sc.8.n.1.1, sc.8.n.1.2, sc.8.n.1.3, sc.8.n.1.4,...

May 2014 *Standards that are not assessed on the Science FCAT 2.0, but should be assessed through classroom instruction.

Comprehensive Science 3 (2002100)

Scope and Sequence

Unit Standards Suggested Length of Time

Unit 0: The Practice of Science

SC.8.N.1.1, SC.8.N.1.2, SC.8.N.1.3, SC.8.N.1.4, SC.8.N.1.5, SC.8.N.1.6, SC.8.N.2.1*, SC.8.N.2.2*, SC.8.N.3.1*, SC.8.N.3.2, SC.8.N.4.1*, SC.8.N.4.2*

2-3 Weeks and embedded throughout

the year

Unit 1: Properties of Matter SC.8.P.8.2, SC.8.P.8.3, SC.8.P.8.4 2-3 Weeks

Unit 2: Changes in Matter SC.8.P.8.1, SC.8.P.8.9, SC.8.P.9.1, SC.8.P.9.2, SC.8.P.9.3 3-4 Weeks

Unit 3: Atomic Theory SC.8.P.8.1, SC.8.P.8.5, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.9.1, SC.8.P.9.2, SC.8.N.3.2

3-4 Weeks

Unit 4: Matter & Energy Transformations SC.8.L.18.1, SC.8.L.18.2, SC.8.L.18.3, SC.8.L.18.4 3-4 Weeks

Unit 5: The Sun, Earth & Moon SC.8.E.5.9 2-3 Weeks

Unit 6: The Solar System SC.8.E.5.4, SC.8.E.5.7, SC.8.E.5.8, SC.8.E.5.10 2-3 Weeks

Unit 7: The Stars SC.8.E.5.5, SC.8.E.5.6, SC.8.E.5.11, SC.8.E.5.9, SC.8.E.5.10 2-3 Weeks

Unit 8: The Universe SC.8.E.5.1, SC.8.E.5.2, SC.8.E.5.3, SC.8.E.5.10, SC.8.E.5.12*

2-3 Weeks

Unit 9: HIV Lessons 1 Week

Unit 10: Bridge to Bio 2-3 Weeks

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May 2014 * Standards that are not assessed on Grade 8 Science FCAT 2.0, but should be assessed through classroom instruction.

Grade: 8 Unit 0: Practice of Science Suggested Length of Unit: 2-3 weeks

and embedded throughout the year

Included Standards: SC.8.N.1.1, SC.8.N.1.2, SC.8.N.1.3, SC.8.N.1.4, SC.8.N.1.5, SC.8.N.1.6, SC.8.N.2.1*, SC.8.N.2.2*, SC.8.N.3.1*, SC.8.N.3.2, SC.8.N.4.1*, SC.8.N.4.2*

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Generate and test scientific problems that relate to the eighth grade curriculum such as science fair projects, STEM investigations, and/or MEA

(Model Eliciting Activities).

Score 3.0 The student will understand the practice of science and will be able to apply scientific methods within the eighth grade

curriculum.

Performs complex skills: Evaluate a scientific investigation from the eighth grade curriculum. (SC.8.N.1.1) Plan and carry out scientific investigations of various types. (SC.8.N.1.1) Interpret and analyze data to make predictions and defend conclusions. (SC.8.N.1.1) Design, conduct, and evaluate a study using repetition and replication. (SC.8.N.1.2) Analyze methods used to develop explanations in different fields of science. (SC.8.N.1.5) Distinguish between scientific and pseudoscientific ideas. (SC.8.N.2.1)

The student exhibits no major errors or omissions regarding the score 3.0 content.

