Miami-Dade County Public Schools
Office of Academics and Transformation
Department of Mathematics and Science
Science Content and Pacing Middle Q2-Q3 – 8th Grade
Facilitator: Kerlyn Prada
Interactive Science Notebook
Today’s Agenda
8:30 – 8:45
Welcome
8:45 – 10:00
Inquiry-based Life and Space Sciences Content Q2
 Infusing Common Core (C-E-R), NGSSS and the 5Es
10:00 – 10:15
Break
10:15 – 11:30
Inquiry-based Life and Space Sciences Content Q1 continued
 Infusing Common Core (CIS), NGSSS and the 5Es
11:30 – 12:30
Lunch
12:30 – 1:30
Lab Rotations
1:30 – 2:30
Pre-planning with the Pacing Guide and Technology Integration
 Learning Village
 NBC Learn
 Gizmos
 Florida Achieves
2:30 – 3:30
Developing a 5E Lesson
 Brainstorming and topic selection
 Infusion of Common Core State Standards in Math and
Language Arts
Follow up: (Due Friday, 11/22/13)
1. 5E Lesson plan based on content and strategies shared during the session
reflecting strategies that support Common Core standards.
2. Assignment must be turned in on Edmodo. (EdModo Code: 8si76s)
How can we embed cognitive complexity into the 5E’s?
1
2
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Pacing
BODY OF KNOWLEDGE: L. Life Science; P: Physical Science; N: Nature of Science
TOPIC VIII: Photosynthesis and Cellular Respiration
NEXT GENERATION SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
Big Idea 18: Matter and Energy Transformations
A.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light,
carbon dioxide, water and chlorophyll; production of food; release of oxygen. Assessed as
SC.8.L.18.4 (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide
energy and releases carbon dioxide. Assessed as SC.8.L.18.4 (Cognitive Complexity: Level
B.
3:Strategic Thinking& Complex Reasoning
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and
Energy. AA (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning
Big Idea 8: Properties of Matter
SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in C.
a multitude of ways to produce compounds that make up all of the living and nonliving things that
we encounter. AA (Cognitive Complexity: Level 1: Recall
Big Idea 1: Practice of Science
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference
materials to support scientific understanding, plan and carry out scientific investigations of
D.
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. AA (Cognitive Complexity: Level 3:Strategic Thinking&
E.
Complex Reasoning
Fair Game Benchmarks:
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to
maintain homeostasis, including extracting energy from food, getting rid of waste, and
reproducing. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and
F.
animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria,
and vacuoles.
AA (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only
changed from one form to another. (Cognitive Complexity: Level 3:Strategic Thinking& Complex
G.
Reasoning
SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of
wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a
spectrum of many different colors. Cognitive Complexity: Level 1: Recall
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.
Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning
Traditional
8 Days
11-25-13 to 12-06-13
Block
4 Days
11-25-13 to 12-06-13
OBJECTIVES
Cell Structure Overview  Compare/contrast the different
1. Animal cell structure
organelles found in plant and animal
2. Plant cell structure
cells and describe their roles and
3. Difference between
processes
the two
 Identify the factors (reactants) that are
needed for photosynthesis to occur
Photosynthesis (reactants)  Explain the role of light, Co2, water,
1. Role of light, CO2,
and chlorophyll in the process and
and water
products of photosynthesis
 Explain that light waves can be
Photosynthesis (products)
reflected, refracted, and/or absorbed
1. Oxygen and Sugars
during photosynthesis
2. The Photosynthesis
 Explain that living systems obey the
Equation
Law of Conservation of Mass and the
Law of Conservation of Energy
Law of Conservation of
 Identify the factors that are needed for
Mass and Energy
cell respiration to occur
 Describe the process of cellular
Review electromagnetic
respiration in the cell and its purpose
spectrum
1. Wavelengths
2. Visible light
See Learning Goals p. 4 and 5
3. Light waves reflect,
refract, absorb
Cell Respiration
1. Where it occurs
2. Role of Oxygen and
Sugars
Process and pathways
1. Breakdown of large
molecules
2. Products
a. Energy
b. Carbon dioxide
Date(s)
INSTRUCTIONAL TOOLS
Core Text Book: Pearson Interactive Science Florida
Ch. 13.1 - 13.2
Vocabulary:
Light, carbon dioxide, water, chloroplast, cell, glucose,
oxygen,ecosystem, photosynthesis, autotroph,
heterotroph, chlorophyll, cellular respiration, oxygen,
energy
Technology:
1. Pearson: My science online, My Planet Diary
Pearson Interactive Art How Plants use Energy?;
Pearson Virtual Lab: What colors of the light spectrum
are most important for plant growth?
2. GIZMO: Cell Energy cycle ; Plants and Snails;
Growing Plants; Photosynthesis Lab, Cell Structure
3. BBC :Respiration and Activity: Life Processes
4. OTHER: Cell Respiration Concept Map; Injecting
Inquiry into Photosynthesis; Cell Respiration Lab
bench activity
Strategies: Research, Hands-on, Model, Projects,
Jigsaw Powerpoint Presentation, CRISS, Data Analysis,
Venn Diagram
o ELL: TX - ELL Support
o Enrichment: TX- L3
o SPED: TX- L1
Assessment: Formal/Authentic, project rubric, lab
inquiry rubrics, RAFT writing activity, concept map
Formative Assessment: Functions of Living Things
(V1), Respiration (V3), Plants in the Dark and Light (V2)
Labs:
1. TX Lab Zone Quick Lab Exhaling Carbon Dioxide ;
Energy From The Sun
2. Injecting Inquiry into Photosynthesis
3. Photosynthesis: A Controlled Experiment
Related Program: Science Fair
3
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Pacing
BODY OF KNOWLEDGE: L. Life Science; P: Physical Science; N: Nature of Science
Traditional
6 Days
12-09-13 to 12-16-13
Block
3 Days
12-09-13 to 12-16-13
TOPIC IX: Cycles of Matter
NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT
Big Idea 18: Matter and Energy Transformations
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter
and energy are continuously transferred within and between organisms and their
physical environment. Assessed as SC.8.L.18.4 (Cognitive Complexity: Level
3:Strategic Thinking& Complex Reasoning
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of
Mass and Energy. AA (Cognitive Complexity Level 3:Strategic Thinking& Complex
Reasoning
Big Idea 8: Properties of Matter
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. AA (Cognitive Complexity
Level 1: Recall
Big Idea 1: Practice of Science
SC.8.N.1.1 Define a problem from the eighth grade curriculum using 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. AA
(Cognitive Complexity Level 3:Strategic Thinking& Complex Reasoning
Fair Game Benchmarks:
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers,
consumers, and decomposers in the process of energy transfer in a food web.
(Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning
SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may
result in a temperature change and possibly a change of state. (Cognitive
Complexity: Level 1: Recall
SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed,
only changed from one form to another. (Cognitive Complexity Level 3:Strategic
Thinking& Complex Reasoning
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere
and hydrosphere has an effect on weather patterns and climate. (Cognitive
Complexity: Level 3:Strategic Thinking& Complex Reasoning
LACC.68.RST.3 Integration of Knowledge and Ideas
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).
A.
Cycles in Nature
Date(s)
OBJECTIVES
INSTRUCTIONAL TOOLS

