Secondary Science Documents:
Grade 8 – Physical Science
School Year: 2016-2017
An Equal Opportunity School District
The District Elementary School Science Curriculum Documents are designed to maximize and
coordinate science instruction throughout the district. The K-12 Academic Services Team has worked
with teachers to develop Curriculum Maps that are based around the Learning Focused Model. This
model is a planning framework that focuses on student learning. The Maps should be used in
coordination with the Science Year at a Glance, which gives the scope and sequence of instruction.
The Science Curriculum maps include essential questions, key learning statements, items for students
to know and do, and additional teaching resources.
The Benchmarks listed on the Science Curriculum Maps are the Next Generation Science
Sunshine State Standards. For a complete text of the NGSSS, please visit www.cpalms.org. Florida
Standards for Literacy and Math are included on the first page and should be used in every unit.
New to the maps are the addition of the English Language Development ELD Standards.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English
Language Learners (ELL) to communicate information, ideas, and concepts for academic success in
the content area of Science. Here are the science ELD standards which are in all science course
descriptions:
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes
within the school setting.
To access an ELL supporting document which delineates performance definitions and descriptors,
please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf. For
additional information on the development and implementation of the ELD standards, please contact
the Bureau of Student Achievement through Language Acquisition at [email protected].
The curriculum documents can be viewed in the K-12 Academic Services Portal. In addition to
the maps, please check the portal for more helpful documents and additional web links on the Content
Area Pages. Be sure to take part in the variety of Moodle Modules that will be available throughout the
year.
It is the sincere wish of the teacher committee and program specialist that this Science Curriculum
Document is helpful in guiding science instruction in Marion County. Please feel free to contact Jane
BeeBe ([email protected]) for questions or feedback on the Science Curriculum
Documents.
As you look at the map documents you will notice several key features explained here.
Pacing Guide
The Next Generation Science
Sunshine State Standards that are
covered in this Unit.
Misconceptions
written in student
language
MCPS
SY 15-16
The important learning
or generalization of
the unit.
Question that frames
the overall learning.
LEQ’s focus on
specific objectives for
a lesson.
Know’s = the facts,
terminology, vocabulary
that needs to be
explicitly taught.
Do’s = what the
student must do to
demonstrate mastery.
Sample Assessment
Questions
Variety of Resources that
may be considered when
planning instruction.
Content
complexity rating
definitions
Information about
District Assessments
MCPS
Strategies to help
differentiate instruction.
SY 15-16
Marion County Public Schools-Curriculum Map
Grade Level: 6-8
Subject: Science
Florida Standards
PACING: ONGOING
Reading Standards
LAFS.68.RST.1.1
LAFS.68.RST.1.2
LAFS.68.RST.1.3
LAFS.68.RST.2.4
LAFS.68.RST.2.5
LAFS.68.RST.2.6
LAFS.68.RST.3.7
LAFS.68.RST.3.8
LAFS.68.RST.3.9
LAFS.68.RST.4.10
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same
topic.
By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Writing Standards
LAFS.68.WHST.1.1
LAFS.68.WHST.1.2
LAFS.68.WHST.2.4
LAFS.68WHST.2.5
LAFS.68.WHST.2.6
LAFS.68.WHST.3.7
LAFS.68.WHST.3.8
LAFS.68.WHST.3.9
LAFS.68.WHST.4.10
Version 1401
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidenc
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Page 1 of 2
Marion County Public Schools-Curriculum Map
Grade Level: 6-8
Subject: Science
PACING:
ONGOING
Florida Standards
Speaking and Listening Standards
LAFS.6-8.SL.1.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
LAFS.6-8.SL.1.2
Interpret/analyze information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic,
text, or issue under study.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.6-8.SL.1.3
LAFS.6-8.SL.2.4
LAFS.6-8.SL.2.5
Math Standards
MAFS.6.EE.3.9
MAFS.6.SP.2.4
MAFS.6.SP.2.5
Version 1401
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the
dependent and independent variables using graphs and tables, and relate these to the equation.
