Putnam County Public Schools Curriculum Map Grade 8 SCIENCE Yearly Outlook 2017-2018
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Unit 1 Matter and Energy Transformation*
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. High
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. High
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. High
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. High
Unit 2 Properties of Matter (A)*
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing portions and neutrons). Low
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Moderate
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. Low
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. Low
Unit 2 Properties of Matter (A) (continued)*
See First Nine Weeks column for Unit 2 Properties of Matter (A) Benchmarks.
Unit 3 Properties of Matter (B)*
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Moderate
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitation pull on an object and is distinct from, though proportional to, mass. Moderate
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. Moderate
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Moderate
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Moderate
SC.8.P.9.2 Differentiate between physical changes and chemical changes. Moderate
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. High
CONTINUED BELOW
Unit 4 Stars, Planets, and Astronomical Bodies (A) (continued)*
See Second Nine Weeks column for Unit 4 Stars, Planets, and Astronomical Bodies (A) Benchmarks.
Unit 5 Stars, Planets, and Astronomical Bodies (B)*
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. High
SC.8.E.5.7: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Moderate
SC.8.E.5.8: Compare various historical models of the Solar System, including geocentric and heliocentric. Moderate
SC.8.E.5.9: Explain the impact of objects in space on each other including: the sun on the Earth including seasons and gravitational attraction, the moon on the Earth, include phases, tides, and eclipses, the relative position of each body. High
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. High
SC.8.E.5.12: Summarize the effects of space exploration on the economy and culture of Florida. Moderate
Unit 6 Statewide Science Assessment Grade 8 Review*
Statewide Science Assessment Grade 8 assessment window: April 30 – May 04, 2018 (preliminary).
Benchmarks Taught after Statewide Science Assessment TBD Based on
Data
*The Nature of Science benchmarks cover the skills and knowledge students should explore about how to ‘do’ science. This content should come up throughout the year in multiple ways, and should not be taught exclusively at the beginning of the year.
Putnam County Public Schools Curriculum Map Grade 8 SCIENCE Yearly Outlook 2017-2018 (CONTINUED)
First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks 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. High
Unit 4 Stars, Planets, and Astronomical Bodies (A)*
SC.8.E.5.3: Distinguish the hierarchical relationship between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. High
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. Moderate
SC.8.E.5.2: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Low
SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Moderate
SC.8.E.5.6: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Low
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. High
*The Nature of Science benchmarks cover the skills and knowledge students should explore about how to ‘do’ science. This content should come up throughout the year in multiple ways, and should not be taught exclusively at the beginning of the year.
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
Unit Assessments
Effective science curriculum, instruction, and assessment enable students to connect and apply science concepts and processes to the natural world around them. Using assessments to inform instruction is critical to teacher practice. Formative assessments are a key component to helping teachers know when to move on, when to ask more questions, when to give more examples, and when there may be a need for targeted interventions for individual or groups of students. The following is a list of formative assessments for each unit provided by PCDS to assist with determining understanding of science concepts.
Grade 8 Unit 1 Matter and Energy Transformation
Grade 8 Unit 2 Properties of Matter A
Grade 8 Unit 3 Properties of Matter B
Grade 8 Unit 4 Stars Planets and Astronomical Bodies A
Grade 8 Unit 5 Stars Planets and Astronomical Bodies B
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
First Nine Weeks: Unit 1 – Matter and Energy Transfer
Instructional Window: 6 Weeks (August 10th – September 21st)
SCIENCE NGSSS Standards
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. High
SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. High
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. High
SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. High
Suggested Nature of Science benchmarks include, but are not limited to:
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; identifying variables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; and defend conclusions. High
SC.8.N.1.2: Design and conduct a study using repeated trials and replication. High
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. Moderate
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. High
SC.8.N.2.2: Discus what characterizes science and its methods. Moderate
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. Moderate
Expectations to be Learned
Concepts (Need to Know) Skills (Able to Do)
Identify what students should know. Identify what students should be able to do.
Learning Goals
States what the students should know and be able to do following the lesson.
Essential Questions
An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject. (Wiggins and McTighe)
Suggested LAFS Connections
Literature
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Speaking & Listening
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELA Instructional Practices
1) Ensuring wide reading from complex text that varies in length.