Core Text Book: Pearson Interactive Science Florida
Review and identify the different
Ch. 13.3
biogeochemical cycles in nature
B. Recycling Carbon,
Vocabulary:

Describe how matter and energy are
Oxygen and
carbon dioxide, cycle, energy, fossil fuels, oil,
transferred in the carbon cycle
Nitrogen

Describe the organisms that use carbon sediments, photosynthesis, respiration, greenhouse
1. The Carbon Cycle
gas, algae, bacteria, UV light, producers, consumers,
dioxide in nature
2. The Oxygen Cycle 
Describe the role of light, carbon dioxide, decomposers, carbon cycle, nitrogen fixation, oxygen,
3. The Nitrogen Cycle
water, and/or chlorophyll in the process energy
Technology: Pearson: My science online; My Planet
and products of photosynthesis
C. Conservation of Matter 
Diary; Pearson Interactive Art How Matter and Energy
Describe the organisms that produce
and
are Cycled; Untamed Science Video Give Me That
carbon dioxide in nature
Energy

Explain that the energy for this process Carbon!
1. Respiration
5. GIZMO: Cell Energy Cycle, Plants and Snails,
comes from the sun
2. Conservation Laws 
Greenhouse Effect, Photosynthesis Lab, Prairie
Identify and describe where in the Earth
and Earth Systems
Ecosystem
the carbon cycle occurs (i.e.,
6.
OTHER:
Carbon Cycle Game; Greenhouse Effect
atmosphere, plants, animals, etc.)

