2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
Annually Assessed Benchmark(s):
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range:
Given during the instruction per the outline
in this section
Key Vocabulary:
Goggles
Aprons
Safety
Fire extinguisher
Fire blanket
MDMS sheets
Safety symbols
1
Grade:
8th
Time Allowed:
MJ Physical Science
2-3 days
Unit 1: Lab Safety
First Quarter
Learning Goal: Students will be able to safely conduct lab experiments and demonstrate appropriate lab behavior.
Objectives: The student will be able to:
- demonstrate proper lab behavior and understanding of safety rules.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Essential Questions:
Students should be able to:
 Locate and use lab safety equipment.
 Understand and apply lab safety
techniques (goggles, glassware,
burners, etc.)
 Demonstrate appropriate lab safety
behavior.
 Recognize safety symbols and their
meanings.
 Read and discuss MSDS sheets as they
relate to individual chemicals and labs.
How does my behavior translate to safety in the
lab?
How can you apply the concept of lab safety to the
classroom?
Resources/Links:
Required Contract & Quiz:
 FLINN Safety Exam
(www.flinnsci.com/Documents/miscPDF
s/Safety_exam_MS.pdf) -80% or higher
 Safety Contract
Required(www.flinnsci.com/Documents
/miscPDFs/safety_contract_MS.pdf)
Remediation/Enrichment Activities:
 Lab Safety Poster
 Lab Safety Scavenger Hunt
 Identify the safety rules followed and/or
not followed in a Myth busters video clip
 Safety Graphic Organizer
 Lab Equipment Worksheet
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
SC.7.N.1.5#: Describe the methods used in the
pursuit of a scientific explanation as seen in
different fields of science such as biology,
geology, and physics.
Also Assesses: SC.7.N.3.2, SC.8.N.1.5,
SC.8.E.5.10
SC.7.N.1.2#: Differentiate replication (by others)
from repetition (multiple trials).
Also Assesses SC.6.N.1.2, SC.6.N.1.4, SC.8.N.1.2
Grade:
8th
MJ Physical Science
12 days
Unit 2: Scientific inquiry
1st Quarter
Learning Goal: Students will be able to design, conduct, and analyze scientific investigations.
Objectives: The student will be able to:
- differentiate between test and outcome variables.
- differentiate between repetition and replication.
- describe how scientists design and conduct investigations.
- explain how hypotheses are valuable and whether the data supports the hypothesis or not.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
 Use a systematic approach to solve
SC.8.N.2.2#: Discuss what characterizes
problems and reach conclusions.
science and its methods.
 Maintain accurate records of
SC.6.N.2.1#: Distinguish sciences from other
experimentation.
activities involving thought.
 Identify outcome and test variables.
SC.6.N.1.5#: Recognize that science involves
 Construct data tables and graphs.
creativity, not just in designing experiments,
 Bar Graphs
but also in creating explanations that fit
 Line Graphs
evidence.
SC.6.N.1.2#: Explain why scientific
 Be able to identify trends in data.
investigations should be replicable.
 Explain why a hypothesis is valuable
SC.6.N.1.3#: Explain the difference between
even if it is disproved by the experiment.
an experiment and other types of scientific
 Explain why scientific investigations
investigation, and explain the relative benefits
should be replicable.
and limitations of each.
 Understand the difference between
SC.7.N.1.6#: Explain that empirical evidence
replication and repetition.
is the cumulative body of observations of a

Explain what science is and how the
natural phenomenon on which scientific
methods used in different fields of
explanations are based.
science relate.
SC.7.N.1.7#: Explain that scientific knowledge
EduSoft Mini-Assessment(s):

Compare and contrast methods used and
is the result of a great deal of debate and
www.edusoft.com
the results obtained in an experiment
confirmation within the science community.
conducted by multiple groups.
SC.8.N.1.2#: Design and conduct a study using
Date Range: Given during the instruction per

Recognize that scientific knowledge is
repeated trials and replication.
the outline in this section.
based on collaboration among scientists.
SC.8.N.1.3#: Use phrases such as “results
support” or “fail to support” in science,
 Determine whether results support or
Key Vocabulary:
fail to support the hypothesis.
understanding that science does not offer
hypothesis, experiment, observations, variable,
conclusive proof of a knowledge claim.

Understand that not all scientific
investigation, replication, scientist, Control
SC.8.N.1.4#: Explain how hypotheses are
knowledge is derived from
variable
valuable if they lead to further investigation,
experimentation.
2
Time Allowed:
Essential Questions:
Is scientific inquiry useful in the real world?
How can you differentiate between test and
outcome variables?
How would you defend the statement “scientific
inquiry is the backbone of society”?
Resources/Links:
Remediation/Enrichment Activities:

Controls & Variables

Scientific Method Foldable

Bikini Bottom Experiments

Controls & Variable Part 2

Scientific Method Puzzle

Identifying Controls & Variable

Analyzing Data & Graphs

Find Someone Who

Scientific Method Comic Strip

Variables Graphic Organizer
Possible Labs:

Scientific Method Virtual Lab

Sponge Capsules Lab l

Pendulum Project

Working as a Team

Working as a Team 2

Bigger Better Bubbles

Paper Airplanes & the Scientific Method
2013 - 2014 Curriculum Blueprint
Outcome Variable (dependent variable)
Test variable (independent variable)
3
Grade:
8th
Time Allowed:
MJ Physical Science
12 days
Unit 2: Scientific inquiry
1st Quarter
even if they turn out to be supported by the
data.
SC.7.N.1.3#: Distinguish between an
experiment (which must involve the
identification and control of variables) and
other forms of scientific investigation and
explain that not all scientific knowledge is
derived from experimentation.
SC.7.N.1.4#: Identify test variables
(independent variables) and outcome
variables (dependent variables) in an
experiment.
SC.8.N.1.5#: Analyze the methods used to
develop a scientific explanation as seen in
different fields of science.
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.
SC.6.N.1.4#:
Discuss, compare, and negotiate methods
used, results obtained, and explanations
among groups of students conducting the
same investigation.
SC.7.N.3.2: Identify the benefits and limitations
of the use of scientific models.
SC.6.N.1.1: & SC.7.N.1.1: Define a problem
from the sixth grade curriculum, use
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation 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.


