8th grade Science
FCAT 2.0 Review
FCAT 2.0…So What!!
 The FCAT measures student achievement of the Sunshine
State Standards, while the FCAT 2.0 measures student
achievement of the Next Generation Sunshine State
Standards, which are more rigorous grade-level expectations.
 Scores for the 2012 FCAT 2.0 Science assessments will be
reported using the following three measures:
 FCAT Equivalent Scores - The 2012 FCAT 2.0 Science scores
will be reported on the existing FCAT Science scale as FCAT
Science Equivalent Scores
 Content Area Scores provide the actual number of raw
score points earned out of the number of points possible for
each reporting category
 Achievement Levels
Achievement Levels for the FCAT Science Equivalent Scale Scores
The success a student has achieved with the Next Generation Sunshine
State Standards assessed on the FCAT 2.0 is described by Achievement
Levels that range from 1 to 5, with Level 1 being the lowest and Level 5
being the highest. To be considered on grade level, students must
achieve Level 3 or higher.
Grade Level 1
Level 2
Level 3
Level 4
Level 5
5
100 – 272 273 – 322
323 – 376
377 – 416
417 - 500
8
100 – 269 270 – 324
325 – 386
387 – 431
432 - 500
Powerpoint Index
Nature of Science Slides 5-30
Earth Science Slides 31-74
Life Science Slides 75-113
Physical Science Slides 114-160
Nature of Science
Scientific Experimentation
 SC.8.N.1.1 (SC.8.N.1.3, SC.6.N.1.1, SC.7.N.1.1): Students will
evaluate a scientific investigation using evidence of scientific
thinking and problem solving. Students will interpret and
analyze data to make predictions and/or defend conclusions.
 SC. 7.N.1.3 (SC.6.N.1.3): Students will distinguish between an
experiment and other types of scientific investigations where
variables cannot be controlled.
 SC. 7.N.1.4: Students will identify test variables (independent
variables) and outcome variables (dependent variables) in a
given scientific investigation.
 SC. 8.N.1.4: Students will explain how hypotheses are
valuable if they lead to further investigations.
TYPES OF VARIABLES
4. Cover: Types of Variable
Tab 1: What do I change?
Tab 2: What results do I observe?
Tab 3: What do I keep the same?
Types of Variables
Chart
Complete the Types of Variables chart for each problem given.
PROBLEM
TEST VARIABLE
Brands of
What brand of
popcorn pops the popcorn tested
most kernels?
OUTCOME
VARIABLE
Number of
popped kernels
CONTROLLED
VARIABLE
Number of
kernels
Method popping
Time heated
Evidence, Data, and Conclusions
Motion of objects traveling down a ramp
Mass (g)
Trial 1
Time (s)
Trial 2
Time (s)
Trial 3
Time (s)
Car A
15.5
4.7
4.9
4.7
Car B
20.2
3.3
2.0
3.1
Car C
7.9
5.9
5.6
5.8
Ball A
15.7
4.8
4.6
4.6
Ball B
27.1
4.9
5.3
5.0
Ball C
5.5
6.0
6.2
6.3
1. Based solely on the data above, what is one conclusion you
can make?
2. What evidence do you have to support it?
3. What other evidence would you like to have?
SC.8.N.1.1, SC.8.N.1.3,
SC.6.N.1.1, SC.7.N.1.1
Experiment vs Investigation
Read each of the statements below.
4. Which student conducted an experiment?
5. Which student conducted an investigation? Explain
your answer.
 Melanie and Brody want to find out whether wooden bats or
metal bats allow baseballs to travel farther.
 Melanie asks five different people to hit ten balls with each
type of bat and she measures the distance each ball travels.
 Brody researches the physical properties of the pine wood and
the aluminum metal and then estimates the possible distance
a ball could travel with a given force.
SC.7.N.1.3, SC.6.N.1.3
Variables
Lindsey wanted to
determine how the
temperature of the
water in her pool
changed throughout
the year. She took
measurements and
made a graph.
6. What was Lindsey’s test (dependent) variable in the
investigation?
7. What was was Lindsey’s outcome (independent)
variable?
SC.7.N.1.4
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.
8. What is the outcome (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
Hypotheses
Kathryn wants to keep squirrels from eating the bird feed she
puts out for the birds in her yard. She decides to conduct an
experiment to see which types of bird feed the squirrels seem to
prefer. Based on her observations, she hypothesizes that the
squirrels prefer feed containing berries.
9. Why was it important for Kathryn to generate a
hypothesis prior to starting her experiment?
SC.8.N.1.4
Nature of Science
Replication and Repetition
 SC.7.N.1.2 (SC.6.N.1.2 , SC.8.N.1.2) : Students will
differentiate between replication and repetition.
Students will evaluate the use of repeated trials or
replication in a scientific investigation. Students will
explain why scientific investigations should be
replicable.
 SC.6.N.1.4 : Students will compare methods and
results obtained in a scientific investigation.
