Putnam County Public Schools Curriculum Map Grade 8 .

First Nine WeeksUnit 1 Matter and Energy Transformation*SC.8.L.18.1 Describe and investigate theprocess of photosynthesis, such as the rolesof light, carbon dioxide, water, andchlorophyll; production of food; release ofoxygen. HighSC.8.L.18.2 Describe and investigate howcellular respiration breaks down food toprovide energy and releases carbon dioxide.HighSC.8.L.18.3 Construct a scientific model ofthe carbon cycle to show how matter andenergy are continuously transferred withinand between organisms and their physicalenvironment. HighSC.8.L.18.4 Cite evidence that living systemsfollow the Laws of Conservation of Mass andEnergy. HighUnit 2 Properties of Matter (A)*SC.8.P.8.7 Explore the scientific theory ofatoms (also known as atomic theory) byrecognizing that atoms are the smallest unitof an element and are composed of subatomic particles (electrons surrounding anucleus containing portions and neutrons).LowSC.8.P.8.1 Explore the scientific theory ofatoms (also known as atomic theory) byusing models to explain the motion ofparticles in solids, liquids, and gases.ModerateSC.8.P.8.5 Recognize that there are a finitenumber of elements and that their atomscombine in a multitude of ways to producecompounds that make up all of the living andnonliving things that we encounter. LowSC.8.P.8.6 Recognize that elements aregrouped in the periodic table according tosimilarities of their properties. LowPutnam County Public Schools Curriculum MapGrade 8 SCIENCE Yearly Outlook 2017-2018Second Nine WeeksThird Nine WeeksUnit 2 Properties of Matter (A)(continued)*See First Nine Weeks column for Unit 2Properties of Matter (A) Benchmarks.Unit 4 Stars, Planets, and AstronomicalBodies (A) (continued)*See Second Nine Weeks column for Unit 4Stars, Planets, and Astronomical Bodies (A)Benchmarks.Unit 3 Properties of Matter (B)*SC.8.P.8.8 Identify basic examples of andcompare and classify the properties ofcompounds, including acids, bases, andsalts. ModerateSC.8.P.8.2 Differentiate between weightand mass recognizing that weight is theamount of gravitation pull on an objectand is distinct from, though proportionalto, mass. ModerateSC.8.P.8.3 Explore and describe thedensities of various materials throughmeasurement of their masses andvolumes. ModerateSC.8.P.8.4 Classify and comparesubstances on the basis of characteristicphysical properties that can bedemonstrated or measured; for example,density, thermal or electricalconductivity, solubility, magneticproperties, melting and boiling points,and know that these properties areindependent of the amount of the sample.ModerateSC.8.P.8.9 Distinguish among mixtures(including solutions) and puresubstances. ModerateSC.8.P.9.2 Differentiate between physicalchanges and chemical changes. ModerateSC.8.P.9.3 Investigate and describe howtemperature influences chemicalchanges. HighUnit 5 Stars, Planets, and AstronomicalBodies (B)*SC.8.E.5.4: Explore the Law of UniversalGravitation by explaining the role thatgravity plays in the formation of planets,stars, and solar systems and in determiningtheir motions. HighFourth Nine WeeksUnit 6 Statewide Science AssessmentGrade 8 Review*Statewide Science AssessmentGrade 8 assessment window: April30 – May 04, 2018 (preliminary).Benchmarks Taught after StatewideScience Assessment TBD Based onDataSC.8.E.5.7: Compare and contrast theproperties of objects in the Solar Systemincluding the Sun, planets, and moons tothose of Earth, such as gravitational force,distance from the Sun, speed, movement,temperature, and atmospheric conditions.ModerateSC.8.E.5.8: Compare various historicalmodels of the Solar System, includinggeocentric and heliocentric. ModerateSC.8.E.5.9: Explain the impact of objects inspace on each other including: the sun onthe Earth including seasons andgravitational attraction, the moon on theEarth, include phases, tides, and eclipses,the relative position of each body. HighSC.8.E.5.10: Assess how technology isessential to science for such purposes asaccess to outer space and other remotelocations, sample collection, measurement,data collection and storage, computation,and communication of information. HighSC.8.E.5.12: Summarize the effects of spaceexploration on the economy and culture ofFlorida. ModerateCONTINUED BELOW*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 inmultiple ways, and should not be taught exclusively at the beginning of the year.

