2012-2013
Volusia County Schools
Comprehensive
Science II
Curriculum Map
Volusia District Science Office
2012-2013
Parts of the Curriculum Map
Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map
Pacing: time frames created by teacher committees, using FCAT 2.0 data, within which the course should be taught in preparation for the FCAT 2.0
Science Test
Measurement Topics: concepts grouped together by related benchmarks used in Pinnacle for standards-referenced grading
Learning Targets and Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the measurement topics
Benchmark: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE
Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction
Resources: a listing of available, high quality and appropriate materials, including: strategies, lessons, textbooks, videos and other media sources,
that are aligned with the measurement topics
RARE week: (Review, Assess, Re-teach, and Enrich) specific days set aside for teachers to administer district assessments, go over the test items in
class with students, and identify students who need additional remediation or enrichment
DIA:S: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student
progress monitoring. The corollary goal is to prepare students for FCAT 2.0 through similar rigor, complexity, and style guidelines as state
assessments.
Page A
Appendix A
Volusia District Science Office
2012-2013
Florida FCAT 2.0 Science Information
Nature of Science
19% of FCAT Science
8.N.1.1
7.N.1.5
6.N.1.1
7.N.3.2
6.N.1.3
8.N.1.5
7.N.1.1
E.5.10
7.N.1.3
6.N.2.2
7.N.1.4
7.N.1.6
8.N.1.3
7.N.1.7
8.N.1.4
7.N.2.1
7.N.1.2
8.N.1.6
6.N.1.2
7.N.3.1
6.N.1.4
6.N3.1
8.N.1.2
8.N.3.2
Content Breakdown by Benchmark
Earth and Space Science
Physical Science
27% of FCAT Science
27% of FCAT Science
8.E.5.3
7.E.6.4
8.P.8.4
7.P.10.3
8.E.5.1
7.E.6.3
8.P.8.3
7.P.10.2
8.E.5.2
7.E.6.5
8.P.8.5
7.P.11.2
8.E.5.5
7.E.6.1
8.P.8.1
6.P.11.1
8.E.5.6
7.E.6.7
8.P.8.6
7.P.11.3
8.E.5.7
6.E.7.4
8.P.8.7
7.P.11.4
8.E.5.4
6.E.7.2
8.P.8.8
7.P.11.1
8.3.5.8
6.E.7.3
8.P.8.9
6.P.13.1
8.E.5.9
6.E.7.6
8.P.9.2
6.P.13.2
7.E.6.2
6.E.7.9
8.P.9.1
8.P.8.2
6.E.6.1
6.E.7.5
8.P.8.3
6.P.13.3
6.E.6.2
6.E.7.1
7.P.10.1
6.P.12.1
7.E.6.6
8.E.5.11
Low
10-20%
Item Cognitive Complexity
Moderate
60-80%
High
10-20%
Sessions
2
Duration and Length
Total Time
160 minutes
Total Items
60-66
Life Science
27% of FCAT Science
6.L.14.1
7.L.17.2
6.L.14.2
7.L.17.1
6.L.14.3
7.L.17.3
6.L.14.4
8.L.18.4
6.L.14.5
8.L.18.1
6.L.14.6
8.L.18.2
6.L.15.1
8.L.18.3
7.L.15.2
7.L.15.1
7.L.15.3
7.L.16.1
7.L.16.2
7.L.16.3
Use FCAT Explorer and
Florida Achieves! For
Student FCAT help and
Teacher resources
Recommendations for success on the FCAT 2.0 Science:
1. Use frequent formative assessment of measurement topics.
2. Students should have access to and use FCAT Explorer and Florida Achieves!
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map.
Page B
Appendix A
Volusia District Science Office
2012-2013
Evaluate
Elaborate
Explain
Explore
Engage
Volusia County Science 5E Instructional Model
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Page C
Appendix A
Volusia District Science Office
2012-2013
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:








identify a common example or recognize a
concept;
retrieve information from a chart, table,
diagram, or graph;
recognize a standard scientific representation
of a simple phenomenon; or
calculate or complete a familiar single-step
procedure or equation using a reference
sheet.





apply or infer relationships among facts, terms,
properties, or variables;
describe examples and non-examples of
scientific processes or concepts;
predict or determine the logical next step or
outcome;
compare or contrast structures or functions of
different organisms or systems;
choose the appropriate formula or equation to
solve a problem and then solve it; or
apply and use concepts from a standard
scientific model or theory.