Replication vs Repetition
Elizabeth conducted an experiment to determine which toy
car would travel the fastest down a ramp. 1She sent three
different toy cars down a ramp five times each and
recorded the time it took for the car to reach the bottom of
the ramp. Elizabeth reported to her class that the smallest
car had the greatest speed. 2After hearing Elizabeth’s
results, her classmate Kelley decided to conduct the same
experiment because she felt that Elizabeth’s results might
be inaccurate. Kelley followed Elizabeth’s exact
procedures to conduct her own experiment.
10. Which of the underlined sentences above is an example of
replication?
11. Which is an example of repetition?
12. Why are both activities important for science
experimentation?
SC.7.N.1.2, SC.6.N.1.2, SC.8.N.1.2
The following statements were taken from the procedures of
four different investigations.
13. The statement
from which
investigation is an
example of
repetition?
A.Investigation 1
B. Investigation 2
C. Investigation 3
D.Investigation 4
Comparing Investigations
Two students conducted the same experiment to measure the
pH of various liquids. Sarah used a digital pH meter. Olivia
used pH paper. They recorded their results in the tables
below.
Liquid
pH
Liquid
pH
Lemon
Juice
2
Lemon
Juice
1.9
Water
7
Water
7.3
Coffee
5
Coffee
5.5
Bleach
13
Bleach
12.8
14. Which table represents the data collected by Sarah?
Explain your answer.
SC.6.N.1.4
Nature of Science
Science Methods
 SC.7.N.1.5 (SC.8.N.1.5) : Students will describe and
analyze common methods and models used in
different fields of study.
 SC.7.N.3.2 : Students will identify the benefits and
limitations of the use of scientific models.
 SC.8.E.5.10: Students will identify how technology is
essential to science
Methods of Science
Describe what each term above means in the
context of scientific experimentation.
SC.7.N.1.5, SC.8.N.1.5
Using Models
15. Books often have images like the one above for
our solar system. How might this type of image be
helpful and how might it be misleading?
SC.7.N.3.2
Two types of models that can be used to show details of the
structures of cells are show below.
16. Which of the following describes a limitation of the drawing but NOT
the clay model?
A. It does not re[resent the main parts of a cell.
B. It does not contain the correct number of nuclei/
C. It cannot represent a living cell since a true cell is three-dimensional.
D. It cannot represent a living cell since the cytoplasm should be in
constant motion.
Using Technology
17. Compare and contrast the pairs of
technologies in the images above.
SC.8.E.5.10
Nature of Science
Scientific Knowledge
 SC.6.N.2.2(SC.8.N.1.5), SC.7.N.2.1(SC.7.N.1.7):
Students will explain that scientific knowledge may
change as new evidence is discovered or new
scientific interpretations are formed. Students will
identify instances in the history of science in which
scientific knowledge has changed as a result of new
evidence.
 SC.8.N.1.6 (SC.7.N.1.6): Students will explain that
scientific explanations are based on empirical
evidence, logical reasoning, predictions, and
modeling.
Scientific Knowledge
18. Explain the meaning of the cartoon above.
SC.6.N.2.2 (SC.8.N.1.5), SC.7.N.2.1 (SC.7.N.1.7)
19. Scientific knowledge may change a new evidence or
information is discovered. Which of the following would
NOT be a result of new scientific research and
information?
A. Binomial nomenclature is assigned to a recently
identified plant species.
B. An endangered monkey species is put in a reserve for
protection from extinction.
C. A newly discovered chemical element will be added
to the periodic table of elements.
D. A nonnative plant species will begin to reproduce
rapidly after being introduced into a swamp
ecosystem.
Explanations based on Evidence
The Theory of Plate tectonics describes how the
Earth’s crust moves and has been moving over time
creating the surface as we know it today.
20. What evidence has been used to support this theory?
21.How could we model this theory?
SC.8.N.1.6 (SC.7.N.1.6)
Nature of Science
Theory vs Law
 SC.7.N.3.1 (SC.6.N.3.1): Students will explain
the difference between theories and laws.
Students will identify examples of theories
and laws.
 SC.8.N.3.2: Students will explain why theories
may be modified but are rarely discarded.
22. Which statement best summarizes the development of the atomic theory over
time?
A. Advancements in atomic models proved the atomic theory was accurate.
B. The discovery of new evidence resulted in changes to the atomic theory.
C. With the discovery of every new element, the atomic theory was modified.
D. Changes in atomic models showed that the atomic theory was based on
opinion.
Theories vs Laws
23. Which topics above relate to a theory and which relate
to a law?
24. How do theories and laws differ?
SC.7.N.3.1 (SC.6.N.3.1)
Modifying Theories
25. Three of the many models of the atom are shown
above. Describe some of the ways that the Atomic
Theory has changed over time.
SC.8.N.3.2
SPONGE BOB SCIENTIFIC METHOD
 Construct a 6 door foldable
 Glue 1 step of the scientific method to the
front of each door.
 Write a description for each step in your
own words on the inside of each door.