Rubber Band Variables
Come Fly with Me Inquiry
Remediation/Enrichment Opportunities:

www.pendalearning.com

www.fcatexplorer.com
Science Fair Information:

Science Fair Information
Related Books:

Agnes Pflumm and the Stonecreek Science
Fair by Merrie Koester Southgate

Top Secret by John Reynolds Gardiner

20,000 Leagues Under the Sea by Jules
Verne
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.7.N.3.1#: Recognize and explain the difference
between theories and laws and give several
examples of scientific theories and the evidence
that supports them.
SC.6.N.2.2#: Explain that scientific knowledge is
durable because it is open to change as new
evidence or interpretations are encountered.
Also Assesses: SC.7.N.1.5, SC.7.N.1.6,
SC.7.N.1.7, SC.7.N.2.1, SC.8.N.1.6
8th
Time Allowed:
MJ Physical Science
1-2 days
Unit 3: Scientific Laws & Theory
1st Quarter
Learning Goal: Students will be able to understand the roles of theories, Laws and hypothesis.
Objectives: The student will be able to:
- differentiate between laws and theories.
- describe laws and theories using examples.
- describe why laws and theories might change over time.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
SC.6.N.3.1#: Recognize and explain that a
scientific theory is a well supported and widely
accepted explanation of nature and is not simply
a claim posed by an individual. Thus, the use of
the term theory in science is very different than
how it is used in everyday life.
SC.6.N.3.2#: Recognize and explain that a
EduSoft Mini-Assessment(s):
scientific law is a description of specific
www.edusoft.com
relationship under given conditions in the
natural world. Thus, scientific laws are different
Date Range: Given during the instruction per
from societal laws.
the outline in this section.
SC.6.N.3.3#: Give several examples of scientific
laws.
Key Vocabulary:
SC.8.N.3.2#: Explain why theories may be
theory, law, pseudoscientific
modified but are rarely discarded.
SC.8.N.2.1#: Distinguish between scientific and
pseudoscientific ideas.
SC.7.N.2.1#: Identify an instance from the
history of science in which scientific knowledge
has changed when new evidence or new
Interpretations are encountered.
SC.7.N.1.5: Describe the methods used in the
pursuit of a scientific explanation as seen in
different fields of science such as biology,
geology, and physics.
SC.7.N.1.6: Explain that empirical evidence is
the cumulative body of observations of a natural
phenomenon on which scientific explanations
are based.
SC.7.N.1.7: Explain that scientific knowledge is
4
Grade:
Essential Content & Understanding:
Essential Questions:
Students should be able to:
 Differentiate between theories and
laws.
 Give examples of scientific theories
and the evidence that supports them.
 Give examples of scientific laws.
 Explain why theories may change over
time.
 Identify an example of when a theory
changed due to new evidence.
 Distinguish between scientific and
pseudoscientific ideas.
How can you differentiate between laws and
theories?
How would you justify changing a theory?
Resources/Links:
Remediation/Enrichment Activities:
 Law vs. Theory Venn Diagram
Writing:

Research one scientific law or theory
and explain the evidence that supports
it.
2013 - 2014 Curriculum Blueprint
8th
Time Allowed:
MJ Physical Science
1-2 days
Unit 3: Scientific Laws & Theory
1st Quarter
the result of a great deal of debate and
confirmation within the science community.
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.
5
Grade:
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is
linked to the CPALMS site that
contains the Specifications to
include the Content limits,
Attributes/Stimulus, and
additional information.
Grade:
8th
MJ Physical Science
1-2 days
Unit 4: Scientific Models
1st Quarter
Learning Goal: Students will be able to identify the benefits and limitations of using models and discuss the role of models in science.
Objectives: The student will be able to:
- identify the benefits and limitations of using models.
- select and use appropriate models for an investigation.
Benchmarks/Standards:
Essential Content & Understanding:
Supporting Common Core Standards
Annually Assessed Benchmark(s):
(as required by course description)
Students should be able to:
SC.7.N.1.5#: Describe the methods
1. Identify the benefits and limitations of
used in the pursuit of a scientific
SC.6.N.3.4#: Identify the role of models in the context of
using models.
explanation as seen in different
the sixth grade benchmarks.
2. Select and use models to further
fields of science such as biology,
SC.7.N.3.2#: Identify the benefits and limitations of the
investigations.
geology, and physics.
use of scientific models.
Also Assesses: SC.7.N.3.2,
SC.8.N.3.1#: Select models useful in relating the results
SC.8.N.1.5, SC.8.E.5.10
of their own investigations.
SC.8.N.1.5#: Analyze the methods used to develop a
scientific explanation as seen in different fields of
EduSoft Mini-Assessment(s):
science.
www.edusoft.com
Date Range:
Given during the instruction per
the outline in this section
Key Vocabulary:
model
Time Allowed:
Essential Questions:
How might models be a useful tool to scientist?
Hypothesize why models are important and how
they are used to the study of science?
What are the pros and cons for using models?
Resources/Links:
Supplemental Resources:
The Role of Models in Science:
http://www.ucsd.tv/greymatters/images/Processof
Science_ModelsActivity.pdf
Using Models in Science:
http://www.sciencecompanion.com/wpcontent/uploads/2009/01/sample_ssb_tlm_lesson.p
df
Writing Links:
Higher Order Questioning
Remediation & Enrichment Resources
6
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to
the CPALMS site that contains the
Specifications to include the Content
limits, Attributes/Stimulus, and
additional information.
Annually Assessed Benchmark(s):
EduSoft Mini-Assessment(s):
Date Range:
Key Vocabulary:
Grade:
8th
Time Allowed:
MJ Physical Science
2 days
Unit 5: Science & Society
1st Quarter
Learning Goal: Students will be able to describe the relationship between science and society.
Objectives: The student will be able to:
- describe who can become a scientist.
- describe how science and society must work together to make decisions.
- explain how political, social, and economic concerns affect science.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
SC.8.N.4.1#: Explain that science is one of the
processes that can be used to inform decision
making at the community, state, national, and
international levels.
SC.8.N.4.2#: Explain how political, social, and
economic concerns can affect science, and vice
versa.
SC.6.N.2.3#: Recognize that scientists who make
contributions to scientific knowledge come from
all kinds of backgrounds and possess varied
talents, interests, and goals.
Essential Content & Understanding:
Essential Questions:
Students should be able to:
 Understand the importance of technology and
its use in society.
 Give examples of the role both government
and society plays in the development of
science.
 Identify and discuss the role of various
scientists throughout history.
Has technology improved our lives? In what way?
How would you justify the statement “government
and society should regulate scientific
experiments”?
In your mind’s eye, what would a scientist look
like?
Resources/Links:
Remediation/Enrichment Activities:
 Socratic seminar on the benefit of the
internet (Pro and Con) or like
topic.(Guidelines for a Socratic
Seminar
 Stop the Disaster Game
 Timeline of Scientific Experiments
Writing:

Research a scientist or inventor
Related Books:
 Amelia Earhart: Courage in the Sky by
Mona Kerby
 Jurassic Park by Michael Crichton
 Andromeda Strain by Michael Crichton
7
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Grade:
8th
Time Allowed:
MJ Physical Science
7 days
Unit 6: Properties of Matter & Measurement
1st Quarter
Learning Goal: Students will be able to identify substances based on physical properties.
Objectives: The student will be able to:
- determine the identity of a substance by examining its physical properties.
- calculate the density of regular and irregular objects.
- differentiate between mass and weight.
Annually Assessed Benchmark(s):
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. Also Assesses: SC.8.P.8.3
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses:, SC. 6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4,
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Density, volume, mass, weight
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
8
Essential Content & Understanding:
Essential Questions:
The student should be able to:
 Classify and compare substances
How are the physical properties of substances
used in identification?
2013 - 2014 Curriculum Blueprint
8th
Time Allowed:
MJ Physical Science
7 days
Unit 6: Properties of Matter & Measurement
1st Quarter
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.
SC.8.P.8.3#: Explore and describe the densities
of various materials through measurement of
their masses and volumes.
SC.6.N.1.1#: & SC.7.N.1.1#:Define a problem
from the sixth grade curriculum, use
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.
SC.6.N.1.3#: Explain the difference between an
experiment and other types of scientific
investigation, and explain the relative benefits
and limitations of each.
SC.7.N.1.3#: Distinguish between an experiment
(which must involve the identification and
control of variables) and other forms of
scientific investigation and explain that not all
scientific knowledge is derived from
experimentation.
SC.7.N.1.4#: Identify test variables (independent
variables) and outcome variables (dependent
variables) in an experiment.
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.
SC.8.N.1.4#: Explain how hypotheses are
valuable if they lead to further investigation,
even if they turn out to be supported by the
data.
9
Grade:


based on their physical properties.
Differentiate between mass and
weight.
Calculate the mass, volume, and
density of a material.
What is the comparison between mass and
weight?
What is a working definition to explain the
difference between mass, volume, and density?
How would you design an investigation to
determine the density of an irregular object?
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
7 days
Unit 6: Properties of Matter & Measurement
1st Quarter
Resources/Links:
Remediation/Enrichment Activities:
 Mass Worksheet
http://www.sciencespot.net/Media/met
ric_Masswkst.pdf
 Measurement Practice
 Volume Worksheet
 Practice Reading Volume
 Water Displacement Practice
 Properties Graphic Organizer
 Density Real-Life Scenarios
 Density Practice Problems
Possible Labs:
 Mix & Match Mass Lab
 Volume Lab
 Tools & Measurement
 Mystery Canisters
 Metric Lab f
 Observing & Identifying Matter
 Mass & Volume Lab
 Density Lab
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
10
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
7 days
Unit 7: Physical & Chemical Properties/Physical & Chemical Changes
1st Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to understand the changes of matter.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- differentiate between physical and chemical changes by identifying examples of each.
Attributes/Stimulus, and additional
- explain how mass is conserved during physical and chemical changes.
information.
- describe how temperature influences chemical changes.
Annually Assessed Benchmark(s):
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.
SC.8.P.9.2#: Differentiate between physical
changes and chemical changes.
SC.8.P.9.3#: Investigate and describe how
temperature influences chemical changes.
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Chemical change, physical change
11
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
SC.8.N.1.1#: Define a problem from the 8th
grade curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation 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.
Essential Content & Understanding:
The student should be able to:
 Identify and give examples of physical
and chemical changes.
 http://www.middleschoolscience.com
/physical-chemical-change-activity.pdf
 http://www.middleschoolscience.com
/physical-chemical-changes-notes.pdf
 Explain how mass is conserved during
physical and chemical changes.
 Describe the role of temperature in
chemical changes.
Essential Questions:
How do you differentiate between physical and
chemical changes?
What evidence supports the Law of Conservation
of Mass?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Possible Labs:
 Candle Observations
 Physical or Chemical Changes?
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.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.
Also Assesses: SC.8.P.8.1, SC.8.P.8.6,
SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9
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.
Also Assesses: SC.8.P.8.5
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).
SC.8.P.9.2#:
Differentiate between physical changes and
chemical changes.
Also Assesses: SC.8.P.8.6, SC.8.P.8.8, SC.8.P.8.9
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1,SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
12
Grade:
8th
Time Allowed:
MJ Physical Science
7 days
Unit 8: States of Matter
Second Quarter
Learning Goal: Students will be able to demonstrate knowledge of state of matter and the atomic theory.
Objectives: The student will be able to:
- identify the parts of an atom.
- describe the motion of particles in the different states of matter.
- describe how atoms combine to form compounds.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
The student should be able to:
1. Identify the parts of an atom and
SC.8.P.8.1#: Explore the scientific theory of
describe an atom’s structure.
atoms (also known as atomic theory) by using
2. Recognize that atoms combine to form
models to explain the motion of particles in
the compounds that make up our
solids, liquids, and gases.
world.
SC.8.P.8.5: Recognize that there are a finite
3. Describe the basic properties of the
number of elements and that their atoms
states of matter.
combine in a multitude of ways to produce
4. Describe the spacing of particles in
compounds that make up all of the living and
each of the states of matter.
nonliving things that we encounter.
5. Understand what kinetic energy is as it
SC.8.P.8.6: Recognize that elements are grouped
relates to changes in states of matter.
in the periodic table according to similarities of
their properties.
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).
SC.8.P.8.8: Identify basic examples of and
compare and classify the properties of
compounds, including acids, bases, and salts.
SC.8.P.8.9: Distinguish among mixtures
(including solutions) and pure substances.
SC.6.N.1.1#: Define a problem from the sixth
grade curriculum, use 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,
Essential Questions:
How can you differentiate between solids, liquids,
and gases?
How would you model the particles of a solid,
liquid, and gas?
How would you describe an atom?
What happens when you combine atoms?
How does kinetic energy affect an object’s state of
matter?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:
 State Change Foldable
 Phases of Matter Graphic Organizer
Possible Labs:
 Discovering the Definition of Matter
 Molecules Matter
http://www.middleschoolchemistry.com
/lessonplans/chapter1/lesson1
 Molecules in Motion
 Moving Molecules
2013 - 2014 Curriculum Blueprint
SC.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
8th
Time Allowed:
MJ Physical Science
7 days
Unit 8: States of Matter
Second Quarter
and graphics, analyze information, make
predictions, and defend conclusions.
SC.6.N.1.3#: Explain the difference between an
experiment and other types of scientific
Date Range: Given during the instruction per investigation, and explain the relative benefits
the outline in this section
and limitations of each.
SC.7.N.1.1#: Define a problem from the sixth
Key Vocabulary:
grade curriculum, use appropriate reference
compound, nucleus, proton, electron, neutron,
materials to support scientific understanding,
solid, liquid, gas
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.
SC.7.N.1.3#: Distinguish between an experiment
(which must involve the identification and
control of variables) and other forms of
scientific investigation and explain that not all
scientific knowledge is derived from
experimentation.
SC.7.N.1.4#: Identify test variables (independent
variables) and outcome variables (dependent
variables) in an experiment.
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.
SC.8.N.1.4#: Explain how hypotheses are
valuable if they lead to further investigation,
even if they turn out to be supported by the
data.
13
Grade:
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
6 days
Unit 9: Too Good For Drugs
2nd Quarter
Instructional Focus Benchmarks
Learning Goal: Students will understand how drugs affect the body and how to make good decisions.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- describe how the choices one makes have consequences.
Attributes/Stimulus, and additional
- describe how drugs affect the body.
information.
Annually Assessed Benchmark(s):
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Essential Questions:
How do our actions affect how others perceive us?
The student should be able to:
1. Set goals and describe the steps
Why are certain drugs illegal?
necessary to achieve their goal.
Date Range: Given during the instruction per
2. Understand that their actions have
Resources/Links:
the outline in this section
consequences.
You should follow the TGFD curriculum and
3. Describe how common drugs such
Remediation/Enrichment Activities:
Key Vocabulary:
do 2 lessons per week for 5 or 6 weeks.
as alcohol, marijuana, and tobacco
 See the Mendez “Too Good for Drugs”
affect the body.
Program manual
EduSoft Mini-Assessment(s):
14
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.6.P.13.3#: Investigate and describe that an
unbalanced force acting on an object changes its
speed, or direction of motion, or both.
Also Assesses: SC.6.P.12.1
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1,SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
8th
Time Allowed:
MJ Physical Science
10 days
Unit 10: Speed, Velocity, & Acceleration
2nd Quarter
Learning Goal: Students will be able to describe how the speed, velocity, or acceleration of an object changes due to an unbalanced force.
Objectives: The student will be able to:
- describe and calculate the speed, velocity, or acceleration of an object.
- read and interpret distance/time graphs.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
SC.6.P.12.1#: Measure and graph distance
versus time for an object moving at a constant
speed. Interpret this relationship.
SC.6.N.1.1#: Define a problem from the sixth
grade curriculum, use 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.
SC.6.N.1.3#: Explain the difference between an
experiment and other types of scientific
investigation, and explain the relative benefits
EduSoft Mini-Assessment(s):
and limitations of each.
www.edusoft.com
SC.7.N.1.1#: Define a problem from the sixth
grade curriculum, use appropriate reference
Date Range: Given during the instruction per
materials to support scientific understanding,
the outline in this section
plan and carry out scientific investigations of
various types, such as systematic observations
Key Vocabulary:
or experiments, identify variables, collect and
Motion, speed
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
SC.7.N.1.3#: Distinguish between an experiment
(which must involve the identification and
control of variables) and other forms of
scientific investigation and explain that not all
scientific knowledge is derived from
experimentation.
15
Grade:
Essential Content & Understanding:
Students should be able to:
1. Demonstrate an understanding of
motion by distinguishing between
speed, velocity, and acceleration.
2. Calculate speed, velocity, and
acceleration.
3. Read and interpret motion graphs.
http://www.scienceclass.net/PowerPoints/motiongraphs_
files/frame.htm
http://www.scienceclass.net/PowerPoints/Graphing%20
Motion_files/frame.htm
Essential Questions:
How does an unbalanced force affect the speed
and/or motion of an object?
How can one differentiate between speed,
velocity, and acceleration?
How would you interpret a distance/time graph?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:
 Speed Machines
 Formula Challenge
 Speed Graphic Organizer
Possible Labs:
 Speed Challenge
 Bubble Gum Physics
 Hot Wheelin’ Physics
 Describing Motion
 Domino Dash
 Experimenting with Motion
 Exploring Motion
 Speed Trials
 Acceleration
 Speed, Velocity, & Acceleration
2013 - 2014 Curriculum Blueprint
8th
Time Allowed:
MJ Physical Science
10 days
Unit 10: Speed, Velocity, & Acceleration
2nd Quarter
SC.7.N.1.4#: Identify test variables (independent
variables) and outcome variables (dependent
variables) in an experiment.
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.
SC.8.N.1.4#: Explain how hypotheses are
valuable if they lead to further investigation,
even if they turn out to be supported by the
data.
16
Grade:
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.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. Also Assesses: SC.6.P.13.2,
SC.8.P.8.2
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1,SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
8th
Time Allowed:
MJ Physical Science
10 days
Unit 11: Newton’s Law of Motion
2nd Quarter
Learning Goal: Students will be able to describe how forces affect objects.
Objectives: The student will be able to:
- describe how different forces affect objects.
- explain the factors that can affect a gravitational force on an object.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
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.
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.
SC.6.N.1.1#: Define a problem from the sixth
grade curriculum, use 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.
EduSoft Mini-Assessment(s):
SC.6.N.1.3#: Explain the difference between an
www.edusoft.com
experiment and other types of scientific
investigation, and explain the relative benefits
Date Range: Given during the instruction per
and limitations of each.
the outline in this section
SC.7.N.1.1#: Define a problem from the sixth
grade curriculum, use appropriate reference
Key Vocabulary:
materials to support scientific understanding,
Force, gravity
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.
17
Grade:
Essential Content & Understanding:
Essential Questions:
Students should be able to:
1. Explain how forces can change an
object’s motion.
2. Calculate and analyze an object’s
motion and net force.
3. Identify types of forces and how they
affect objects.
4. Identify what factors affect the
gravitational force between two
objects.
5. Differentiate between weight and
mass.
6. Give examples for each of Newton’s
Laws.
7. Determine the momentum of an
object.
8. Explain the Law of Conservation of
Momentum.
How do Newton’s Laws of Motion relate to our
everyday lives?
Compare how our world our world be like without
forces?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:
 Amusement Park Physics
 Newton’s Laws Foldable
 Newton’s Laws Worksheet
 Newton’s Laws Graphic Organizer
 Mass & Inertia Graphic Organizer
 Laws of Motion Interview
 Newton’s 2nd Law Interactive
Possible Labs:
 Newton’s Laws of Motion
 Moving Bodies
 Balloon Rocket Lab
 Balloon Rocket Lab 2
 Force & Acceleration
 Newton’s 1st Law
 Resting Bodies
2013 - 2014 Curriculum Blueprint
8th
Time Allowed:
MJ Physical Science
10 days
Unit 11: Newton’s Law of Motion
2nd Quarter
SC.7.N.1.3#: Distinguish between an experiment
(which must involve the identification and
control of variables) and other forms of
scientific investigation and explain that not all
scientific knowledge is derived from
experimentation.
SC.7.N.1.4#: Identify test variables (independent
variables) and outcome variables (dependent
variables) in an experiment.
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.
SC.8.N.1.4#: Explain how hypotheses are
valuable if they lead to further investigation,
even if they turn out to be supported by the
data.
18
Grade:

Friction Lab
Related Books:
 A crash course in forces and motion with
Max Axion, Super Scientist by Emily Sohn
 October Sky by Homer Hickam
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
8 days
Unit 12: Forces in Fluids
2nd Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to demonstrate knowledge of how forces in fluids affect objects.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
-explain how forces in fluids (buoyancy, density, pressure) affect objects.
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
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. Also Assesses: SC.6.P.13.2,
SC.8.P.8.2
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Density
19
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
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.
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.
Essential Content & Understanding:
Essential Questions:
Students should be able to:
1. Explain the concept of pressure and
describe the factors that affect it.
2. Explain how elevation changes
pressure.
3. Describe the effect of buoyancy on
objects in a fluid.
4. Determine the density of an object and
conclude whether it will sink or float.
How do forces affect fluids and the objects in
them?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:

Buoyancy Vocabulary

Mythbusters Video Clip – Buoyancy

Cartesian Diver Observation s

Density Demo: Coke vs. Diet Coke
Possible Labs:

Bernoulli’s Principle

Liquid Layers

Dunkin’ for Density

Penny Boat Challenge

Density Stations
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.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. Also Assesses: SC.6.P.13.2,
SC.8.P.8.2
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Conductivity, magnetic
20
Grade:
8th
Time Allowed:
MJ Physical Science
8 days
Unit 13 Electricity & Magnetism
2nd Quarter
Learning Goal: Students will be able to describe how electrical and magnetic forces work.
Objectives: The student will be able to:
- describe how electric charges flow through electric circuits.
- describe how magnetic forces interact with their surroundings.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
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
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.
Essential Content & Understanding:
Students should be able to:
1. Identify how electrons are transferred
to create a charge.
2. Differentiate between parallel and
series circuits.
3. Identify the properties of magnets.
4. Describe the effects of Earth’s
magnetic field (compasses, auroras,
etc.).
5. Explain how electricity and magnetism
work together to create power.
Essential Questions:
How do electrically charged objects interact?
What are the possible ways that objects become
electrically charged?
What are the different electrical circuits how do
they transport electricity?
How do magnets interact with each other and
their surroundings?
How do we use the combination of electricity and
magnetism in the real world?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:
 Circuits Interactive
 Ohm’s Law Interactive
 Static Charge Interactive
Possible Labs:

Electromagnet Lab

Magnet Labs
2013 - 2014 Curriculum Blueprint
Grade:
8th
MJ Physical Science
3 days
Unit 14: Forms of Energy
Third Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to identify various forms of energy.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- differentiate between potential and kinetic energy.
Attributes/Stimulus, and additional
information.
Benchmarks/Standards:
Essential Content & Understanding:
Supporting Common Core Standards
Annually Assessed Benchmark(s):
(as required by course description)
Students should be able to:
SC.7.P.11.2#: Investigate and describe the
1. Identify the basic forms of energy.
transformation of energy from one form to
SC.6.P.11.1 #: Explore the Law of Conservation
2. Differentiate between potential and
another. Also Assesses: SC.6.P.11.1,
of Energy by differentiating between potential
kinetic energy.
SC.7.P.11.3
and kinetic energy. Identify situations where
http://scienceSC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
kinetic
energy
is
transformed
into
potential
class.net/PowerPoints/PEKE_files/fra
problem from the 8th grade curriculum using
energy and vice versa.
me.htm
appropriate reference materials to support
SC.7.P.11.3: Cite evidence to explain that energy
3. Identify examples of potential and
scientific understanding, plan and carry out
cannot be created nor destroyed, only changed
kinetic energy.
scientific investigation of various types, such as
from one form to another.
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Energy, potential energy, kinetic energy
21
Time Allowed:
Essential Questions:
How can you differentiate between potential and
kinetic energy?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:

Roller Coaster Interactive
Possible Labs:
 Mummy’s Tomb Raceway
 Bouncing Poppers
 Jumping Frogs
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.7.P.11.2#: Investigate and describe the
transformation of energy from one form to
another. Also Assesses: SC.6.P.11.1,
SC.7.P.11.3
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Energy, potential energy, kinetic energy
22
Grade:
8th
Time Allowed:
MJ Physical Science
5 days
Unit 15: Energy Transformations
3rd Quarter
Learning Goal: Students will be able to explain the transformation of energy.
Objectives: The student will be able to:
- identify and describe common energy transformations.
- provide evidence supporting the Law of Conservation of Energy.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
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.
SC.7.P.11.3: Cite evidence to explain that energy
cannot be created nor destroyed, only changed
from one form to another.
Essential Content & Understanding:
Essential Questions:
Students should be able to:
1. Identify and describe common energy
transformations.
2. Explain the Law of Conservation of
Energy.
3. Cite evidence to support the law of
conservation of energy.
How does the Law of Conservation of Energy
apply to the understanding of energy transfer in
nature?
What evidence supports the Law of Conservation
of Energy?
What energy transformations take place in your
daily lives?
Resources/Links:
Remediation/Enrichment Links:
 www.pendalearning.com
 www.fcatexplorer.com
Remediation/Enrichment Activities:
 Create an energy transformation poster

Energy Graphic Organizer

Energy Transformation Worksheet
Possible Labs:

Bounce!
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.7.P.11.2#: Investigate and describe the
transformation of energy from one form to
another. Also Assesses: SC.6.P.11.1,
SC.7.P.11.3
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.
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1,SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Temperature, thermal energy, heat
23
Grade:
8th
Time Allowed:
MJ Physical Science
6 days
Unit 16: Thermal Energy
3rd Quarter
Learning Goal: Students will be able to explain how thermal energy flows and its effects.
Objectives: The student will be able to:
- describe the direction thermal energy flows.
- describe how adding or removing thermal energy affects the temperature and state of matter of an object.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Compare and contrast temperature,
heat, and thermal energy.
SC.6.P.11.1 #: Explore the Law of Conservation
2. Describe the direction in which heat
of Energy by differentiating between potential
flows.
and kinetic energy. Identify situations where
3. Describe the three forms of heat
kinetic energy is transformed into potential
transfer.
energy and vice versa.
4. Describe the relationship between
SC.7.P.11.3: Cite evidence to explain that energy
kinetic energy and temperature.
cannot be created nor destroyed, only changed
5. Recognize that a change in thermal
from one form to another.
energy can result in a change of state.
6. Recognize evidence supporting the law
of conservation of energy.
Essential Questions:
Why is it wrong to say “I am cold”?
How do we use the concept of thermal energy in
our daily lives?
Resources/Links:
Remediation/Enrichment Links:

www.pendalearning.com

www.fcatexplorer.com
Remediation/Enrichment Activities:

Transfer of Thermal Energy Graphic
Organizer

Kinetic Energy & Temperature
Possible Labs:

Heat Energy & Particle Movement

Heat Movement

Observing Convection Currents
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.7.P.10.3#: Recognize that light waves, sound
waves, and other waves move at different
speeds in different materials. Also Assesses:
SC.7.P.10.2
SC.8.N.1.1#(SC.6.N.1.1, SC.7.N.1.1): Define a
problem from the 8th grade curriculum using
appropriate reference materials to support
scientific understanding, plan and carry out
scientific investigation of various types, such as
systematic observations or experiments, identify
variables, collect and organize data, interpret
data in charts, tables, and graphics, analyze
information, make predictions, and defend
conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
medium, wavelength, reflection, refraction,
diffraction, interference
24
Grade:
8th
Time Allowed:
MJ Physical Science
10 days
Unit 17: Waves
3rd Quarter
Learning Goal: Students will be able to describe different types o f waves and their movement.
Objectives: The student will be able to:
- differentiate between reflection, refraction, and absorption.
- describe how waves move through different materials.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Identify the two main types of waves
SC.7.P.10.2#: Observe and explain that light can
and their characteristics.
be reflected, refracted, and/or absorbed.
2. Identify the basic properties of waves.
3. Describe how reflection, refraction,
diffraction and interference change a
wave’s motion.
Essential Questions:
How do the properties of sound waves affect our
everyday life?
How are wavelengths detected by the human eye?
How are waves, matter, and energy related?
Resources/Links:
Remediation/Enrichment Links:

www.pendalearning.com

www.fcatexplorer.com
Remediation/Enrichment Activities:

Draw and label the parts of a transverse
and longitudinal wave.