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. 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 were
gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
Page 2 of 2
8th Grade Physical Science # 2003010
Quarter Assessment Week of
10-Aug 3 day
15-Aug
22-Aug
29-Aug
ER
1
5-Sep
4 day
FCA #1
12-Sep
19-Sep
26-Sep
ER
3-Oct
10-Oct
17-Oct
3 day
FCA #2
24-Oct
31-Oct
ER
7-Nov
14-Nov
ER
2
21-Nov 2 day
28-Nov
5-Dec
ER
FCA #3
12-Dec
19-Dec
26-Dec
2-Jan
3 day
9-Jan
16-Jan
4 day
23-Jan
ER
FCA #4
30-Jan
6-Feb
ER
3
13-Feb
20-Feb
4 day
FCA #5
FCA #6
4
FCAT 2.0
LEOCE
Year at a Glance 2016-2017
Unit/Organizing Principle
Procedures/Syllabus
Nature of Science
Experimental Planning
Variables
Evaluating Scientific Information
Measurement and Scientific Tools
Properties of Matter
Development of Atomic Theory
Structure of Atoms
Periodic Table
Classification of Matter
Changes in Matter
Physical Changes/Properties
Density
Chemical Changes/Properties
Law of Conservation of Mass
Solutions
Waves- Sound and Light
-Forms of Energy
-Law of Consv. of
Energy
-Heat
Spring Break
Waves- Sound and Light
Type and Properties of Waves
Electromagnetic Spectrum
4 day
Middle School Benchmark Review
FCAT 2.0 Science
Review for LEOCE Exam
ER
NS
6.1
7.1
8
9
10
12
6
7.2
3 (density
calculations)
11 (Law of
Conservation of
Mass)
1
2
Energy
6-Mar
3-Apr
10-Apr
17-Apr
24-Apr
1-May
8-May
15-May
22-May
29-May
NOS Lessons 1-3
Pg. 4-5 (Models)
Force and Motion
Motion
Forces
Universal Law of Gravitation
27-Feb
4 day
Chapters(s)
Winter Break
-Potential Energy
-Kinetic Energy
-Energy
Transformations
13-Mar
20-Mar
27-Mar
1601
LEOCE
Weather Make-Up day (If needed)
4.1-4.2
5.1-5.2
7.2
14
15.1-15.2
16.1-16.2
“Facts in a Flash”
Workbook
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Nature of Science
PACING: 5 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
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. (CC Rating= 3)
SC.8.N.1.2 – Design and conduct a study using repeated trials and replication. (CC Rating= 3)
SC.8.N.1.3 – Use phrases such as ‘results support” or “fail to support” in science understanding that science does not offer conclusive ‘proof’ of a
knowledge claim. (CC Rating= 3)
SC.8.N.1.4 – Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data. (CC
Rating= 3)
SC.8.N.1.5 – Analyze the methods used to develop a scientific explanation as seen in different fields of science. (CC Rating= 2)
SC.8.N.1.6 – Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. (CC Rating= 2)
SC.8.N.2.1 – Distinguish between scientific and pseudoscientific ideas (not assessed on FCAT). (CC Rating= 2)
SC.8.N.2.2 – Discuss what characterizes science and its methods (not assessed on FCAT). (CC Rating= 2)
SC.8.N.3.1 – Select models useful in relating the results of their own investigations (not assessed on FCAT).(CC Rating= 2)
SC.8.N.4.1 - Explain that science is one of the processes that can used to inform decision making at state, national and international levels. (not
assessed on FCAT). (CC Rating= 2)
SC.8.N.4.2 - Explain how political, social, and economic concerns can affect science, and vice versa (not assessed on FCAT). (CC Rating= 3)
Benchmark Limits for FCAT
•
•
•
•
•
Items addressing hypotheses will not assess whether the
hypothesis is supported by data.
Items will not assess the reason for differences in data across
groups that are investigating the same problem.
Items assessing technology will focus on the role of technology
in science as opposed to specific technologies.
Items will not require identification of the scientist(s) and/or
details associated with a particular event/discovery.
Items will not use the term durable.
Version 1601
Misconceptions (“Students think…”)
1. Hypothesis is an educated guess.
2. Scientific theories become Scientific Laws.
3. Hypotheses are proven or disproven through experiments.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Nature of Science
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What is required to carry out a valid scientific investigation?
PACING: 5 Weeks
Key Learning Statement:
A valid scientific investigation uses prior knowledge, observations, and
empirical evidence through repeated trials to test a hypothesis and draw
conclusions that can be validated through replication.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
Experimental Planning
• What is the purpose of a hypothesis in an
investigation?
Variables
• Why is it important to have only one test
variable?
Evaluating Scientific Information
• Why is accurate record keeping important in
an investigation?
• Why is repetition important?
Know
•
•
•
•
Write a hypothesis that can be tested.
•
observation vs. inference
hypothesis
There are various types of scientific
investigations.
Science involves asking questions.
•
•
•
•
test variable (independent variable)
outcome variable (dependent variable)
controlled variable
control vs. experimental group
•
•
Identify variables in an investigation.
Identify control and experimental group in
an investigation.
•
•
•
•
•
Collect and organize data.
Interpret and analyze data.
Defend conclusions using phrases such as
“results support” or “fail to support”.
Identify errors in an experiment.
Differentiate between repetition and
replication.
•
Empirical evidence (data)
Repetition is repeated trials within an
experiment.
Replication is when an investigation is
duplicated by others and leads to validation.
Accurate record keeping is important in a
scientific investigation to ensure replication.
Science does not offer conclusive “proof” of
a knowledge claim.
A hypothesis is valuable even if not
supported by data.
