense of the collected evidence.
Investigation
SC.8.N.1.2 Design and conduct a study using
Law
repeated trials and replication.
Model
SC.6.N.1.4 Discuss, compare, and negotiate
Observation
methods used, results obtained, and
Predicting
explanations among groups of students
Pseudoscientific
conducting the same investigation.
Replication
SC.6.N.3.1 Recognize and explain that a
Scientist
scientific theory is a well-supported and widely
Senses
accepted explanation of nature and is not simply
Set
a claim posed by an individual. Thus, the use of
Table
the term theory in science is very different than
Theory
how it is used in everyday life.
Variable
SC.6.N.3.2 Recognize and explain that a
Outcome Variable(dependent variable)
scientific law is a description of a specific
Test Variable( independent variable)
relationship under given conditions in the
International System of Units (Metric System) natural world. Thus, scientific laws are different
Density
from societal laws.
Mass
SC.6.N.3.3 Give several examples of scientific
Temperature
laws.
Volume
SC.7.N.1.6 Explain that empirical evidence is the
Weight
cumulative body of observations of a natural
phenomenon on which scientific explanations
are based.
SC.8.N.3.2 Explain why theories may be
modified but are rarely discarded.
SC.7.N.1.7 Explain that scientific knowledge is
the result of a great deal of debate and
confirmation within the science community.
2
Grade: 6th
6. Understand how scientists use models in
Earth science.
7. Differentiate between science and
pseudoscience.
Ask a Scientist
The Nature of Science: International System
of Units (Metric System)
Students should be able to:
1. Recognize the basic units of the metric
system.
2. Convert between metric units.
3. Use lab equipment to determine
volume, mass, temperature and length
of various substances.
4. Use the water displacement method to
find the volume of common items.
Metric Mania Lesson Plans & Labs
The Nature of Science: Technology and
Society (addressed throughout
curriculum)
Students should be able to:
1. Know selected scientists and their
accomplishments.
2. Know that scientists who make
contributions to scientific knowledge
come from all kinds of backgrounds
and possess varied talents.
3. Identify the similarities and differences
among various science disciplines
(example: astronomy compared to
geology).
4. Know ways in which scientific discoveries
create new technologies that affect
society.
5. Know that scientific contributions may
result in diverse technological products.


Making citations for research papers
Higher Order Questions
Enrichment Opportunities
Lesson Ideas
Science Lessons
Technology
Earth Scientists
Earth Scientist biographies
Suggested Labs:

Inferring from Direct Evidence page NOS
27

See Metric Mania Link
2013-2014 Curriculum Blueprint
Time Allowed:
M/J Earth Space Science Advanced
18-25 days
Unit 1: The Nature of Science
First Quarter
SC.7.N.2.1 Identify an instance from the history
of science in which scientific knowledge has
changed when new evidence or new
interpretations are encountered.
SC.8.N.1.5 Analyze the methods used to develop
a scientific explanation as seen in different fields
of science.
SC.8.N.2.2 Discuss what characterizes science
and its methods.
SC.8.N.4.1 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.4.2 Explain how political, social, and
economic concerns can affect science, and vice
versa.
SC.6.N.3.4 Identify the role of models in the
context of the sixth grade science benchmarks.
SC.7.N.3.2 Identify the benefits and limitations
of the use of scientific models.
SC.8.N.3.1 Select models useful in relating the
results of their own investigations.
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.8.N.2.1 Distinguish between scientific and
pseudoscientific ideas.
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.8.E.5.10 Assess how technology is essential to
science for such purposes as access to outer space and
other remote locations, sample collection,
measurement, data collection and storage,
computation, and communication of information.
3
Grade: 6th
2013-2014 Curriculum Blueprint
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
10 days
Unit 2: The Structure of Earth
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.6.E.7.4: - Differentiate and show interactions
among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. Also assesses:
SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6 and SC.6.E.7.9
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Asthenosphere
Core
Crust
Cryosphere
Geosphere
Hydrosphere
Lithosphere
Magnetosphere
Mantle
Mesosphere
4
Learning Goal: Students will identify and describe Earth's spheres and interior layers, to describe why Earth has a spherical shape, and how gravity
helped to shape Earth and the solar system.
Objectives: The students will be able to:
- identify and differentiate between Earth’s spheres
-to describe how the spheres interact
- describe why Earth has a spherical shape
- identify the layers of Earth
-describe the material that makes up each layer
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Earth's Spheres - Students should be able to:
1. Describe the interaction between Earth’s
systems.
SC.7.E.6.1 – Describe the layers of the solid
2. Differentiate among the geosphere,
Earth, including the lithosphere, the hot
hydrosphere, cryosphere, atmosphere &
convecting mantle, and the dense metallic liquid
biosphere.
and solid cores.
3. Describe why Earth has a spherical shape.
SC.6.E.7.2: Investigate and apply how the
4. Briefly describe how gravity helped to shape
cycling of water between the atmosphere and
Earth and the solar system.
hydrosphere has an effect on weather patterns Earth's Interior - Students should be able to:
and climate.
1. Identify and describe Earth’s interior layers.
SC.6.E.7.3: Describe how global patterns such 2. Describe the methods scientists use to study the
as the jet stream and ocean currents influence
Earth’s interior layers.
local weather in measurable terms such as
3. Summarize how different events on the Earth
temperature, air pressure, wind direction and
have changed its surface features. (Example:
speed, and humidity and precipitation.
earthquakes, volcanoes, etc.)
SC.6.E.7.6: Differentiate between weather and 4. Identify how the Earth’s core can produce the
climate.
magnetosphere.
SC.6.E.7.9: Describe how the composition and 5. Summarize how the magnetosphere protects
structure of the atmosphere protects life and
life on Earth.
insulates the planet.
SC.912.E.6.1 – Describe and differentiate the
layers of Earth and the interactions among
them.
SC.912.E.7.3 – Differentiate and describe the
various interactions among Earth systems,
including: atmosphere, hydrosphere,
cryosphere, geosphere, and biosphere.
Essential Questions:
What are the unique characteristics among
Earth's spheres?
How the Earth’s layers are interacting with
each other?
What are the interactions between subsurface
events to their results on Earth's surface?
Resources/Links:
Task cards for Annually Assessed NGSSS
SC.6.E.7.3 Jet Stream and Ocean Currents(with
Accommodations) file
Suggested Labs:

Modeling Earth and Its Layers
a. •located in textbook at the end of
the chapter

How can locations in the United States
be identified by their geographic
features? – Virtual Lab with on
Glencoe Website
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
20 days
Unit 3: Geologic Changes: Minerals and Rocks
1st and 2nd Quarter
Learning Goal: Students will 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).
Objectives: The students will be able to:
- identify a mineral and how they form, describe the properties used to identify a mineral
-understand why it is necessary to use more than one property to identify a mineral
-identify ways minerals are used in daily life
- identify how rocks are classified, describe the rock cycle
Annually Assessed Benchmark(s):
-describe how each rock is formed
SC.7.E.6.2 -Identify the patterns within the rock -identify common types of each rock
cycle and relate them to surface events
(weathering and erosion) and sub-surface
During this time period include Too Good for Drugs Lessons: 1.The Road Ahead 2. Decision Making 3. Peer Pressure Strategies 4. Peer Pressure Style
events (plate tectonics and mountain building). 5. Goal Setting and 6. Tobacco Truths
Also assesses: SC.6.E.6.1, SC.6.E.6.2 and
SC.7.E.6.6
Benchmarks/Standards;
Essential Content & Understanding:
Essential Questions:
SC.8.N.1.1 Define a problem from the eighth
Supporting Common Core Standards
Students should be able to:
Can students investigate an unknown mineral
grade curriculum using appropriate reference
(as required by course description)
sample by performing specific tests to reveal its

Investigate a mineral sample and reveal
materials to support scientific understanding,
identify?
it’s identity.
plan and carry out scientific investigations of
SC.6.E.6.1 Describe and give examples of
Can students differentiate among the three major

Investigate how minerals are made.
various types, such as systematic observations ways in which Earth’s surface is built up and

Describe common rock forming minerals. groups of rocks?
torn down by physical and chemical
Can students identify a rock as igneous,

Describe how minerals are used in our
or experiments, identify variables, collect and
weathering,
erosion,
and
deposition.
sedimentary and metamorphic by their specific
everyday
lives.
organize data, interpret data in charts, tables,

Recognize how sedimentary, igneous and characteristics?
and graphics, analyze information, make
SC.6.E.6.2 Recognize that there are a variety
Can students compare the relationship between
metamorphic rocks are formed and
predictions, and defend conclusions. Also
of different landforms on Earth’s surface
the rock cycle and surface/ sub-surface events?
categorized.
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
such as coastlines, dunes, rivers, mountains,

Describe the rock cycle.
Resources/Links:
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4 glaciers, deltas, and lakes and relate these

Recognize that sedimentary rock may
landforms as they apply to Florida.
contain fossils of plants, animals and
Task cards for Annually Assessed NGSSS
EduSoft Mini-Assessment(s):
microbes.
SC.7.E.6.6 Identify the impact that humans
www.edusoft.com

Relate patterns within the rock cycle to
have had on Earth, such as deforestation,
surface events and sub-surface events.
Suggested Labs:
urbanization, desertification, erosion, air
Date Range: Given during the instruction per