 Use the Sponge Bob scenario you were
given to draw or write what Sponge Bob
did for each of these steps in the
experiment on the panel next to your
description.
Earth Science
Earth Science
The Universe
 SC.8.E.5.3: Students will compare and contrast the
relative distance, relative size, and general
composition of astronomical bodies in the universe.
 SC.8.E.5.1: Students will describe distances between
objects in space in the context of light and space
travel.
 SC.8.E.5.2: Students will describe that the universe
contains billions of galaxies and stars.
Comparing Objects in Space
Jupiter
Betelgeuse
The Moon
1. How do the objects above compare to Earth in terms
of size, distance from the Sun, and atmospheric
composition?
SC.8.E.5.3
2. The points labeled on the chart below represent the
approximate size of Earth, the Milky Way, the Moon, and the Sun.
The approximate size of he solar system is also shown.
Which point on the chart best represents the approximate size of
the Sun?
A. W
B. X
C. Y
D. Z
Distances in Space
Time for
travel:
approximately
1 billion yrs
Distance:
Less than 1
light year
Distance:
100,000 light
years
Time for
travel:
approximately
12 yrs
3. Which distance and time is most reasonable for each
image?
SC.8.E.5.1
Our Universe
Thousands
of stars
around a
black hole
A system of
planets and
moons
All of the
billions of
stars and
galaxies
All of the
known
galaxies
4. Which statement above most accurately describes
our universe? Explain your choice.
SC.8.E.5.2
Earth Science
Sun and Stars
 SC.8.E.5.5 : Students will describe and classify
physical properties of stars: apparent magnitude,
temperature (color), size, and absolute brightness
 SC.8.E.5.6: Students will evaluate models of solar
properties and explain solar characteristics, including
rotation, structure of the Sun, convection, sunspots,
solar flares, and prominences.
5. One physical property of a star is apparent
magnitude. Which of the following is used in
determining the apparent magnitude of a star?
A.
B.
C.
D.
The constellation the star is in
The distance the star is from Earth
The number of times the star rotates
He number of prominences the star makes
Properties of Stars
6. Compare the properties of Vega, our Sun, and Alpha
Centauri (include brightness, size, and temperature)
SC.8.E.5.5
Properties of the Sun
7. Match the
Terms to the
labeled arrows.
Chromosphere
Convection
Zone
Core
Corona
Photosphere
Prominence
Radiation Zone
Solar Flare
Sunspots
SC.8.E.5.6
I
Earth Science
Solar System
 SC.8.E.5.7 : Students will compare and contrast
the characteristics of objects in the Solar System
 SC.8.E.5.4: Students will identify and explain the
role that gravity plays in the formation and
motion of planets, stars, and solar systems.
 SC.8.E.5.8: Students will compare and contrast
various historical models of the Solar System.
8. The surface of Mercury has many more craters
then the surface of Earth has. Which of the
following statements best explains why Mercury has
many more craters than Earth has?
A.
B.
C.
D.
Mercury rotates faster than Earth does.
Mercury has a smaller mass than Earth has.
Mercury is much closer to the Sun than Earth is.
Mercury has a thinner atmosphere than Earth has.
Solar System
Jupiter
Venus
Earth
Neptune
Place
the planets
Mercury
above in the Venn
Diagram
SC.8.E.5.7
Moon(s)
Ring(s)
Thick
Atmosphere
Role of Gravity
10. Explain the role that gravity had in creating the
Sun, planets, stars, etc.
SC.8.E.5.4
Models of the Solar System
11. Label the models above as heliocentric or geocentric.
Explain your answer.
SC.8.E.5.8
Earth Science
Earth-Moon-Sun
 SC.8.E.5.9 : Students will explain the effect of
astronomical bodies on each other including the Sun’s
and the Moon’s effects on Earth
12. The water level at the beach changes during the
day. What causes the different water levels?
A.
B.
C.
D.
Earth’s revolution
The Moon’s rotation
Earth’s magnetic field
The Moon’s gravitational pull
Seasons and Moon Phases
 Seasons and Moon Phases
13. When it is Summer in England (UK), what season
is it in Florida?
14. How are the Earth, Moon, and Sun lined up when
there is a new moon?
SC.8.E.5.9
Eclipses
SOLAR ECLIPSE
LUNAR ECLIPSE
http://www.guardian.co.uk/flash/0,5860,4197
94,00.html
15. How are lunar and a solar eclipses different?
SC.8.E.5.9
Tides
 Tides
16. Why do opposite sides of the Earth have high tide at
the same time?
SC.8.E.5.9
Earth Science
Earth’s Surface
 SC.7.E.6.2: Students will identify and describe steps of the
rock cycle and relate them to surface and sub-surface
events.
 SC.6.E.6.1: Students will describe and explain how Earth’s
surface is built up and torn down through the processes of
physical and chemical weathering, erosion, and deposition.
 SC.6.E.6.2: Students will identify different types of landforms
commonly found on Earth. Students will describe similarities
and differences among landforms found in Florida and those
found outside of Florida.