2) Making close reading and re-reading of texts central to lessons.
3) Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4) Emphasizing student supporting answers based upon evidence from the text.
5) Providing extensive research and writing opportunities (claims and evidence).
Vocabulary
Identify vocabulary and the strategy(s) to be used.
Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (Activity Before Concept – Concept Before Vocabulary).
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
First and Second Nine Weeks: Unit 2 – Properties of Matter (A)
Instructional Window: 4 Weeks (September 22nd – October 23rd)
SCIENCE NGSSS Standards
SC.8.P.8.7 Explore the scientific theory of atoms (also known as atomic theory) by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing portions and neutrons). Low
SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Moderate
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. Low
SC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties. Low
Suggested Nature of Science benchmarks include, but are not limited to:
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; identifying variables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; and defend conclusions. High
SC.8.N.2.1: Distinguish between scientific and pseudoscientific ideas. Moderate
Expectations to be Learned
Concepts (Need to Know) Skills (Able to Do)
Identify what students should know. Identify what students should be able to do.
Learning Goals
States what the students should know and be able to do following the lesson.
Essential Questions
An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject. (Wiggins and McTighe)
Suggested LAFS Connections
Literature
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Speaking & Listening
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELA Instructional Practices
1) Ensuring wide reading from complex text that varies in length.
2) Making close reading and re-reading of texts central to lessons.
3) Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4) Emphasizing student supporting answers based upon evidence from the text.
5) Providing extensive research and writing opportunities (claims and evidence).
Vocabulary
Identify vocabulary and the strategy(s) to be used.
Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (Activity Before Concept – Concept Before Vocabulary).
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
Second Nine Weeks: Unit 3 – Properties of Matter (B)
Instructional Window: 7 Weeks (September 24th – December 15th)
SCIENCE NGSSS Standards
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Moderate
SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitation pull on an object and is distinct from, though proportional to, mass. Moderate
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. Moderate
SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. Moderate
SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Moderate
SC.8.P.9.2 Differentiate between physical changes and chemical changes. Moderate
SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. High
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. High
Suggested Nature of Science benchmarks include, but are not limited to:
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; identifying variables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; and defend conclusions. High
SC.8.N.1.2: Design and conduct a study using repeated trials and replication. High
SC.8.N.2.1: Distinguish between scientific and pseudoscientific ideas. Moderate
SC.8.N.3.1: Select models useful in relating the results of their own investigations. High
Expectations to be Learned
Concepts (Need to Know) Skills (Able to Do)
Identify what students should know. Identify what students should be able to do.
Learning Goals
States what the students should know and be able to do following the lesson.
Essential Questions
An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject. (Wiggins and McTighe)
Suggested LAFS Connections
Literature
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Speaking & Listening
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELA Instructional Practices
1) Ensuring wide reading from complex text that varies in length.
2) Making close reading and re-reading of texts central to lessons.
3) Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4) Emphasizing student supporting answers based upon evidence from the text.
5) Providing extensive research and writing opportunities (claims and evidence).
Vocabulary
Identify vocabulary and the strategy(s) to be used.
Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (Activity Before Concept – Concept Before Vocabulary).
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
Second and Third Nine Weeks: Unit 4 – Stars, Planets, and Astronomical Bodies (A)
Instructional Window: 5 Weeks (December 18th – February 7th)
SCIENCE NGSSS Standards
SC.8.E.5.3: Distinguish the hierarchical relationship between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. High
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. Moderate
SC.8.E.5.2: Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Low
SC.8.E.5.5: Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). Moderate
SC.8.E.5.6: Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Low
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. High
Suggested Nature of Science benchmarks include, but are not limited to:
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; identifying variables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; and defend conclusions. High
SC.8.N.1.5: Analyze the methods used to develop a scientific explanation as seen in different fields of science. High
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. Moderate
SC.8.N.3.2: Explain why theories may be modified but are rarely discarded. High
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. Moderate
SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa. High
Expectations to be Learned
Concepts (Need to Know) Skills (Able to Do)
Identify what students should know. Identify what students should be able to do.