Describe how each rock type is used
 Mineral Detective. – At end of Chapter 2
and
water
quality,
changing
the
flow
of
the outline in this section
throughout our everyday lives.
 “How can minerals be defined by their
water.
properties?” - Virtual Lab from Glencoe
Key Vocabulary:
Textbook
Heat
 Identifying the Type of Rock – At end of
Igneous
Metamorphic
Chapter 2
Rock Cycle
 “How are rocks classified?” –Virtual Lab from
Sedimentary
Glencoe
5
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.1
SC.7.E.6.2 -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).
Also assesses: SC.6.E.6.1, SC.6.E.6.2 and
SC.7.E.6.6
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Chemical Weathering
Horizon
Mechanical Weathering
Soil
Weathering
6
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
5 days
Unit 4 Weathering and Soil Formation
Second Quarter
Learning Goal: Students will 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).
Objectives: The students will be able to:
- understand how weathering breaks down or change rock
-differentiate between mechanical and chemical weathering
-understand how soil is created and identify soil horizons
During this time period include Too Good for Drugs Lessons: 7. Advertising and 8. Alcohol
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
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.7.E.6.6 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.912.E.6.2 Connect surface features to
surface processes that are responsible for
their formation.
Essential Content & Understanding:
Students should be able to:
1. Recognize that the surface of the Earth is
constantly changing due to mechanical,
chemical, and human actions.
Teaching Weathering Ideas
2. Identify ways in which plants and animals
create and reconstitute the soil.
3. Identify which soil properties can be observed
and measured.
4. Compare and contrast soil properties from
different regions around the US.
5. Describe how soil and soil conditions can
impact our everyday lives.
Soil Science Society of America
Essential Questions:
Can students connect Earth’s surface features to
the process that formed them?
Can students explain the phenomenon of soil
formation?
Resources/Links:
Task cards for Annually Assessed NGSSS
Suggested Labs:
 Soil Horizons and Soil Formation.-At end of
Chapter 4
 “How are materials from Earth broken down?”
- Virtual Lab from Glencoe Textbook
 Soil Filter
2013-2014 Curriculum Blueprint
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
5 days
Unit 5: Erosion and Deposition
2nd Quarter
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Learning Goal: Students will describe and give examples of ways Earth’s surface is built up or torn down by erosion and deposition.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.7.E.6.2 -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).
Also assesses: SC.6.E.6.1, SC.6.E.6.2 and
SC.7.E.6.6
During this time period include Too Good for Drugs Lessons: 9. Keep Off the Grass! And 10. Your License to a Healthy Future
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Delta
Deposition
Dune
Erosion
Glacier
7
Objectives: The students will be able to:
- differentiate between erosion and deposition
-identify what features suggest erosion or deposition
-understand how water, wind and glaciers change Earth’s surface
-understand how gravity shapes Earth’s surface.
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
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.7.E.6.6 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.912.E.6.2 Connect surface features to
surface processes that are responsible for
their formation.
Essential Content & Understanding:
Essential Questions:
How can erosion shape and sort sediment?
What features suggest whether erosion or
deposition created a landform?
How do water erosion and deposition change
Earth’s surface?
Students should be able to:
1. Describe the different types of erosion. (wind,
water, glaciers, mass movements, etc.)
Classzone – Chapter 16
Resources/Links:
2. Recognize how erosion has shaped our Earth’s
surface.
Task cards for Annually Assessed NGSSS
3. Identify how erosion and deposition are
related.
4. Describe how Florida is being impacted by
erosion and deposition.
Suggested Labs:

Florida Landforms

“How do certain factors affect the
erosion of soil by water?” - Virtual Lab
from Glencoe Textbook
2013-2014 Curriculum Blueprint
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
10 days
Unit 6: Geologic Changes - Plate Tectonics
2nd Quarter
Instructional Focus Benchmarks
Learning Goal: Students will explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both
The below benchmark(s) is linked to the CPALMS slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building
site that contains the Specifications to include the
Content limits, Attributes/Stimulus, and additional
Objectives: The students will be able to :
information.
Annually Assessed Benchmark(s):
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. Also assesses:
SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC7.N.1.3,
SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.7.E.6.2 -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).
Also assesses: SC.6.E.6.1, SC.6.E.6.2 and SC.7.E.6.6
SC.7.E.6.5 - Explore the scientific theory of plate
tectonics by describing how the movement of Earth's
crustal plates causes both slow and rapid changes in
Earth's surface, including volcanic eruptions,
earthquakes, and mountain building.
Also assesses: SC.7.E.6.1 and SC.7.E.6.7
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per the
outline in this section.
Key Vocabulary:
Conduction
Continental Drift
Convection
Earthquake
Pangaea
Plate Tectonics
Radiation
Sea-floor spreading
8
- identify the evidence that supports continental drift
-describe seafloor spreading,
-identify and describe the 3 types of plate boundaries-describe how tectonic plates move, describe how an earthquake occurs
-identify how volcanoes forms and what factors contribute to the eruption
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
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.E.7.1 Differentiate among radiation,
conduction, and convection, the three
mechanisms by which heat is transferred
through Earth's system.
SC.7.E.6.6 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.6.1 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.6.7 Recognize that heat flow and movement of
material within Earth causes earthquakes and
volcanic eruptions, and creates mountains and ocean
basins.
SC.912.E.6.3-Analyze the scientific theory of plate
tectonics and identify related major processes and
features as a result of moving plates.
Essential Content & Understanding:
Students should be able to:
1) Identify the theory of continental drift and sea
floor spreading.
2) Describe the theory of plate tectonics.
3) Recognize how Alfred Wegener and Harry Hess
have contributed to the theory of plate
tectonics.
4) Understand the range of time over which the
shifting of the Earth’s plates alters the
landscape.
The Endless Voyage-Making the Pieces Fit
Class Zone Visualizations-Chapter 8
5) Explain how plate motion can create various
land features
Convection Currents & Plate Movement
6) Describe the different types of forces within in
Earth that can change or alter a rock. (Exp:
compression, tension and shearing)
7) Compare and contrast the different types of
land features at each plate boundary. (Exp:
convergent, divergent and transform plate
boundaries)
8) Explain how stress in the Earth’ crust can lead
to earthquakes, volcanic eruptions, mountain
building, basins, etc.
Class Zone Visualizations-Chapters 9, 10, 11
Volcano Explorer
9) Identify key landforms that appear in Florida.
Essential Questions:
Can students identify the natural processes that
have shaped the Earth over time?
Can students summarize how the movements of
Earths plates have caused slow and rapid
changes on Earth’s surface?
Resources/Links:
Task cards for Annually Assessed NGSSS




