Grade 8 Physical Science Curriculum Documents2010

Secondary Science
Grade 8 Physical Science Documents
Updated and Revised August, 2010
An Equal Opportunity School District
Welcome to Grade 8 Physical Science Curriculum Documents! Enclosed you

will find these items:
Grade 8 M/J Physical Science Curriculum Map - 2003010
Grade 8 M/J Physical Science Instructional Focus Calendar - 2003010
Grade 8 M/J Physical Science Year at a Glance -2003010
Grade 8 M/J Physical Science Sequence of Tested Skills - 2003010
Grade 8 M/J Advanced Physical Science Curriculum Map - 2003020
Grade 8 M/J Advanced Physical Science Instructional Focus Calendar -2003020
Grade 8 M/J Advanced Physical Science Year at a Glance - 2003020
Grade 8 M/J Advanced Physical Science Sequence of Tested Skills - 2003020
Grade 8 Next Generation Sunshine State Standards
8th Grade:
Physical Science
Instructional Focus
Calendars
2010 2011
The Instructional Focus Calendar is designed to maximize and coordinate science instruction
throughout the district. The calendars should be used in coordination with the Science Curriculum Maps
which give more detailed information about each unit. The Science Curriculum Maps include essential
questions, key vocabulary, learning targets and skills, and teaching resources.
The calendar provides a scope and sequence of instruction and contains the instructional benchmarks
for each unit of study. The benchmarks listed on the calendar are summarized sections of the Next
Generation Science Sunshine State Standards. For a complete text of the NGSSS, please visit
www.floridastandards.org.
The Instructional Focus Calendars were designed by an experienced team of outstanding Marion
County middle school science teachers representing every middle school in Marion County. The teachers
met over several weeks in May, 2010, to thoughtfully construct the calendar.
It is the sincere wish of the teacher committee and program specialist that this calendar is helpful in
guiding science instruction in Marion County and providing a useful resource for teachers. Please feel free
to contact Jacqua Ballas (Jacqua.Ballas@marion.k12.fl.us) for questions or feedback on the Science
Instructional Focus Calendar.
PLEASE NOTE:
For the 2010-2011 school year, the FCAT reference sheet with formulas still applies.
Month
Sun
Mon
____ Grade _____

Tue
Wed
Early Release
Thu
st
End 1 9wks
All special dates will be

listed in the date block
including holidays,
count days, early
release or special
assessments.
FCA #1
UPDATED: 03/25/10
Marion County Public Schools
Sat
Teacher
Workday
These arrows indicate the Focused Instruction

Unit for the week. A unit may contain one or
more benchmarks. Looking at the side panel will
give the full name of the benchmarks for that unit.
The benchmark(s) is/are not the ONLY benchmark
addressed during the week, but it should be the
FOCUS of instruction across all activities during
the week and should be covered in depth.
Begin FAIR
Instructional Focus Calendars

Units:
Each arrow lists the name of a Unit of
Study which will contain several
benchmarks. Before beginning a unit of
study, teachers should pull the Curriculum
Map for the unit and review the targeted
learning skills, the key terminology, the
concepts and the listed resources for
planning purposes.
6.G.1.2
These arrows
indicate that an
FCA should be
administered
during this week.
Arrows like
these indicate
a beginning
of a test
window and
an end of a
test window
and includes
all dates in
between the
arrows.
Fri
Benchmarks:
Each Benchmark will be listed out on this
side panel area. However, for a full
detailed description of the benchmark,
teachers should refer to the website:
Chapters:
The suggested chapters are found in the
Holt Science & Technology: Physical
Science, 2005 textbook.
Assessments:
Focus Calendar Assessments are district
assessments administered to determine
mastery of the content. Consult your
school administration for information on
how these assessments are conducted at
your school.
Cross Curriculum Links:
Topics to teach that make connections to
prior benchmarks.
End FAIR
It is important to note the date

at the bottom of each calendar
page. If a revision or update
occurs the date will help you
reference changes.
Month
2010
August
Sun
Grade 8
Mon
Tue
10
Wed
11
Thu
12
Fri
13
Sat
14
Instructional Focus Units:

Nature of Science
School and Classroom Procedures
Lab Procedures, Lab Safety
Benchmarks:
SC.8.N.1.1 Design and carry out
a scientific investigation
Chapter:
1.4
15
22
16
17
18
New Teachers
Report
All Teachers
Report
School
Inservice Day
23
24
25
19
20
21
26
27
28
Students
Report
Begin Nature of Science Unit
29
30
31
Nature of Science
UPDATED: 08/11/10
August
2010
September
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
Benchmarks:
Nature of Science
10
11
16
17
18
22
23
24
25
29
30
Labor Day
No School
Nature of Science
12
13
14
15
Early Release
Nature of Science
19
20
21
Nature of Science
26
FCA #1
SC.H.1.3.5
27
28
District
Inservice Day
Nature of Science
Instructional Focus Unit:

Nature of Science cont.
SC.8.N.2.1Distinguish between scientific and
pseudoscientific ideas
SC.8.N.2.2Discuss what characterizes
science and its methods
SC.8.N.1.1Design and carry out a scientific
investigation
SC.8.N.1.2Design and conduct a study using
repeated trials and replication.
SC.8.N.1.3 Use phrases such as results
support or fail to support in science
understanding that science does not offer
conclusive proof of a knowledge claim
SC.8.N.1.4 Explain how hypotheses are
valuable if they lead to further investigations,
even if they turn out not to be supported by
the data.
SC.8.N.1.5 Analyze the methods used to
develop a scientific explanation as seen in
different fields of science.
SC.8.N.1.6Understand that scientific
investigations involve the collection of relevant
empirical evidence, the use of logical
reasoning and the application of imagination
SC.8.N.3.1 Select models useful in relating
the results of their own investigations.
SC.8.N.4.1- Explain that science is one of the
processes that can used to inform decision
making at state, national and international
levels.
SC.8.N.4.2- Explain how political, social, and
economic concerns can affect science, and
vice versa.
Chapter:
1.4
Assessment:
FCA #1: SC.H.1.3.5
UPDATED: 08/11/10
September 2010
October
Grade 8
Sun
Mon
Tue
Wed
Thu
Fri
Sat
Nature of
Science
Benchmarks: Atoms, Periodic

Table
13
14
15
16
20
21
22
23
Theories/Atomic Theory
Ch. 11 Section 1
10
11
12
Structure of the Atom

Ch. 11 Section 2
17
18
19
The Periodic Table
SC.8.N.3.2 Explain why theories may be

modified but are rarely discarded.
SC.8.P.8.1 Explore the scientific theory
of atoms by using models to explain the
motions of particles in solids, liquids, and
gases.
SC.8.P.8.6 Recognize that elements are
grouped in the periodic table according to
similarities of their properties.
SC.6.P.8.7Explore the scientific theory
of atoms by recognizing that atoms are
the smallest unit of an element and are
composed of sub-atomic particles
(electrons surrounding a nucleus
containing protons and neutrons)
Early Release
Chapters: Atoms, Periodic Table
The Periodic Table

Ch. 12 Section 1-2
24
FCA #2
SC.H.1.3.1
25
26
27
st
End 1 9wks
The Periodic Table

Ch. 12 Section 1-2
31
UPDATED: 08/11/10
11.1, 11.2, 12.1, 12.2
28
29
Teacher
Workday
30
Assessment:
FCA #2: SC.H.1.3.1
Models (SC.8.N.3.1)
Cell theory (SC.6.L.14.2)
Plate tectonic theory (SC.7.E.6.5)
October
2010
November
Sun
Mon
Grade 8
Tue
Wed
Thu
Fri
Sat
Benchmarks:
Properties and Changes of Matter

Ch. 2 Sections 1-3
7
Daylight
Savings Ends
14
10
11
12
13
18
19
20
25
26
27
Early Release

Ch. 2 Sections 1-3
15
16
17

Ch. 3 Sections 1 and 3
21
22
23
Properties/ Changes
Matter
28
29
30
Properties/ Changes
Matter
Ch. 4 Sections 1-3
24
No School
Weather
Make-Up
Day
Thanksgiving Break

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
living and nonliving things
SC.8.P.8.2 Differentiate between weight
and mass recognizing that weight is the
amount of gravitational pull on an object
and is distinct from, though proportional
to mass.
SC.8.P.8.3 Explore and describe the
densities of various materials through
measurement of their masses and
volume.
SC.8.P.8.4 Classify and compare
substances on the basis of characteristic
physical properties the can be
demonstrated or measured
SC.8.P.9.1 Explore the Law of
Conservation of mass by demonstrating
and concluding that mass is conserved
when substances undergo physical and
chemical changes
Chapters:
2.1, 2.2, 2.3, 4.1, 4.2, 4.3
Differences between theories and laws
(SC.7.N.3.1)
Atoms (SC.8.P.8.1, SC.8.P.8.7)
Periodic table (SC.8.P.8.6)
UPDATED: 08/11/10
November
2010
December
Sun
Mon
Grade 8
Tue
Wed
Thu
Fri
Sat

cont.
Benchmarks:

Ch. 4 Sections 1-3
10
11
16
17
18
Early Release

Ch. 4 Sections 1-3
12
13
14
15
FCA #3
SC.A.1.3.1
Ch. 4 Sections 1-3
19
20
21
22
23
24
27
28
29
30
Chapters:
4.1, 4.2, 4.3
Assessment:
FCA #3: SC.A.1.3.1
Winter Break
26
25
SC.8.P.9.2Differentiate between
physical and chemical changes.
SC.8.P.9.3 Investigate and describe
how temperature influences chemical
changes.
SC.8.P.8.8 Identify basic examples
of and compare and classify the
properties of compounds, including
acids, bases, and salts.
SC.8.P.8.9 Distinguish among
mixtures (including solutions) and
pure substances.
31
Winter Break
UPDATED: 08/11/10
December
2010
January
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
12
13
14
15
Classes Resume
Motion and Forces

Ch. 5 Sections 1-4
10
11
End 1st Sem.
Motion and Forces

Ch. 6 Sections 1-3
16
23
17
18
19
Martin
Luther King,
Jr. Day
No School
Secondary
Workday
Elementary
Inservice Day
Secondary
Inservice Day
Elementary
Workday
24
25
26
Early Release
FCA #4
SC.C.2.3.6
Motion and Forces
Ch. 17 Section 4
30
31
20
21
22
28
Benchmarks:
SC.6.P.12.1 Measure and graph
distance versus time for an object moving
at a constant speed. Interpret this
relationship.
types of forces including contact forces
and forces acting at a distance such as
electrical, magnetic, and gravitational.
SC.6.P.13.2Explore the Law of Gravity
by recognizing that every object exerts
gravitational force on every other object
and that the force depends on how much
mass the objects have and how far apart
they are.
SC.6.P.13.3Investigate and describe
that an unbalanced force acting on an
object changes its speed, or direction of
motion, or both.
Chapters:
5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3, 17.4
Motion and Forces

Ch. 17 Section 4
27

Motions and Forces
29
Assessment:
FCA #4: SC.C.2.3.6
Explore the Universal Law of Gravitation
(SC.8.E.5.4)
Differentiate between weight and mass
(SC.8.P.8.2)
Difference between theories and laws
(SC.7.N.3.1)
Energy
UPDATED: 08/11/10
January
2011
February
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
100th Day
Energy
Ch. 9 Sections 1-4
10
11
12
16
17
18
19
24
25
26
Energy
Ch. 10 Sections 1-2
13
14
15
Early Release
FCA #5
SC.B.1.3.1
Energy
Ch. 10 Sections 1-2
20
21
Presidents
Day
No School
27
28
22
23
Waves
Ch. 20 Sections 1-3

Energy
Waves
Benchmarks: Energy
SC.6.P.11.1 Explore the Law of
Conservation of Energy by differentiating
between potential and kinetic energy. Identify
situations where kinetic energy is transformed
into potential energy and vice versa.
SC.7.P.11.1 Recognize that adding heat or
removing heat from a system may result in a
temperature change and possibly a change of
state.
SC.7.P.11.2- Investigate and describe the
transformation of energy from one forms to
another.
SC.7.P.11.3 Cite evidence to explain that
energy cannot be created or destroyed, only
changed from one form to another.
SC.7.P.11.4 Observe and describe that heat
flows in predictable ways, moving from
warmer objects to cooler ones until they reach
the same temperature.
SC.7.P.10.1 Illustrate that the suns 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 different colors.
Chapters: Energy
9.1, 9.2, 9.3, 9.4, 10.1, 10.2,
20.1, 20.2, 20.3
Assessment:
FCA #5: SC.B.1.3.1
Waves
UPDATED: 08/11/10

Energy Flow through Ecosystems
(SC.7.L.17.1)
Weather and Oceans (SC.6.E.7.1, SC.6.E.7.3,
SC.6.E.7.5)
Plate tectonics (SC.7.E.6.5)
Science influences decisions (SC.8.N.4.1,
SC.8.N.4.2)
February
2011
March
Sun
Grade 8
Mon
Tue
2
FCAT
Writes
Wed
Thu
Fri
Sat
Sound
Ch. 21 Sections 1-3
10
11
12
17
18
19
24
25
26
Early Release
FCA # 6
SC.B.1.3.6
Light Ch. 22 Sections 1-4
13
14
15
16
Spring Break
20
21
22
23
Middle School Benchmark Review
27
28
29
30
31

Sound
Light
Benchmarks:
SC.7.P.10.1 Illustrate that the
suns energy arrives as radiation
with a wide range of wavelengths,
including infrared, visible, and
ultraviolet, and that white light is
made of a spectrum of different
colors.
SC.7.P.10.2 Observe and explain
that light can be reflected,
refracted, and absorbed.
SC.7.P.10.3 Recognize that light
waves, sound waves, and other
waves move at different speeds in
different materials.
Chapters:
21.1, 21.2, 21.3,
22.1, 22.2, 22.3, 22.4
Assessment:
FCA #6: SC.B.1.3.6

Scientific models (SC.7.N.3.2)
Seismic waves (SC.7.E.6.5)
UPDATED: 08/11/10
March
2011
April
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
End 3rd 9 wks
12
13
Assessment:
Science FCAT
Post FCAT:
Enrichment
Projects and activities
11
Benchmarks:
Selected 8th grade benchmarks
Teacher
Workday
10

14
15
16
21
22
23
28
29
30
FCAT
17
18
19
20
FCAT
24
25
26
27
Benchmark Enrichment
UPDATED: 08/11/10
April
2011
May
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
Early Release
Benchmarks:
All 8th grade benchmarks
CEOCE matrix
10
11
12
13
14
19
20
21
26
27
28
CEOCE Review and Enrichment
15
16
17
18

CEOCE Review
Post FCAT:
Enrichment
CEOCE Review
CEOCE Study Guides
22
23
24
25
29
30
Memorial
Day
No School
UPDATED: 08/11/10
No School
Weather
Make-Up Day
31
CEOCE
Review
May
2011
June
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
10
11

CEOCE review
Assessment:
CEOCE
CEOCE Review
CEOCE
Last Day of
School
Teacher
Workday
(Weather
Make-Up Day)
6th 12th Semester / Final Exams
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
UPDATED: 08/11/10
June
2011
8th grade Physical Science

2010 - 2011 Year at a Glance
Quarter
FCA
1st
SC.H.1.3.5
SC.H.1.3.1
2nd
SC.A.1.3.1
SC.C.2.3.6
SC.B.1.3.1
3rd
SC.B.1.3.6
4th
First Date
of Week
23-Aug
30-Aug
6-Sep
13-Sep
20-Sep
27-Sep
4-Oct
11-Oct
18-Oct
25-Oct
1-Nov
8-Nov
15-Nov
22-Nov
29-Nov
6-Dec
13-Dec
20-Dec
27-Dec
3-Jan
10-Jan
17-Jan
24-Jan
31-Jan
7-Feb
14-Feb
21-Feb
28-Feb
7-Mar
14-Mar
21-Mar
28-Mar
4-Apr
11-Apr
18-Apr
25-Apr
2-May
9-May
16-May
23-May
30-May
6-Jun
Benchmark(s)
Chapter
Unit / Organizing Principle
SC.8.N.1.1 SC.8.N.1.2
SC.8.N.1.3 SC.8.N.1.4
SC.8.N.1.5 SC.8.N.1.6
SC.8.N.2.1 SC.8.N.2.2
SC.8.N.4.1 SC.8.N.4.2
SC.8.N.3.1
Ch. 1
Nature of Science
SC.8.N.3.2 SC.8.P.8.1
SC.8.P.8.6 SC.8.P.8.7
Ch. 11
Ch. 12
Structure of the Atom and

Periodic Table
SC.8.P.8.2 SC.8.P.8.3
SC.8.P.8.4 SC.8.P.8.5
SC.8.P.8.8 SC.8.P.8.9
SC.8.P.9.1 SC.8.P.9.2
SC.8.P.9.3
Ch. 2
Ch. 4
Winter Break
Winter Break
SC.6.P.12.1 SC.6.P.13.1
SC.6.P.13.2 SC.6.P.13.3
SC.6.P.11.1 SC.7.P.11.1
SC.7.P.11.2 SC.7.P.11.3
SC.7.P.11.4 SC.7.P.10.1
SC.7.P.10.1 SC.7.P.10.2
SC.7.P.10.3
Ch. 5
Ch.6
Ch. 17
Motion and Forces
Ch. 9
Ch. 10
Energy
Ch. 20
Ch. 21
Ch.22
Waves, Sound, Light