construct models for research;
generalize or draw conclusions;
design an experiment, given data and
conditions;
explain or solve a problem in more than one
way;
provide a justification for steps in a solution or
process;
analyze an experiment to identify a flaw and
propose a methods for correcting it;
interpret, explain, or solve a problem involving
spatial relationships; or
predict a long-term effect, outcome, or result
of a change within a system.
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation
Page D
Appendix A
Volusia District Science Office
2012-2013
Middle Grades Comprehensive Science Weekly Curriculum Trace
2012
Week 1-2
Week 3-4
Week 5
6th Grade
What is
Science?
Science
Process
RARE
DIA:S
Earth Structures and Changes
Earth Systems
7th Grade
What is
Science
Science
Process
RARE
DIA:S
Energy and Transformations
Light Energy and Waves
8th Grade
What is
Science?
2012
Week 12
Week 13
Week 14
Sun’s Energy and Heat Transfer
7th Grade
Temperature and Heat Flow
2013
Properties of Matter
Week 21
Week 22
6th Grade
Forces
7th Grade
Age of the Earth
8th Grade
The Stars and Our Sun
2013
Week 30
Week 7
RARE
DIA:S
Science Process
6th Grade
8th Grade
Week 6
Atomic and Molecular Theory
Week 15
Week 16
6th Grade
Cell Structure and Function
7th Grade
Genetics
RARE
DIA:S
Week 17
RARE
DIA:S
Week 24
RARE
DIA:S
Evidence of
Evolution
Week 33
FCAT Preparation and
Administration
Apply the
Periodic Table
Week 18
Week 11
Density
Week 19
Week 20
Rock Cycle and Geological Events
and Human Impact
Earth’s Layers
Plate Tectonics
Mixtures and Solutions
RARE
DIA:S
Electromagnetic
Spectrum
Universe Scale
and Gravity
Week27
Week 28
Week 29
Week 25
Week 26
RARE
DIA:S
Organization of
Life
Natural Selection and Adaptations
Objects in the Solar System
Week 32
Week 10
Energy Transformations
Changes in Matter
Week 23
Week 9
RARE
DIA:S
Weather Patterns and Climate
Motion of Objects
Week 31
Week 8
Cell Structure
& Function
Cell Theory and Processes
Heredity &
Reproduction
Genetics
Relationships between Sun, Moon, and Earth
Week 34
Week 35
Week 36
Week 37
Page E
Week 38-39
Human Body Systems
Classification
RARE
DIA:S
Interdependence and Ecology
Limiting Factors / Human Impact
RARE
DIA:S
Photosynthesis Conservation
Bridge to Earth Science and Biology
& Respiration
Laws & Cycles
*DIA:S (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring.
**Week 1-2, 3-4, and 38-39 are combined to accommodate all 39 weeks of instruction, not all weeks are a full five day’s worth of instruction.
8th Grade
RARE
DIA:S
RARE
DIA:S
Appendix A
Volusia District Science Office
2012-2013
Comprehensive Science II
Instruction and Assessment
Comprehensive Science II
Week
Dates
2012-2013
Measurement Topic
1-2
August 20 – 31
What is Science?
3-4
September 7 – 14
Science Process
5
September 17 – 20
RARE
6-8
September 24 – October 12
9-11
October 15 – 2
12-14
November 5 – 20
Temperature and Heat Flow
15
November 16 – 30
RARE
16-17
December 3 – 14
Rock Cycle and Geological Events
18
December 17 – 20
Earth’s Layers
Light Energy and Waves
19-20
January 7 – 18
Plate Tectonics
21-22
January 22 – February 1
Age of the Earth
February 4 – 8
24
February 11 – 15
25-26
27
28-29
Natural Selection of Adaptations
Heredity and Reproduction
March 12 – 22
Genetics (continues)
Spring break
30
April 1 – 5
Genetics (continued)
31
April 8 – 12
RARE
32
April 15 – 19
FCAT Review
33
April 22 – 26
FCAT
36-37
May 13 – 24
38-39
May 28 – June 4
DIA:S
Earth Structures
and Systems
Evidence of Evolution
March 4 – 8
April 29 – May 10
DIA:S
Heat and Energy
RARE
February 19 – March 1
34-35
DIA:S
Science Process
Energy and Transformations
Winter break
23
Assessments
Interdependence and Ecology
Limiting Factors and Human Impact
RARE
DIA:S
Natural Selection
and Genetics
DIA:S
Ecology
Other Assessments (possibly – would not be required):
1.
2.
Page 1
Semester Formative Assessment (SFA) - Consisting of approximately 20 questions covering topics through winter break.