 SC.7.E.6.6: Students will identify and describe the impact
that humans have had on Earth.
Rock Cycle
 Rock Cycle
17. What are the processes that change rocks? Which
ones happen on the surface and which ones happen
below the surface of Earth?
SC.7.E.6.2
Weathering, Erosion, Deposition
18. Explain how water is changing the landscape in
each image above. Be sure to indicate whether the
image shows weathering, erosion, or deposition
SC.6.E.6.1
19. Deforestation occurs when large areas of trees
are cut down. Which of the following impacts on
the environment would result from deforestation?
A.
B.
C.
D.
Increased erosion
Colder temperatures
Excess ground moisture
Greater oxygen production
Landforms
A
B
C
20. Label the images above as either a dune, delta, or
sinkhole.
21. Which of these features can be found in Florida?
SC.6.E.6.2
Human Impact
Cutting down Forests
Oil Spill
22. Describe what effect the human activities shown
above will have on the Earth
SC.7.E.6.6
Earth Science
Geologic Time
 SC.7.E.6.4: Students will identify examples of and explain
physical evidence that supports scientific theories that Earth has
evolved over geologic time due to natural processes.
 SC.7.E.6.3: Students will identify and describe current scientific
methods for measuring the age of Earth and its parts.
Geologic Time
Dry Sea Bed
Volcanic
Eruption
Eroded Mountain Range
23. Explain how the images above are examples of
evidence of Earth’s surface changing over time.
SC.7.E.6.4
Measuring Age of Earth
24. Which organism shown above is the oldest?
25. How do you know?
26. Is there a method that could be used to find their
ages more precisely?
SC.7.E.6.3
27. The oldest rock formation identified on Earth is found on
the shoreline of Hudson Bay in Canada. This rock formed
4.28 billion years ago. What information does a scientist
need to more accurately determine the age of a rock?
A. The percentage of each mineral that makes up the rock
B. The thickness of younger rock layers that cover the rock
C. The amount of each radioactive element present in the
rock
D. The amount of weathering present on the surface of the
rock
Earth Science
Plate Tectonics
 SC.7.E.6.5 (SC.7.E.6.7): Students will describe the scientific theory
of plate tectonics and how the movement of Earth’s crustal
plates and the flow of heat and material cause various geologic
events to occur.
 SC.7.E.6.1: Students will identify and/or describe the layers of
Earth
Plate Tectonics
 Dynamic Earth
28. How can volcanoes be created by either colliding or
separating boundaries?
SC.7.E.6.5, SC.7.E.6.7
29. Interactions between layers of Earth cause convection currents
to move crustal plates. The diagram below shows four layers of
Earth.
In which layer of Earth are the convection currents that directly
result in tectonic plate motion found?
A. 1
B. 2
C. 3
D. 4
Layers of the Earth
 Earth's Layers
30. Which of Earth’s layer is the:
thickest?
hottest?
most dense?
SC.7.E.6.1
Earth Science
Interactions between the Spheres
 SC.6.E.7.4: Students will differentiate and explain interactions
among the geosphere, hydrosphere, cryosphere, atmosphere,
and biosphere.
 SC.6.E.7.2 (SC.6.E.7.3): Students will describe and explain how
the cycling of water and global patterns influence local
weather and climate.
 SC.6.E.7.6: Students will differentiate between weather and
climate.
 SC.6.E.7.9: Students will describe the composition and
structure of the atmosphere and how the atmosphere
protects life and insulates the planet.
Spheres
A
B
31. Identify what spheres are shown in each of the
pictures above?
SC.6.E.7.4
Weather Patterns
32. How does the
ocean circulation
pattern shown above
effect Florida’s
weather?
SC.6.E.7.2, SC.6.E.7.3
33. What will
happen to the weather
when the cold air
reaches the warm
Florida air?
Weather vs Climate
A
B
34.Which map above shows Weather and which shows
Climate? Explain your choice.
SC.6.E.7.6
35. The climate of an area can be different from its weather.
Which of the following statements describes the climate of
an area?
A.
B.
C.
D.
There should be heavy rains tomorrow morning.
The rains next week are expected to cause some flooding.
The average temperature from 1930-1996 was 23°C (74°F).
The high temperature on September 4, 2009, was 32°C
(89°F).
Atmosphere
 Layers of the Atmosphere
36. How do the layers of the atmosphere work together
to protect life on Earth?
SC.6.E.7.9
Earth Science
Sun Influences Weather
 SC.6.E.7.5: Students will explain how energy provided
by the Sun influences global patterns of atmospheric
movement and the temperature differences among
air, water, and land.
 SC.6.E.7.1: Students will differentiate among
radiation, conduction, and convection in Earth’s
systems.
Sun Heating Earth
37. Explain why the wind patterns shown above occur.
SC.6.E.7.5
38. The arrows in the picture below show several ways heat is
transferred from the Sun as it strikes sand on the surface of a
beach.
Which arrow shows
convection?
A.1
B. 2
C. 3
D.4
Radiation, Conduction, Convection
SC.6.E.7.1
39. Which type of heat transfer
does each image represent?