Spring Break
All middle school

science benchmarks
Overview

FCAT
Selected 8th grade

benchmarks
All 8th grade

benchmarks

using district study guides
CEOCE Testing Week
2010 - 2011 Sequence of Tested Skills

8th Grade Physical Science
FCA #1 September SCH135 Change in variables alters outcome of an investigation

th
Wk of the 27
SCH131 Scientific knowledge is subject to change as new information

challenges prevailing theories
FCA #2 October
Wk of the 25th
FCA #3 December
SCA131 Identifies various ways in which substances differ
Wk of the 13th
SCC236 Ways that net force can act on an object
FCA #4 January
th
Wk of the 24
FCA #5 February
SCB131 Forms of energy and how they can be measured and

compared
Wk of the 14th
FCA #6 March
SCB136 Properties of waves, waves consist of crests and troughs, and

The effects of different media on waves
Wk of the 7th
Updated 4/29/10
Secondary Science
Curriculum Maps
The District Middle School Science Curriculum Map is designed to maximize and coordinate science
instruction throughout the district. The Maps should be used in coordination with the Science Instructional
Focus Calendar, which gives the scope and sequence of instruction. The Science Curriculum maps include
essential questions, key vocabulary, learning targets and skills, and teaching resources.
The Benchmarks listed on the Science Curriculum Map are summarized sections of the Next Generation
Science Sunshine State Standards. For a complete text of the NGSSS, please visit www.floridastandards.org.
The Science Curriculum Maps were designed by an experienced team of outstanding Marion County
middle school science teachers representing every middle school in Marion County. The teachers met over
several weeks in May, 2010 to thoughtfully construct the maps.
The Science Curriculum Maps will continue to be added to and revised as new information is learned
about the Item Specifications, new textbooks, and teaching resources are found.
It is the sincere wish of the teacher committee and program specialist that this Science Curriculum Map
is helpful in guiding science instruction in Marion County and provides a useful resource for the teachers.
Please feel free to contact Jacqua Ballas (Jacqua.Ballas@marion.k12.fl.us) for questions or feedback on the
Science Curriculum Map.
Marion County Public Schools Curriculum Map

Grade Level: 8
Subject: Physical Science
UNIT / ORGANIZING PRINCIPLE:
Nature of Science
ESSENTIAL QUESTIONS
Benchmarks:
SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas
SC.8.N.2.2 Discuss what characterizes science and its methods
SC.8.N.1.1 Design and carry out a scientific investigation
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
SC.8.N.1.3 Use phrases such as results support or fail to support in science
understanding that science does not offer conclusive proof of a knowledge claim
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further
investigations, even if they turn out not to be supported by the data.
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen
in different fields of science.
SC.8.N.1.6 Understand that scientific investigations involve the collection of
relevant empirical evidence, the use of logical reasoning and the application of
imagination
SC.8.N.3.1 Select models useful in relating the results of their own investigations.
SC.8.N.4.1 - Explain that science is one of the processes that can used to inform
decision making at state, national and international levels.
SC.8.N.4.2 - Explain how political, social, and economic concerns can affect science,
and vice versa.
Why is experimental design important?

Why is it important to control variables?
CONCEPTS / CONTENT: KEY TERMINOLOGY
PACING: 6 weeks
LEARNING TARGETS / SKILLS
Characteristics of Scientific Knowledge

pseudoscience
theories
laws
models
Explain that science involves asking questions
Good Experimental Design

independent variable
dependent variable
hypothesis
controlled variables, constants
control group vs. experimental group
observation vs. inference
List methods of communicating data
Describe the relationship of matter and energy

Explain the purpose of scientific method
Describe steps and methods of scientific method
Explain use of models in science

Describe theories and laws
Identify tools used to collect data
Identify appropriate units for measurement
Identify safety symbols
(Science Fair option during this time)
August 11, 2010
Page 1 of 12

Grade Level: 8

ACTIVITIES AND RESOURCES
Nature of Science
PACING: 6 weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources
FCAT Item Specs: pages
http://biocab.org/Pseudoscience.html
http://www.indiana.edu/~ensiweb/home.html
http://www.pppst.com/
Textbook Reference
Chapter , Lesson
Activities
RELATED CROSS-CURRICULAR BENCHMARKS
August 11, 2010
TSW The student will
Page 2 of 12

Grade Level: 8

ESSENTIAL QUESTIONS
How has the Atomic Theory changed over time?
What is the relationship between atoms and the
periodic table?
Structure of the Atom and the Periodic Table

Benchmarks:
PACING: 4 weeks
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded.
SC.8.P.8.1 Explore the scientific theory of atoms by using models to explain the
motions of particles in solids, liquids, and gases.
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to
SC.6.P.8.7 Explore the scientific theory of atoms by recognizing that atoms are the
smallest unit of an element and are composed of sub-atomic particles (electrons
surrounding a nucleus containing protons and neutrons)
Development of atomic theory

model
atom
Explain how the atomic theory has changed as scientists have discovered
new information about the atom.
Structure of atoms
proton, neutron, electron and their charges
nucleus
isotope
atomic number
mass number
Locate and describe properties of: metals, nonmetals, metalloids, groups,

and periods
Explain arrangement of elements on modern periodic table
Recognize that atoms are the smallest unit of an element and are composed
of sub-atomic particles (electrons surrounding a nucleus containing protons
and neutrons).
Periodic table
elements
periods
groups
metal
metalloid
nonmetal
August 11, 2010
Page 3 of 12

Grade Level: 8

PACING: 4 weeks
Resources
Textbook Reference:
Chapter , Lesson
Activities
SC.8.N.3.1 - Select models useful in relating the results of their own investigations.
REVIEW:
cell theory, plate tectonic theory
August 11, 2010
Page 4 of 12

Grade Level: 8
Properties and Changes in Matter
ESSENTIAL QUESTIONS
Benchmarks:
How do physical and chemical properties allow us to

classify 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 living and nonliving things
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an
object and is distinct from, though proportional to mass.
SC.8.P.8.3 Explore & describe the densities of various materials through measurement of masses and volume.
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties the can be
SC.8.P.9.1 Explore the Law of Conservation of mass by demonstrating and concluding that mass is conserved
when substances undergo physical and chemical changes
SC.8.P.9.2 Differentiate between physical and chemical changes
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes
SC.8.P.8.8 Identify basic examples of and compare & classify properties of compounds - acids, bases, salts
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances

Classification of Matter
elements, compounds, mixtures
solutions, solute, solvent
acid, base, salt
PACING: 7 weeks

Describe elements, compounds, and mixtures
Identify and calculate physical properties and physical change of basic
compounds and elements
Describe properties of acids, bases, and salts
Density
density, mass, volume
mass vs. weight
Phases and Phase Change
solid, liquid, gas
crystalline and amorphous solids
surface tension and viscosity
gas laws pressure
Compare and contrast mass and weight

Use density formula to solve for density, mass, or volume
Differentiate between solids, liquids, and gases with visual representation
Identify physical properties and physical change
Explain what happens to matter during physical/chemical changes
Explore the Law of Conservation of Mass by demonstrating and concluding that
mass is conserved when substances undergo physical and chemical changes
Physical and Chemical Properties

physical change, chemical change
law of conservation of mass
August 11, 2010
Page 5 of 12

Grade Level: 8

PACING: 7 weeks
Resources
Textbook reference
Chapter , Lesson
Activities
REVIEW: Theories and law

SC.7.N.3.1 - atom and periodic table
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
howfar apart they are.
August 11, 2010
Page 6 of 12

Grade Level: 8
Motion and Forces
ESSENTIAL QUESTIONS
Benchmarks:
How is an objects motion determined by forces?
SC.6.P.12.1 Measure and graph distance versus time for an object moving at a
constant speed. Interpret this relationship.
SC.6.P.13.1 Investigate and describe types of forces including contact forces and
forces acting at a distance such as electrical, magnetic, and gravitational.
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts
gravitational force on every other object and that the force depends on how much
mass the objects have and how far apart they are.
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object
changes its speed, or direction of motion, or both.
PACING: 4 weeks
Motion
speed
velocity
acceleration
Calculate and differentiate speed and velocity
Newtons Three Laws (may not be covered after 2011)

balanced forces
unbalanced forces
inertia
momentum
gravity
friction
air resistance
Describe forces
Universal Law of Gravitation
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
Electricity and Magnetism (will not be covered after

2011)
Graph and measure changes in motion

Calculate the mathematical relationship between force, mass and acceleration
Calculate net force, compare balanced and unbalanced forces

Explain why friction occurs and list types
Describe gravity and its effect on matter
Explain the Universal Law of Gravitation
Explain effects of gravity and air resistance on falling objects
Illustrate the effects of attraction and repulsion in terms of electric currents

Compare and contrast static and current electricity
August 11, 2010
Page 7 of 12

Grade Level: 8

Motion and Forces
PACING: 4 weeks
Resources
http://www.physicsclassroom.com/Class/
http://www.physicsclassroom.com/
http://learningcenter.nsta.org/search.aspx?action=browse&sub
ject=42
Textbook Reference
Chapter, Lesson
Activities
REVIEW:
SC.8.E.5.4 - astronomy
SC.8.P.8.2mass vs. weight
SC.7.N.3.1 -laws and theories
August 11, 2010
Page 8 of 12

Grade Level: 8

ESSENTIAL QUESTIONS
What is the relationship between potential and kinetic
energy?
Energy
Benchmarks:
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between
potential and kinetic energy. Identify situations where kinetic energy is transformed
SC.7.P.11.1 Recognize that adding heat or removing heat from a system may result
in a temperature change and possibly a change of state.
SC.7.P.11.2 - Investigate and describe the transformation of energy from one form to
another.
SC.7.P.11.3 Cite evidence to explain that energy cannot be created or destroyed,
only changed from one form to another.
SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from
warmer objects to cooler ones until they reach the same temperature.
SC.7.P.10.1 Illustrate that the suns 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 different colors.