Psueudoscience
•
•
•
Models
SI Units
Technology is essential to science.
•
•
•
•
•
•
Measurement and Scientific Tools
• How do we make sure the measurements
we make are precise and accurate?
Version 1601
Do
•
•
Identify proper units for measurement.
Identify and use scientific tools.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Nature of Science
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 5 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages 43-42
http://biocab.org/Pseudoscience.html
http://www.indiana.edu/~ensiweb/home.html
http://www.pppst.com/
SUMMIT website lessons: http://summit.cecs.ucf.edu/
Keesha did an experiment to study the rate of photosynthesis in the water plant
Elodea. She placed a piece of Elodea in a beaker of water and set the beaker 10
centimeters (cm) from a light source. Keesha counted the bubbles released from the
plant every minute for five minutes (min). She repeated the process two more times.
First, she moved the light to 20 cm from the beaker, and then she moved the light to
30 cm from the beaker. Keesha’s setup and data are shown below.
Textbook Reference
NOS lessons 1-3 and pages 4 and 5
Model Eliciting Activity: Nature of Science: Uncle Henry’s Dilemma
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
District Writing Prompt(s) That Support Literacy Standards
Using your knowledge of the scientific method, design an experiment that
tests the cleaning ability of different brands of toothpaste.
REQUIRED REVIEW
TOPICS
•
•
•
Distance and scale of
astronomical bodies
Use of models
Punnett Squares
FCA #1 CONTENT FOCUS
Repetition vs. Replication
Scientific Method
Models
Punnett Square
Scientific Design
5 MC
10 MC
1 MC
1 MC
1 ER
What is the outcome variable (dependent variable) in this experiment?
*A. the number of bubbles produced
B. the type of plant placed in the beaker
C. the distance of the light source from the plant
D. the amount of time the bubbles were counted
LEOC CONTENT FOCUS
Repetition vs. Replication
Scientific Method
Models
Experimental Design
2 MC
4 MC
1 MC
1 PT
STRATEGIES FOR DIFFERENTIATION
Differentiation for Low Content Students:
• Use formative assessment probe to identify
current student understanding.
• Use chunking to help students understand the
steps in scientific method. Use mini board
science labs.
Differentiation for High Content Students:
•
Tiered assignments – write a sample
experiment and conduct peer reviews using a
design checklist to analyze errors in
experimental design.
Version 1601
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Properties of Matter
PACING: 6 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.8.N.3.2 – Explain why theories may be modified but are rarely discarded. (CC Rating= 3)
SC.8.P.8.1 – Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in
solids, liquids, and gases. (CC Rating= 2)
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. (CC Rating= 1)
SC.8.P.8.6 – Recognize that elements are grouped in the periodic table according to similarities of their properties. (CC Rating= 1)
SC.8.P.8.7 – 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 of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). (CC Rating=
1)
SC.8.P.8.8 – Identify basic examples of and compare & classify properties of compounds - acids, bases, salts. (CC Rating= 2)
SC.8.P.8.9 – Distinguish among mixtures (including solutions) and pure substances. (CC Rating= 2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
•
Items addressing scientific theories and/or laws are limited to those
found in the middle school science benchmarks, such as law of
universal gravitation, law of superposition, theory of plate tectonics,
atomic theory, law of conservation of mass, law of conservation of
energy, cell theory, and the scientific theory of evolution.
Items referring to elements are limited to the elements 1-57 and 7289.
Items referring to subatomic particles will only assess protons,
neutrons, and electrons.
Items will not assess chemical bonding.
Items may assess a conceptual understanding of the pH scale. Items
will not require knowledge of the pH of specific substances.
Items addressing the properties of acids and bases are limited to pH.
Items assessing mixtures and solutions may include components in
different states of matter (e.g., gas dissolved in liquid).
Items assessing periodic trends must be at the conceptual level.
Version 1601
Misconceptions (“Students think…”)
1. Atoms are just smaller identical versions of the whole. (Solid
atoms are solid)
2. The current model of the atom is the “right” model.
3. The space in an atom not actually empty because it is filled with
air or a gas.
4. Electrons orbit around the nucleus like planets.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Properties of Matter
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What determines the properties of matter?
PACING: 6 Weeks
Key Learning Statement:
The atom is the basic unit of matter. The structure, motion,
arrangement and energy of the atom determines the properties of
matter.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
Development of Atomic Theory
• How has the Atomic Theory changed
over time?
Structure of Atoms
• What are particles that make-up an
atom?
• How are the particles of an atom
similar and different to each other?
Periodic Table
• What is the relationship between
atoms and the periodic table?
Know
•
•
atom
The Atomic Theory and periodic table have
changed as scientists have discovered new
information about the atom.
•
Explain why theories may be changed but
rarely discarded.