Explain the role of carbon and the effects Interactive Lab; What is the Carbon Cycle?
on carbon reservoirs such as the
atmosphere, organisms, fossil fuels,
Strategies: Research, Hands-on, Model, Projects,
sediments, ocean water
Jigsaw Powerpoint Presentation, CRISS, Data Analysis,

Describe the processes within the
Venn Diagram
carbon cycle that produce the carbon on o ELL: TX - ELL Support
the Earth
o Enrichment: TX- L3

Identify roles of decomposers,
o SPED: TX- L1
consumers and producers in carbon
Assessment: Formal/Authentic, project rubric, lab
cycle
inquiry rubrics, RAFT writing activity, concept map
Formative Assessment: Functions Living Things (V1)
Labs:
See Learning Goals p. 3
1. 1.TX Lab Zone Quick Lab Exhaling Carbon
Dioxide ;
2. Modeling the Carbon Cycle
3. Constructivist Version of Snail and Elodea Lab
4. Other The Greenhouse Effect; Carbon cycle:
Releasing Dinosaurs Breath
Related Program: Science Fair
4
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Pacing
BODY OF KNOWLEDGE: E. Earth and Space Science
TOPIC X: Stars and Galaxies
NEXT GENERATION SUNSHINE STATE STANDARD(S)
Big Idea 5: Earth in Space and Time
SC.8.E.5.2 Recognize that the universe contains many billions of galaxies and that each
galaxy contains many billions of stars. Assessed as SC.8.E.5.3 (Cognitive Complexity:
Level 1: Recall)
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. Assessed as
SC.8.E.5.3 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude
(brightness), temperature (color), size, and luminosity (absolute brightness). AA
(Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other
astronomical bodies relative to solar system, galaxy, and universe, including distance,
size, and composition. AA (Cognitive Complexity: Level 3:Strategic Thinking& Complex
Reasoning)
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity
plays in the formation of planets, stars, and solar systems and in determining their
motions. Assessed as SC.8.E.5.7 (Cognitive Complexity: Level 3:Strategic Thinking&
Complex Reasoning)
SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum such as
wavelength, frequency, use, and hazards and recognize its application to an
understanding of planetary images and satellite photographs. Assessed as SC.7.P.10.1
(Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning)
SC.8.E.5.6 Create models of solar properties including: rotation, structure of the Sun,
convection, sunspots, solar flares, and prominences. Assessed as SC.8.E.5.5 (Cognitive
Complexity: Level 1: Recall)
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access
to outer space and other remote locations, sample collection, measurement, data
collection and storage, computation, and communication of information. Assessed as
SC.7.N.1.5 (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning)
Fair Game Benchmarks:
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.
LACC.68.RST.2 Craft and Structure
LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context
relevant to grades 6–8 texts and topics.
ESSENTIAL CONTENT
B Distances in Space
1. Light Year
2. Relative Distances


C. Properties of Stars
1. Apparent Magnitude
2. Absolute Brightness
3. Temperature, color, 
size and mass
4. Electromagnetic

spectrum for star
imaging.
D. Astronomical Bodies
1. Order of Hierarchy
2. Universe, Galaxy,
Solar System


E. Law of Universal Gravitation
and the Formation of Stars
1. Gravity Forms Stars,

Solar Systems, and
Planets
2. Relationship between

Mass and Gravity

(Force acting at a
distance)
F. Interim Test
Traditional
12 Days
12-17-13 to 01-16-14
Block
6 Days
12-17-13 to 01-16-14
OBJECTIVES
A. Objects in Space