Potential and Kinetic Energy
potential gravitational, elastic
kinetic
PACING: 3 weeks

Explore the Law of Conservation of Energy by differentiating between
potential and kinetic energy. Identify situations where kinetic energy is
transformed into potential energy and vice versa
Forms of Energy
light, sound, thermal, chemical, mechanical, electrical,
and nuclear
Investigate and describe the transformation of energy from one form to

another
Transformation
Cite evidence to explain that energy cannot be created nor destroyed, only
changed from one form to another
Law of Conservation of Energy

Heat
thermal
heat
conduction
convection
radiation
temperature
Define heat
Compare conduction, convection, and radiation
Resources
renewable, nonrenewable
August 11, 2010
Page 9 of 12

Grade Level: 8

Energy
PACING: 3 weeks
Resources
http://www.ajdesigner.com/phpenergykenetic/kenetic_energy_
equation.php
http://phet.colorado.edu/simulations/sims.php?sim=Energy_Ska
te_Park
http://id.mind.net/~zona/mstm/physics/mechanics/energy/heat
andtemperature/heatAndTemperature.html
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/phase.html
http://physics.bgsu.edu/~stoner/p201/heat/
http://phet.colorado.edu/simulations/index.php?cat=Heat_and_
Thermo
Textbook Reference
Chapter, Lesson
Activities
SC.8.N.4.1- Explain that science is one of the processes that can used to inform decision making at state, national and international levels.
SC.8.N.4.2- Explain how political, social, and economic concerns can affect science, and vice versa.
REVIEW:
Energy flow through ecosystems SC.7.L.17.1
weather and oceans SC.6.E.7.1, SC.6.E.7.3, SC.6.E.7.5
plate tectonics- SC.7.E.6.5
August 11, 2010
Page 10 of 12

Grade Level: 8

ESSENTIAL QUESTIONS
How does the wave model explain the behavior of
sound and light?
Waves, Sound, & Light
PACING: 3 weeks
Benchmarks:
of a spectrum of different colors.
SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and
absorbed.
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at
different speeds in different materials.
Type of Waves
electromagnetic vs. mechanical
Describe how waves transfer energy
Structure of Waves
transverse vs. longitudinal
crest vs trough
amplitude vs wavelength
Identify wave properties
Properties of Waves
frequency
speed
medium
Describe how electromagnetic waves differ
Identify waves that require a medium
Relate frequency to wavelength

Identify waves of the electromagnetic spectrum
Describe how vibrations cause sound

Compare the speed of sound in different media
Describe the Doppler Effect *
Sound
pitch vs loudness
Doppler Effect *
echo
Explain how frequency and pitch are related

Explain how loudness and amplitude are related
Light
Reflection, refraction, diffraction *
absorption
electromagnetic spectrum visible, UV , Xrays.
colors of light
*Will not be covered after 2011

August 11, 2010
Page 11 of 12

Grade Level: 8

PACING: 3 weeks
Resources
FCAT Item Specs:
http://phet.colorado.edu/simulations/index.php?cat=Sound_an
d_Waves
Textbook reference
Chapter , Lesson
Activities
Scientific Models SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models.
REVIEW:
seismic waves SC.7.E.6.5
applications of light lasers SC.8.N.4.2
REVIEW:
photosynthesis- SC.8.L.18.1, astronomy SC.8.E.5.11, SC.8.E.5.1, ear and eye SC.6.L.14.5
August 11, 2010
Page 12 of 12
8th Grade:
Advanced
Physical Science
Instructional Focus
Calendars
2010 2011
The Instructional Focus Calendar is designed to maximize and coordinate science instruction
throughout the district. The calendars should be used in coordination with the Science Curriculum Maps
which give more detailed information about each unit. The Science Curriculum Maps include essential
questions, key vocabulary, learning targets and skills, and teaching resources.
The calendar provides a scope and sequence of instruction and contains the instructional benchmarks
for each unit of study. The benchmarks listed on the calendar are summarized sections of the Next
Generation Science Sunshine State Standards. For a complete text of the NGSSS, please visit
The Instructional Focus Calendars were designed by an experienced team of outstanding Marion
County middle school science teachers representing every middle school in Marion County. The teachers
met over several weeks in May, 2010, to thoughtfully construct the calendar.
It is the sincere wish of the teacher committee and program specialist that this calendar is helpful in
guiding science instruction in Marion County and providing a useful resource for teachers. Please feel free
to contact Jacqua Ballas (Jacqua.Ballas@marion.k12.fl.us) for questions or feedback on the Science
Instructional Focus Calendar.
PLEASE NOTE:
For the 2010-2011 school year, the FCAT reference sheet with formulas still applies.
Month
Sun
Mon
____ Grade _____

Tue
Wed
Early Release
Thu
st
End 1 9wks
All special dates will be

listed in the date block
including holidays,
count days, early
release or special
assessments.
FCA #1
UPDATED: 03/25/10
Sat
Teacher
Workday
These arrows indicate the Focused Instruction

Unit for the week. A unit may contain one or
more benchmarks. Looking at the side panel will
give the full name of the benchmarks for that unit.
The benchmark(s) is/are not the ONLY benchmark
addressed during the week, but it should be the
FOCUS of instruction across all activities during
the week and should be covered in depth.
Begin FAIR
Instructional Focus Calendars

Units:
Each arrow lists the name of a Unit of
Study which will contain several
benchmarks. Before beginning a unit of
study, teachers should pull the Curriculum
Map for the unit and review the targeted
learning skills, the key terminology, the
concepts and the listed resources for
planning purposes.
6.G.1.2
These arrows
indicate that an
FCA should be
administered
during this week.
Arrows like
these indicate
a beginning
of a test
window and
an end of a
test window
and includes
all dates in
between the
arrows.
Fri
Benchmarks:
Each Benchmark will be listed out on this
side panel area. However, for a full
detailed description of the benchmark,
teachers should refer to the website:
Chapters:
The suggested chapters are found in the
Holt Science & Technology: Physical
Science, 2005 textbook.
Assessments:
Focus Calendar Assessments are district
assessments administered to determine
mastery of the content. Consult your
school administration for information on
how these assessments are conducted at
your school.
Topics to teach that make connections to
prior benchmarks.
End FAIR
It is important to note the date

at the bottom of each calendar
page. If a revision or update
occurs the date will help you
reference changes.
Month
2010
August
Sun
Grade 8
Mon
Tue
10
Wed
11
Thu
12
Fri
13
Sat
14

Nature of Science
School and Classroom Procedures
Lab Procedures, Lab Safety
Benchmarks:
SC.8.N.1.1 Design and carry out
a scientific investigation
Chapter:
1.4
15
22
16
17
18
New Teachers
Report
All Teachers
Report
School
Inservice Day
23
24
25
19
20
21
26
27
28
Students
Report
Begin Nature of Science Unit
29
30
31
Nature of Science
UPDATED: 08/11/10
August
2010
September
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
Benchmarks:
Nature of Science
10
11
16
17
18
22
23
24
25
29
30
Labor Day
No School
Nature of Science
12
13
14
15
Early Release
Nature of Science
19
20
21
Nature of Science
26
FCA #1
SC.H.1.3.5
27
28
District
Inservice Day
Nature of Science