Life Science
Organization of Organisms
SC.6.L.14.1: Students will identify and/or
describe patterns in the hierarchical
organization of organisms, from atoms to
molecules, to cells, to tissues, to organs,
to organ systems, to organisms
1. Structures in the human body work together to perform
specific function. The diagram below shows the organization of
structures found in the human body.
A picture of which of the following structures belongs in the
box above?
A. Cell
B. Organ
C. Organelle
D. Tissue
Hierarchy
2. Label the pictures above as: atom, molecule, cell,
tissue, organ, organ system, or organism. Then put
them in order of increasing complexity.
SC.6.L.14.1
Life Science
Cell Theory
SC.6.L.14.2: Students will identify,
describe, and explain the components of
cell theory.
SC.6.L.14.3: Students will describe how
cells undergo similar processes to
maintain homeostasis.
Cell Theory
3. Which of the above statements is NOT part of the
Cell Theory? How do you know?
SC.6.L.14.2
4. The cell theory applies to all organisms including the five
shown below.
Which of the following statements describes how these
organisms are an example of the cell theory?
A. The organisms have cells that lack a nucleus.
B. The organisms are made of one or more cells.
C. The cells of the organisms under go photosynthesis.
D. The cells of the organisms are identical to each other.
Homeostasis
A
B
C
5. What processes of cellular homeostasis are
represented by the images above? Explain why those
processes are important.
SC.6.L.14.3
Life Science
Cell Structure and Function
SC.6.L.14.4: Students will compare and/or
contrast the structure and function of
major organelles of plant and animal cells.
6. Plant cells are different from animal cells. The diagram below
identifies four different structures in a plant cell.
Compared to the structures in an animal cell, which of the following
structures is found only in a plant cell?
A. Mitochondrion
B. Cell wall
C. Cytoplasm
D. nucleus
Parts of a Cell
 What did Shaggy eat?
7. What are some key differences between plant cells,
animal cells, and bacteria cells?
SC.6.L.14.4
Life Science
Human body
 SC.6.L.14.5: Students will identify and/or describe the
general functions of the major systems of the human
body. Students will identify and/or describe how the
major systems of the human body interact to
maintain homeostasis.
 SC.6.L.14.6: Students will identify, compare, and/or
contrast the types of infectious agents that affect the
human body
Human Body Systems
 National Geographic Human Body
8. How would a problem with your lungs effect your
heart?
SC.6.L.14.5
9. In order to maintain homeostasis the systems of the human
body work together to keep a constant internal temperature.
Which of the following statements describes how the human
body responds in a cold environment?
A. The nervous system moves the jaw bones and causes the
chattering of teeth.
B. The nervous system signals the muscles of the muscular
system to contract and warm the body.
C. The circulatory system delivers less carbon dioxide to the
muscular system, resulting in stiffening of the muscles.
D. The skeletal system produces more blood cells that circulate
through the blood vessels, increasing the warmth of the
body.
Infectious Agents
10. Compare and contrast the infectious agents
above. Include information about how they are
transmitted and treated and if/how they can be
prevented
SC.6.L.14.6
Life Science
Classification
 SC.6.L.15.1 Students will analyze and/ describe how
and why organisms are classified.
11. Mushrooms, bread molds, and yeasts are classified
together in the fungi kingdom. Specific characteristics
are used to classify these organisms. Which of the
following is a characteristic used to classify these
organisms as fungi?
A.
B.
C.
D.
They are parasites.
They are unicellular
They are prokaryotes
They are heterotrophs
Classification
 Classifying Life
12. What are the 3 Domains?
13. How do the 6 Kingdoms fit within them?
SC.6.L.15.1
Life Science
Theory of Evolution
 SC.7.L.15.2: Students will identify and explain ways in which
genetic variation and environmental factors contribute to
evolution by natural selection and diversity of organisms.
 SC.7.L.15.1: Students will identify and explain ways in which
fossil evidence is consistent with the scientific theory of
evolution.
 SC.7.L.15.3: Students will identify and explain how a
species’ inability to adapt may contribute to the extinction
of that species
14. A certain reptile species is a herbivore and exists only on an
isolated island. Which of the following would most likely
result in the extinction of the reptile species over a period of
twenty thousand years?
A. The reptile species produces many offspring with many
unique traits, and the vegetation remains constant.
B. The reptile species produces few offspring with some
unique traits, and the vegetation changes quickly.
C. The reptile species produces few offspring with no unique
traits, and the vegetation changes quickly.
D. The reptile species produces many offspring with some
unique traits, and the vegetation changes slowly.
Natural Selection
 PhET: Natural Selection
15. Under what conditions were the white rabbits best
suited?
SC.7.L.15.2
Fossil Evidence
 Nova: Fossil Evidence
16. What is some fossil evidence that has been gathered
to explain the evolution from land mammals to aquatic
mammals?