1. Galaxies, Stars, and
Planets
2. Asteroids, Meteoroids,
Comets

Date(s)
Compare and contrast the relative
distance, relative size, and general
composition of astronomical bodies in
the universe.
Describe distances between objects in
space in the context of light and space
travel.
Describe that the universe contains
billions of galaxies and stars.
Identify astronomical bodies as
planets, stars, moons, asteroids,
nebulae, galaxies, dwarf planets, and
comets only.
Describe distances astronomical units
(AU) or light-years.
Describe and classify physical
properties of stars: apparent
magnitude, temperature (color), size,
and absolute brightness.
Compare the different scientific
theories on how the Universe came to
be.
Explain the importance of technology
in collecting information about the
Universe, but not specific technology.
(as in telescopes and probes)
Compare and/or contrast the forces of
gravity that form stars and solar
systems.
Evaluate models of solar properties
Describe the relationship among
distance, mass, and gravitational
force between any two objects.
See Learning Goals p. 3 and 4
INSTRUCTIONAL TOOLS
Core Text Book: Pearson Interactive Science Florida
Ch. 3.1 - 3.5
Vocabulary: Scientific Theory, Scientific Model,
Nebula, Light-year, Empirical Evidence, Dwarf
Planet, Astronomical Unit, Amplitude, relative
distance, star, moon, asteroid, comet, apparent
magnitude, absolute magnitude, electromagnetic
spectrum, universe, galaxy, solar system, nebulae
Technology:
• Pearson: My science online, My Planet Diary;
Untamed Science Video Reaching into Deep Space;
Pearson Interactive Art Scale of the Universe, Lives
of Stars; Vocabulary eFlashcards: Star Classification
(VL)
• GIZMOS H-R Diagram, Star Spectra, Gravitational
Force, Orbital Motion – Kepler's Laws
• Other NASA Star Child
Strategies: Research, Direct Instruction, Presentation,
Modeling, CRISS, Analyzing Data, Cooperative groups,
CRISS, Data Analysis, Venn Diagram
o ELL: TX - ELL Support
o Enrichment: TX- L3
o SPED: TX- L1
Assessment: Formal/Authentic; Pre-Assessment;
Interim
Formative Assessment Emmy’s Moon and Stars (V2);
Where Do Stars Go? (V3); Objects in the Sky (V2)
Labs:
1. TX LabZone Quick labs How Far is that Star?;
Measuring the Universe ; Planets Around Other Stars
; A Spiral Galaxy ; What’s Doing the Pulling?
Related Program: Science Fair
5
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3
Course Code: 200210001
Pacing
BODY OF KNOWLEDGE: E. Earth and Space Science
Traditional
6 Days
01-21-14 to 01-28-14
Block
3 Days
01-21-14 to 01-28-14
TOPIC XI: Sun
NEXT GENERATION SUNSHINE STATE
STANDARD(S)
ESSENTIAL
CONTENT
Big Idea 5: Earth in Space and Time
A.Scientific Knowledge
SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role
1. Observations
that gravity plays in the formation of planets, stars, and solar systems and
2. Collection of Data
in determining their motions. Assessed as SC.8.E.5.7 Cognitive
3. Inferences
Complexity: Level 3: Strategic Thinking & Complex Reasoning)
4. Empirical Evidence
SC.8.E.5.5 Describe and classify specific physical properties of stars:
5. Logical Reasoning
apparent magnitude (brightness), temperature (color), size, and luminosity
6. Pseudoscience
(absolute brightness). AA (Cognitive Complexity: Level 2: Basic
Application of Skills & Concepts)
B.The Sun’s Characteristics
SC.8.E.5.6 Create models of solar properties including: rotation, structure
1. Temperature and Size
of the Sun, convection, sunspots, solar flares, and prominences.
2. Rotation
Assessed as SC.8.E.5.5 (Cognitive Complexity: Level 1:Recall)
3. Convection
4. Sunspots, Solar Flares,
Fair Game Benchmarks:
and Prominences
SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a
wide range of wavelengths, including infrared, visible, and ultraviolet, and
C.Energy from the Sun
that white light is made up of a spectrum of many different colors.
(Cognitive Complexity: Level 1:Recall)
SC.7.P.10.2 Observe and explain that light can be reflected, refracted,
and/or absorbed. Cognitive Complexity: Level 3: Strategic Thinking &
Complex Reasoning)
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves
move at different speeds in different materials. (Cognitive Complexity:
Level 1:Recall)
LACC.68.RST.3 Integration of Knowledge and Ideas
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).
MACC.8.F Functions
MACC.8.F.2 Use functions to model relationships between
quantities.
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.
Date(s)
OBJECTIVES
INSTRUCTIONAL TOOLS
Core Text Book: Pearson Interactive Science
 Identify the physical properties of stars: apparent
Florida Ch. 2.1 and Ch. 3.6
magnitude (brightness), temperature (color), size, and
Vocabulary:
luminosity (absolute brightness)
observation, inference, empirical evidence,
 Identify the role that gravity plays in the formation and
objective reasoning, subjective reasoning, opinion,
motion of the planets, stars, and solar system
pseudoscience, Scientific Theory, Scientific
 Identify solar properties (rotation, structure of the Sun,
convection, sunspots, solar flares, and prominences) on a Model, Nebula, Light-year, Empirical Evidence,
Dwarf Planet, Astronomical Unit, Amplitude,
model
relative distance, star, moon, asteroid, comet,
 Compare models of solar properties
 Compare and contrast the relative distance, relative size, apparent magnitude, absolute magnitude,
electromagnetic spectrum, universe, galaxy, solar
and general composition of astronomical bodies in the
system, nebulae, convection, sunspots, solar flares,
universe.
prominences
 Describe distances between objects in space in the
context of light and space travel, but not distances from the Technology: (CPALMS see p. 3)
1. Pearson: My science online, My Planet Diary;
Sun.
Pearson Interactive Art Structure of Sun
 Describe that the universe contains billions of galaxies and
2. GIZMO Herschel Experiment; Solar System, Hstars.
R Diagram
 Identify astronomical bodies as planets, stars, moons,
3. Brainpop Scientific Knowledge
asteroids, nebulae, galaxies, dwarf planets, and comets
4. Other The Sun
only.
Strategies: Research, Direct Instruction,
 Describe distances astronomical units (AU) or light-years.
Presentation, Modeling, CRISS, Analyzing Data,
 Assess the importance of technology in collecting
FCAT Practice, Cooperative groups
information about the Universe, but not specific
o ELL: TX - ELL Support
technology. (as in telescopes and probes)
 Describe and classify the physical properties of the Sun: o Enrichment: TX- L3