Nature of Science cont.
SC.8.N.2.1Distinguish between scientific and
pseudoscientific ideas
SC.8.N.2.2Discuss what characterizes
science and its methods
SC.8.N.1.1Design and carry out a scientific
investigation
SC.8.N.1.2Design and conduct a study using
repeated trials and replication.
SC.8.N.1.3 Use phrases such as results
support or fail to support in science
understanding that science does not offer
conclusive proof of a knowledge claim
SC.8.N.1.4 Explain how hypotheses are
valuable if they lead to further investigations,
even if they turn out not to be supported by
the data.
SC.8.N.1.5 Analyze the methods used to
develop a scientific explanation as seen in
SC.8.N.1.6Understand that scientific
investigations involve the collection of relevant
empirical evidence, the use of logical
reasoning and the application of imagination
SC.8.N.3.1 Select models useful in relating
the results of their own investigations.
SC.8.N.4.1- Explain that science is one of the
processes that can used to inform decision
making at state, national and international
levels.
SC.8.N.4.2- Explain how political, social, and
economic concerns can affect science, and
vice versa.
Chapter:
1.4
Assessment:
FCA #1: SC.H.1.3.5
UPDATED: 08/11/10
September 2010
October
Grade 8
Sun
Mon
Tue
Wed
Thu
Fri
Sat
Nature of
Science
Benchmarks: Atoms, Periodic Table
Theories/Atomic Theory and Atomic Structure

Ch. 11 Section 1-2
10
11
12
13
14
15
16
20
21
22
23
28
29
30
The Periodic Table

Ch. 12 Section 1-2
17
18
19
Early Release
The Periodic Table

Ch. 12 Section 1-2
24
FCA #2
SC.H.1.3.1
25
26
End 1st 9wks
Chemical Bonding
Ch. 13 Section 1
31
UPDATED: 08/11/10
27
Teacher
Workday
The Periodic Table
SC.8.N.3.2 Explain why theories may be
modified but are rarely discarded.
SC.8.P.8.1 Explore the scientific theory of
atoms by using models to explain the motions
of particles in solids, liquids, and gases.
SC.8.P.8.6 Recognize that elements are
grouped in the periodic table according to
SC.6.P.8.7Explore the scientific theory of
atoms by recognizing that atoms are the
smallest unit of an element and are composed
of sub-atomic particles (electrons surrounding
a nucleus containing protons and neutrons)
SC.912.P.8.4 - Explore the scientific theory of
atoms by describing the structure of atoms in
terms of protons, neutrons and electrons, and
differentiate among these particles in terms of
mass, electrical charges, and locations within
the atom.
SC.912.P.8.5 Relate properties of atoms
and their position in the periodic table to the
arrangement of their electrons
Chapters: Atoms, Periodic Table

11.1, 11.2, 12.1, 12.2, 13.1
Assessment:
FCA #2: SC.H.1.3.1

Models (SC.8.N.3.1)
Cell theory (SC.6.L.14.2)
Plate tectonic theory (SC.7.E.6.5)
October
2010
November
Sun
Mon
Grade 8
Tue
Wed
Thu
Fri
Sat
11
12
13
18
19
20
25
26
27
Benchmarks:
Chemical Bonding
Ch. 13 Sections 2-3 and Ch. 15 Section 1
7
Daylight
Savings Ends
14
10
Early Release

Ch. 2 Sections 1-3
15
16
17

21
22
23
Properties/ Changes
Matter
28
29
30
Properties/ Changes
Matter
Ch. 4 Sections 1-3
24
No School
Weather
Make-Up
Day
Thanksgiving Break

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 living and
nonliving things
SC.8.P.8.2 Differentiate between weight and
mass recognizing that weight is the amount of
gravitational pull on an object and is distinct
from, though proportional to mass.
SC.8.P.8.3 Explore and describe the
densities of various materials through
measurement of their masses and volume.
SC.8.P.8.4 Classify and compare substances
on the basis of characteristic physical
properties the can be demonstrated or
measured
SC.8.P.9.1 Explore the Law of Conservation
of mass by demonstrating and concluding that
mass is conserved when substances undergo
physical and chemical changes
SC.912.P.8.1 Differentiate among the four
states of matter.
SC.912.P.8.2 Differentiate between physical
and chemical properties and physical and
chemical changes of matter.
SC.912.P.8.7 Interpret formula
representations of molecules and compounds
in terms of composition and structure.
Chapters:
2.1, 2.2, 2.3, 3.1, 3.3 4.1, 4.2, 4.3,
13.2, 13.3, 15.1

Differences between theories and laws
(SC.7.N.3.1)
Atoms (SC.8.P.8.1, SC.8.P.8.7)
Periodic table (SC.8.P.8.6)
UPDATED: 08/11/10
November
2010
December
Sun
Mon
Grade 8
Tue
Wed
Thu
Fri
Sat

cont.
Benchmarks:

Ch. 4 Sections 1-3
10
11
16
17
18
23
24
25
Early Release
Phase Changes and Acids and Bases

Ch. 15 Sections 2-3
12
13
14
15
FCA #3
SC.A.1.3.1
Ch. 4 Sections 1-3
19
20
21
22
Chapters:
4.1, 4.2, 4.3, 15.2, 15.3
Winter Break
26
27
28
29
30
SC.8.P.9.2Differentiate between
physical and chemical changes.
how temperature influences chemical
changes.
SC.8.P.8.8 Identify basic examples
of and compare and classify the
properties of compounds, including
acids, bases, and salts.
SC.8.P.8.9 Distinguish among
mixtures (including solutions) and
pure substances.
SC.912.P.8.11 Relate acidity and
basicity to hydronium and hydroxyl
ion concentration and pH.
31
Assessment:
FCA #3: SC.A.1.3.1
Winter Break
UPDATED: 08/11/10
December
2010
January
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
12
13
14
15
Classes Resume
Motion and Forces

Ch. 5 Sections 1-4
10
11
End 1st Sem.
Motion and Forces

Ch. 6 Sections 1-3
16
23
17
18
19
Martin
Luther King,
Jr. Day
No School
Secondary
Workday
Elementary
Inservice Day
Secondary
Inservice Day
Elementary
Workday
24
25
26
FCA #4
SC.C.2.3.6
Early Release
Motion and Forces

Ch. 17 Section 4
30
31
20
21
22
28
Benchmarks:
SC.6.P.12.1 Measure and graph
distance versus time for an object moving
at a constant speed. Interpret this
relationship.
types of forces including contact forces
and forces acting at a distance such as
electrical, magnetic, and gravitational.
SC.6.P.13.2Explore the Law of Gravity
by recognizing that every object exerts
gravitational force on every other object
and that the force depends on how much
mass the objects have and how far apart
they are.
SC.6.P.13.3Investigate and describe
that an unbalanced force acting on an
object changes its speed, or direction of
motion, or both.
Chapters:
5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.3, 17.4
Motion and Forces

Ch. 17 Section 4
27

Motions and Forces
29
Assessment:
FCA #4: SC.C.2.3.6
Explore the Universal Law of Gravitation
(SC.8.E.5.4)
Differentiate between weight and mass
(SC.8.P.8.2)
Difference between theories and laws
(SC.7.N.3.1)
Energy
UPDATED: 08/11/10
January
2011
February
Grade 8
Sun
Mon
Tue
Wed
Thu
Fri
th
100 Day
Energy
Ch. 9 Sections 1-4
10
11
12
16
17
18
19
24
25
26
Energy
Ch. 10 Sections 1-3
13
14
15
Early Release
FCA #5
SC.B.1.3.1
Energy
Ch. 10 Sections 1-2
20
21
Presidents
Day
No School
27
28
22
23
Waves
Ch. 20 Sections 1-3
Energy
Waves
Sat
Benchmarks: Energy
SC.6.P.11.1 Explore the Law of Conservation of
Energy by differentiating between potential and
kinetic energy. Identify situations where kinetic
energy is transformed into potential energy and vice
versa.
SC.7.P.11.1 Recognize that adding heat or
removing heat from a system may result in a
temperature change and possibly a change of state.
SC.7.P.11.2- Investigate and describe the
transformation of energy from one forms to another.
SC.7.P.11.3 Cite evidence to explain that energy
cannot be created or destroyed, only changed from
one form to another.
SC.7.P.11.4 Observe and describe that heat flows
in predictable ways, moving from warmer objects to
cooler ones until they reach the same temperature.
SC.7.P.10.1 Illustrate that the suns 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 different
colors.
SC.912.P.10.1 Differentiate among the various
forms of energy and recognize that they can be
transformed from one form to others.
SC.912.P.10.4 Describe heat as the energy
transferred by convection, conduction, and radiation,
and explain the connection of heat to change in
temperature or states of matter.
SC.912.P.10.5 Relate temperature to the average
molecular kinetic energy.
Chapters:
9.1, 9.2, 9.3, 9.4, 10.1, 10.2, 10.3
20.1, 20.2, 20.3
Assessment:
Waves
FCA #5: SC.B.1.3.1

Energy Flow through Ecosystems (SC.7.L.17.1)
Weather and Oceans (SC.6.E.7.1, SC.6.E.7.3,
SC.6.E.7.5)
Plate tectonics (SC.7.E.6.5)
Science influences decisions (SC.8.N.4.1,
SC.8.N.4.2)
UPDATED: 08/11/10
February
2011
March
Sun
Grade 8
Mon
Tue
2
FCAT
Writes
Wed
Thu
Fri
Sat
Sound
Ch. 21 Sections 1-3
10
11
12
17
18
19
24
25
26
Early Release
FCA # 6
SC.B.1.3.6
Light Ch. 22 Sections 1-4
13
14
15
16
Spring Break
20
21
22
23
27
28
29
30
31