Score 2.0 The student:

Recognizes or recalls specific terminology, such as:

analyze, bias, conclusion, control variable, data table, empirical evidence, experiment, graph, hypothesis, inference, lab safety, logical reasoning,

measurement, methods, natural events (phenomenon), outcome variable (dependent variable), prediction, problem, pseudoscience, reference material,

repetition, replication, results, science, scientific investigations, scientific law, scientific model, scientific theory, systematic observation, and test variable

(independent variable)

Performs basic skills:

Use appropriate reference materials to support scientific understanding. (SC.8.N.1.1) Identify test variables (independent variables) and outcome variables (dependent variables) in a given scientific investigation. (SC.8.N.1.1) Collect and organize data in charts, tables, and graphics. (SC.8.N.1.1) Understand that science does not offer conclusive “proof” by using phrases such as “results support” or “fail to support”. (SC.8.N.1.3) Recognize that unsupported hypotheses can be valuable if they lead to further investigations. (SC.8.N.1.4) Explain that science is based on empirical evidence, logical reasoning, and rational hypotheses. (SC.8.N.1.6) Describe the characteristics of science and the scientific method. (SC.8.N.2.2) Select appropriate models for representing results of investigations. (SC.8.N.3.1) Explain why theories may be modified but are rarely discarded. (SC.8.N.3.2) Explain that science can be used to inform decision making at all levels of society. (SC.8.N.4.1) Understand the interaction of science with political, social, and economic concerns. (SC.8.N.4.2)

No major errors or omissions regarding the score 2.0 content.

Score 1.0 With help, I know some of 2.0 and 3.0.

Score 0.0 Even with help, I am unable to understand.













May 2014

Grade: 8 Unit 1: Properties of Matter Suggested Length of Unit: 2-3 weeks

Included Standards: SC.8.P.8.2, SC.8.P.8.3, SC.8.P.8.4


Generate and test scientific problems about one or more properties of matter.

Score 3.0 The student will be able to classify and compare substances on the basis of characteristic physical properties. Performs complex skills:

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. (SC.8.P.8.4)

Differentiate how physical properties of matter are independent of the amount of the sample. (SC.8.P.8.4) Calculate and compare the densities of various materials using the materials’ masses and volumes. (SC.8.P.8.3) 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. (SC.8.P.8.2) The student exhibits no major errors or omissions regarding the score 3.0 content.



Boiling point, degrees Celsius, density, density formula, dissolve, ductility, electrical conductivity, gas, grams, gravitational pull, liquid, liters, magnetic properties, malleability, mass, matter, measure, melting point, physical properties, proportional, sample, saturation, solid, solubility, solute, solvent, temperature, thermal conductivity, volume, and weight


Identify physical properties of matter (such as density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points) that can be demonstrated or measured. (SC.8.P.8.4)

Explain that physical properties are independent of the amount of the sample. (SC.8.P.8.2) Describe density of various materials using the materials’ masses and volumes. (SC.8.P.8.3) Use the density formula to calculate density, mass, or volume when comparing substances. (SC.8.P.8.3) Recognize that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.

(SC.8.P.8.2) No major errors or omissions regarding the score 2.0 content.






May 2014

Grade: 8 Unit 2: Changes in Matter Suggested Length of Unit: 3-4 Weeks

Included Standards: SC.8.P.8.1, SC.8.P.8.9, SC.8.P.9.1, SC.8.P.9.2, SC.8.P.9.3

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Generate and test scientific problems about one or more changes in matter.

Score 3.0 The student will be able to differentiate between physical and chemical changes. Performs complex skills: Compare and contrast physical and chemical changes. (SC.8.P.9.2) Evaluate the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances

undergo physical and chemical changes. (SC.8.P.9.1) Investigate how temperature influences chemical changes. (SC.8.P.9.3) Compare the motion of particles in solids, liquids, and gases. (SC.8.P.8.1) Use models to explain the motion of particles in solids, liquids, and gases. (SC.8.P.8.1) Distinguish among pure substances, mixtures, and solutions. (SC.8.P.8.9)


Score 2.0 The student: Recognizes or recalls specific terminology, such as: Burning, change of state, chemical changes, colloid, compounds, dissolving, elements, flammability, heterogeneous, homogenous, Law of Conservation of Mass, melting, mixtures, particle, physical changes, pure substance, rusting, saturation, solute, solutions, solvent, suspension, temperature, texture, and volume Performs basic skills: Describe physical and chemical changes in matter. (SC.8.P.9.2) Explain that mass is conserved when substances undergo physical and chemical changes according to the Law of

