Jefferson County Science Scope and Sequence
Course:
8th
Grade Physical Science
Course Code: 2003010
Quarter: 3A 3wks
Topic(s) of Study: Sun, Earth, Moon and our Solar System
Bodies of Knowledge: Nature of Science and Earth and Space Science
Big Idea(s): 1: The Practice of Science; 3: The Role of Theories, Laws, Hypotheses, and Models
5: Earth in Space & Time
Essential Questions: How does space exploration involve scientists from many different fields?
How does classifying stars help scientists to understand the universe? Why is scientific
argumentation necessary in scientific inquiry and what role does it play in the generation and
validation of scientific knowledge?
NGSSS
SC.8.E.5.1 Recognize that there
are enormous distances between
objects in space and apply our
knowledge of light and space
travel to understand this
distance. Cognitive Complexity:
Moderate
OUTLINE OF CONTENT
(CONCEPT)
I Distances in Space
A. Light Year
B. Astronomical Unit
II Hierarchical Relationships
dealing with distance, size
and composition
A. Planets
B. Solar System
C. Universe
SC.8.E.5.3 Distinguish the
hierarchical relationships
between planets and other
astronomical bodies relative to
III The role of the Law of
solar system , galaxy, and
Universal Gravitation
universe, including distance, size,
A. Formation of
and composition. Cognitive
planets
Complexity: High
B. Formation of stars
C. Formation of solar
SC.8.E.5.4 Explore the law of
system
Universal Gravitation by
D. Determining motion
explaining the role that gravity
of other objects
plays in the formation of planets,
stars, and solar system s and in
IV Solar Properties
determining their motions.
A. Sun structure
Cognitive Complexity: High
B. Convection
C. Sunspots
SC.8.E.5.6 Create models of solar
D. Solar flares
properties including: rotation,
E. Solar prominences
structure of the Sun, convection,
sunspots, solar flares, and
V Properties of objects in
prominences. Cognitive
space (sun, planets and
Complexity: Low
moons) compared to
properties of Earth
A. Distance from sun
OBJECTIVES
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Explores the relationships of a scale
model of the solar system. (I)
Calculates distances to objects in
the solar system in astronomical
units and light years. (I)
Identify the location of our solar
system in the Milky Way galaxy. (I
Explore the Law of Universal
Gravitation through diagrams or 3D Model, videos, and images. (III)
Explore the effects on Earth from
sunspots, solar flares and other
solar activities. (IV)
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Identify characteristics of planets in
the solar system, including order and
distance from the sun, size, and
composition, number of moons,
atmosphere, and unique features. (V)
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Compare and contrast the historical
models of the Solar System. (VI)
Explain with a diagram or 3-D
model the reasons for the recurring
pattern of moon phases. (VII)
Predict high and low tides for a set
of future dates. (VII)
Diagram and label the Earth and
moon during high and low tides.
(VII)
Make predictions about patterns
such as moon phases and tides
based on collected data. (VII)
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Jefferson County Science Scope and Sequence
SC.8. E.5.7 Compare and contrast
B. Speed
the properties of objects in the
C. Movement
solar system including the sun,
D. Temperature
planets, and moons to those of
E. Atmospheric
Earth, such as gravitational force,
conditions
distance from the sun, speed,
movement, temperature, and
VI Models of Solar System
atmospheric conditions.
A. Heliocentric Model
Cognitive Complexity: Moderate
B. Geocentric Model
SC.8.E.5.8 Compare various
VII Impact of objects in
historical models of the solar
space on each other
system , including geocentric and
A. Seasons
heliocentric. Cognitive
B. Gravitational pull
Complexity: Moderate
C. Phases of the moon
D. Tides
SC.8.E.5.9 Explain the impact of
E. Eclipses
objects in space on each other
F. Relative position of
including:
each body
1. the sun on the Earth
including seasons and
gravitational attraction
2. the moon on the Earth,
including phases, tides, and
eclipses, and the relative
position of each body.
Cognitive Complexity: High
SC.8.N.1.5 Analyze the methods
used to develop a scientific
explanation as seen in different
fields of science. Cognitive
Complexity: High
SC.8.N.3.1 Select models useful
in relating the results of their
own investigations. Cognitive
Complexity: High
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
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Describe the relationship between
tides on Earth and positions of the
Moon, the Sun, and Earth. (VII)
Investigates lunar phases using
models and observations. (VII)
Compare and contrast solar and
lunar eclipses. (VII)
Explain why the planets stay in
orbit around the sun and satellites
stay in orbit around their
planets.(VII)
Compares the different orbital
paths of objects in the solar system
(i.e., effects of gravitational forces).
(VII)
Explains how the tilt and orbit of
the Earth affect its climate. (VII)
Investigates tidal forces in terms of
the Sun-Earth-Moon (S-E-M)
relationships. (VII)
Objectives below are from Quarter 1A
and should be embedded in this topic
of study.
 Give examples of how advances in
technology have affected scientific
theories and laws.
 Explain why models are used in
science to observe processes that
happen too slowly, too quickly, or
are too small or vast for direct
observation.
 Give examples of visual/physical,
mathematical, and conceptual
models as used in science.
 Explain the difference between an
experiment and other types of
scientific investigations.
 Describe the creative means
scientists must use to design an
investigation.
 Explain what is meant when we say
that the processes of science
frequently do not correspond to
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Jefferson County Science Scope and Sequence
that exhibits the qualitative
features of a function that has
been described verbally.
the traditional portrayal of “the
scientific method?”
LACC.68.RST.1.3: Follow
precisely a multistep procedure
when carrying out experiments,
taking measurements, or
performing technical tasks.
LACC.68.RST.2.4: Determine the
meaning of symbols, key terms,
and other domain-specific words
and phrases as they are used in a
specific 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.
a. Introduce a topic clearly,
previewing what is to
follow; organize ideas,
concepts, and information
into broader categories as
appropriate to achieving
purpose; include formatting
(e.g., headings), graphics
(e.g., charts, tables), and
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Jefferson County Science Scope and Sequence
b.
c.
d.
e.
f.
multimedia when useful to
aiding comprehension.
Develop the topic with
relevant, well-chosen facts,
definitions, concrete
details, quotations, or other
information and examples.
Use appropriate and varied
transitions to create
cohesion and clarify the
relationships among ideas
and concepts.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Establish and maintain a
formal style and objective
tone.
Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented.
LACC.68.WHST.3.9: Draw
evidence from informational
texts to support analysis
reflection, and research
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