o SPED: TX- L1
apparent magnitude, temperature (color), size, and
Assessment: Formal/Authentic
absolute brightness.
 Illustrate that the sun's energy arrives as radiation with a Formative Assessment Objects in the Sky (V2)
wide range of wavelengths, including infrared, visible, and Labs: (CPALMS, see p. 3)
ultraviolet, and that white light is made up of a spectrum of • TX LabZone Quick lab Layers of the Sun ;
Viewing Sunspots
many different colors.
 Observe and explain that light can be reflected, refracted, • Solarscapes Activities: 1. Features of the Sun;
2. Sunspot Number Variations; 3. Rate and
and/or absorbed.
Period of Rotation; 4. Sun’s Period of Rotation
 Recognize that light waves move at different speeds in
Related
Program: Science Fair; CPALMS p3
different materials.
See Learning Goals p. 4 - 6
6
Potential test variables (Circle the one that your group will test):
________________________________________________________________
Method(s) of measuring the rate of photosynthesis (outcome variable):
________________________________________________________________
Hypothesis:
________________________________________________________________
Experimental overview:
Data:
Post-Lab Discussion
1. Analyze your data to help answer the problem statement for the lab. What additional
information might you need to provide a thorough answer?
2. After the leaf disks have floated, explain how can make the leaf disks sink.
7
Factors Affecting the Rate of Photosynthesis
Modified from http://smsmiami.org/sms/wp-content/uploads/2013/03/Photosynthesis-and-Cellular-Respiration.pdf
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide,
water and chlorophyll; production of food; release of oxygen.
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.
Problem Statement: What factors affect the rate of photosynthesis?
Background Information
Photosynthesis is the process by which organisms that contain the pigment chlorophyll convert light energy
into chemical energy that can be stored for later use in molecules such as sugar. The overall process of
photosynthesis is described by the following equation:
6CO2
+ 6H2O -->
C6H12O6 +
6O2
Carbon Dioxide + Water --> Sugar (glucose) + Oxygen
This equation simply means that carbon dioxide from the air and water combine in the presence of sunlight to
form sugars; oxygen is released as a by-product of this reaction.
Measuring Photosynthesis
In today’s lab we will be measuring the rate of photosynthesis using leaf disks. The leaf disks float, normally.
But when the leaf’s air spaces soak up the bicarbonate solution the overall density of the leaf disk increases
and the leaf disk sinks. As photosynthesis proceeds, oxygen is released into the interior of the leaf, which
changes the buoyancy, and causes the disks to rise.
Here are some general procedures to get the leaf disks to sink prior to experimentation:
1. Remove the syringe’s plunger and place the leaf disks into the syringe barrel. Replace the plunger
being careful not to crush the leaf disks. Push on the plunger until only a small volume of air and leaf
disk remain in the barrel
2. Pull a small volume of sodium bicarbonate solution into the syringe.
3. Holding a finger over the syringe opening, draw back on the plunger to create a vacuum. Hold this
vacuum for about 10 seconds.
4. If needed, repeat this procedure 2-3 times in order to get the disks to sink.
8
How is energy and matter transferred within living systems?
Claim:
Evidence:
Reasoning
9
Conclusion Writing - Claim-Evidence-Reasoning
• Students should support their own written claims with appropriate
justification.
• Science education should help prepare students for this complex
inquiry practice where students seek and provide evidence and
reasons for ideas or claims (Driver, Newton and Osborne, 2000).
10
CIS: Life Beneath the ‘berg
Functions of Organelles
Cells Cells are the smallest unit of living matter. They carry out complex chemical reactions. Some reactions
P1
make substances needed by the cell. For example, most people have cells that make a dark substance called
melanin. Melanin clusters around the nucleus to protect the DNA from sun damage. Kidney cells make a chemical
that is released when blood oxygen levels are low. This chemical triggers cells in your bones to make more red
blood cells to transport more oxygen to the body tissues.
P2
Other chemical reactions break things apart. Cells in the spleen carry out reactions that break down old red
blood cells. Other cells in your body produce chemicals that help break apart parasites. Usually, you have very
few of these cells. If high levels of these cells are found in your body, it suggests that you have a parasite
infection.
Organelles Many chemicals take part in these reactions, and they must be carefully regulated. Many cells
P3
have compartments called organelles that separate reactions and perform different jobs. There are many types of
organelles.
P4
In multicellular organisms, different kinds of cells carry out different jobs. Skeletal muscle cells help otters to
swim. Fat cells help keep polar bears warm. Sweat glands help cool you on a hot day.
Cells that perform different functions may have different types of organelles and different numbers of organelles.
Nucleus The nucleus is an organelle that directs the cell’s activities. It contains DNA, the cell’s operating
P5
P6
P7
P8
instructions. DNA stores information that is passed along to other cells. It is coded information that directs how a
living thing will grow and work. The nucleus is usually a large round organelle. It is easily visible under the
microscope. The nucleus contains holes, or pores. Molecules exit the pores and affect what the cell is doing.
Many cells have one large nucleus, but not all cells. Some of your muscle cells are very long, and each cell
contains many nuclei. In fat cells, much of the interior space is occupied by a big blob of fat stored inside a
membrane. In these cells, called adipocytes, the membrane is squished off to the side of the cell.
Mitochondria All cells need energy to stay alive. Energy comes in different forms. The sun that warms
your skin is one type of energy. The wind that blows your hair about is another type of energy. The electricity
that lights and heats your home is yet another type of energy.
Cells cannot use just any type of energy, so cells have mitochondria. Mitochondria are organelles that change
chemical energy from food into a form of energy that cells can use. They are shaped liked jellybeans. Your