•
proton, electron, neutron (in terms of charge,
mass and location)
atomic number, mass number
Atoms are the smallest unit of an element and
are composed of sub atomic particles.
•
Differentiate between protons, neutrons
and electrons.
•
Use the periodic table to determine the
number of protons, neutrons and electrons
of an atom.
Locate and describe properties of metals,
metalloids and non-metals.
Locate and describe the properties of
elements within periods and groups.
•
•
•
•
•
Classification of Matter
• How are properties used to classify
matter?
•
•
•
•
•
Version 1601
Do
Historical development of periodic table.
elements, periods, groups, metal, metalloid,
non-metal
The periodic table is a chart of the elements
arranged into rows and columns according to
their physical and chemical properties.
molecule, compound
acid, base, pH scale, salts
mixtures, solutions, pure substances
Solids, liquids and gases are determined by
their atom’s motion, arrangement, and energy.
Elements combine in many ways to make
compounds.
•
•
•
•
•
Differentiate between elements,
compounds, pure substances, mixtures
and solutions.
Identify/Draw visual representations of:
solids, liquids, gases, pure substances,
mixtures, elements and compounds.
Use the pH scale to distinguish between
acids and bases.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Properties of Matter
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 6 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Lithium (Li), Sodium (Na), Potassium (K), Rubidium (Rb), Cesium
(Cs), and Francium (Fr) are in the same column in the periodic table.
Why are these elements in the same column in the periodic table?
Resources
FCAT Item Specs: pages 43-44, 64-65
SUMMIT website lessons : http://summit.cecs.ucf.edu/
A. They are the same size.
Textbook Reference:
6.1, 7.1, 8, 9, 12
B. They react with each other.
*C. They have similar properties.
Activities
Utilize visual representations of solids, liquids, gases, pure substances, mixtures
and compounds.
D. They have the same number of protons.
Model Eliciting Activity: States of Matter
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
NOS Link
What role does accurate record keeping play in the development of new
theories?
REQUIRED REVIEW
TOPICS
•
•
•
Difference between
theories and laws
Age of Earth
(superposition, dating)
Natural selection
principles
Version 1601
FCA #2 CONTENT FOCUS
Theory Modification
Elements, Mixtures, Compounds
Acids and Bases
States of Matter
Atomic Structure and Periodic Table
Natural Selection
District Writing Prompt(s) That Support
Common Core Literacy Standards
(See Ch. 8 Science and Society “Welcome to the Particle
Zoo”)
How does the development of the atomic theory compare with
the development of the modern day cell phone?
LEOC CONTENT FOCUS
5 MC
2 MC
2 MC
2 MC
4 MC
1 MC
Theory Modification
Elements, Mixtures, Compounds
Acids and Bases
States of Matter
Atomic Structure and Periodic
Table
STRATEGIES FOR DIFFERENTIATION
1 MC
3 MC
1 MC
1 MC
4 MC
Differentiation for Low Content Students:
•
Use science probe, “Seeing Inside an Atom”
to assess student understanding.
•
Have students write a paragraph to
summarize information about atomic models
and parts of the atom leaving space for
important science vocabulary and scientists.
Exchange papers and have other students
fill in the blanks.
Differentiation for High Content Students:
•
Expansion of topic- Challenge students to
describe Rutherford’s experiment with the
fewest words possible.
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Changes in Matter
PACING: 7 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.8.P.8.3 – Explore & describe the densities of various materials through measurement of masses and volume. (CC Rating= 2)
SC.8.P.8.4 – Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or
measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know
that these properties are independent of the amount of the sample. (CC Rating= 2)
SC.8.P.9.1 – Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances
undergo physical and chemical changes. (CC Rating= 3)
SC.8.P.9.2 – Differentiate between physical and chemical changes. (CC Rating= 2)
SC.8.P.9.3 – Investigate and describe how temperature influences chemical changes. (CC Rating= 3)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
Items may require use of the density formula to calculate density,
mass, or volume when comparing substances.
Items that assess conductivity, solubility, or magnetic properties will
be at a conceptual level only. Items will not require calculations for
these topics.
Items addressing solubility may include the terms solvent, solute,
and saturation. Items may assess the concept of saturation.
Items will not require memorization of the specific melting points
and/or boiling points of substances.
Items will not require balancing equations or analysis of chemical
formulas.
Items will focus on a conceptual understanding of the Law of
Conservation of Mass; items will not require mathematical
computations.
Items will not assess reaction rates.
Version 1601
Misconceptions (“Students think…”)
1. Expansion of matter is due to the expansion of the particles rather than
increased space between the particles.
2. Gasses have no mass, liquids are heavier, and solids are the
heaviest.
3. Gasses are not matter because they have no mass.
4. Density gets smaller when the object is cut in half.
5. Substances lose mass when it changes.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Changes in Matter
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How can changes in matter be explained by their individual physical
and chemical properties?