Sound
Light
Benchmarks: Waves, Sound,
Light
SC.7.P.10.1 Illustrate that the
suns energy arrives as radiation
with a wide range of wavelengths,
including infrared, visible, and
ultraviolet, and that white light is
made of a spectrum of different
colors.
SC.7.P.10.2 Observe and explain
that light can be reflected,
refracted, and absorbed.
SC.7.P.10.3 Recognize that light
waves, sound waves, and other
waves move at different speeds in
different materials.
Chapters:
21.1, 21.2, 21.3,
22.1, 22.2, 22.3, 22.4
Assessment:
FCA #6: SC.B.1.3.6
Scientific models (SC.7.N.3.2)
Seismic waves (SC.7.E.6.5)
UPDATED: 08/11/10
March
2011
April
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
End 3rd 9 wks
11
12
13
Benchmarks:
Selected advanced 8th grade
benchmarks
Assessment:
Science FCAT
Teacher
Workday
10

14
15
16
21
22
23
28
29
30
Post FCAT:
Enrichment
FCAT
17
18
19
20
FCAT
24
25
26
27
UPDATED: 08/11/10
April
2011
May
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
Early Release
10
11
12
13
14
15
16
17
18
19
20
21
26
27
28

CEOCE Review
Benchmarks:
All advanced 8th grade
benchmarks
CEOCE matrix
Post FCAT:
Enrichment
CEOCE Review
CEOCE Study Guides
22
23
24
25
29
30
Memorial
Day
No School
UPDATED: 08/11/10
No School
Weather
Make-Up Day
31
CEOCE
Review
May
2011
June
Sun
Grade 8
Mon
Tue
Wed
Thu
Fri
Sat
10
11

CEOCE review
Assessment:
CEOCE
CEOCE Review
CEOCE
Last Day of
School
Teacher
Workday
(Weather
Make-Up Day)
6th 12th Semester / Final Exams
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
UPDATED: 08/11/10
June
2011
8th grade Advanced Physical Science

2010 - 2011 Year at a Glance
Quarter
FCA
1st
SC.H.1.3.5
SC.H.1.3.1
2nd
SC.A.1.3.1
SC.C.2.3.6
SC.B.1.3.1
3rd
SC.B.1.3.6
4th
First Date
of Week
23-Aug
30-Aug
6-Sep
13-Sep
20-Sep
27-Sep
4-Oct
11-Oct
18-Oct
25-Oct
1-Nov
8-Nov
15-Nov
22-Nov
29-Nov
6-Dec
13-Dec
20-Dec
27-Dec
3-Jan
10-Jan
17-Jan
24-Jan
31-Jan
7-Feb
14-Feb
21-Feb
28-Feb
7-Mar
14-Mar
21-Mar
28-Mar
4-Apr
11-Apr
18-Apr
25-Apr
2-May
9-May
16-May
23-May
30-May
6-Jun
Benchmark(s)
Chapter
Unit / Organizing Principle
SC.8.N.1.1 SC.8.N.1.2
SC.8.N.1.3 SC.8.N.1.4
SC.8.N.1.5 SC.8.N.1.6
SC.8.N.2.1 SC.8.N.2.2
SC.8.N.4.1 SC.8.N.4.2
SC.8.N.3.1
Ch. 1
Nature of Science
SC.8.N.3.2 SC.8.P.8.1
SC.8.P.8.6 SC.8.P.8.7
SC.912.P.8.4 SC.912.P.8.5
Ch. 11
Ch. 12
Structure of the Atom and

Periodic Table
SC.8.P.8.2 SC.8.P.8.3
SC.8.P.8.4 SC.8.P.8.5
SC.8.P.8.8 SC.8.P.8.9
SC.8.P.9.1 SC.8.P.9.2
SC.8.P.9.3 SC.912.P.8.1
SC.912.P.8.2 SC.912.P.8.7
SC.912.P.8.11
Ch. 2
Ch. 3
Ch. 4
Properties and Changes of Matter - including

chemcial bonding
Winter Break
Winter Break
SC.6.P.12.1 SC.6.P.13.1
SC.6.P.13.2 SC.6.P.13.3
Ch. 5
Ch.6
Ch. 17
Motion and Forces
SC.6.P.11.1 SC.7.P.11.1
SC.7.P.11.2 SC.7.P.11.3
SC.7.P.11.4 SC.912.P.10.1
SC.912.P.10.4 SC.912.P.10.5,
SC.7.P.10.1
Ch. 9
Ch. 10
Energy
Ch. 20
Ch. 21
Ch.22
Waves, Sound, Light
SC.7.P.10.1 SC.7.P.10.2
SC.7.P.10.3
Spring Break
All middle school
science benchmarks
Overview

FCAT
Selected 8th grade

benchmarks
All 8th grade

benchmarks

using district study guides
CEOCE Testing Week
2010 - 2011 Sequence of Tested Skills

FCA #1 September SCH135 Change in variables alters outcome of an investigation

th
Wk of the 27
SCH131 Scientific knowledge is subject to change as new information

challenges prevailing theories
FCA #2 October
Wk of the 25th
FCA #3 December
SCA131 Identifies various ways in which substances differ
Wk of the 13th
SCC236 Ways that net force can act on an object
FCA #4 January
th
Wk of the 24
FCA #5 February
SCB131 Forms of energy and how they can be measured and

compared
Wk of the 14th
FCA #6 March
SCB136 Properties of waves, waves consist of crests and troughs, and

The effects of different media on waves
Wk of the 7th
Updated 4/29/10
Secondary Science
Curriculum Maps
The District Middle School Science Curriculum Map is designed to maximize and coordinate science
instruction throughout the district. The Maps should be used in coordination with the Science Instructional
Focus Calendar, which gives the scope and sequence of instruction. The Science Curriculum maps include
essential questions, key vocabulary, learning targets and skills, and teaching resources.
The Benchmarks listed on the Science Curriculum Map are summarized sections of the Next Generation
Science Sunshine State Standards. For a complete text of the NGSSS, please visit www.floridastandards.org.
The Science Curriculum Maps were designed by an experienced team of outstanding Marion County
middle school science teachers representing every middle school in Marion County. The teachers met over
several weeks in May, 2010 to thoughtfully construct the maps.
The Science Curriculum Maps will continue to be added to and revised as new information is learned
about the Item Specifications, new textbooks, and teaching resources are found.
It is the sincere wish of the teacher committee and program specialist that this Science Curriculum Map
is helpful in guiding science instruction in Marion County and provides a useful resource for the teachers.
Please feel free to contact Jacqua Ballas (Jacqua.Ballas@marion.k12.fl.us) for questions or feedback on the
Science Curriculum Map.

Grade Level: 8
ESSENTIAL QUESTIONS
Why is experimental design important?
Why is it important to control variables?
Nature of Science
Subject: Advanced Physical Science

PACING: 6 weeks
Benchmarks:
SC.8.N.2.1 Distinguish between scientific and pseudoscientific ideas
SC.8.N.2.2 Discuss what characterizes science and its methods
SC.8.N.1.1 Design and carry out a scientific investigation
SC.8.N.1.2 Design and conduct a study using repeated trials and replication.
SC.8.N.1.3 Use phrases such as results support or fail to support in science
understanding that science does not offer conclusive proof of a knowledge claim
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations,
even if they turn out not to be supported by the data.
SC.8.N.1.5 Analyze the methods used to develop a scientific explanation as seen in
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
SC.8.N.4.1 - Explain that science is one of the processes that can used to inform decision
making a state, national and international levels.
SC.8.N.4.2 - Explain how political, social, and economic concerns can affect science, and
vice versa.
Characteristics of Scientific Knowledge

pseudoscience
theories
laws
models
Explain that science involves asking questions
Good Experimental Design

independent variable
dependent variable
hypothesis
controlled variables, constants
control group vs. experimental group
observation vs. inference
List methods of communicating data
Describe the relationship of matter and energy

Explain the purpose of scientific method
Describe steps and methods of scientific method
Explain use of models in science

Describe theories and laws
Identify tools used to collect data
Identify appropriate units for measurement
Identify safety symbols
(Science Fair option during this time)
August 11, 2010
Page 1 of 12

Grade Level: 8

PACING: 6 weeks
Nature of Science
Resources
http://biocab.org/Pseudoscience.html
http://www.indiana.edu/~ensiweb/home.html
http://www.pppst.com/
Textbook Reference
Chapter , Lesson
Activities
August 11, 2010
Page 2 of 12

Grade Level: 8
ESSENTIAL QUESTIONS
How has the Atomic Theory changed over time?
What is the relationship between atoms and the
periodic table?