muscle cells use a lot of energy, so they have thousands of mitochondria. In fact, the more you use your
muscles, the more mitochondria you have. Skin cells do not use as much energy, so they have fewer
mitochondria.
Chloroplasts You probably eat several times a day, but have you ever seen a plant eat? Plants have some
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organelles that animal cells do not have. And these organelles help plants to do things that animals cannot do.
A major difference between plant and animal cells is that plants have chloroplasts. Chloroplasts contain
pigments give plants their green color. Chloroplasts use energy from sunlight to turn water and carbon dioxide
into sugar and oxygen. This means that plants make their own food from sunlight. Imagine how handy it would
be if you were able to snack on sunlight. Animals depend on plants for life. Plants provide the oxygen that we and
other animals breathe, and they provide the food we eat. Even animals that eat only meat depend on plants. For
example, snakes and hawks eat mice, but mice eat plants.
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CIS: Life Beneath the ‘berg
Life beneath the ‘berg
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Scientists find Antarctic icebergs play a new and bigger role in the climate cycle
Icebergs are famous for keeping secrets: The bulk of these giant, icy islands floats beneath the surface of the
sea. A 700-foot-tall iceberg, for example, may extend only 100 feet above water. But as new research shows,
ice isn’t the only thing icebergs hide. Scientists recently found that free-floating icebergs around Antarctica
deposit iron in the water. This iron acts like a vitamin, boosting the growth of tiny plants and algae nearby.
Those growing plants and algae are at the bottom of the food chain, which means they’re gobbled up by
slightly bigger critters, like krill and zooplankton. And those organisms, in turn, get consumed by bigger
organisms, such as fish and birds. The iron deposits are fueling whole communities of life around the
icebergs.
There’s another change happening around those icebergs. Those plants and algae consume carbon in the water
that had been absorbed from the atmosphere. So by eating carbon in the sea, these organisms can help remove
some carbon from the air. And that could be a good thing, reducing the rate of global warming and climate
change.
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Until the new studies, “we didn’t know the nature of the biological communities associated with icebergs, and
we certainly didn’t know their direct relationship to carbon exports,” Timothy Shaw told Science News.
Shaw, who worked on the new research, is a chemist at the University of South Carolina in Columbia.
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“The amount of carbon being [removed] near icebergs is twice as high as in areas away from them,”
Ken Smith told Science News.
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Smith is a senior scientist at the Monterey Bay Aquarium Research Institute in Moss Landing, Calif. In 2008
and 2009, he and other scientists collected data on the Antarctic icebergs, the life around them and the
removal of carbon.
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As people burn fossil fuels like coal and oil to produce electricity and keep cars running, the process adds
carbon dioxide to the air. This form of carbon is a greenhouse gas that traps heat in the Earth’s atmosphere.
We need this heat to stay alive. But the atmosphere has been warming, and too much of an increase alters
climate. To understand what’s fueling global warming, scientists study how carbon moves from land to sea to
air. Smith now says icebergs are part of that process.
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“Icebergs should be considered by climate modelers, because the more icebergs that develop [from the
breakup of glaciers], the more carbon dioxide you’ll draw out of the atmosphere,” Smith said. And that
drawdown could help limit the risk of excessive global warming.
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CIS: Life Beneath the ‘berg
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Icebergs are usually seen as warning signs of our warming planet. As the temperature increases, more
icebergs break off Antarctic ice shelves and float free. As a result, the ice shelves are getting smaller, ocean
temperatures are increasing, and sea level is expected to rise. This could be bad news for life in the ocean,
which makes it bad news for everyone.
But just as there’s more beneath the surface of an iceberg, it turns out these giant ice cubes play a new and
bigger role in climate than scientists originally thought.
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CIS: Life Beneath the ‘berg
Title of
Text/Article:
NGSSS for
Science
Benchmarks:
Content
Integration
CCSS ELA &
Literacy in
History/Social
Studies, Science,
and Technical
Subjects
Mathematical
Practices
Life Beneath the ‘berg
Comprehensive Science 3 (2002100)
SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are
continuously transferred within and between organisms and their physical environment. Assessed as
SC.8.L.18.4 (High)
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. AA
(DOK High)
SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric
movement and the temperature differences between air, water, and land. AA (DOK High)
Comprehensive Science 3 (2002100)
The student will be able to
 Describe and/or explain how matter and energy are continuously transferred within and
between organisms and their physical environment.
 Students will identify and/or explain how living systems follow the Laws of Conservation of
Mass and Energy.
 Students will identify and/or explain how energy provided by the sun influences global patterns
of atmospheric movement and the temperature differences between air, water, and land.
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions.
LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and
research.
MACC.K12.MP.1: Make sense of problems and persevere in solving them.
MACC.K12.MP.2: Reason abstractly and quantitatively.
MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.7: Look for and make use of structure.
MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
Teacher Notes:
Carefully select text that aligns with State Standards/Benchmarks