Semester Summative Assessment (SSA) - Same test as SFA, given later in the year.
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: The Nature of Science
Measurement Topics
Week 1-2
What is Science?
(T02)
Week 3-4
Science Process
(T01)
Theories, Laws, &
Models
(T03)
Week 5
RARE
Page 2
August 20 – September 20
Learning Targets and Skills
Benchmarks
Students will:
 (T02) explain that science is the study of the natural world.
 (T02) give examples and non-examples of science
 (T02) set up a science notebook that will be used all year by students.
 (T02) develop a class list of lab safety procedures in the lab
Students will:
 (T02) compare and contrast the difference between an experiment
(control group and variables) and other types of scientific investigations
 (T02) discuss examples of scientific knowledge not derived from
experimentation
 (T02) describe methods used in pursuit of scientific knowledge in
different fields of science (Biology, Chemistry, Geology, Physics)
Students will:
 (T01) plan and carry out various types of scientific investigations
 (T01) make predictions or form hypothesis
 (T01) identify test variables (independent) and outcome variables
(dependent)
 (T01) identify control groups for each experiment
 (T01) collect and organize data
 (T01) interpret data
 (T01) defend conclusions
Students will:
 (T01) differentiate replication by others and repetition (multiple trials)
and the importance of each
 (T02) explain that scientific knowledge is a result of a great deal of
debate and confirmation in the science community
 (T03) review the difference between scientific and societal laws
 (T03) discuss how scientific a theory is different from other theories
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
SC.7.N.1.3
SC.7.N.2.1
SC.7.N.1.3
SC.7.N.1.5
SC.7.N.1.1
SC.7.N.1.4
SC.7.N.1.2
SC.7.N.1.7
SC.7.N.3.1
Academic Language
science
science notebook
scientist
non-example
scientific reasoning
inference
observation
methods
experiment
control group
investigation
variables
conclusion
data
test variables
outcome
hypothesis
differentiate
prediction
scientific method
interpret
replication
repetition
scientific law
societal law
theory
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
What is Science? (Week 1-2)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 1 #21 (Wet Jeans) Volume 2 #2 (Floating Logs)
Keeley Probes
1. A science notebook is a compilation of student learning that provides a
Teacher Hints
2.
3.
Prefix / Suffix
No/Non - not
Sciencia- wisdom
Pre- before
Dici- to say
Volume 1 #14 (Mitten Problem) Volume 2 #11 (Mixing Water)
1. Items will have students differentiate between replication and
repetition and why they are important.
2. Teachers should continue to model limiting variables and testing a
control group for comparison purposes.
3. Students need to discuss the importance of multiple trials and large
experimental groups.
4. Students should work in groups on common investigations so that
they are able to compare their results to other groups. When
differences arise, have students compare the tools and different
methods that were used by each group to explain the differences.
5. Students need to understand the importance of researching a topic
before forming a hypothesis or conducting an investigation.
6. Students need to be able to differentiate whether something is an
experiment or an investigation.
Sample FOCUS Question
Sample FOCUS Question
A scientist makes a major new discovery that provides some evidence that
a different approach to gene therapy might be helpful. Which of the
following should happen next?
In the early 1900s, a scientist named Alfred Wegener proposed the idea
that all the continents were once joined together into one supercontinent,
which he called Pangaea. At first, this theory was rejected by society, but
now it can be found in textbooks. Which of the following most likely
caused people to accept the theory that the continents were once all
connected?
A.
B.
C.
D.
Page 3
partial record of the instructional experiences a student has in the
classroom. Some teachers use spiral-bound notebooks, some use
composition notebooks, while others use 3-ring binder to organize.
Pages should not be taken out of the science notebook so careful
consideration should be given to the type of notebook that is used.
Students need to understand that scientists do not only learn from
doing investigations but also from reading non-fiction reference
materials, such as, journals, newspapers, reference books etc.
Students need to know that scientists gain knowledge from many
different methods and that most do not use the scientific method but
uses sound scientific reasoning. The DOE is asking that we no longer
have students memorize an artificial number of steps called the
scientific method but that students learn scientific reasoning to
evaluate whether something is sound or not.
Science Process (Week 3-4)
Her work must be proven wrong.
Her work must be repeated by other scientists.
Her work must be published on the Internet.
Her work should be used in treating patients.
A. A lot of scientific evidence was found that supported this theory.
B. Studies showed that each of today's continents has a unique
ecosystem.
C. Another scientist wrote an article supporting this theory at the same
time.
D. The continents started to move back into the shape of the original
supercontinent.