SC.7.L.15.1
Adaptation or Extinction
17.Explain how polar bears would have to adapt to
their changing environment in order to avoid
extinction
SC.7.L.15.3
Life Science
DNA and Genetics
Life Science
DNA and Genetics
 SC.7.L.16.1: Students will describe and explain that every
organism requires a set of instructions that specifies its traits.
Students will identify and explain that hereditary information
(DNA) contains genes located in the chromosomes of each cell
and that heredity is the passage of these instructions from one
generation to another.
 SC.7.L.16.2: Students will use Punnett squares and pedigrees to
determine genotypic and phenotypic probabilities.
 SC.7.L.16.3: Students will compare and contrast general
processes of sexual and asexual reproduction that result in the
passage of hereditary information from one generation to
another.
DNA
The diagram to the left
shows the structural
hierarchy of genetic material
inside a cell including:
nucleus, chromosome, gene,
and DNA
18. Describe the hierarchy in your own words as it
applies to the transmission of genetic material
SC.7.L.16.1
Punnett Squares
 Interactive Punnett Squares
19. What is the difference between organisms that are
heterozygous dominant and homozygous dominant?
SC.7.L.16.2
20. The gene for curled ears (C) is dominant over the gene for
straight ears (c). The picture below shows a cat with curled
ears (Cc) and a cat with straight ears (cc).
What percent of the
offspring are expected
to have curled ears as a
result of a cross
between the cats
shown?
A. 100
B. 75
C. 50
D. 25
Mitosis and Meiosis
21. Which of the cells above went through mitosis
22. Which went through meiosis?
23. How do you know?
SC.7.L.16.3
Life Science
Relationships in Ecosystems
 SC.7.L.17.2 : Students will compare and contrast
relationships between organisms, such as mutualism,
predation, parasitism, competition, and commensalism.
 SC.7.L.17.1: Students will describe and explain the roles of
and relationships among producers, consumers, and
decomposers in the process of energy transfer in a food
web.
 SC.7.L.17.3: Students will identify and describe various
limiting factors in an ecosystem and their impact on
native populations
24. Mangrove trees are common to the Florida Everglades. The tree roots
serve as a place for freshwater oysters to attach when tide is high, as shown
in the picture below. The oysters are protected from predators when
attached to the roots underwater.
The oysters do not harm the trees nor do they provide any benefit to the trees.
Which of the following relationships is most similar to the relationship between
the mangrove trees and the oysters?
A. African ants living in acacua trees feed on leaf-eating insects found on the
tree.
B. Spider crabs are camouflaged by the green-brown algae growing on their
shells.
C. A whale is unaffected by the attached remora fish feeding on the whale’s
leftover food.
D. Bees fly from on flowering plant to another gathering nectar and
pollination the flowers.
Relationships between Organisms
Organism
Benefited
Organism
Harmed
SC.7.L.17.2
Organism
Unaffected
25.Place the terms correctly
in the Venn diagram. Give
an example of each
relationship.
Producers, Consumers, and
Decomposers
 Food Chain Game
26. What role does each organism have in the food chain/web?
 Producer
 Consumers-herbivores, carnivores, omnivores
 Decomposer
SC.7.L.17.1
Limiting Factors
A
B
D
C
E
27. Which limiting factors are represented by the images above?
28. What is one more example of an additional limiting factor?
SC.7.L.17.3
Life Science
Conservation of Mass and Energy
(Photosynthesis and Respiration)
 SC.8.L.18.4: Students will explain that living systems
obey the Law of Conservation of Mass and the Law of
Conservation of Energy.
 SC.8.L.18.1 (SC.8.L.18.2): Students will describe and
explain the general processes of photosynthesis and
cellular respiration. Students will describe the role of
light, carbon dioxide, water, and chlorophyll in the
process and products of photosynthesis
 SC.8.L.18.3: Students will describe how matter and
energy are transferred in the carbon cycle.
29. A diagram of the carbon cycle is shown below.
Each arrow represents a process in the
cycle. Which of the following best
describes the process that occurs at
arrow X?
A. Bacteria break down molecules in
animals into carbon-based soil
nutrients.
B. Animals release oxygen that is used by
bacteria to produce carbon dioxide.
C. Animals release carbon dioxide that is
used by bacteria for growth and
reproduction.
D. Bacteria combine carbon-based
nutrients from plants and animals to
produce glucose.
Conservation of Mass and Energy
 Energy: states that the total amount of energy in an
isolated system remains constant over time. This law
means that energy can change its location within the
system, and that it can change form within the system but
not change in amount of total energy.
 Mass: states that the mass of an isolated system will
remain constant over time. This law means that mass
cannot be created or destroyed, although it may be
rearranged in space and changed into different types of
particles
30. Create a statement that combines both laws into
one concept.
31. Give an example of how these laws apply to living
systems.
SC.8.L.18.4
Photosynthesis and Respiration
 Photosynthesis and Respiration Animations
32. What is created during photosynthesis that is used by the
plant for energy?
33. What is created during photosynthesis that is used by
humans?