First Nine WeeksPutnam County Public Schools Curriculum MapGrade 8 SCIENCE Yearly Outlook 2017-2018 (CONTINUED)Second Nine WeeksThird Nine WeeksFourth Nine WeeksSC.8.P.9.1 Explore the Law ofConservation of Mass by demonstratingand concluding that mass is conservedwhen substances undergo physical andchemical changes. HighUnit 4 Stars, Planets, and AstronomicalBodies (A)*SC.8.E.5.3: Distinguish the hierarchicalrelationship between planets and otherastronomical bodies relative to solarsystem, galaxy, and universe, includingdistance, size, and composition. HighSC.8.E.5.1: Recognize that there areenormous distances between objects inspace and apply our knowledge of lightand space travel to understand thisdistance. ModerateSC.8.E.5.2: Recognize that the universecontains many billions of galaxies andthat each galaxy contains many billions ofstars. LowSC.8.E.5.5: Describe and classify specificphysical properties of stars: apparentmagnitude (brightness), temperature(color), size, and luminosity (absolutebrightness). ModerateSC.8.E.5.6: Create models of solarproperties including: rotation, structureof the Sun, convection, sunspots, solarflares, and prominences. LowSC.8.E.5.11: Identify and comparecharacteristics of the electromagneticspectrum such as wavelength, frequency,use, and hazards and recognize itsapplication to an understanding ofplanetary images and satellitephotographs. 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 inmultiple ways, and should not be taught exclusively at the beginning of the year.

SCIENCE CURRICULUM MAPPCSD 2017 – 2018Grade: 8Unit AssessmentsEffective science curriculum, instruction, and assessment enable students to connect and apply science concepts and processes to thenatural world around them. Using assessments to inform instruction is critical to teacher practice. Formative assessments are a keycomponent to helping teachers know when to move on, when to ask more questions, when to give more examples, and when there maybe a need for targeted interventions for individual or groups of students. The following is a list of formative assessments for each unitprovided by PCDS to assist with determining understanding of science concepts.Grade 8 Unit 1 Matter and Energy TransformationGrade 8 Unit 2 Properties of Matter AGrade 8 Unit 3 Properties of Matter BGrade 8 Unit 4 Stars Planets and Astronomical Bodies AGrade 8 Unit 5 Stars Planets and Astronomical Bodies B

SCIENCE CURRICULUM MAPPCSD 2017 – 2018Grade: 8First Nine Weeks: Unit 1 – Matter and Energy TransferInstructional Window: 6 Weeks (August 10th – September 21st)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. HighSC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. HighSC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within andbetween organisms and their physical environment. HighSC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. HighSCIENCENGSSSStandardsSuggested 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 scientificunderstanding; plan and carry out scientific investigations of various types, such as systematic observations or experiments; identifyingvariables; collecting and organizing data; interpreting data in charts, table, and graphics; analyze information; make predictions; anddefend conclusions. HighSC.8.N.1.2: Design and conduct a study using repeated trials and replication. HighSC.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. ModerateSC.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 thedata. HighSC.8.N.2.2: Discus what characterizes science and its methods. ModerateSC.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. ModerateConcepts (Need to Know)Skills (Able to Do)Identify what students should know.Identify what students should be able to do.Expectations to beLearnedStates what the students should know and be able to do following the lesson.Learning Goals

An Essential Question is one that lies at the heart of a subject or a curriculum and promotes inquiry and uncoverage of asubject. (Wiggins and McTighe)Essential QuestionsSuggested LAFSConnectionsELA ngSpeaking & ListeningLanguageLAFS.8.RL.1.1 Cite thetextual evidence that moststrongly supports ananalysis of what the textsays explicitly as well asinferences drawn from thetext.LAFS.8.RI.1.1 Cite thetextual evidence that moststrongly supports ananalysis of what the textsays explicitly as well asinferences drawn from thetext.LAFS.8.W.1.2 Writeinformative/explanatorytexts to examine a topicand convey ideas, concepts,and information throughthe selection, organization,and analysis of relevantcontent.LAFS.8.SL.1.1 Engageeffectively in a range ofcollaborative discussions(one-on-one, in groups, andteacher-led) with diversepartners on grade 8 topics,texts, and issues, buildingon others’ ideas andexpressing their ownclearly.LAFS.8.L.3.4 Determine orclarify the meaning ofunknown and multiplemeaning words or phrasesbased on grade 8 readingand content, choosingflexibly from a range ofstrategies.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 cultivateindependence.4) Emphasizing student supporting answers based upon evidence from the text.5) Providing extensive research and writing opportunities (claims and evidence).Identify vocabulary and the strategy(s) to be used.Define content vocabulary after investigating content using appropriate strategies; remember “ABC – CBV” (ActivityBefore Concept – Concept Before Vocabulary).Vocabulary