Use grade appropriate Nature of Science benchmarks (i.e. if this course is offered to seventh grade students, then the SC.7.N benchmarks should be integrated into the course content, and SC.6.N and SC.8.N benchmarks should be omitted from the seventh grade course).
|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.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.|
|SC.7.N.1.1:||Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation 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.|
|SC.7.N.1.2:||Differentiate replication (by others) from repetition (multiple trials).|
|SC.7.N.1.3:||Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.|
|SC.7.N.1.4:||Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.|
|SC.7.N.1.5:||Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.|
|SC.7.N.1.6:||Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.|
|SC.7.N.1.7:||Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.|
|SC.7.N.2.1:||Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.|
|SC.7.N.3.1:||Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them.|
|SC.7.N.3.2:||Identify the benefits and limitations of the use of scientific models.|
|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:||Observe and explain that light can be reflected, refracted, and/or absorbed.|
|SC.7.P.10.3:||Recognize that light waves, sound waves, and other waves move at different speeds in different materials.|
|SC.7.P.11.1:||Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.|
|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 nor 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.8.N.1.1:||Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.|
|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 in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.|
|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.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.|
|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.|
|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.|
|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 volumes.|
|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.|
|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.|
|SC.8.P.8.6:||Recognize that elements are grouped in the periodic table according to similarities of their properties.|
|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 protons and neutrons).|
|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.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.|
|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.8.4:||Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their 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.|
|SC.912.P.8.7:||Interpret formula representations of molecules and compounds in terms of composition and structure.|
|SC.912.P.8.11:||Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH.|
|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.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|ELD.K12.ELL.SC.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the middle school level, all students should have multiple opportunities every week to explore science laboratory investigations (labs). School laboratory investigations are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the middle school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (NRC 2006, p. 77; NSTA, 2007).
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
- Ensuring wide reading from complex text that varies in length.
- Making close reading and rereading of texts central to lessons.
- Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
- Emphasizing students supporting answers based upon evidence from the text.
- Providing extensive research and writing opportunities (claims and evidence).
Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)
- Asking questions (for science) and defining problems (for engineering).
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics, information and computer technology, and computational thinking.
- Constructing explanations (for science) and designing solutions (for engineering).
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf
Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.
|Course Number: 2003020||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Science > SubSubject: Physical Sciences >
|Abbreviated Title: M/J PHY SCI ADV|
|Course Type: Core Academic Course||Course Level: 3|
|Course Status: State Board Approved|
|Grade Level(s): 6,7,8|
| Science (Secondary Grades 7-12)|
| Middle Grades Integrated Curriculum (Middle Grades 5-9)|
| Physics (Grades 6-12)|
| Middle Grades General Science (Middle Grades 5-9)|
| Chemistry (Grades 6-12)|
| Earth/Space Science (Grades 6-12)|