PACING: 7 Weeks
Key Learning Statement:
Matter undergoes physical and chemical changes determined by its
physical and chemical properties.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
Physical and Chemical Properties
• What happens to the particles within
a substance during a physical
change?
• What happens to the particles within
a substance during a chemical
change?
Know
•
•
•
physical change, chemical change
chemical properties
Physical properties: temperature, boiling
point, melting point, thermal conductivity,
electrical conductivity, solubility,
malleability, ductility.
Physical properties are independent of the
amount of a sample, except mass and volume.
Increasing/decreasing temperature influences
the rate of a chemical change.
•
•
density, mass, volume
•
Calculate/compare densities of various
materials using their masses and volumes.
•
Law of Conservation of Mass
•
Demonstrate and conclude that mass is
conserved when substances undergo
physical and chemical changes.
•
solute, solvent, saturation
•
Differentiate between solutions based on
solute, solvent and saturation.
•
•
Density
• How does density affect the behavior
of matter?
Law of Conservation of Mass
• What happens to the mass of a
substance when it undergoes a
physical or chemical change?
Solutions
• What does it mean to have solutions
with different saturation levels?
Version 1601
Do
•
•
•
Classify substances based on chemical and
physical properties.
Identify chemical and physical changes.
Explain what happens to matter during
physical/chemical changes.
Describe how temperature influences
chemical change.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Changes in Matter
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 7 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Matthew has six cubes of different
materials. Each cube has a mass of 10
grams (g). Matthew sorts the cubes into
two groups using one physical property.
Resources
FCAT Item Specs: pages 62-63, 66-67
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook reference
7.2, 6, 11 (Law of Conservation of Mass), 3 (Density calculations)
Model Eliciting Activites States of Matter and Tranquilizer Chemistry Temperature and Reaction Rates
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page2
3.aspx
GROUPS OF DIFFERENT MATERIALS
Group 1 Cubes
Group 2 Cubes
*A. the wick burning
Aluminum
Glass
B. the wax melting
Copper
Plastic
Steel
Wood
C. the candle changing shape
NOS Link
If Democritus had the technological knowledge we have today,
develop a new timeline for atomic theory.
Which physical property did Matthew most
likely use to sort the cubes into two
groups?
District Writing Prompt(s) That Support
Common Core Literacy Standards
1. If you were a water molecule and could travel anywhere in the
world, describe your journey as you change into each of the states of
matter.
2. Describe the role of density in one of the following spheres:
geosphere, hydrosphere and atmosphere.
REQUIRED REVIEW
FCA #3 CONTENT FOCUS
TOPICS
A. density
•
•
•
•
Physical and chemical
weathering, erosion and
deposition
Rock cycle
Photosynthesis/Respiration
Carbon cycle
Version 1601
Density
Physical Properties/Change
Chemical Properties/Change
Temperature Influences
Law of Conservation of Mass
Weathering, erosion, deposition
Physical/Chemical Change
4 MC
2 MC
1 MC
2 MC
1 MC
1 MC
1 SR
When a candle is lit, the wick
burns, the wax melts, the candle
changes shape, and the air
around the candle heats up.
Which of the following is an
example of a chemical change?
D. the air around the candle
heating up
B. magnetism
C. melting point
*D. electrical conductivity
LEOC CONTENT FOCUS
Density
Physical Properties/Change
Chemical Properties/Change
Temperature Influences
Law of Conservation of Mass
STRATEGIES FOR
DIFFERENTIATION
3 MC
1 MC
1 MC
1 MC
1 MC
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Force and Motion
PACING: 5 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.8.P.8.2 – Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is
distinct from, though proportional to, mass. (CC Rating= 2)
SC.6.P.12.1 – Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. (CC
Rating= 3)
SC.6.P.13.1 – Investigate and describe types of forces including contact forces and forces acting at a distance such as electrical,
magnetic, and gravitational. (CC Rating= 2)
SC.6.P.13.2 – Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the
force depends on how much mass the objects have and how far apart they are. (CC Rating= 1)
SC.6.P.13.3 – Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.
(CC Rating= 2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
•
•
•
•
•
•
Items assessing gravity will use a conceptual understanding of the Law of
Universal Gravitation by keeping either the mass or distance constant.
Items will not assess nuclear forces.
Items will not require the use of formulas or calculations.
Items addressing mass and/or weight will not assess the units of measure
for mass and weight.
Items requiring the interpretation and/or analysis of a graph may assess
the relative speed of an object at various points or sections of the graph
and the direction of motion.
Items will not require a comparison of the speeds of more than five
different objects.
Items will not assess the addition of nonparallel vectors.
Items will not require the calculation of acceleration.
Items may require the calculation of net force.
Items addressing force and motion are limited to conceptual
understanding. Items will not require the use of the formula F=ma.
Items addressing changes in speed should use the terms positive
acceleration and negative acceleration.