Wave Graphing

Wave Power point

Waves Graphic Organizer

Wave on a String

Wave Interference
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.7.P.10.3#: Recognize that light waves, sound
waves, and other waves move at different
speeds in different materials.
Also Assesses: SC.7.P.10.2
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Sound wave, loudness, intensity, pitch
25
Grade:
8th
Time Allowed:
MJ Physical Science
5 days
Unit 18: Sound
3rd Quarter
Learning Goal: Students will be able to describe how sound waves travel and interact with their surroundings.
Objectives: The student will be able to:
- describe how sound waves travel.
- describe how sound waves interact with their surroundings.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Explain how sound is produced.
2. Describe the relationship between
SC.7.P.10.2#: Observe and explain that light can
frequency, pitch, and wavelength.
be reflected, refracted, and/or absorbed.
3. Describe how sound waves interact
with their surroundings.
4. Explain ways that humans and animals
use sound waves.
Essential Questions:
How do sound waves interact with their
surroundings?
How are sound waves used?
Resources/Links:
Remediation/Enrichment Links:

www.pendalearning.com

www.fcatexplorer.com
Remediation/Enrichment Activities:

Sound
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
2 days
Unit 19: Electromagnetic Waves
3rd Quarter
Instructional Focus Benchmarks
Learning Goal: Student will be able to demonstrate understanding of electromagnetism waves as a form of energy.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- describe the parts of the electromagnetic spectrum and how humans use them.
Attributes/Stimulus, and additional
information.
Benchmarks/Standards:
Essential Content & Understanding:
Essential Questions:
Supporting Common Core Standards
Annually Assessed Benchmark(s):
(as required by course description)
Students should be able to:
What properties of the wave define why it is found
SC.7.P.10.1#: Illustrates that the sun’s energy
1. Identify the parts of the
within a specific area of the electromagnetic
arrives as radiation with a wide range of
SC.8.E.5.11: Identify and compare
electromagnetic spectrum
spectrum?
wavelengths, including infrared, visible, and
characteristics of the electromagnetic spectrum
2. Identify an application for each part of
ultraviolet, and that white light is made up of a
such as wavelength, frequency, use, and hazards
the electromagnetic spectrum.
Resources/Links:
spectrum of many different colors.
and recognize its application to an
Also Assesses: SC.8.E.5.11
understanding of planetary images and satellite
Remediation/Enrichment Links:
photographs.

www.pendalearning.com

www.fcatexplorer.com
EduSoft Mini-Assessment(s):
www.edusoft.com
Remediation/Enrichment Activities:

Create a poster of the electromagnetic
Date Range: Given during the instruction per
spectrum including an application for
the outline in this section
each part.

Radio Waves & Electromagnetic Fields
Key Vocabulary:
Infrared, ultraviolet
26
2013 - 2014 Curriculum Blueprint
Grade:
8th
MJ Physical Science
8 days
Unit 20: Light & Optics
3rd Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to describe how light interacts.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- differentiate between the reflection, refraction, and absorption of light waves.
Attributes/Stimulus, and additional
information.
Benchmarks/Standards:
Essential Content & Understanding:
Supporting Common Core Standards
Annually Assessed Benchmark(s):
(as required by course description)
Students should be able to:
SC.7.P.10.3#: Recognize that light waves, sound
1. Identify the basic properties of light.
waves, and other waves move at different
SC.7.P.10.2#: Observe and explain that light can
2. Explain what happens when light
speeds in different materials. Also Assesses:
be reflected, refracted, and/or absorbed.
interacts with matter (transmit,
SC.7.P.10.2
absorb, reflect).
SC.8.N.1.1#: Define a problem from the 8th grade
3. Understand that white light is made up
curriculum using appropriate reference
of all the colors of the rainbow.
materials to support scientific understanding,
4. Understand how light reflects off
plan and carry out scientific investigation of
mirrors to form images.
various types, such as systematic observations
5. Explain how lenses cause the light to
or experiments, identify variables, collect and
refract and form different types of
organize data, interpret data in charts, tables,
images.
and graphics, analyze information, make
6. Identify ways in which technology
predictions, and defend conclusions.
uses light rays.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Transparent, translucent, opaque
27
Time Allowed:
Essential Questions:
How does light form colors?
How does light interact with its surroundings?
How do we use light in our technology?
Resources/Links:
Remediation/Enrichment Links:

www.pendalearning.com

www.fcatexplorer.com
Remediation/Enrichment Activities:

Create a poster of the electromagnetic
spectrum including an application for
each part.
Possible Labs:

Bubbles & Light
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
5 - 8days (Anytime
during fourth nine
quarter.)
Unit 21: Human Growth & Development
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.6.L.14.5#: Identify and investigate the general
functions of the major systems of the human
body (digestive, respiratory, circulatory,
reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these
systems interact with each other to maintain
homeostasis.
Also Assesses: SC.6.L.14.6
EduSoft Mini-Assessment(s):
www.edusoft.com
Learning Goal: Students will be able to describe the human growth and development of humans.
Objectives: The student will be able to:
- describe the functions of the male and female reproductive systems.
- discuss the consequences of engaging in sexual activity such as teen pregnancy and STD’s.
Follow the Lake County Human Growth &
Development Guide
School Board Approved Human Growth & Development Guide –
LCS intranet website on the Science Page
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
HE.7.C.1.4: Describe how heredity can affect
personal health.
28
Essential Content & Understanding:
Essential Questions:
Students should be able to:
How does the reproductive system work?
1. Describe the functions of the male and
female reproductive systems.
What are the consequences of sexual intercourse?
2. Discuss the consequences of engaging
in sexual activity such as pregnancy,
Resources/Links:
STD’s, etc.
3. Explain the benefits of abstinence.
Lake County Human Growth & Development
Guide – LCS intranet website
2013 - 2014 Curriculum Blueprint
Grade:
8th
Time Allowed:
MJ Physical Science
6 days
Unit 22: Atoms & Elements
Fourth Quarter
Instructional Focus Benchmarks
Learning Goal: Students will be able to describe the scientific theory of atoms.
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications Objectives: The student will be able to:
to include the Content limits,
- describe the scientific theory of the atom including the parts, charges, and locations of the particles.
Attributes/Stimulus, and additional
- describe how the scientific theory of the atom has changed over time.
information.
Annually Assessed Benchmark(s):
SC.6.N.2.2#: Explain that scientific knowledge is
durable because it is open to change as new
evidence or interpretations are encountered.
Also Assesses: SC.7.N.1.6, SC.7.N.1.7,
SC.7.N.2.1, SC.8.N.1.6
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Describe how the atomic theory has
SC.8.P.8.7#: Explore the scientific theory of
changed over time.
atoms (also known as atomic theory) by
2. Identify the parts of an atom, their
recognizing that atoms are the smallest unit of
charges, and location within the atom.
an element and are composed of sub-atomic
http://www.sciencespot.net/Media/at
particles (electrons surrounding a nucleus
omsfam.pdf
containing protons and neutrons).
3. Differentiate between protons,
SC.7.N.1.6: Explain that empirical evidence is the
neutrons, and electrons.
cumulative body of observations of a natural
phenomenon on which scientific explanations
are based.
SC.7.N.1.7: Explain that scientific knowledge is
the result of a great deal of debate and
confirmation within the science community.
SC.7.N.2.1: Identify an instance from the history
of science in which scientific knowledge has
changed when new evidence or new
interpretations are encountered.
EduSoft Mini-Assessment(s):
SC.8.N.1.6: Understand that scientific
www.edusoft.com
investigations involve the collection of relevant
empirical evidence, the use of logical reasoning,
Date Range: Given during the instruction per
and the application of imagination in devising
the outline in this section
hypotheses, predictions, explanations and
models to make sense of the collected evidence.
Key Vocabulary:
nucleus, proton, electron, neutron
29
Essential Questions:
How do we know what an atom looks like if no one
has seen one?
How has the atomic theory changed over time?
How can you differentiate between the parts of an
atom?
Resources/Links:

Higher Order Questions – Costa’s Level of
questioning
Remediation/Enrichment Links:

www.pendalearning.com

www.fcatexplorer.com
Remediation/Enrichment Activities:

Make a foldable showing how the
scientific theory of the atom has
changed over time.

Timeline of Atomic Models

Atom Graphic Organizer

Element Games

Atoms Mini-Projects

Build an Atom

Radioactive Dating Game

Rutherford’s Model

Atom Vocabulary

Atomic Math Challenge
Possible Labs:

Making Models of Atoms & Isotopes

Half-Life Lab
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.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.
Also Assesses: SC.8.P.8.1, SC.8.P.8.6,
SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9
Grade:
8th
Time Allowed:
MJ Physical Science
6 days
Unit 23: Periodic Table
4th Quarter
Learning Goal: Students will be able to utilize and understand the periodic table.
Objectives: The student will be able to:
- describe the atomic structure of an element using the periodic table.
- identify patterns on the periodic table.
- knowledge of how elements combine using the periodic table.
Essential Questions:
What is the purpose of the periodic table of the
Students should be able to:
elements?
1. Identify patterns on the periodic table. What does the periodic table tell us?
SC.8.P.8.1: Explore the scientific theory of atoms
2. Use the periodic table to determine the
Resources/Links:
(also known as atomic theory) by using models
number of protons, electrons, and
Remediation/Enrichment Links:
to explain the motion of particles in solids,
neutrons in an atom.

www.pendalearning.com
liquids, and gases.
http://www.sciencewithmrjones.com/

www.fcatexplorer.com
SC.8.P.8.6#: Recognize that elements are
downloads/chemistry/periodic_table/
grouped in the periodic table according to
decoding_the_periodic_table_of_eleme Remediation/Enrichment Activities:

Adopt an Element
similarities of their properties.
nts_-_student_ws.pdf
EduSoft Mini-Assessment(s):

Element Trading Cards
SC.8.P.8.7#: Explore the scientific theory of
3. Discuss the relationship between
www.edusoft.com

Periodic Table Puzzle
atoms (also known as atomic theory) by
position on the periodic table and the

Periodic Table Worksheet
recognizing that atoms are the smallest unit of
number of electrons in the element.
Date Range: Given during the instruction per

Periodic Table Project
an element and are composed of sub-atomic
the outline in this section

Periodic Table’s Most Wanted
particles (electrons surrounding a nucleus

Find Someone Who
containing protons and neutrons).
Key Vocabulary:

The Periodic Table & Energy Levels
SC.8.P.8.8:Identify basic examples of and
atomic number, isotope, atomic mass, period,
compare and classify the properties of

Isotopes & Atomic Mass Simulation
group
compounds, including acids, bases, and salts.
SC.8.P.8.9: Distinguish among mixtures
(including solutions) and pure substances.
30
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.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.
Also Assesses: SC.8.P.8.1, SC.8.P.8.6,
SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
www.edusoft.com
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
ion, ionic bond, subscript, covalent bond
31
Grade:
8th
Time Allowed:
MJ Physical Science
10 days
Unit 24: Chemical Bonds
4th Quarter
Learning Goal: Students will be able to describe chemical bonds and identify the type of chemical bond.
Objectives: The Student will be able to:
- differentiate between covalent and ionic bonds.
- identify the number of atoms of each element involved in the formation of a chemical bond.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Essential Questions:
What role do electrons play in the bonding of
Students should be able to:
elements?
1. Determine the number of valence
How do you determine the type of chemical bond
SC.8.P.8.1: Explore the scientific theory of atoms
electrons for an element.
that forms?
(also known as atomic theory) by using models
2. Recognize that the number of valence What information is gained from chemical
to explain the motion of particles in solids,
electrons determines an element’s
formula?
liquids, and gases.
properties.
Resources/Links:
SC.8.P.8.6#: Recognize that elements are
3. Draw dot diagrams and energy level
Remediation/Enrichment Links:
grouped in the periodic table according to
diagrams for specific elements.

www.pendalearning.com
similarities of their properties.
4. Differentiate between covalent and

www.fcatexplorer.com
SC.8.P.8.7#: Explore the scientific theory of
ionic bonds.
Remediation/Enrichment Activities:
atoms (also known as atomic theory) by
5. Predict whether a bond is ionic or

Lewis Structure/Dot Diagram Worksheet
recognizing that atoms are the smallest unit of
covalent based on the elements being

An Elemental Love Story
an element and are composed of sub-atomic
combined.