Materials:
o Text or article (of sufficient complexity to promote high-level thinking)
o Sticky notes (for opening “hook question, question generation, written responses, etc.)
o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)
o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).
Preparations:
o Number paragraphs of selected text/article for ease of locating text evidence during discussions.
o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to
communicate upfront for students the lesson’s final question and learning outcome.
o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking.
Select a small text segment and preplan corresponding coding example(s) to model the text-marking
process for students.
o Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a
small text segment and preplan corresponding note(s) to model the note-taking process.
o Question Generation: Select a small text segment and preplan a corresponding question(s) to model
the Question Generation process for students.
o Any audio visuals, specimens, and/or samples to enhance lesson.
Guidelines:
o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)
o Schedule a C.I.S .lesson periodically (approximately once a grading period).
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CIS: Life Beneath the ‘berg
* * * CIS Step 1 * * *
Hook Question: How can icebergs help with global warming?
Individual responses
Predictive Written Response to Complex Text-Based Question
What are some ways that living organisms affect their environment?
Vocabulary Instruction
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or
Context
Paragraph
#
Academic or Discipline Specific
Vocabulary
Word Part
or Context
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CIS: Life Beneath the ‘berg
* * * CIS Step 1 * * *
Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while
students mark text, students read the text and participate in directed note-taking.
Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent
reading, provide opportunities for students to become interactive with the text, and think critically
about information in the text.
Visual Hook: Life Beneath the ‘berg By Stephen Ornes /June 1, 2011
(http://www.sciencenewsforkids.org/?s=life+beneath+the+berg) and Functions of Organelles by
Pearson Interactive Science, Florida
Hook Question: How can icebergs help with global warming?
Vocabulary Instruction