PACING: 3weeks

Benchmarks:
SC.8.N.3.2 Explain why theories may be modified but are rarely discarded.
SC.8.P.8.1 Explore the scientific theory of atoms by using models to explain the motions
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to
SC.6.P.8.7 Explore the scientific theory of atoms by recognizing that atoms are the
smallest unit of an element and are composed of sub-atomic particles (electrons
surrounding a nucleus containing protons and neutrons)
SC.912.P.8.4 - Explore the scientific theory of atoms by describing the structure of atoms in
terms of protons, neutrons and electrons, and differentiate among these particles in terms of
mass, electrical charges, and locations within the atom.
SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the
arrangement of their electrons
Development of atomic theory

model
atom
Explain how the atomic theory has changed as scientists have discovered new
information about the atom
Structure of atoms
proton, neutron, electron and their charges
nucleus
isotope
atomic number
mass number
ADV: valence electrons and energy levels.
Locate and describe properties of: metals, nonmetals, metalloids, groups, and periods
Periodic table
elements
periods
groups
metal
metalloid
nonmetal
August 11, 2010
Explain arrangement of elements on modern periodic table
Recognize that atoms are the smallest unit of an element and are composed of subatomic particles (electrons surrounding a nucleus containing protons and neutrons)
ADV: Differentiate among the particles in terms of their mass, electrical charges and
locations within the atom
ADV: Relate atomic structure to the position of the atom in the periodic table. (Valence
electrons and energy level)
ADV: Demonstrate knowledge of Lewis Dot diagrams by drawing representative models,
(All but Transition elements
Page 3 of 12

Grade Level: 8

PACING: 3weeks
Resources
Textbook Reference:
Chapter , Lesson
Activities
REVIEW:
cell theory, plate tectonic theory
August 11, 2010
Page 4 of 12

Grade Level: 8
ESSENTIAL QUESTIONS
How do physical and chemical properties allow us
to classify matter?

Classification of Matter
elements
compounds
mixtures
solutions, solute, solvent
acid, base, salt
Density
density, mass, volume
mass vs. weight
Phases and phase change
solid, liquid, gas, *plasma
crystalline and amorphous solids
surface tension and viscosity
gas laws - pressure
Physical and Chemical Properties
physical change, chemical change
law of conservation of mass
*will not be covered after 2011
August 11, 2010

Benchmarks:

PACING: 6 weeks
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 living and nonliving things
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull
on an object and is distinct from, though proportional to mass.
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and
volume.
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties the can be
SC.8.P.9.1 Explore the Law of Conservation of mass by demonstrating and concluding that mass is
conserved when substances undergo physical and chemical changes
SC.8.P.9.2 Differentiate between physical and chemical changes
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes
SC.8.P.8.8 Identify basic examples of and compare & classify properties of compounds - acids, bases, salts
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances
SC.912.P.8.1 Differentiate among the four states of matter.
SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of
matter.
SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and
structure.

Describe elements, compounds, and mixtures
Compare and contrast mass and weight
Use density formula to solve for density, mass, or volume
Differentiate between solids, liquids, and gases with visual representation
Identify and calculate physical properties and physical change of basic compounds and
elements
Describe properties of acids, bases, and salts
Explain what happens to matter during physical/chemical changes
Explore the Law of Conservation of Mass by demonstrating and concluding that mass is
conserved when substances undergo physical and chemical changes
ADV: Differentiate among the four states of matter
ADV: Differentiate between chemical and physical properties
ADV: Differentiate between visual representations of solids, liquids, gases & plasma
ADV: Identify covalent and ionic bonds of compounds
ADV: When examining a compound, determine the elements, and number of atoms
ADV: Relate acidity and basicity (alkalinity) to hydronium and hydroxyl ion concentration
and pH
Page 5 of 12

Grade Level: 8

PACING: 6 weeks
Resources
Textbook reference
Chapter , Lesson
Activities
REVIEW:
Theories and law, SC.7.N.3.1, atom and periodic table
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
August 11, 2010
Page 6 of 12

Grade Level: 8
ESSENTIAL QUESTIONS
How is an objects motion determined by forces?

PACING: 4 weeks
Motion and Forces
Benchmarks:
SC.6.P.12.1 Measure and graph distance versus time for an object moving at a
constant speed. Interpret this relationship.
SC.6.P.13.1 Investigate and describe types of forces including contact forces and
forces acting at a distance such as electrical, magnetic, and gravitational.
SC.6.P.13.2Explore the Law of Gravity by recognizing that every object exerts
gravitational force on every other object and that the force depends on how much
SC.6.P.13.3Investigate and describe that an unbalanced force acting on an object
changes its speed, or direction of motion, or both.
Motion
speed
velocity
acceleration
Calculate and differentiate speed and velocity
Newtons Three Laws (may not be covered after 2011)

balanced forces
unbalanced forces
inertia
momentum
gravity
friction
air resistance
Describe forces
Universal Law of Gravitation
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.
Electricity and Magnetism (will not be covered after

2011)
Graph and measure changes in motion

Calculate the mathematical relationship between force, mass and acceleration
Calculate net force, compare balanced and unbalanced forces

Explain why friction occurs and list types
Describe gravity and its effect on matter
Explain the Universal Law of Gravitation
Explain effects of gravity and air resistance on falling objects
Illustrate the effects of attraction and repulsion in terms of electric currents

Compare and contrast static and current electricity.
August 11, 2010
Page 7 of 12

Grade Level: 8
Motion and Forces

PACING: 4 weeks
Resources
http://www.physicsclassroom.com/Class/
http://www.physicsclassroom.com/
http://learningcenter.nsta.org/search.aspx?action=browse&sub
ject=42
Textbook Reference
Chapter , Lesson
Activities
REVIEW:
astronomy SC.8.E.5.4
mass vs. weight SC.8.P.8.2
laws and theories SC.7.N.3.1
August 11, 2010
Page 8 of 12

Grade Level: 8
ESSENTIAL QUESTIONS
What is the relationship between potential and kinetic
energy?

Potential and Kinetic Energy
potential gravitational, elastic
kinetic
Forms of Energy
light, sound, thermal, chemical, mechanical, electrical,
and nuclear
Transformation
Law of Conservation of Energy
Heat
thermal
heat
conduction, convection, radiation
temperature
Resources
renewable, nonrenewable
August 11, 2010

Energy
PACING: 3 weeks
Benchmarks:
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between
potential and kinetic energy. Identify situations where kinetic energy is transformed
SC.7.P.11.1 Recognize that adding / removing heat may result in a temperature
change and possibly a change of state.
SC.7.P.11.2 - Investigate and describe the transformation of energy from one forms to
another.
SC.7.P.11.3 Cite evidence to explain that energy cannot be created or destroyed,
only changed in form.
SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from
warmer objects to cooler ones until they reach the same temperature.
of a spectrum of different colors
SC.912.P10.1 -.Differentiate among the various forms of energy and recognize that
they can be transformed.
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction,
and radiation; explain the connection of heat to change of state.
SC.912.P.10.5 Relate temperature to the average molecular kinetic energy.
Explore the Law of Conservation of Energy by differentiating between potential and
kinetic energy. Identify situations where kinetic energy is transformed into potential
energy and vice versa.
Investigate and describe the transformation of energy from one form to another.
Define heat and temperature
Compare conduction, convection, and radiation
ADV: Describe interactions between matter and energy transfer
ADV: Relate temperature to the average molecular kinetic energy.
ADV: Students investigate the energy absorption temperature plateau as water
changes from solid, to liquid, to gas phases.
Page 9 of 12

Grade Level: 8

Energy
PACING: 3 weeks
Resources
http://www.ajdesigner.com/phpenergykenetic/kenetic_ener
gy_equation.php
http://phet.colorado.edu/simulations/sims.php?sim=Energy
_Skate_Park
http://id.mind.net/~zona/mstm/physics/mechanics/energy/h
eatAndTemperature/heatAndTemperature.html
http://hyperphysics.phyastr.gsu.edu/hbase/thermo/phase.html
http://physics.bgsu.edu/~stoner/p201/heat/
http://phet.colorado.edu/simulations/index.php?cat=Heat_
and_Thermo
Textbook Reference
Chapter , Lesson
Chapter 10, Pg 289, Figure 3 (Phase changes for water.)
Activities
SC.8.N.4.1- Explain that science is one of the processes that can used to inform decision making a state, national and international levels.
SC.8.N.4.2- Explain how political, social, and economic concerns can affect science, and vice versa.
REVIEW:
Energy flow through ecosystems SC.7.L.17.1
weather and oceans SC.6.E.7.1, SC.6.E.7.3, SC.6.E.7.5
plate tectonics- SC.7.E.6.5
August 11, 2010
Page 10 of 12

Grade Level: 8
ESSENTIAL QUESTIONS
How does the wave model explain the behavior of sound and light?