Volcano World
Earthquakes-USGS
Educational Resources
Geology
Suggested Labs:

Movement of Plate Boundaries – At end of
Chapter 6

The Danger of Mount Rainier – At end of
Chapter 7

Plate Technology Theory
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.7.E.6.4 -Explain and give examples of how
physical evidence supports scientific theories
that Earth has evolved over geologic time due to
natural processes. Also assesses: SC.7.E.6.3
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Absolute Age
Catastrophism
Radioactive dating
Superposition
Unconformity
9
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 days
Unit 7: Geologic Changes - Geologic Time
2nd Quarter
Learning Goal: The student will explain and give examples of how physical evidence supports scientific theories that Earth has evolved over
geologic time due to natural processes.
Objectives: The students will be able to:
-explain the Law of Superposition as a method for determining relative age
-explain the natural processes that led to the positioning of certain geologic features,
-explain radioactive dating as a method of determining absolute age of geologic features
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
SC.7.E.6.3 Identify current methods for
measuring the age of Earth and its parts,
including the law of superposition and
radioactive dating.
Essential Content & Understanding:
Students should be able to:
1. Explain the law of superposition.
Who’s On First: A Relative Dating Activity
2. Explain the process of radioactive
dating.
Teaching Radioactive Decay
3. Give examples of natural processes
that have shaped the Earth over
time. (Exp: constructive and
destructive forces)
4. Identify how the geologic time scale
was developed.
5. Identify how fossil evidence can
reveal clues to Earths past.
Essential Questions:
Can students identify current methods that are
used to date the Earth and its features?
Can students summarize the theories that support
how Earth has changed over time?
Resources/Links:
Task cards for Annually Assessed NGSSS
Suggested Labs:

Correlate Rocks Using Index Fossils – At the
end of Chapter 9

Modeling Geologic Time – At the end of
Chapter 10
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Grade: 6th
M/J Earth Space Science Advanced
4 - 5 days
Unit 8: Earth’s Water
Third Quarter
Learning Goal: The students will explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature
differences between air, water, and land.
Objectives: The students will be able to :
- describe how water is cycled on Earth
-identify what makes water a unique compound
-determine what causes ocean waves and tides
-identify the major types of ocean currents and how they affect weather and climates.
Essential Content & Understanding:
Students should be able to:
1. Recall and describe the steps within the water
SC.8.N.1.1 Define a problem from the eighth
cycle. (Make sure to incorporate the phases of
grade curriculum using appropriate reference
SC.7.E.6.6 -Identify the impact that humans
matter)
materials to support scientific understanding,
have had on Earth, such as deforestation,
2. Distinguish the difference between the basic
plan and carry out scientific investigations of
urbanization, desertification, erosion, air
parts of the atom.
various types, such as systematic observations and water quality, changing the flow of
3. Summarize what molecules are and give an
water.
example.
or experiments, identify variables, collect and
SC.6.E.7.1 Differentiate among radiation,
4. Recognize that Earths water may exist in
organize data, interpret data in charts, tables,
conduction, and convection, the three
different states. (solids, liquids, gases).
and graphics, analyze information, make
mechanisms by which heat is transferred 5. Recognize that molecular motion increases from
predictions, and defend conclusions. Also
through Earth's system.
solids to liquids to gases.
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
6. Hypothesize how humans have had an impact
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
on the water cycle and water quality.
7. Identify the composition and structure of
SC.6.E.7.5 - Explain how energy provided by the
Earth’s Oceans.
sun influences global patterns of atmospheric
8. Recognize what causes ocean waves and tides.
movement and the temperature differences
9. Identify how ocean currents can affect weather
between air, water, and land. Also assesses:
and climate.
SC.6.E.7.1
10. Recognize how individuals can help to manage
SC.8.E.5.9- Explain the impact of objects in space
renewable, nonrenewable, land, water and air
on each other including:
resources wisely.
1) the Sun on the Earth including seasons and
gravitational attraction, 2) the Moon on the
Earth, including phases, tides, and eclipses,
and the relative position of each body.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s):
www.edusoft.com
10
Time Allowed:
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Questions:
Can students differentiate between evaporation,
condensation and precipitation?
Can students differentiate between the basic parts
of an atom?
Can students summarize the role energy has on
the phases of matter?
Can students recognize why our ocean is essential
to supporting human life?
Resources/Links:
Task cards for Annually Assessed NGSSS
Enrichment Opportunities

Phases of Matter

Temp -Phases

Particle movement

Oceanography
Suggested Labs:

Temperature and Water’s Density -At the
end of Chapter 14

Predicting Whale Sightings Based on
Upwelling- At the end of Chapter 15
2013-2014 Curriculum Blueprint
Date Range: Given during the instruction per
the outline in this section.
Key Vocabulary:
Atom
Molecule
Solid
Liquid
Gas
Plasma
Non-Newtonian Fluid
11
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
4 - 5 days
Unit 8: Earth’s Water
Third Quarter
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.6.E.7.5 - Explain how energy provided by the
sun influences global patterns of atmospheric
movement and the temperature differences
between air, water, and land. Also assesses:
SC.6.E.7.1
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section.
Key Vocabulary:
Conduction
Convection
Energy
Frequency
Global Winds
Jet Streams
Local Winds
Radiation
Wavelength
12
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
11 days
Unit 9: Earth’s Atmosphere
3rd Quarter
Learning Goal: The students will explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature
differences between air, water, and land.
Objectives: The students will be able to:
-to be able to identify how Earth’s atmosphere formed
-identify and describe the layers of the atmosphere
-describe how air pressure and temperature change with altitude,
-describe how energy transfer from the Sun to Earth and the atmosphere
-identify the impact humans have an air quality.
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
SC.6.E.7.1- Differentiate among radiation,
conduction, and convection, the three
mechanisms by which heat is transferred
through Earth's system.
SC.6.E.7.9- Describe how the composition and
structure of the atmosphere protects life and
insulates the planet.
SC.7.E.6.6 -Identify the impact that humans have
had on Earth, such as deforestation,
urbanization, desertification, erosion, air and
water quality, changing the flow of water.
Essential Content & Understanding:
Students should be able to:
1.
2.
3.
4.
5.
6.
Essential Questions:
Can students compare and contrast radiation,
conduction and convection?
Differentiate among the types of heat transfers. Can students differentiate between the
Interpret how energy is transferred from the
different forms of energy that come from the
Sun to Earth and the atmosphere.
sun?
Explain the characteristics of the four main
Can students summarize the importance of
layers of the atmosphere.
each layer of the atmosphere?
Interpret how the Earths troposphere is heated. Can students analyze how the energy from
Summarize how uneven heating of Earth’s
the sun influences global weather patterns?
surface results in pressure differences (wind).
Resources/Links:
Describe how humans have impacted the air
quality.
Task cards for Annually Assessed NGSSS
Suggested Labs:

Greenhouse Effect

Radiant Energy Absorption – at the
end of Chapter 11
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
In The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.6.E.7.5 - Explain how energy provided by the
sun influences global patterns of atmospheric
movement and the temperature differences
between air, water, and land. Also assesses:
SC.6.E.7.1
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section.
Key Vocabulary:
Air mass
El Nino
Fronts
Humidity
La Nina
Natural Disasters
13
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
12 days
Unit 10: Weather Patterns and Storms
3rd Quarter
Learning Goal: The students will explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature
differences between air, water, and land.
Objectives: The students will be able to:
- identify weather and describe what drives weather patterns
-give examples of severe weather
-identify instruments that are used to measure weather variables
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Identify how weather is related to the water
cycle,
SC.6.E.7.1 Differentiate among radiation,
2. Summarize how thermal energy creates
conduction, and convection, the three
weather patterns.
mechanisms by which heat is transferred
3. Summarize the physical factors that cause
through Earth's system.
severe weather to form.
SC.6.E.7.2 -Investigate and apply how the cycling 4. Distinguish key facts about thunderstorms,
of water between the atmosphere and
tornadoes and hurricanes.
hydrosphere has an effect on weather patterns
5. Demonstrate how to track a hurricane.
and climate.
6. Demonstrate how to read a weather map and
SC.912.E.7.5-Predict future weather conditions
predict future weather patterns of various types
based on present observations and conceptual
of storms.
models and recognize limitations and
7. Distinguish the difference between El Nino and
uncertainties of such predictions.
La Nina.
SC.6.E.7.3-Describe how global patterns such as 8. Asses how natural disasters have affected
the jet stream and ocean currents influence local
human life in Florida.
weather in measurable terms such as
9. Create a list of ways humans protect themselves
temperature, air pressure, humidity,
from hazardous weather and sun exposure.
precipitation, wind direction and speed.
SC.912.E.7.6-Relate the formation of severe
weather to the various physical factors.
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.
Essential Questions:
Can students explain the natural
phenomenon’s of thunderstorms, tornadoes
and hurricanes?
Can students predict and infer future
weather conditions by reading a weather
map?
Can students investigate how natural
disasters and hazardous weather affect
humans?
Resources/Links:
Task cards for Annually Assessed NGSSS
Enrichment Opportunities:






Kid Zone
Educational Resources
Coriolis Effect
Weather Scope Activities
NOAA
Land/Sea Breeze
Suggested Labs:


Can you predict the weather?- At
end of chapter 12
Hurricane Rain
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.6.E.7.4 Differentiate and show interactions
among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. Also assesses:
SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6 and SC.6.E.7.9
SC.6.E.7.5 - Explain how energy provided by the
sun influences global patterns of atmospheric
movement and the temperature differences
between air, water, and land. Also assesses:
SC.6.E.7.1
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Climate
Climate Regions
Long Term Climate Change
Short Term Climate Changes
Global Warming
14
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
10 days
Unit 11: Climates
3rd Quarter
Learning Goal: Students will explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature
differences between air, water, and land.
Objectives: The students will be able to:
- identify and differentiate between climate and weather
-determine how climates are classified, describe ways activities affect climate
-identify what causes seasons.
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
Essential Questions:
Can the students compare and contrast
weather and climate?
1. Differentiate between weather and climate.
Can students observe how the water cycle
SC.6.E.7.2 -Investigate and apply how the cycling 2. Summarize how the water cycle affects weather affects climate?
of water between the atmosphere and
patterns and climate.
Resources/Links:
hydrosphere has an effect on weather patterns
3. Analyze various climate regions around the
and climate.
world.
Task cards for Annually Assessed NGSSS
SC.912.E.7.5-Predict future weather conditions
4. Identify how the oceans can affect our climate.
based on present observations and conceptual
5. Hypothesize how global warming may have
models and recognize limitations and
altered our climate.
Enrichment Opportunities
uncertainties of such predictions.