Learning Goals
States what the students should know and be able to do following the lesson.
Essential Questions
An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject. (Wiggins and McTighe)
Suggested LAFS Connections
Literature
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Speaking & Listening
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELA Instructional Practices
1) Ensuring wide reading from complex text that varies in length.
2) Making close reading and re-reading of texts central to lessons.
3) Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4) Emphasizing student supporting answers based upon evidence from the text.
5) Providing extensive research and writing opportunities (claims and evidence).
Vocabulary
Identify vocabulary and the strategy(s) to be used.
Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (Activity Before Concept – Concept Before Vocabulary).
SCIENCE CURRICULUM MAP PCSD 2017 – 2018
Grade: 8
Third Nine Weeks: Unit 5 – Stars, Planets, and Astronomical Bodies (B)
Instructional Window: 5 Weeks (February 8th – March 15th)
SCIENCE NGSSS Standards
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. High
SC.8.E.5.7: Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. Moderate
SC.8.E.5.8: Compare various historical models of the Solar System, including geocentric and heliocentric. Moderate
SC.8.E.5.9: Explain the impact of objects in space on each other including: the sun on the Earth including seasons and gravitational attraction, the moon on the Earth, include phases, tides, and eclipses, the relative position of each body. High
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. High
SC.8.E.5.12: Summarize the effects of space exploration on the economy and culture of Florida. Moderate
Suggested Nature of Science benchmarks include, but are not limited to:
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; identifying variables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; and defend conclusions. High
SC.8.N.2.1: Distinguish between scientific and pseudoscientific ideas. Moderate
Expectations to be Learned
Concepts (Need to Know) Skills (Able to Do)
Identify what students should know. Identify what students should be able to do.
Learning Goals
States what the students should know and be able to do following the lesson.
Essential Questions
An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of a subject. (Wiggins and McTighe)
Suggested LAFS Connections
Literature
LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Informational
LAFS.8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
LAFS.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Speaking & Listening
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Language
LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
ELA Instructional Practices
1) Ensuring wide reading from complex text that varies in length.
2) Making close reading and re-reading of texts central to lessons.
3) Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4) Emphasizing student supporting answers based upon evidence from the text.
5) Providing extensive research and writing opportunities (claims and evidence).
Vocabulary
Identify vocabulary and the strategy(s) to be used.
Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (Activity Before Concept – Concept Before Vocabulary).
Putnam County Public Schools Curriculum Map
6-8 SCIENCE Yearly Outlook 2017-2018
NINE WEEKS GRADE 6 GRADE 7 GRADE 8
ALL YEAR Nature of Science Nature of Science Nature of Science
First Nine Weeks
Second Nine Weeks
Third Nine Weeks
Fourth Nine Weeks
Earth’s surface
Landforms on Earth’s surface
Radiation, conduction, and convection
Sphere interactions
Energy provided by the Sun and global patterns
Cycling of water
Global weather patterns
Weather and climate
Natural disasters
Atmosphere
Hierarchical organization of organisms
Scientific theory of cells
Organelles of plant and animal cells
Homeostasis
Classification
Law of Conservation of Energy
Distance versus time
Forces
Law of Gravity
Unbalanced forces
Layers of solid Earth
Patterns within the rock cycle
Scientific theory of plate tectonics
Heat flow and movement of material within Earth
Measuring the age of Earth
Theories that Earth has evolved over time
Impact that humans have had on Earth
Sun’s energy
Light
Waves
Heat
Transformation of energy
Energy cannot be created nor destroyed
Heat flow
Theory of evolution
Genetic variation and environmental factors
Adaptations
DNA
Genotype and phenotype
Meiosis and mitosis
Food web
Relationships among organisms
Limiting factors in the local ecosystem
Photosynthesis
Cellular respiration
Carbon cycle
Laws of Conservation of Mass and Energy
Scientific theory of atoms
Elements
Compounds
Weight and mass
Density
Physical properties of substances
Mixtures
Physical and chemical changes
Temperature and chemical changes
Law of Conservation of Mass
Space
Properties of stars
Electromagnetic spectrum
Law of Universal Gravitation
Solar System
Technology
Space exploration
Statewide Science Assessment review