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
Week 6-8
Energy and
Transformations
(T04)
Science Process
(T01)
September 24 – November 2
Learning Targets and Skills
Benchmarks
Students will:
 (T04) recognize that energy cannot be created or destroyed, it can only
be changed from one form to another
 (T04) identify examples of Law of Conservation of Energy
Students will:
 (T04) review and identify forms of energy: mechanical (kinetic,
potential), chemical, thermal, electrical, light, sound)
 (T04) describe multiple examples of energy transformation
 (T01) investigate multiple energy transformations (potential to kinetic,
electrical to sound and light, light to heat, mechanical to sound etc.)
SC.7.P.11.3
Students will:
 (T05) illustrate that the Sun’s energy arrives on Earth as radiation
 (T05) identify, compare, and contrast the variety and types of radiation
present in the Sun (such as infrared, visible, and ultraviolet)
 (T01) investigate how white light is made up of a spectrum of many
different colors
SC.7.P.10.1
SC.7.N.1.1
Students will:
 (T01) investigate different ways light is reflected, refracted or absorbed
 (T05) explain when light is reflected, refracted and or absorbed
SC.7.P.10.2
SC.7.N.1.1
Students will:
 (T05) recognize that light and sound energy move in the form of waves
 (T05) explain how waves move at different speeds through different
materials
SC.7.P.10.3
SC.7.P.11.2
SC.7.N.1.1
Week 9-11
Light Energy & Waves
(T05)
Science Process
(T01)
Page 4
Academic Language
Energy
transformation
Law of Conservation
of Energy
kinetic energy
potential energy
chemical energy
thermal energy
electrical energy
light energy
sound energy
mechanical energy
electromagnetic
radiation
wavelength
visible radiation
non-visible radiation
white light
ultraviolet (UV) light
infrared light
frequency
electromagnetic
spectrum
electromagnetic
waves
reflection
refraction
absorption
waves
medium
pitch
frequency
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Energy Transformations (Week 6-8)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
1. Students will need to be able to describe and identify examples of The
Teacher Hints
2.
3.
Prefix / Suffix
Trans- through
Kine- moving
Potens- ability
Thermo- heat
Electro- amber
Sono- sound
Mech- machine
Radi- shine out
Luc- to shine/light
Ultra- beyond
Infra- below
Flex- bound back
Frac- to break
Ab- from/away
Sorbe- swallow
Page 5
Law of Conservation of Energy.
Items will not require calculations.
Students should be able to identify up to five energy transformations
in a model or diagram.
Light Energy and Waves (Week 9-11)
Volume 1 #2 (Apple in the Dark) Volume 3 #6 (Mirror on the Wall)
1. Items may assess relative order of frequencies of wavelength in the
electromagnetic spectrum but will not require memorization of
specific frequencies and wavelengths of the electromagnetic
spectrum (ROYGBIV.)
2. Items will not address hazards of electromagnetic spectrum.
3. Items will not require calculations of wave speed through different
mediums.
4. Items will not assess electromagnetic waves traveling in a vacuum.
5. Frequency and wavelengths have specific energies associated with
them.
6. This is the first and last time this concept is taught in middle school.
7. Items may assess water waves but not in the context of water waves
at the beach.
8. Items may assess pitch as related to frequency.
Sample FOCUS Question
When an object moves, its energy changes form. When a ball bounces, it
has changing amounts of potential energy and kinetic energy. Eventually,
however, the ball will stop bouncing. Why does the ball stop bouncing?
A. The ball's energy gets used up each time it bounces.
B. The mass of the ball is too small to allow it to continue its own motion.
C. The ball's energy gets transferred to other energy types like heat and
sound that don't help it bounce.
D. The pull of gravity is stronger than the energy in the ball, which makes
the ball slow down to a stop.
Sample FOCUS Question
Ryan is experimenting with different materials to see which one will
transmit sound the fastest. He knows that the density of a solid will affect
the speed that a wave travels through it. Through which of the following
materials will sound waves travel the slowest?
A.
B.
C.
D.