How will they bond?
particles (electrons surrounding a nucleus
6. Identify the elements involved and the
containing protons and neutrons).
number of atoms of each in a given
Possible Labs:
SC.8.P.8.8:Identify basic examples of and
chemical formula.
 Candy Compounds
compare and classify the properties of
 Bond with a Classmate
compounds, including acids, bases, and salts.
 Making Molecules
SC.8.P.8.9: Distinguish among mixtures
 Molecular Models
(including solutions) and pure substances.
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.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.
Also Assesses: SC.8.P.8.1, SC.8.P.8.6,
SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9
SC.8.P.9.2#: Differentiate between physical
changes and chemical changes.
Also Assesses: SC.8.P.9.1, SC.8.P.9.3
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
Grade:
8th
Time Allowed:
MJ Physical Science
10 days
Unit 25: Chemical Reactions
4th Quarter
Learning Goal: Students will be able to differentiate between physical and chemical changes and the formation of chemical reaction.
Objectives: The Student will be able to:
- differentiate between physical and chemical changes.
- describe what happens in a chemical reaction and the factors that can affect the reaction.
- describe a chemical reaction in terms of its chemical equation.
Essential Questions:
How would the use of chemical and physical
Students should be able to:
properties help to indentify a substance?
1. Differentiate between physical and
Explain the reactions involved in a chemical
SC.8.P.8.1: Explore the scientific theory of atoms
chemical changes.
reaction?
(also known as atomic theory) by using models
2. Determine the identity of an unknown How does balancing chemical equation support
to explain the motion of particles in solids,
substance using its physical and
the Law of Conservation of Mass??
liquids, and gases.
chemical properties.
How is understanding the rate of a reaction
SC.8.P.8.6#: Recognize that elements are
3. Explain the law of conservation of
matter important?
grouped in the periodic table according to
mass.
Resources/Links:
similarities of their properties.
4. Demonstrate how to balance chemical
SC.8.P.8.7#: Explore the scientific theory of
equations.
Remediation/Enrichment Links:
atoms (also known as atomic theory) by
5. Explain how to change the rate of a

www.pendalearning.com
recognizing that atoms are the smallest unit of
chemical reaction.

www.fcatexplorer.com
an element and are composed of sub-atomic
Remediation/Enrichment
Activities:
particles (electrons surrounding a nucleus

Chemistry in a Bag Demo
containing protons and neutrons).

Analyzing Chemical Equations
SC.8.P.8.8:Identify basic examples of and

Balancing Chemical Equations
compare and classify the properties of

Balancing Equations Activity
compounds, including acids, bases, and salts.

What is a Chemical Reaction
SC.8.P.8.9: Distinguish among mixtures

Reactions & Rates Simulation
(including solutions) and pure substances.
Balancing Chemical Equations
SC.8.P.9.1#: Explore the Law of Conservation of
Possible Labs:
mass by demonstrating and concluding that
EduSoft Mini-Assessment(s):

Changing Sugar
mass is conserved when substances undergo
www.edusoft.com

Conservation of Mass
physical and chemical changes.
SC.8.P.9.3#: Investigate and describe how

Curds & Whey
Date Range: Given during the instruction per
temperature influences chemical changes.

Light Stick Chemistry
the outline in this section
Key Vocabulary:
precipitate, reactant, product, catalyst, enzyme,
inhibitor
32
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
2013 - 2014 Curriculum Blueprint
Instructional Focus Benchmarks
The below benchmark(s) is linked to the
CPALMS site that contains the Specifications
to include the Content limits,
Attributes/Stimulus, and additional
information.
Annually Assessed Benchmark(s):
SC.8.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.
Also Assesses: SC.8.P.8.1, SC.8.P.8.6,
SC.8.P.8.7, SC.8.P.8.8, SC.8.P.8.9
SC.8.N.1.1#: Define a problem from the 8th grade
curriculum using appropriate reference
materials to support scientific understanding,
plan and carry out scientific investigation of
various types, such as systematic observations
or experiments, identify variables, collect and
organize data, interpret data in charts, tables,
and graphics, analyze information, make
predictions, and defend conclusions.
Also Assesses: SC.6.N.1.1, SC.6.N.1.3,
SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,
SC.8.N.1.4
EduSoft Mini-Assessment(s):
Date Range: Given during the instruction per
the outline in this section
Key Vocabulary:
solvent, solute, solubility, concentration,
neutralization, acid, base
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Grade:
8th
Time Allowed:
MJ Physical Science
5 days
Unit 26: Mixtures – Solutions + Acids and Bases
4th Quarter
Learning Goal: Students will be able to distinguish between mixtures and pure substances and between acids and bases.
Objectives: The Student will be able to:
- distinguish between mixtures and pure substances.
- use the pH scale to differentiate between acids and bases.
- identify examples of acids and bases.
Benchmarks/Standards:
Supporting Common Core Standards
(as required by course description)
Essential Content & Understanding:
Students should be able to:
1. Distinguish between mixtures and
SC.8.P.8.1: Explore the scientific theory of atoms
pure substances.
(also known as atomic theory) by using models
2. Describe the factors that affect
to explain the motion of particles in solids,
solubility.
liquids, and gases.
3. Describe the properties of acids and
SC.8.P.8.6#: Recognize that elements are
bases.
grouped in the periodic table according to
4. Analyze the pH of a material and
similarities of their properties.
determine whether it is an acid, base,
SC.8.P.8.7#: Explore the scientific theory of
or neutral.
atoms (also known as atomic theory) by
5. Describe how salts form.
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).
SC.8.P.8.8:Identify basic examples of and
compare and classify the properties of
compounds, including acids, bases, and salts.
SC.8.P.8.9: Distinguish among mixtures
Essential Questions:
How can you tell the difference between a mixture
and a pure substance?
How can you determine whether a substance is an
acid or a base?
How do acids and bases impact your life?
Resources/Links:


www.pendalearning.com
www.fcatexplorer.com
Remediation/Enrichment Activities:






Acid/Base Foldable
Acid/Base Graphic Organizer
The pH Factor
Alien Juice Bar Interactive
Find Someone Who
Acid/Base Interactive
pH Scale Interactive
Possible Labs:

A Tasty Solution

Leaf Chromatography

pH Lab

Cabbage Juice Lab
2013 - 2014 Curriculum Blueprint
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Grade:
8th
Time Allowed:
MJ Physical Science
5 days
Unit 26: Mixtures – Solutions + Acids and Bases
4th Quarter
Supporting Common Core Standards
LACC.68.RST.1.3: – Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.
LACC.68.RST.2.4: – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8
texts and topics.
LACC.68.RST.3.7: – Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g. in a flowchart, diagram, model, graph, or
table).
LACC.68.RST.4.10: – By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
LACC.68.WHST.1.2: – Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.68.WHST.3.9: – Draw evidence from informational texts to support analysis, reflection, and research.
MACC.6.SP.1.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a
single number.
MACC.6.SP.2.5: – Summarize numerical data sets in relation to their context, such as by:
MACC.6.SP.2.5a: – Reporting the number of observations.
MACC.6.SP.2.5b: – Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.
MACC.6.SP.2.5c:– Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and
any striking deviations from the overall pattern with reference to the context in which the data was gathered.
MACC.6.SP.2.5d: – Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data was gathered.
MACC.8.F.2.5:– Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a
graph that exhibits the qualitative features of a function that has been described verbally.
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