Conservation of Mass. (SC.8.P.9.1) Describe how temperature influences chemical changes. (SC.8.P.9.3) Identify common examples of pure substances, mixtures, and solutions. (SC.8.P.8.9) Identify and describe methods for separating mixtures such as: distillation, chromatography, reverse osmosis, and

diffusion through semipermeable membranes. (SC.8.P.8.9) No major errors or omissions regarding the score 2.0 content.








May 2014

Grade: 8 Unit 3: Atomic Theory Suggested Length of Unit: 3-4 Weeks Included Standards: SC.8.P.8.1, SC.8.P.8.5, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, SC.8.P.9.1, SC.8.P.9.2, SC.8.N.3.2


Research elements and compounds found in the human body and explain how they are vital to normal body function.

Score 3.0 The student will understand that there are a finite number of elements and be able to explain how atoms combine. Performs complex skills: Explain the scientific theory of atoms by using models to explain the motion of particles in solids, liquids and gases. (SC.8.P.8.1) Demonstrate with atomic models to show how atoms combine in many ways. (SC.8.P.8.5) Use models to demonstrate the conservation of mass in modeled chemical reactions. (SC.8.P.8.5) Explain how chemical changes differ from physical changes at the atomic level. (SC.8.P.9.2) Classify elements in the periodic table according to similarities of their properties. (SC.8.P.8.6) Compare, contrast, and classify the properties of compounds, including acids, bases and salts. (SC.8.P.8.8)




acids, atomic mass, atomic number, atoms, bases, chemical symbol, compounds, electron cloud, electrons, element, family, finite,

group, mass, metal, metalloid, models, molecules, motion, neutral, neutrons, non-metal, nucleus, period, periodic table, pH, protons,

salts, Scientific Theory of Atoms (Atomic Theory), and subatomic particles


Describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things. (SC.8.P.8.5)

Explain why there are many, but limited combinations of atoms. (SC.8.P.8.5) Describe how mass is conserved when substances undergo chemical changes. (SC.8.P.9.1) Explain the scientific theory of atoms (also known as atomic theory). (SC.8.P.8.1) Explain that atoms are the smallest unit of an element and are composed of subatomic particles. (SC.8.P.8.7) Identify subatomic particles in an atom. (SC.8.P.8.7) Describe how elements are grouped in the periodic table according to similarities of their properties. (SC.8.P.8.6) Identify common examples of acids, bases, and salts. (SC.8.P.8.8) Explain why theories (specifically atomic) may be modified but are rarely discarded. (SC.8.N.3.2)












May 2014

Grade: 8 Unit 4: Matter & Energy Transformations Suggested Length of Unit: 4-5 Weeks

Included Standards: SC.8.L.18.1, SC.8.L.18.2, SC.8.L.18.3, SC.8.L.18.4


Research elements and compounds found in nature and explain how they are vital to life on Earth.

Score 3.0 The student will be able to explain how living systems follow the Laws of Conservation of Mass and Energy. Performs complex skills: Investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; and

release of oxygen. (SC.8.L.18.1) Investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. (SC.8.L.18.2) Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between

organisms and their physical environment. (SC.8.L.18.3) The student exhibits no major errors or omissions regarding the score 3.0 content.



atmosphere, bacteria, carbon cycle, carbon dioxide, carbon reservoirs, cellular respiration, chlorophyll, energy, food production, fossil fuels,

glucose, Law of Conservation of Energy, Law of Conservation of Mass, matter, molecules, nutrients, organisms, oxygen, photosynthesis, and

physical environment


Describe the Law of Conservation of Mass and the Law of Conservation of Energy. (SC.8.L.18.4)

Explain that living systems obey the Law of Conservation of Mass and the Law of Conservation of Energy. (SC.8.L.18.4)