Aluminum
Iron
Lead
Steal
Material
Density (kg/m3)
Aluminum 2700
Iron
7870
Lead
11350
Steal
7820
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Physical Science
Measurement Topics
November 5 – November 30
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T01) predict and investigate how temperature (oC) will change when
heat is added or removed from a system
 (T01) predict and investigate how the state of matter will change when
heat is added or removed from a system
 (T01) create an experiment to test how temperature changes states of
matter
 (T06) describe the concept of specific heat (no calculations)
SC.7.P.11.1
SC.7.N.1.1
specific heat
states of matter
temperature
Students will:
 (T06) describe that heat flows in predictable ways, moving from
warmer objects to cooler ones until they reach the same temperature
 (T01) predict and investigate the direction of heat flow
SC.7.P.11.4
heat flow
Week 12-14
(12 Days)
Temperature &
Heat Flow
(T06)
Science Process
(T01)
Week 15
RARE
Page 6
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Temperature and Heat Flow (Week 12-14)
Teacher Notes
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 1 #15 (Objects and Temp) Volume 2 #10 (Ice cold Lemonade)
Keeley Probes
1. This is the first and last time this concept is taught in middle school.
Teacher Hints
2.
3.
4.
5.
6.
Prefix / Suffix
Kine- moving
Temper- hot
Items will not assess chemical change.
Items will not require calculations.
Items will not assess concepts of conductors or insulators or examples
of either in isolation.
Items will not require memorization of formulas or values for specific
heat, heat of fusion, or heat of vaporization for substances.
Items may assess the concept of specific heat.
Sample FOCUS Question
Teacher Notes
Erin places some ice cubes into freshly made tea that is still quite warm.
Which of the following correctly describes what happens to the ice cubes?
A. Some of the heat from the tea is transferred to the ice cubes and
causes them to melt.
B. The temperature of the ice cubes remains the same as the
temperature of the tea drops.
C. The cold from the ice cubes is transferred into the tea and causes the
cubes to warm up and melt.
D. Heat is transferred between the ice cubes and the tea, which causes
the temperature of the tea to increase.
Page 7
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Earth Science
Measurement Topics
Week 16-17
Rock Cycle &
Geological Events
(T07)
Human Impact
(T17)
Week 18
Earth’s Layers
(T08)
Theories, Laws, &
Models
(T03)
Page 8
December 3 – December 20
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T07) describe the process of the rock cycle and how different rocks
form
 (T07) identify patterns within the rock cycle and relate them to surface
events (weathering and erosion)
 (T07) identify patterns within the rock cycle and relate them to
subsurface events (plate tectonics and mountain building)
 (T17) identify how humans have impacted the processes of
weathering, erosion, and deposition
SC.7.E.6.2
SC.7.E.6.6
rock cycle
igneous
metamorphic
sedimentary
weathering
erosion
surface events
subsurface
deforestation
acid rain
Students will:
 (T08) identify and describe the layers of the Earth: crust, lithosphere,
hot convecting mantle, the outer liquid core, and inner solid core
 (T08) compare and contrast the density differences in the layers of the
Earth
 (T08) explain which layer of the Earth has convection currents which
result in plate tectonics
 (T03) build a model of the Earth’s Layers based on characteristics of the
layers
 (T03) discuss the benefits and limits of scientific models
SC.7.E.6.1
SC.7.N.3.2
crust
lithosphere
mantle
outer core
inner core
convection currents
plate tectonics
scientific models
density
continental drift
Pangaea
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Rock Cycle and Geological Events (Week 16-17)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 2 #21 (Is it a Rock 2)
Keeley Probes
1. This is the first time and last time this concept is taught in middle
Teacher Hints
2.
school.
Students will not have to classify or identify rocks (i.e. metamorphic,
igneous etc.) but will need to know how rocks are formed and changed
through the rock cycle.
Earth’s Layers (Week 18)
1.
2.
3.
4.
5.
Prefix / Suffix
Cycle- circle
Ignis- fire
Meta- changed
Morphic- shape
Sed- to sit
Sub- under/ below
De- from/away
Lithos- rock
Con- with
Veh(ct)-to carry
Dens- thick
Pan- across
Gaea- earth
Page 9
Items may assess the density of the layers of the Earth but will not
assess density differences as they relate to plate tectonics.
Students will experience building models of the layers of the Earth
using many different materials. The evaluation of their models should
include how their model is like and unlike the real Earth and how the
model may be of benefit or cause misconceptions
Students need to be able to explain why theories may be modified but
are rarely discarded.
Students will need to identify scientific laws: Law of Universal
Gravitation, Law of Superposition, Law of conservation of Mass and
Law of Conservation of Mass.
Students will need to identify scientific theories (Atomic Theory,
Evolution Theory, and Cell Theory) and know why they are theories
and not laws.
Sample FOCUS Question
The geology of any two regions of Earth may be completely different from
each other. Some areas have different types of rock while other are
completely covered with sediments. Which of the following areas is most
likely to form metamorphic rocks such as gneiss and granite?
A.
B.
C.