Climate change for kids
SC.6.E.7.3-Describe how global patterns such as

Global Warming Wheel
the jet stream and ocean currents influence local
Suggested Labs:
weather in measurable terms such as

The greenhouse effect is a gas? At the
temperature, air pressure, humidity,
end of Chapter 13
precipitation, wind direction and speed.

Heating it Up
SC.6.E.7.4- Differentiate and show interactions

You are my Sunshine
among the geosphere, hydrosphere, cryosphere,

SC.6.E.7.5 Heatin It Up....(With
atmosphere, and biosphere.
Accommodations) file
SC.912.E.7.6-Relate the formation of severe
weather to the various physical factors.
SC.6.E.7.6- Differentiate between weather and
climate.
SC.6.E.7.9- Describe how the composition and
structure of the atmosphere protects life and
insulates the planet.
SC.6.E.7.1 Differentiate among radiation,
conduction, and convection, the three
mechanisms by which heat is transferred
through Earth's system.
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.1
SC.8.E.5.7 - Compare and contrast the properties
of objects in the Solar System including the Sun,
planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed,
movement, temperature, and atmospheric
conditions. Also assesses: SC.8.E.5.4 and
SC.8.E.5.8
SC.8.E.5.9-Explain the impact of objects in space
on each other including:
1.The Sun on the Earth including seasons and
gravitational attraction
2. The Moon on the Earth, including phases,
tides, and eclipses, and the relative position of
each body.
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Eclipses
15
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 - 10 days
Unit 12: Earth, Moon and Sun
Fourth Quarter
Learning Goal: The students will explain the impact of objects in space on each other including: 1.TheSun on the Earth including seasons and
gravitational attraction and 2. The moon on the Earth, including phases, tides, and eclipses, and the relative position of each body.
Objectives: The students will be able to:
- identify how Earth’s movement changes effects the
-describe how the moon moves around Earth
-explain why the Moon’s appearance changes
- identify a solar eclipse and a lunar eclipse
-describe the moon and the sun effect on Earth’s ocean
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Investigate how the Earth’s tilt (on its
axis, as it rotates) causes seasonal
SC.8.E.5.4- Explore the Law of Universal
changes.
Gravitation by explaining the role that gravity
2. Explain the role gravity has within our
plays in the formation of planets, stars, and
solar system.
solar systems and in determining their motions.
3. Distinguish the basic features of the
Moon.
SC.8.E.5.8 Compare various models of the Solar
4. Summarize the relationship between the
System, including geocentric and heliocentric.
phases of the moon and the positions of
the Moon, Earth and Sun.
SC.8.E.5.10 Assess how technology is essential
5. Summarize the relationship between
to science for such purposes as access to outer
tides on Earth and the positions of the
space and other remote locations, sample
Earth, Sun & Moon.
collection, measurement, data collection and
6. Compare and contrast the positions of
storage, computation, and communication of
the Earth, Sun and Moon during a solar
information.
and lunar eclipse.
SC.912.E.5.4 Explain the physical properties of
the Sun and its dynamic nature and connect
them to conditions and events on Earth.
Essential Questions:
Can students summarize why the Earth has
seasons?
Can students explain why gravity is an
important force in our solar system?
Can students describe the position of the Earth,
Moon, and Sun during eclipses and tides?
Resources/Links:
Task cards for Annually Assessed NGSSS
Enrichment Opportunities:

NASA for Kids

The Space Place animations
Suggested Labs:


Design and Construct a Moon Habitat –
At end of Chapter 17
Moons Phases – At end of Chapter 18
2013-2014 Curriculum Blueprint
Force
Moon
Motion
Nuclear fusion
Season
Sun
Tides
16
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 - 10 days
Unit 12: Earth, Moon and Sun
Fourth Quarter
2013-2014 Curriculum Blueprint
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 - 10 days
Unit 13: Our Solar System
4th Quarter
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.8.E.5.7 - Compare and contrast the properties
of objects in the Solar System including the Sun,
planets, and moons to those of Earth, such as
gravitational force, distance from the Sun, speed,
movement, temperature, and atmospheric
conditions. Also assesses: SC.8.E.5.4 and
SC.8.E.5.8
Learning Goal: The students will compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those
of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section.
SC.8.E.5.11- 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.
Key Vocabulary:
Asteroid
Comet
Ellipse
Gas giants
Geocentric
Heliocentric
Meteor
Revolution
Rotation
Terrestrial Planets
17
Objectives: The students will be able to:
- identify and differentiate between the inner planets and outer planets,
-identify an astronomical unit and why it is used,
-describe the type of atmospheres of the inner planets
-compare and contrast the outer planets
-identify the characteristics of comets and asteroids
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
SC.8.E.5.8- Compare various historical models
of the Solar System, including geocentric and
heliocentric.
SC.8.E.5.10-Assess how technology is essential
to science for such purposes as access to outer
space and other remote locations, sample
collection, measurement, data collection and
storage, computation, and communication of
information.
SC.8.E.5.4- Explore the Law of Universal
Gravitation by explaining the role that gravity
plays in the formation of planets, stars, and
solar systems and in determining their
motions.
Essential Content & Understanding:
Students should be able to:
1. Compare and contrast the historical models
of the solar system.
2. Identify key feature of the inner and outer
planets. Make sure to include:

Number of Satellites

Gravitational Force

Distance from the Sun

Rotation

Revolution

Temperature

Atmospheric Condition
3. Compare and contrast the properties of
various objects in our solar system.(comets,
meteors, asteroids, etc.)
4. Identify how the electromagnetic spectrum
has been used throughout the history of
space exploration.
5. Identify the role technology has had on
space exploration.
Essential Questions:
Can students compare and contrast historical
models of the solar system?
Can students compare and contrast the inner
and outer planets?
Can students identify unique characteristics
of various objects in our solar system?
Can students identify the role technology has
had on space exploration?
Resources/Links:
Task cards for Annually Assessed NGSSS
Enrichment Opportunities:

Solar System

Suggested Labs:

Scaling Down the Solar System –
End of Chapter 19

Going Around in Circles

Objects in the Solar System

Science in Technology
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
I The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.1
SC.8.E.5.3 – Distinguish the hierarchical
relationships between planets and other
astronomical bodies relative to solar system,
galaxy, and universe, including distance, size,
and composition. Also assesses: SC.8.E.5.1
and SC.8.E.5.2
SC.8.E.5.5- Describe and classify specific physical
properties of stars: apparent magnitude
(brightness), temperature (color), size, and
luminosity (absolute brightness). Also assesses:
SC.8.E.5.6
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per the
outline in this section.
Key Vocabulary:
Cosmic Background Radiation
Dark Energy
Dark Matter
Galaxy
Hertzsprung-Russell Diagram
Hubble’s Law
Luminosity
18
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 - 10 days
Unit 14: Stars and Galaxies
4th Quarter
Learning Goal: The students will describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color),
size, and luminosity (absolute brightness).
Objectives: The students will be able to:
-describe how scientists measure distance and brightness of objects in the sky
-explain how stars shine, describe how stars are layered
-explain how stars form, identify the major types of galaxies
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Recognize that our Sun is one of many stars in
our galaxy.
2. Identify the main parts of the Sun.
SC.8.E.5.8- Compare various historical models of the
3. Explain how scientist measure distance and
Solar System, including geocentric and heliocentric.
brightness of objects in the sky.
4. Recognize how scientists classify stars.
SC.8.E.5.10-Assess how technology is essential to

Apparent Magnitude (brightness)
science for such purposes as access to outer space and

Temperature (color)
other remote locations, sample collection,

Size
measurement, data collection and storage,

Luminosity
computation, and communication of information.

Age
SC.8.E.5.11- Identify and compare characteristics of the 5. Investigate a stars life cycle (low and high
mass).
electromagnetic spectrum such as wavelength,
6. Investigate the difference between star
frequency, use, and hazards and recognize its
systems and clusters.
application to an understanding of planetary images
7. Recognize the various types of galaxies.
and satellite photographs.
8. Investigate why the galaxies within the
universe are expanding.
SC.8.E.5.1: Recognize that there are enormous
distances between objects in space and apply our
knowledge of light and space travel to understand this
distance.
SC.8.E.5.2: Recognize that the universe contains many
billions of galaxies and that each galaxy contains many
billions of stars.
SC.8.E.5.6: Create models of solar properties including:
rotation, structure of the Sun, convection, sunspots,
solar flares, and prominences.
Essential Questions:
Can students identify how the suns
features can impact Earth?
Can students investigate the similarities
and differences among high mass and
low mass stars?
Can students differentiate between the
various types of galaxies?
Resources/Links:
Task cards for Annually Assessed
NGSSS
Enrichment Opportunities:

Interactive HR Diagram

SOHO

Hubblesite

Galaxies
Suggested Labs:



Describe a Trip Through Space
– at the end of Chapter 20
Galaxies and Stars
How Stars Differ
2013-2014 Curriculum Blueprint
Main Sequence
Parallax
Star System
19
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
8 - 10 days
Unit 14: Stars and Galaxies
4th Quarter
2013-2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also
assesses: SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1,
SC7.N.1.3, SC.7.N.1.4, SC.8.N.1.3, and SC.8.N.1.4
SC.8.E.5.3 -Distinguish the hierarchical
relationships between planets and other
astronomical bodies relative to solar system,
galaxy, and universe, including distance, size,
and composition. Also assesses: SC.8.E.5.1 and
SC.8.E.5.2
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section.
Key Vocabulary:
1. Electromagnetic Waves
2. Galaxy
3. Light
4. Light year
5. Solar System
6. Space
7. Speed
8. Universe
20
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
4 - 5 days
Unit 15: Exploring Space
4th Quarter
Learning Goal: The students will distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system,
galaxy, and universe, including distance, size, and composition.
Objectives: The students will be able to:
- describe how rockets and artificial satellites are used
-determine why scientists send both crewed and unscrewed missions to space
-identify the advantages, as Florida residents, of NASA’s location in Florida
-identify goals for future space exploration
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
SC.8.E.5.1 -Recognize that there are enormous
distances between objects in space and apply our
knowledge of light and space travel to understand this
distance.
SC.8.E.5.2: Recognize that the universe contains many
billions of galaxies and that each galaxy contains many
billions of stars.
SC.8.E.5.11-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.5.10-Assess how technology is essential to
science for such purposes as access to outer space and
other remote locations, sample collection,
measurement, data collection and storage,
computation, and communication of information.
SC.8.E.5.12-Summarize the effects of space exploration
on the economy and culture of Florida.
Essential Content & Understanding:
Students should be able to:
1. Identify the components of electromagnetic
waves.
2. Identify how scientists use the
electromagnetic spectrum to study the
universe.
3. Identify how telescopes and technology are
used to study the universe.
4. Define what a light year is and how it
can be used to measure vast distances in
space.
5. Distinguish the difference between the
various astronomical bodies in the universe.
Making sure to compare:
a. Size
b. Composition
c. Distance
d. Location
6. Assess the role of gravity within the solar
system and universe.
7. Summarize the effects of space
exploration on the economy and culture of
Florida
Essential Questions:
Can students recognize the characteristic
of the electromagnetic spectrum?
Can students analyze how scientists have
explored the universe?
Can students estimate the distance
between various astronomical bodies?
Can students distinguish the relationship
between the planets and other
astronomical bodies?
Can students investigate what role gravity
has had on the universe?
Resources/Links:
Task cards for Annually Assessed
NGSSS
Suggested Labs:
SC.8.E.5.1 -Stringing Along
2013-2014 Curriculum Blueprint
Grade: 6th
Time Allowed:
M/J Earth Space Science Advanced
5 - 8 days
Unit 16: Human Growth and Development
Instructional Focus Benchmarks
Annually Assessed Benchmark(s):
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Chromosome, ova/ovum, DNA, fertilization,
gene, growth spurt, heredity, membrane,
nucleus, protoplasm, sexual intercourse, X
chromosome, Y chromosome, contraceptives,
condoms
sperm, penis, foreskin, circumcision, scrotum,
testicles, vas deferens, prostate, seminal vesicles,
urethra, ejaculation, erection, nocturnal
emissions
pelvic girdle, pubic bone, uterus, cervix, vagina,
ova, follicle, ovulation, fallopian tube,
menstruation
communicable, gonorrhea, syphilis, herpes, HIV,
AIDS, STD
21
Learning Goal: Students will be able to recognize the importance of postponing sexual involvement by identifying the risks of early sexual
involvement and pressures that could potentially lead to early sexual involvement.
Students will be able to describe the ways in which males and females grow and develop throughout puberty, how reproduction occurs and babies
develop, and identify types of sexually transmitted diseases.
Objectives: Students will be able to
- identify the risks associated with early sexual involvement, including but not limited to Sexually Transmitted Diseases
- identify examples of pressure in our society that influence young people’s sexual behavior
- state assertive responses which say “no” to pressures to become sexually involved
- identify age appropriate alternatives to early sexual involvement
- define the terms associated with the growth and reproductive processes
- compare similarities and differences in growth patterns of individuals
- become acquainted with the organs of the male and female reproductive systems
- understand the emotional changes that are associated with puberty
Benchmarks/Standards;
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
6th Grade Human Growth and Development
Curriculum
HE.6.C.1.3: Identify environmental factors that
affect personal health.
Students should be able to:
1. Identify the risks of early sexual
involvement and their social pressures
2. Define the terms associated with the
growth processes
3. Compare similarities and differences in
growth patterns of individuals
4. Become acquainted with the organs of
the male and female reproductive
systems
5. Identify and define four major
communicable diseases
6. Define the terms in the reproductive
process
7. Understand the emotional changes
that occur during puberty
Essential Questions:
What pressures influence young people to
become sexually involved?
How can you deal with the pressure situations
and avoid those that may lead to sexual
involvement?
How do boys and girls grow and develop similarly
and differently?
What are the possible risks of early sexual
involvement?
Resources/Links:
1. Videos - Required
Postponing Sexual Involvement: An
Educational Series for Teens
Puberty for Boys: Amazing Changes
Inside and Out
Puberty for Girls: Amazing Changes
Inside and Out
AIDS/HIV: Answers for Young People
AIDS: What Everyone Needs to Know
Supporting Common Core Standards
LACC.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
LACC.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).
LACC.68.RST.4.10 By the end of grade 8; read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
LACC.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.
MACC.6.SP.2.4 Summarize and describe distributions. Display numerical data in plots on number line, including dot plots, histograms, and box plots.
MACC.6.SP.2.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context, such as by:
MACC.6.SP.2.5a Reporting the number of observations.
MACC.6.SP.2.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
MACC.6.SP.2.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and
any striking deviations from the overall pattern with reference to the context in which the data was gathered.
22