Items may assess understanding of friction as a force in both sliding and
stationary situations. Items will not require knowledge of coefficient
friction.
Items will not imply that a calculation is required in scenarios assessing
understanding of no acceleration or no net force.
Version 1601
Misconceptions (“Students think…”)
1. On a Distance vs Time graph an upward curve is the same motion
as going up the hill.
2. Weight and Mass are the same property.
3. Objects at rest have no forces acting on it.
4. If an object is moving its forces have to be unbalanced.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Force and Motion
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How does the combination of forces on an object affect its motion?
PACING: 5 Weeks
Key Learning Statement:
An object’s motion is affected by the net force acting on it. If the net
force is other than zero, the object’s motion will change. If the net force
is zero, then the object’s motion will not change.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
•
Motion
•
How can a graph represent an
object’s motion?
•
•
•
Forces
•
Know
How do balanced and unbalanced
forces affect an object’s motion?
How do contact and noncontact
forces interact with objects?
•
•
•
Universal Law of Gravitation
•
What is the relationship between the
two factors in the Law of Universal
Gravitation?
Version 1601
•
•
•
Do
speed, velocity, positive and negative
acceleration, inertia, momentum
On a distance-time graph, the angle (slope)
of a line indicates the speed and direction of
an object.
•
contact forces (friction), non-contact
forces (gravity, electrical and magnetic)
balanced forces, unbalanced forces, net
force
Unbalanced forces cause a change in an
object’s motion.
Friction occurs in sliding, rolling and
stationary (static) situations.
•
Law of Universal Gravitation
mass, weight
Gravitational forces between two objects
are directly related to their masses and the
distance between them.
•
•
•
•
•
Differentiate between speed and
velocity.
Create and analyze distance-time
graphs for an object’s motion.
Identify contact forces and non-contact
forces.
Calculate net force.
Compare balanced and unbalanced
forces as they relate to motion.
Describe ways friction can be
increased/decreased.
Differentiate between mass and weight.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Force and Motion
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 5 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
The diagram below shows forces acting on a model airplane. Both its
speed and height above the ground are constant.
Resources
FCAT Item Specs: pages 76-79
http://www.physicsclassroom.com/
http://learningcenter.nsta.org/search.aspx?action=browse&subject=42
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook Reference
1, 2
Activities
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
NOS Link
How does ramp height affect the distance of a rolling car? Design an experiment.
Which of the following conditions would cause the model airplane to
descend toward the ground?
A. The lift is equal to the drag.
*B. The lift is less than the weight.
C. The thrust is equal to the weight.
District Writing Prompt(s) That Support Literacy Standards
1. Describe the forces and motion you experience as you take a ride on a bike trail,
using no less than 3 forces and 2 motion terms.
2. You have been chosen to be beamed to a planet twice the mass of Earth. You
need to bring at least one additional set of clothes with you. What size clothes should
you bring and why?
REQUIRED REVIEW
TOPICS
•
•
•
Identifying variables
Plate tectonics
Sun and moon effect on
Earth (seasons, tides,
eclipses)
Version 1601
FCA #4 CONTENT FOCUS
Distance vs. Time Graphs
Speed
Inertia
Mass vs. Weight
Law of Gravity
Contact and Non-Contact
Forces
Net Force
Sun, Moon, Earth
2 MC
1 MC
1 MC
2 MC
1 MC
2 MC
1 MC
1 MC
D. The thrust is greater than the drag.
LEOC CONTENT FOCUS
Distance vs. Time Graphs
Force
Balanced and Unbalanced
Forces
Mass vs. Weight
Law of Gravity
Contact and Non-Contact Forces
Net Force
STRATEGIES FOR DIFFERENTIATION
1 MC
1 MC
1 MC
1 MC
1 MC
3 MC
1 MC
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Energy
PACING: 4 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.6.P.11.1 – Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations
where kinetic energy is transformed into potential energy and vice versa. (CC Rating= 2)
SC.7.P.11.1 – Recognize that adding heat or removing heat from a system may result in a temperature change and possibly a change
of state. (CC Rating= 1)
SC.7.P.11.2 - Investigate and describe the transformation of energy from one form to another. (CC Rating= 2)
SC.7.P.11.3 – Cite evidence to explain that energy cannot be created or destroyed, only changed from one form to another. (CC
Rating= 3)
SC.7.P.11.4 – Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach
the same temperature. (CC Rating= 2)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
Items will not assess transformations involving nuclear energy.
Items may address a maximum of five energy transformations.
Items will not require calculations.
Items assessing energy transformations will not be placed in a life
science context.
Items will not require calculations.
Items will not assess the concepts of conductors and insulators or
examples of either in isolation.
Items will not require the use or memorization of formulas or values
of specific heat, heat of fusion, or heat of vaporization for
substances.