Describe the process of photosynthesis, such as the roles of light, carbon dioxide, water, and chlorophyll; production of food; and

release of oxygen. (SC.8.L.18.1)

List the starting materials and products of photosynthesis. (SC.8.L.18.1)

Describe how cellular respiration breaks down food to provide energy and releases carbon dioxide. (SC.8.L.18.2)

State the location where cellular respiration takes place. (SC.8.L.18.2)

Describe how matter is transferred in the carbon cycle. (SC.8.L.18.3)

List the starting materials and products of the carbon cycle. (SC.8.L.18.3)

Explain how carbon reservoirs, such as the atmosphere, organisms, fossil fuels, sediments, and oceans/water are important to the

carbon cycle. (SC.8.L.18.3)








Grade: 8th Unit 5: The Sun, Earth, & Moon Suggested Length of Unit: 2-3 weeks

Included Standards: SC.8.E.5.9


Debate the effects of the moon phases on the Earth’s tides. (STEM)

Score 3.0 The student will be able to explain the effect of astronomical bodies on each other. Performs complex skills: Explain the impact of the Moon on the Earth (phases, tides, eclipses, and relative position). (SC.8.E.5.9) Explain the impact of the Sun on the Earth (seasons, gravitational attraction, and relative position). (SC.8.E.5.9) The student exhibits no major errors or omissions regarding the score 3.0 content.



Astronomical units (AU), axis, crescent, Earth, eclipse, equinox, full moon, gibbous, gravity, gravitational attraction, hemisphere, light-years, lunar eclipse, Moon, new moon, orbit, phases, quarter moon, relative position, revolution, rotation, seasons, solar eclipse, solstice, Sun, tides, tilt, waning, and waxing


Recognize the impact of the Moon on the Earth (phases, tides, eclipses and relative positions). (SC.8.E.5.9) Recognize the impact of the Sun on the Earth (seasons, gravitational attraction, and relative position). (SC.8.E.5.9) Describe Earth’s rotation about its axis. (SC.8.E.5.9) Describe Earth’s revolution around the Sun. (SC.8.E.5.9) Describe the tilt of Earth’s axis and how it affects the angle of the Sun’s rays. (SC.8.E.5.9) Explain how the tilt of Earth’s axis affects hours of daylight. (SC.8.E.5.9) Explain what causes seasons. (SC.8.E.5.9) Describe the lunar cycle (phases) and relate the cycle to relative positions of the Sun, the Moon, and Earth. (SC.8.E.5.9) Describe lunar eclipses. (SC.8.E.5.9) Describe solar eclipses. (SC.8.E.5.9) Explain high and low tide. (SC.8.E.5.9) Explain what causes tides on Earth. (SC.8.E.5.9) Explain how Earth’s rotation and the revolution of the Moon around Earth affect the timing of Earth’s tides. (SC.8.E.5.9)




May 2014


May 2014

Grade: 8 Unit 6: The Solar System Suggested Length of Unit: 2-3 weeks

Included Standards: SC.8.E.5.4, SC.8.E.5.7, SC.8.E.5.8, SC.8.E.5.10


Research the protoplanetary disk in which our Solar System formed and compare it to the protoplanetary disks that astronomers think solar systems are currently forming.

Score 3.0 The student will be able to compare and contrast the properties of objects in the Solar System. Performs complex skills: 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. (SC.8.E.5.7) Compare and contrast various historical models of the Solar System, including geocentric and heliocentric. (SC.8.E.5.8) 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. (SC.8.E.5.4) 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.5.10) The student exhibits no major errors or omissions regarding the score 3.0 content.