Direct students to locate words introduced in the text by paragraph number.
Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or
context. Record meanings of word parts and words on chart paper.
Variations for Vocabulary Instruction:
o record meanings of word parts and words in word study guide, journal writing, graphic
organizers, etc.
o post word parts, words, and their meanings on a vocabulary word wall; refer to word wall
during reading, discussions, and writing throughout CIS lesson and subsequent lessons.
Reading #1
Text-marking
C
– this section of text shows a cause
E
– this section of text shows an effect

Model for students by reading the text aloud and coding a portion of the text. Students follow
along and mark their copy. Students proceed to code the rest of the text independently.
Students share text markings with table group or partner.
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CIS: Life Beneath the ‘berg
Reading #2
Directed Note-Taking
Guiding Question: Using evidence from the text and video clip, why is it important to
consider the cause and effects on society/individuals, when evaluating the roles of the
environment and organisms in the climate cycle?
ParaNote
graph
Problem
Solution
#
First Draft Written Response to Essential Question
Using evidence from the text and video clip, why is it important to consider the cause and
effects on society/individuals, when evaluating the roles of the environment and organisms in
the “climate cycle”?
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CIS: Life Beneath the ‘berg
Reading #2
Directed Note-Taking - Record notes containing the most important information relevant to the guiding
question
Visual Hook: Global Warming: Carbon Dioxide and the Greenhouse Effect – PBS Learning
Directed Note-Taking
Guiding Question: Using evidence from the text and video clip, why is it important to
consider the cause and effects on society/individuals, when evaluating the roles of the
environment and organisms in the climate cycle?
 Present a guiding question to direct students thinking while taking notes. Teacher models
note-taking using an example statement from the text, then selecting the category or
categories that support the statement. Students complete note-taking collaboratively or
independently.
 Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on
which category is the most impactful according to the support from the text.
First Draft Written Response to Essential Question
Using evidence from the text and video clip, why is it important to consider the cause and
effects on society/individuals, when evaluating the roles of the environment and organisms in
the “climate cycle”?
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CIS: Life Beneath the ‘berg
* * *CIS Step 2 * * *
Reading #3
Question Generation
Question Generation: How icebergs can further help with climate change
ParaQuestions
graph
#
Check relevant categories below
Problem
Solution
Final Written Response to Complex Text-Based Question
According to the text and extended text discussion, which factor is most likely the primary
concern for scientists when considering climate change?
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CIS: Life Beneath the ‘berg
* * *CIS Step 2 * * *
Tasks: Teacher models the generation of a complex question based on a section of text, relating to
a broad perspective or issue. Students record the questions, and then students re-read the text to
generate their own questions.
Purpose: To provide students with a demonstration of question generation and the opportunity for
them to interact with the text by generating questions to further deepen their comprehension.
Reading #3



Teacher models re-reading a portion of the text and generates one or two questions.
Students continue to review/scan the text and use their recorded notes to generate questions
about information in the text collaboratively or independently.
To conclude question generation, the teacher has students:
 share their questions with the related category whole class and discuss which questions
they have in common, and which questions are most relevant or significant to their
learning.
 record/post common and relevant/significant questions to encourage:
o extended efferent text discussion
o students to seek/locate answers in text-reading throughout the remainder of the
chapter/unit focusing on unanswered questions in collaborative inquiry.
* * * CIS Step 3 * * *
Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise
answers to the final/Complex Text-Based question based on discussion.
Purpose: To provide opportunities for students to interact with the text and with their peers to:
 identify text information most significant to the final/essential question.
 facilitate complex thinking and deep comprehension of text.
The Final Written Response will be used as an assessment for student learning.

The Final Written Response can be used as an assessment for student learning, aligning to
FCAT Item Specifications.

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H-R Diagram Activity from http://astrobio.terc.edu/samples/chpt2_act3.html
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H-R Diagram Activity from http://astrobio.terc.edu/samples/chpt2_act3.html
22
Name
Date
Class
Layers of the Sun
Like Earth, the sun has several layers. In this activity, you will design and construct a model of the
sun’s layers.
INQUIRY FOCUS Make Models
Procedure
1. Measure and record the diameter of your ball in
millimeters.
____________________________________________
2. The diameter of the sun’s interior is about 700,000 km.
Materials
½ foam ball
tissue paper
pushpins
calculator
markers
metric ruler
construction paper
Use the equation to determine a scale for your model.
3.
Using your scale and the materials provided, design
and build a model to show the layers of the sun. The round surface of the ball
should represent the top of the photosphere. But be sure to include in your model
the layers above the photosphere: the chromosphere and the corona.
Think It Over
Complete the table below to figure out how large to make each layer in your model.
Layer
Actual thickness (km)
Core
175,000
Radiation zone
325,000
Convection zone
200,000
Photosphere
Chromosphere
Model thickness (mm)
100
10,000
Explain why you chose each material you used in your model.
What properties of the sun were you trying to show with each material?
THE SUN
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