PACING: 3 weeks
Benchmarks:
SC.7.P.10.1 Illustrate that the suns 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 different colors.
SC.7.P.10.2 Observe and explain that light can be reflected, refracted,
and absorbed.
SC.7.P.10.3 Recognize that light waves, sound waves, and other waves
move at different speeds in different materials.
Type of Waves
electromagnetic vs. mechanical
Describe how waves transfer energy
Structure of Waves
transverse vs. longitudinal
crest vs trough
amplitude vs wavelength
Identify wave properties
Properties of Waves
Frequency, speed, medium
Describe how electromagnetic waves differ
Sound
pitch vs loudness
Doppler Effect *
echo
Compare the speed of sound in different media
Identify waves that require a medium
Relate frequency to wavelength

Identify waves of the electromagnetic spectrum
Describe how vibrations cause sound
Describe the Doppler Effect *

Explain how frequency and pitch are related
Explain how loudness and amplitude are related
Light
reflection, refraction, diffraction *
absorption
electromagnetic spectrum visible, UV , Xrays
colors of light
*Will not be covered after 2011
August 11, 2010
Page 11 of 12

Grade Level: 8

PACING: 3 weeks
Resources
FCAT Item Specs:
http://phet.colorado.edu/simulations/index.php?cat=Sound_and_Waves
Textbook reference
Chapter , Lesson
Activities
SC.7.N.3.2 Identify the benefits and limitations of the use of scientific models.
REVIEW:
seismic waves SC.7.E.6.5
applications of light lasers SC.8.N.4.2
REVIEW:
photosynthesis- SC.8.L.18.1,
astronomy SC.8.E.5.11, SC.8.E.5.1
ear and eye SC.6.L.14.5
August 11, 2010
Page 12 of 12

Next Generation Sunshine State Standards
Big Idea 1: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of
investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require
creativity in its methods and processes, but also in its questions and explanations.
BENCHMARK CODE
BENCHMARK
SC.8.N.1.1
SC.8.N.1.2
SC.8.N.1.3
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.
Cognitive Complexity/Depth of Knowledge Rating: High
Design and conduct a study using repeated trials and replication.
Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of
a knowledge claim.
SC.8.N.1.4
Cognitive Complexity/Depth of Knowledge Rating: Moderate

Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.N.1.5

Analyze the methods used to develop a scientific explanation as seen in different fields of science.
SC.8.N.1.6

Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the
application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
Big Idea 2: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the
supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science
include subjectivity, as well as creativity and discovery.
BENCHMARK CODE
BENCHMARK
SC.8.N.2.1
Distinguish between scientific and pseudoscientific ideas.
SC.8.N.2.2

Discuss what characterizes science and its methods.
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example; "theory," "law," "hypothesis," and "model" have very specific meanings and functions
within science.
BENCHMARK CODE
BENCHMARK
SC.8.N.3.1
Select models useful in relating the results of their own investigations.
SC.8.N.3.2

Explain why theories may be modified but are rarely discarded.
Big Idea 4: Science and Society
As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about
those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon
their findings.
BENCHMARK CODE
BENCHMARK
SC.8.N.4.1
Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and
international levels.
SC.8.N.4.2

Explain how political, social, and economic concerns can affect science, and vice versa.

Big Idea 8: Properties of Matter
A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space a nd
matter has mass which gives it inertia.
B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or "stuff") in an
object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth.
The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of
"weight" is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to
understand the distinction between mass and weight, and use them appropriately.
BENCHMARK CODE
BENCHMARK
SC.8.P.8.1
Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion
SC.8.P.8.2
SC.8.P.8.3
SC.8.P.8.4
SC.8.P.8.5
SC.8.P.8.6
SC.8.P.8.7
SC.8.P.8.8
SC.8.P.8.9

Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an
object and is distinct from, though proportional to, mass.
Explore and describe the densities of various materials through measurement of their masses and volumes.
Classify and compare substances on the basis of characteristic physical properties that can be
demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic
properties, melting and boiling points, and know that these properties are independent of the amount of the
sample.
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.
Cognitive Complexity/Depth of Knowledge Rating: Low
Recognize that elements are grouped in the periodic table according to similarities of their properties.
Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the
smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus
containing protons and neutrons).
Identify basic examples of and compare and classify the properties of compounds, including acids, bases,
and salts.
Distinguish among mixtures (including solutions) and pure substances.
Big Idea 9: Changes in Matter

A. Matter can undergo a variety of changes.
B. When matter is changed physically, generally no changes occur in the structure of the atoms or mole cules composing the matter.
C. When matter changes chemically, a rearrangement of bonds between the atoms occurs. This results in new substances with new
properties.
BENCHMARK CODE
BENCHMARK
SC.8.P.9.1
Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when
substances undergo physical and chemical changes.
SC.8.P.9.2

Differentiate between physical changes and chemical changes.
SC.8.P.9.3

Investigate and describe how temperature influences chemical changes.

Big Idea 10: Forms of Energy
A. Energy is involved in all physical processes and is a unifying concept in many areas of science.
B. Energy exists in many forms and has the ability to do work or cause a change.
BENCHMARK CODE
BENCHMARK
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.
SC.7.P.10.2
SC.7.P.10.3

Observe and explain that light can be reflected, refracted, and/or absorbed.
Recognize that light waves, sound waves, and other waves move at different
speeds in different materials.
Big Idea 11: Energy Transfer and Transformations
A. Waves involve a transfer of energy without a transfer of matter.

B. Water and sound waves transfer energy through a material.
C. Light waves can travel through a vacuum and through matter.
D. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to
another and from one form to another.
BENCHMARK CODE
BENCHMARK
SC.6.P.11.1
Explore the Law of Conservation of Energy by differentiating between potential
and kinetic energy. Identify situations where kinetic energy is transformed into
potential energy and vice versa.
SC.7.P.11.1
SC.7.P.11.2

Recognize that adding heat to or removing heat from a system may result in a
temperature change and possibly a change of state.
Investigate and describe the transformation of energy from one form to another.
SC.7.P.11.3

SC.7.P.11.4

Observe and describe that heat flows in predictable ways, moving from warmer
objects to cooler ones until they reach the same temperature.

Big Idea 12: Motion of Objects
A. Motion is a key characteristic of all matter that can be observed, described,
and measured.
B. The motion of objects can be changed by forces.
BENCHMARK
BENCHMARK
CODE
SC.6.P.12.1
Measure and graph distance versus time for an object moving at
a constant speed. Interpret this relationship.
Big Idea 13: Forces and Changes in Motion
A. It takes energy to change the motion of objects.
B. Energy change is understood in terms of forces--pushes or pulls.
C. Some forces act through physical contact, while others act at a distance.
BENCHMARK
BENCHMARK
CODE
SC.6.P.13.1
Investigate and describe types of forces including contact forces
and forces acting at a distance, such as electrical, magnetic, and
gravitational.
SC.6.P.13.2
SC.6.P.13.3

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.
Investigate and describe that an unbalanced force acting on an
object changes its speed, or direction of motion, or both.

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Grade 8 Physical Science Documents

Updated and Revised August, 2010

An Equal Opportunity School District

Welcome to Grade 8 Physical Science Curriculum Documents! Enclosed you

An Equal Opportunity School District

____ Grade _____

All special dates will be

These arrows indicate the Focused Instruction

Instructional Focus Calendars

It is important to note the date

Instructional Focus Units:

Begin Nature of Science Unit

Instructional Focus Unit:

Benchmarks: Atoms, Periodic

Structure of the Atom

SC.8.N.3.2 Explain why theories may be

Chapters: Atoms, Periodic Table

The Periodic Table

The Periodic Table

11.1, 11.2, 12.1, 12.2

Properties and Changes of Matter

Properties and Changes of Matter

Properties and Changes of Matter

Instructional Focus Unit:

Instructional Focus Unit:

Properties and Changes of Matter

Properties and Changes of Matter

Motion and Forces

End 1st Sem.

Motion and Forces

Motion and Forces

Instructional Focus Unit:

Instructional Focus Unit:

Cross Curriculum Links:

Middle School Benchmark Review

Middle School Benchmark Review

Instructional Focus Units:

Cross Curriculum Links:

End 3rd 9 wks

Middle School Benchmark Review

Instructional Focus Unit:

Middle School Benchmark Review

Middle School Benchmark Review

CEOCE Review and Enrichment

Instructional Focus Units:

CEOCE Review and Enrichment

CEOCE Review and Enrichment

Instructional Focus Unit:

6th 12th Semester / Final Exams

8th grade Physical Science

Unit / Organizing Principle

Structure of the Atom and

Properties and Changes of Matter

Motion and Forces

Waves, Sound, Light

All middle school

Middle School Benchmark Review

Selected 8th grade

All 8th grade

CEOCE Review and Enrichment

2010 - 2011 Sequence of Tested Skills

FCA #1 September SCH135 Change in variables alters outcome of an investigation

SCH131 Scientific knowledge is subject to change as new information

Grade _