SC.8.L.18.1, SC.8.L.18.2
Carbon Cycle
 Carbon Cycle Game
34. List 3 reservoirs (storage) of carbon in the
environment?
SC.8.L.18.3
Physical Science
Physical Properties
 SC.8.P.8.4: Students will classify and compare substances on the
basis of their physical properties and explain that these
properties are independent of the amount of the sample.
 SC.8.P.8.3: Students will describe density and calculate and
compare the densities of various materials using the materials’
masses and volumes
Physical Properties
1. Which properties shown above are physical properties, which
are chemical properties?
2. Why are they considered physical or chemical?
SC.8.P.8.4
3. Matthew has six cubes of different materials. Each cube has a
mass of 10 grams (g). Mathew sorts the cubes into two groups using
one physical property.
Which physical property did Matthew most likely use to sort the
cubes into two groups?
A. Density
B. Magnetism
C. Melting point
D. Electrical conductivity
SC.8.P.8.4
Density
 Density
4. What happens to the density of a block when you
change the volume?
5. What happens to the mass when you change the
volume?
SC.8.P.8.3
Physical Science
Elements, Compounds, and Mixtures
Physical Science
Elements, Compounds, and Mixtures
 SC.8.P.8.7: Students will explain that atoms are the smallest unit of an
element and are composed of subatomic particles.
 SC.8.P.8.5: Students will describe how elements combine in a multitude
of ways to produce compounds that make up all living and nonliving
things.
 SC.8.P.8.9: Students will differentiate among pure substances, mixtures,
and solutions.
 SC.8.P.8.1: Students will describe the motion of particles in solids, liquids,
and/or gases.
 SC.8.P.8.6: Students will explain that elements are grouped in the
periodic table according to similarities of their properties.
 SC.8.P.8.8: Students will identify common exs of acids, bases, salts.
Students will compare, contrast, and classify the properties of
compounds, including acids and bases.
6. 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?
A.
B.
C.
D.
They are the same size.
They react with each other.
They have similar properties.
They have the same number of protons.
SC.8.P.8.6
Atoms and Elements
A
B
C
7. Label the parts of the atoms above.
8. What is the difference between a Carbon atom
and a Nitrogen atom?
SC.8.P.8.7
Elements and Compounds
9. Match the elements (in blue) to the compounds (in
red) that they create.
SC.8.P.8.5
Pure Substances vs Mixtures
 Compounds and Mixtures
10. What is the main difference between a compound and a
mixture?
SC.8.P.8.9
Solutions
A
B
C (brass)
11. Identify the solute and solvent for each of the
solutions above.
SC.8.P.8.9
Motion of Particles
States of Matter
12. Why do the particles in gases move more freely than
those in solids or liquids?
SC.8.P.8.1
Periodic Table
13. Which of these elements has properties most
similar to Magnesium:
Sodium, Calcium, or Manganese?
How do you know?
SC.8.P.8.6
Acids, Bases, and Salts
 Kitchen Chemistry
14. Which substances reacted with baking soda to
create a gas? Why?
 Acids and Bases
15. What is created when a base (alkali) is added to an
acid?
SC.8.P.8.8
Physical Science
Physical vs Chemical Changes
 SC.8.P.9.2: Students will differentiate between physical and
chemical changes.
 SC.8.P.9.1: Students will explain that mass is conserved when
substances undergo physical and chemical changes, according
to the Law of Conservation of Mass.
 SC.8.P.9.3: Students will describe how temperature influences
chemical changes
Physical vs Chemical Changes
A
B
C
D
16. Which images above are examples of physical
changes and which are chemical changes? How do
you know?
SC.8.P.9.2
17. 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?
A.
B.
C.
D.
the wick burning
the wax melting
the candle changing shape
the air around the candle heating up
SC.8.P.9.2
Conservation of Mass
18. Explain why the total mass is the same before
and after the experiment if a gas was formed and
inflated the balloon.
SC.8.P.9.1
Temperature and Chemical Changes
 Rate of Reaction
19. What effect did increasing the temperature have on how
fast the reaction took place?
SC.8.P.9.3
Physical Science
Electromagnetic Spectrum
 SC.7.P.10.1: Students will identify, compare and contrast the
variety of types of radiation present in radiation from the Sun.
 SC.8.E.5.11: Students will identify and compare characteristics of
the electromagnetic spectrum. Students will identify common
uses and applications of electromagnetic waves.
20. 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?
A.
B.
C.
D.
It travels at a different speed.
It travels a different distance.
It has different wavelengths.
It has different amplitudes.
SC.7.P.10.1
Sun’s Radiation
21. Which word above relates to each of the types of
Solar radiation: Infrared, Visible Light, and
Ultraviolet?
SC.7.P.10.1
Electromagnetic Spectrum
22. Which wave image (A or B) is accurate? Using the
terms “wavelength” and “frequency” describe the trends
in the waves within the EM Spectrum.
SC.8.E.5.11
Physical Science
Waves
 SC.7.P.10.3: Students will describe and explain that waves move
at different speeds through different materials.