D.
a sea floor
a windblown desert
a site deep underground
a site covered by a glacier
Sample FOCUS Question
As magma rises through the cracks of a spreading seafloor, it cools and
adds new rock to the ocean floor. The ribbon of magma causing the
spreading is most similar to which structure?
A. glacier
B. volcano
C. valley
D. sinkhole
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Earth Science
Measurement Topics
Week 19-20
Plate Tectonics
(T09)
Theories, Laws, &
Models
(T03)
Week 21-22
Age of the Earth
(T10)
Week 23
RARE
Page 10
January 7 – February 8
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T09) describe and demonstrate the Theory of Plate Tectonics
 (T09) give examples of physical evidence that supports the Theory of
Plate Tectonics
 (T09) describe the movement of Earth’s crustal plates: convergent,
divergent, transform
 (T09) describe how various geological events occur: earthquakes,
volcanoes, and creates mountains and ocean basins
 (T09) compare and contrast slow and rapid changes to the Earth’s
surface
 (T03) investigate Plate Tectonics using models
 (T03) identify an instance from history of science in which scientific
knowledge has changed when new evidence or new interpretations are
encountered (Ex: continental drift, Theory of Plate Tectonics, Pangaea)
Students will:
 (T10) identify and describe current methods for measuring the age of
the Earth, including relative and absolute dating.
 (T10) explain how the Law of Superposition (folding and faulting) and
radioactive dating can be used to measure the age of the Earth
SC.7.E.6.5
SC.7.E.6.7
SC.7.N.1.6
Theory of Plate
Tectonics
volcanoes
earthquakes
mountains
ocean basins
convergent
divergent
transform
sea floor spreading
ocean trench
mid-ocean ridge
crustal plates
SC.7.E.6.3
relative dating
absolute dating
Law of Superposition
radioactive dating
folding
faulting
Students will:
 (T10) give examples of physical evidence that supports scientific
theories that Earth has evolved over geological time due to natural
processes (evidence examples include index fossils, rock layers, and
radioactive dating)
SC.7.E.6.4
geological time
fossil evidence
index fossils
physical evidence
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Plate Tectonics (Week 19-20)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 3 #11 (Is it a Theory)
Keeley Probes
1. Students should have an opportunity to design or evaluate a model of
Teacher Hints
2.
3.
4.
5.
Prefix / Suffix
Tecktonos- build
Verge- to bend
Con- with
di- away from
trans- across
forma- shape
super- beyond
posit- place down
radio- shine out
geo- earth
e- from/out
video- to see
Page 11
plate tectonics and be able to distinguish the benefits and limitations
of the model.
This is the first time this concept is taught in middle school.
Discuss why Plate Tectonics is a theory.
Items will not assess types of volcanoes but may assess different
causes of volcanic formation.
Items will not assess types of earthquake waves.
Age of the Earth (Week 21-22)
Volume 1 #23 (Age of Two Mountains)
1. This is the first time this concept is taught in middle school.
2. Students will not have to calculate the age of the Earth.
3. Items assessing radioactive dating will be limited to a conceptual
level. Students will not have to calculate half-life.
Sample FOCUS Question
Which of the following correctly describes the effects of tectonic plate
movement on Earth's crust?
A. The amount of crust on the surface of Earth is fairly stable.
B. The amount of crust on the surface of Earth is slowly shrinking.
C. The total amount of Earth's crust will eventually be pulled into the
mantle.
D. The total amount of Earth's crust is steadily increasing due to volcanic
activity.
Sample FOCUS Question
On a trip to the desert, Geraldo finds fossils of ancient oceanic shells.
Which of the following best explains how these fossils ended up in the
desert?
A.
B.
C.
D.
Oceanic storms washed the shells into the desert.
The desert was once covered by an ocean that receded.
Earthquakes shifted debris from the ocean into the desert.
Animals carried the shells from the ocean to the area for food
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
Week 24
Evidence of Evolution
(T11)
Theories, Laws, &
Models
(T03)
February 11 – March 1
Learning Targets and Skills
Benchmarks
Academic Language
Students will:
 (T11) explain how scientists use fossil evidence to support the scientific
theory of evolution that living things evolved from earlier species
 (T11) describe how fossil evidence is used to support the idea that not
all species today were alive in the past
 (T03) recognize and explain the difference between theories,
hypotheses and laws
SC.7.L.15.1
SC.7.N.3.1
Theory of Evolution
scientific theory
scientific knowledge
evidence
fossil
Students will:
 (T12) explore the scientific theory of evolution by recognizing and
explaining ways in which genetic variation and environmental factors
contribute to evolution by natural selection and diversity
 (T12) simulate the effects of natural selection and genetic variation
with certain environmental factors
SC.7.L.15.2
species
natural selection
genetic variation
environmental factors
diversity
Students will:
 (T12) explore the scientific theory of evolution by relating how the
inability of a species to adapt within a changing environment may
contribute to the extinction of that species.