Version 1601
Misconceptions (“Students think…”)
1. Coldness moves to cool an object.
2. Energy is only associated with movement.
3. Temperature is the same as heat, which is the same as thermal
energy.
4. Once energy is used it is gone.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Energy
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How do we determine that energy exists in our everyday lives?
PACING: 4 Weeks
Key Learning Statement:
Energy is the driving force of all interactions in the universe.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
Potential and Kinetic Energy
•
•
•
Describe the relationship between potential and
kinetic energy.
Illustrate a situation where potential and kinetic
energies are at their highest/lowest.
radiant (light), sound, thermal, chemical,
mechanical, electrical, nuclear, and
electromagnetic
•
Compare/contrast the forms of energy.
•
•
Law of Conservation of Energy
Energy is transformed from one form to
another.
•
Give examples of the Law of Conservation of
Energy.
Identify situations where kinetic energy is
transformed into potential energy and vice versa.
•
thermal, heat, conduction, convection,
radiation, temperature, specific heat,
conductors, insulators
Heat always flows from warmer to cooler.
•
•
What is the role of energy
transformation in the Law of
Conservation of Energy?
Heat
•
potential energy (gravitational, elastic,
chemical), kinetic energy
Do
•
What are the various forms of
energy and how are they similar
and different compared to each
other?
Energy Transformation & Law of
Conservation of Energy
•
•
What is the relationship between
potential and kinetic energy?
Forms of Energy
•
Know
How does heat flow affect the
temperature of objects?
•
•
•
•
Version 1601
Describe/illustrate how heat flows in predicable
ways.
Compare conduction, convection and radiation.
Explain how an increase or decrease in heat from
a system may result in temperature changes and
possible state changes.
Compare/contrast the specific heat of different
objects and how it relates to their temperature
change.
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Energy
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 4 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Emma constructed a
simple motor. When
connected correctly, the
coil of copper wire spins.
Resources
FCAT Item Specs: pages 72-75
http://www.ajdesigner.com/phpenergykenetic/kenetic_energy_equation.php
http://phet.colorado.edu/simulations/sims.php?sim=Energy_Skate_Park
http://id.mind.net/~zona/mstm/physics/mechanics/energy/heatandtemperature/heat
AndTemperature.html
Mrs. Aldaco added a copper (Cu) cube that
is at room temperature and an aluminum
(Al) cube that she just removed from the
freezer to a beaker of boiling water.
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.html
http://physics.bgsu.edu/~stoner/p201/heat/
Which of the following best describe the energy
transformation that takes place between the
paper clips and the spinning coil?
http://phet.colorado.edu/simulations/index.php?cat=Heat_and_Thermo
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook Reference
4.1, 4.2, 5.1, 5.2
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
NOS Link
Do larger rubber bands have more potential energy? Write a hypothesis for the
statement above and explain your reasoning.
A. Chemical energy transforms into electrical
energy.
B. Mechanical energy transforms into
electrical energy.
*C. Electrical energy transforms into
mechanical energy
D. Mechanical energy transforms into
chemical energy.
District Writing Prompt(s) That Support Literacy Standards
•
•
•
•
Weather (water cycle
affects weather).
Energy flow in ecosystems.
Energy from Sun
(difference between air,
water, land)
Convection, conduction,
radiation.
Version 1601
FCA #5 CONTENT FOCUS
Law of Conservation of Energy
Kinetic vs. Potential
Energy Transformations
Energy and Phase Change
Heat Flow
Specific Heat
Heat and Temperature
Energy flow in food webs
Potential and Kinetic Energy
LEOC CONTENT FOCUS
1 MC
2 MC
2 MC
1 MC
2 MC
1 MC
1 MC
1 MC
1 SR
A. from the aluminum cube to the beaker
B. from the copper cube to the boiling
water
C. from the aluminum cube to the copper
cube
*D. from the boiling water to the aluminum
cube.
If you were an energy burst from the sun, explain your path as you travelled from
the sun to being used to boil water on the stove.
(Note: multiple answer formats are acceptable, such as labeled diagrams)
REQUIRED REVIEW
TOPICS
She left the cubes in the water for three
hours. Which of the following describes a
heat flow that took place during those three
hours?
Law of Conservation of
Energy
Kinetic vs. Potential
Energy Transformations
Heat Flow
Heat and Temperature
STRATEGIES FOR DIFFERENTIATION
1 MC
2 MC
1 MC
5 MC
1 MC
Page 3 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
UNIT/ORGANIZING PRINCIPLE:
Waves, Sound & Light
PACING: 2 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/ Benchmark Alignment
SC.7.P.10.1 – Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and
ultraviolet, and that white light is made up of a spectrum of different colors. (CC Rating= 1)
SC.7.P.10.2 – Observe and explain that light can be reflected, refracted, and absorbed. (CC Rating= 3)
SC.7.P.10.3 – Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (CC Rating=
1)
SC.8.E.5.11 – Identify and compare characteristics of the electromagnetic spectrum. (CC Rating= 3)
Benchmark Limits for FCAT
•
•
•
•
•
•
•
•
•
Items may assess relative order of frequencies and
wavelengths in the electromagnetic spectrum but will not
require memorization of specific frequencies and wavelengths
of electromagnetic radiation.