Asteroid, astronomical unit, atmospheric conditions, comet, crater, distance, dwarf planet, gas giants, geocentric, gravitational force, heliocentric,

historical models, inner planets, Law of Universal Gravitation, light-years, Kuiper Belt, meteor, meteorite, meteoroid, moons, nebula, Oort cloud,

orbital paths, outer planets, planetary ring, planets, planetesimal, protoplanetary disk, satellite, solar system, and terrestrial planets


Describe 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. (SC.8.E.5.7)

Identify and/or explain the role that gravity plays in the formation and motion of planets, stars, and solar systems. (SC.8.E.5.4) Identify various historical models of the Solar System, including geocentric and heliocentric. (SC.8.E.5.8) Identify various technologies that are 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.5.10)








May 2014

Grade: 8 Unit 7: Stars Suggested Length of Unit: 2-3 weeks

Included Standards: SC.8.E.5.5, SC.8.E.5.6, SC.8.E.5.11, SC.8.E.5.10, SC.8.E.5.9


Utilize the H-R diagram to research the life cycle of stars.

Score 3.0 The student will be able to classify and explain specific physical properties of stars. Performs complex skills: Classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). (SC.8.E.5.5) Create models of solar properties, including rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. (SC.8.E.5.6) Evaluate models of solar properties and explain solar characteristics, including rotation, structure of the Sun, convection, sunspots, solar flares, and

prominences. (SC.8.E.5.6) Compare characteristics of the electromagnetic spectrum, such as wavelength, frequency, use, and hazards, and recognize its application to an understanding

of planetary images and satellite photographs. (SC.8.E.5.11) 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.5.10) The student exhibits no major errors or omissions regarding the score 3.0 content.



Apparent magnitude (Brightness), astronomical units (AU), chromosphere, constellation, convection, convective zone, core, corona, differential rotation,

electromagnetic spectrum (EMS), frequency, hazards, Hertzsprung-Russell (H-R)diagram, light-years, luminosity (absolute brightness) main sequence stars,

nuclear fusion, photosphere, planetary images, prominences, radiative zone, satellite photographs, solar energy, solar flares, solar properties, stars, sunspots,

temperature (color), and wavelength


Describe specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). (SC.8.E.5.5) Describe the physical properties of the Sun. (SC.8.E.5.9) Identify examples of solar properties, including rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. (SC.8.E.5.6) Explain solar characteristics, including rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. (SC.8.E.5.6) Identify characteristics of the electromagnetic spectrum, such as wavelength, frequency, use, and hazards, and recognize its application to an

understanding of planetary images and satellite photographs. (SC.8.E.5.11) Identify common uses and applications of electromagnetic waves. (SC.8.E.5.11)









May 2014

Grade: 8 Unit 8: The Universe Suggested Length of Unit: 2 – 3 Weeks

Included Standards: SC.8.E.5.1, SC.8.E.5.2, SC.8.E.5.3, SC.8.E.5.10, SC.8.E.5.12


Research the methods and technology scientists use to study the astronomical bodies in the universe.

Score 3.0 The student will be able to distinguish the hierarchical relationships among astronomical bodies in the universe. Performs complex skills: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy,

and the universe, including distance, size and composition. (SC.8.E.5.3) Compare and contrast the relative distance, relative size, and general composition of astronomical bodies. (SC.8.E.5.1) Organize quantitative data to compare astronomical bodies to each other. (SC.8.E.5.3) Assess how technology is essential to science for such purposes as access to outer space and other communication of

information. (SC.8.E.5.10) The student exhibits no major errors or omissions regarding the score 3.0 content.



Artificial satellite, astronomical bodies, composition, galaxy, hierarchical relationships, launch, moon, Milky Way, NASA, probe, space

exploration, space travel, spin-off, technology, telescope, and universe


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.5.1)

Describe distances between objects in space in the context of light and space travel. (SC.8.E.5.1)

Recognize and describe that the universe contains many billions of galaxies and that each galaxy contains many billions of

stars. (SC.8.E.5.2)

Identify astronomical bodies in the universe such as planets, stars, moons, asteroids, nebulae, galaxies, dwarf planets, and

comets. (SC.8.E.5.3)

Explain how distances in the universe are measured in units of astronomical units (AU) or light years. (SC.8.E.5.1)

Summarize the effects of space exploration on the economy and culture of Florida. (SC.8.E.5.12)









May 2014

sc.8.n.1.1, sc.8.n.1.2, sc.8.n.1.3, sc.8.n.1.4,...

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