 (T12) simulate how adaptations may contribute to extinction
SC.7.L.15.3
adaptations
extinction
Week 25-26
(9 Days)
Natural Selection and
Adaptations
(T12)
Page 12
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Evidence of Evolution (Week 24)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 4 #13 (What is Evolution)
Keeley Probes
1. This is the only time this concept is taught in middle school.
Teacher Hints
2.
Prefix / Suffix
Gene- beginning
Apt- fitted
Ex- from/out
Volume 4 #15 (Adaptation) Volume 4 #16 (Is it Fitter?)
1. Items will not address: speciation, genetic drift, gene pools, hominid
evolution, or primate fossils.
Sample FOCUS Question
The modern horse, Equus ferus caballus, is so wide-spread that it can be
found on nearly every continent on Earth. However, the modern horse
does not appear in the fossil record until about 3 million years ago. Which
of the following best explains why?
A.
B.
C.
D.
Page 13
Items assessing fossil evidence should focus on progressions over
time/evolution from earlier species and or the idea that not all species
alive today were alive in the past.
Natural Selection and Adaptations (Week 25-26)
Its bones were not able to fossilize.
It evolved from other ancient species of horses.
It was extinct and then came back 30 million years ago.
Its fossils were destroyed by lava from volcanic eruptions.
Sample FOCUS Question
In plants and animals, sexual reproduction causes variation within a
species. This variation is vital to their survival. How does genetic variation
affect a species' survival?
A.
B.
C.
D.
A species with variation is more easily found by predators.
A species that shows more variation will have a longer life cycle.
A species that has no variation might eventually become extinct.
A species without variation will overpopulate and produce new
species.
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
March 4 – April 8
Measurement Topics
Learning Targets and Skills
Benchmarks
SC.7.L.16.1
heredity
traits
DNA
genes
chromosomes
generation
Week 27
Students will:
 (T13) explain that every organism requires a set of instructions that
specifies its traits
 (T13) explain that heredity information (DNA) contains genes located in
the chromosomes of each cell
 (T13) describes heredity as the passage of traits from one generation to
another
Students will:
 (T13) compare and contrast the general processes of sexual
reproduction requiring meiosis and asexual reproduction requiring
mitosis
 (T13) compare and contrast mitosis and meiosis
o complete set chromosomes vs. half set chromosomes
SC.7.L.16.3
mitosis
meiosis
cell division
sexual reproduction
asexual reproduction
SC.7.L.16.2
SC.7.L.16.4
dominant
recessive
genotypes
phenotypes
Punnett squares
pedigrees
probabilities
Biotechnology
purebred
hybrid
homozygous
heterozygous
Heredity &
Reproduction
(T13)
Academic Language
(Students do not need to know the phases)
Week 28-30
(14 Days)
Genetics
(T14)
Week 31
RARE
Page 14
Students will:
 (T14) compare and contrast dominant and recessive traits
 (T14) compare and contrast genotypes and phenotypes
 (T14) solve Punnett squares to determine the probabilities for
genotypes and phenotypes
 (T14) analyze pedigrees to determine probabilities of genotypes and
phenotypes
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Heredity and Reproduction (Week 27)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Keeley Probes
1. This is the first time this concept is taught in middle school.
Teacher Hints
2.
3.
4.
5.
6.
7.
Items will not assess: incomplete dominance, sex-linked traits,
polygenic traits, multiple alleles, or codominance, mutations or genetic
disorders.
th
This concept is only taught in 7 grade.
Items will assess mitosis and meiosis but will not assess the phases of
mitosis or meiosis.
Items will not use haploid or diploid terms.
Items will not assess fertilization or zygote formation.
Items referring to sexual reproduction will not address human
reproduction.
Genetics (Week 28-30)
Volume 2 #17 (Baby Mice)
1. Items will only assess Punnett squares and pedigrees that are
dominant or recessive.
2. Items assessing pedigrees are limited to assessing the probability of a
genotype or phenotype of a single individual. Items may require the
identification of parental genotypes that result in certain genotypic or
phenotypic probabilities in offspring.