Items will not address hazards of electromagnetic radiation.
Items will address only electromagnetic waves and the
electromagnetic spectrum.
Items will not require calculations.
Items may assess the general relative order of wave speed in
different phases but will not assess the motion of the particles
in the substance.
Items may assess pitch as related to frequency.
Items will not assess color as related to wavelength.
Items will not require calculations of wave speed through
different materials.
Items may address water waves but not in the context of
water waves at the beach.
Version 1601
Misconceptions (“Students think…”)
1. Waves move matter.
2. Sound doesn’t travel well through solids and gasses.
3. Only shiny things reflect light.
Page 1 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Waves, Sound & Light
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
What is the relationship between a wave’s properties and its behavior?
PACING: 2 Weeks
Key Learning Statement:
All waves transfer energy which is dependent on frequency, amplitude,
and wavelength. This energy can vary on wave type and medium
traveled through.
Teacher Note:
• Answers for all essential questions must include supporting details/evidence.
• Students will be required to interpret graphs, data tables, and visual representations throughout the entire year’s curriculum.
Lesson Essential Questions
Type and Properties of Waves
•
•
•
How do electromagnetic and mechanical
waves compare and contrast?
How does a wave’s properties illustrate
the energy of the wave?
How does a medium affect the behavior
of waves?
Electromagnetic Spectrum
•
How does a wave’s properties relate to
its location on the electromagnetic
spectrum?
Light
•
•
Do
transverse, longitudinal,
electromagnetic, mechanical, medium
crest, trough, amplitude, wavelength,
frequency, speed
Mechanical waves require a medium.
Electromagnetic waves do not require a
medium.
•
•
•
electromagnetic spectrum
Common uses and applications of
electromagnetic waves.
The Sun is the primary source of the
electromagnetic spectrum (and its energy)
•
•
Interpret the electromagnetic spectrum.
Identify, compare and contrast types of
electromagnetic waves.
•
reflection, refraction, absorption
•
Identify that light waves can be reflected,
refracted or absorbed.
•
•
•
pitch, loudness
echo
Sound is caused by vibrations in a medium.
•
Explain how frequency and pitch are
related.
Explain how loudness and amplitude are
related.
•
•
•
•
•
•
•
Describe how waves transfer energy.
Identify wave properties.
Explain the relationship between frequency
and wavelength.
Describe the effect of different media on
wave speed.
What happens to a light wave as it is
reflected, refracted and absorbed?
Sound
•
Know
How do a wave’s properties change as
the sound’s pitch and loudness change?
Version 1601
•
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: 8
Subject: Physical Science
Waves, Sound & Light
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 2 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Sunlight is composed of
energy that is visible to
humans and energy that
is not visible to humans.
Which statement
describes how the
visible energy from the
Sun is different from the
nonvisible energy?
Resources
FCAT Item Specs: pages 68-71
http://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waves
SUMMIT website lessons : http://summit.cecs.ucf.edu/
Textbook reference
14, 15.1, 15.2, 16.1, 16.2
What property of the magnifying lens is most
responsible for allowing it to magnify the
penny?
Activities
A. It travels at a
different speed.
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
B. It travels a different
distance
NOS Link
Design an experiment to test the following famous quote. “If a tree falls in a
forest, does it make a sound?”
The diagram below demonstrates how a
magnifying lens can make a penny appear
larger.
*C. It has a different
wavelength.
A. It can reflect light.
*B. It can refract light.
C. It can increase the intensity of light.
D. It has different
amplitudes.
D. It can increase the wavelength of light.
LEOC CONTENT
FOCUS
STRATEGIES FOR DIFFERENTIATION
District Writing Prompt(s) That Support
Common Core Literacy Standards
Explain why sunlight separates into the colors of the rainbow as it travels
through a raindrop.
REQUIRED REVIEW TOPICS
•
Properties of Stars (color, size,
absolute and apparent
brightness/magnitude)
Version 1601
FCA #6 CONTENT FOCUS
Reflection and Refraction
Wave Speed/Medium
Frequency/Pitch
Absorption, Radiation
Wavelength
Electromagnetic Spectrum
Types of Waves
Property of Stars
2 MC
1 MC
2 MC
2 MC
1 MC
1 MC
1 MC
1 MC
Reflection and
Refraction
Wave Speed/Medium
Absorption
Wavelength
Electromagnetic
Spectrum
2
MC
2
MC
1
MC
1
MC
1
MC
Page 3 of 3