 SC.7.P.10.2: Students will explain that light waves can be
reflected, refracted, and absorbed.
23. The diagram below demonstrates how a magnifying lens
can make a penny appear larger.
What property of the magnifying lens is most responsible for
allowing it to magnify the penny?
A.
B.
C.
D.
It can reflect light.
It can refract light.
It can increase the intensity of light.
It can increase the wavelength of light.
SC.7.P.10.2
Speed of Waves
24. What happens to the speed of the light as it
travels from the air, through the glass, and then
through the water?
25. How does the speed change affect the light wave?
SC.7.P.10.3
Reflect, Refract, Absorb
26. Label the images above with the correct term
concerning the motion of light waves. Explain your
choices.
SC.7.P.10.2
Physical Science
Transformation of Energy
 SC.7.P.11.2: Students will identify and describe the
transformation of energy from one form to another.
 SC.6.P.11.1: Students will differentiate between
potential and kinetic energy. Students will identify
and explain situations where energy is transformed
between kinetic energy and potential energy.
 SC.7.P.11.3: Students will identify and describe
examples of the Law of Conservation of Energy.
27. Emma constructed a simple motor. When connected correctly, the
coil of copper wire spins.
Which of the following best describes the energy transformation that
takes place between the paper clips and the spinning coil?
A. Chemical energy transforms into electrical energy.
B. Mechanical energy transforms into electrical energy.
C. Electrical energy transforms into mechanical energy.
SC.7.P.11.2
D. Mechanical energy transforms into chemical energy.
Transformation of Energy
 Energy Transformation
28. What are some examples of each type of energy
(chemical, thermal, electrical, mechanical, light, and
nuclear)?
SC.7.P.11.2
Potential vs Kinetic Energy
 Energy in a Skate Park
29. When is the skater’s potential energy the greatest?
30. Where is the potential energy being transformed
into kinetic energy?
31. When is the skater’s kinetic energy the greatest?
SC.6.P.11.1
Law of Conservation of Energy
 Energy of Springs
32. What happens to the Total Energy as the spring
bounces?
33. Which types of energy make up the total energy?
34. How to they relate to each other?
SC.7.P.11.3
Physical Science
Heat Flow
 SC.7.P.11.4: Students will describe how heat flows in
predictable ways.
 SC.7.P.11.1: Students will explain that adding heat to or
removing heat from a system may result in a
temperature change and possibly a change of state.
35. 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
breaker or boiling water.
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?
A.
B.
C.
D.
from the aluminum cube to the beaker
from the copper cube to the boiling water
from the aluminum cube to the copper cube
from the boiling water to the aluminum cube
SC.7.P.11.4
Heat Flow
36. Label the examples of heat flow above as either
radiation, conduction, or convection. Explain your
choices
SC.7.P.11.4
Adding and Removing Heat
 Changing State
37. When you “cool” the beaker, are you adding cold or
removing heat? Explain
SC.7.P.11.1
Physical Science
Types of Forces
Mass and Weight
Physical Science
Types of Forces
Mass and Weight
 SC.6.P.13.1: Students will identify and describe types
of forces.
 SC.6.P.13.2: Students will describe the relationship
among distance, mass, and gravitational force
between any two objects.
 SC.8.P.8.2: Students will differentiate between mass
and weight
38. Luis rubbed a balloon on his hair and held the balloon next
to the wall. He observed the balloon stick to the wall. Which
of the following is responsible for the balloon sticking to the
wall?
A.
B.
C.
D.
friction
gravity
electric force
magnetic force
SC.6.P.13.1
Types of Forces
 Forces
39. What force works against an object traveling
horizontally?
40. What kind of force (balanced or unbalanced)
changes an object’s motion?
SC.6.P.13.1
Distance, Mass, and Gravity
 Gravity Model
41. What happens to the direction and magnitude of the
force of gravity as you change the distance and/or
masses?
SC.6.P.13.2
Weight vs Mass
An object is placed on the digital scale and spring scale
below and the following readings are observed
42. Which instrument is measuring the object’s mass
and which is measuring the object’s weight?
43.Why are the numbers different?
SC.8.P.8.2
Physical Science
Balanced and Unbalanced Forces
SC.6.P.13.3: Students will describe and
explain that an unbalanced force acting on
an object changes its speed and/or
direction.
SC.6.P.12.1: Students will interpret and
analyze graphs of distance and time for an
object moving at a constant speed.
44. The diagram below shows forces acting on a model air plane.
Both its speed and height above the ground are constant.
Which of the following conditions would cause the model airplane
to descend toward the ground?
A.
B.
C.
D.
The lift is equal to the drag.
The lift is less than the weight.
The thrust is equal to the weight.
The thrust is greater than the drag.
SC.6.P.13.3
Unbalanced Forces
 Unbalanced Forces
45. In order for the object to move, which force had to
be overcome?
SC.6.P.13.3
Distance vs Time
46. Describe the motion of the object during each
section of the graph above.
SC.6.P.12.1