3. Punnett Squares are limited to P and F1 generations.
Prefix / Suffix
Sample FOCUS Question
Sample FOCUS Question
Chromo- color
Soma- body
Gene- beginning
Mito- thread
-osis- process
Mei- to make small
In- not
Pheno- to be evident
Homo- same
Hetero- different
Zygous- yolk/egg
Leigh Ann is learning about the differences between inherited traits and
learned behaviors in organisms. For example, she knows that being able to
read is learned, while having straight or curly hair is inherited. How does a
person inherit a trait such as hair texture?
In pea plants, purple flower color is dominant to white flower color. Susan
has pea plants in her garden. Most of them have purple flowers, while
some have white flowers. If she crosses two pea plants that have white
flowers, what color flowers will the resulting pea plants have?
A.
B.
C.
D.
A.
B.
C.
D.
Page 15
through the storage of excess fatty acids in tissues
through DNA that is passed from parents to offspring
through the breakdown of different proteins during birth
through different viruses that are passed from parents to offspring
100% purple
100% white
50% purple and 50% white
75% purple and 25% white
Comprehensive Science II
Volusia District Science Office
2012-2013
Body of Knowledge: Life Science
Measurement Topics
Week 32-33
April 15 – June 4
Learning Targets and Skills
Benchmarks
Academic Language
Review concept taught during the year.
FCAT
Week 34-35
Interdependence
(T15)
Week 36-37
Limiting Factors
(T16)
Human Impact
(T17)
Science Process
(T01)
Week 38-39
(6 days)
RARE
Page 16
Students will:
 (T15) differentiate and describe the roles and relationships among
producers, consumers and decomposers
 (T15) identify the role of an organism in a food web
 (T15) trace the flow of energy in a food web
 (T15) recognize species in a food web as primary, secondary and
tertiary consumers
 (T15) create a food web with 15 organisms
SC.7.L.17.1
Students will:
 (T15) identify the type of relationship between organisms, given a
description of their interactions
 (T15) compare and contrast the relationships among organisms such as
mutualism, predation, parasitism, competition, and commensalism
Students will:
 (T16) describe what impact the various limiting factors in a local
ecosystem have on native populations
 (T01) research an example of how limiting factors impact ecosystems
Students will:
 (T17) describe the impact that humans have had on Earth such as
deforestation, urbanization, desertification, erosion, air and water
quality, changing the flow of water.
SC.7.L.17.2
SC.7.L.17.3
SC.7.N.1.1
SC.7.E.6.6
food web
roles
relationships
producers
consumers
primary (1st)
secondary (2nd)
tertiary (3rd)
decomposers
mutualism
parasitism
predation
competition
commensalism
limiting factors
native populations
ecosystems
deforestation
urbanization
desertification
erosion
air quality
water quality
1. Review and Catch-up
2. Administer DIA:S
3. Go over test with students, question by question, with meaningful feedback
4. Re-teach and Enrich
Comprehensive Science II
Volusia District Science Office
Resources
2012-2013
Interdependence (Week 34-35)
Text book
Pearson Lab book
Pearson Activities
Safari Montage
Website / Gizmos
Volume 3 #18 (Rotting Apple)
Keeley Probes
1. This is the only time this concept is taught in middle school.
Teacher Hints
2.
3.
4.
5.
6.
Prefix / Suffix
Pri- first
Sec- second
Tert- third
Eco- habitat
De- from/out
e/ex- away
rodere – to gnaw
Page 17
Items assessing relationships between organisms may require the
identification of the relationship of mutualism, predation, parasitism,
competition or commensalism.
Items will not require specific knowledge of specific organisms.
Food webs are limited to: primary, secondary and tertiary consumers.
Items will not assess energy pyramids or use the term trophic level.
Students may be asked to analyze food webs with up to 15 organisms.
Limiting Factors (Week 36-37)
1.
2.
This would be a good concept to focus on for Earth Week.
Students may experiment with plants or invertebrates to demonstrate
limiting factors.
Sample FOCUS Question
Sample FOCUS Question
Commensalism is the relationship between organisms where one organism
benefits while the other is not affected. Which set of organisms is an
example of this close interaction?
In any ecosystem, the survival of a species depends on the resources that
are available. Beneath the tree canopy in a tropical rainforest, growth of
some plant species may be limited. The availability of which of these
resources most likely limits the growth of plants on the ground level in this
ecosystem?
A.
B.
C.
D.
clownfish and sea anemone
flower and bee
tapeworm and dog
tick and cow
A.
B.
C.
D.
carbon dioxide
minerals
sunlight
water
Comprehensive Science II
Volusia District Science Office
Page 18
2012-2013
Comprehensive Science II