|SC.6.N.1.2:||Explain why scientific investigations should be replicable.|
|SC.6.N.1.3:||Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.|
|SC.6.N.1.4:||Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.|
|SC.6.N.1.5:||Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.|
|SC.6.N.2.1:||Distinguish science from other activities involving thought.|
|SC.6.N.2.2:||Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.|
|SC.6.N.2.3:||Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.|
|SC.6.N.3.1:||Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life.|
|SC.6.N.3.2:||Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.|
|SC.6.N.3.3:||Give several examples of scientific laws.|
|SC.6.N.3.4:||Identify the role of models in the context of the sixth grade science 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 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.1.2:||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.1.2:||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.|
|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.|
General Course Information and Notes
If this course is to be used in a STEM sequence in place of either the comprehensive or subject specific course sequences, teachers should refer to the test item specifications for the 8th grade SSA for information on tested standards which can be found at: https://www.fldoe.org/core/fileparse.php/5663/urlt/swsatisG8.pdf.
This course is an integrated Science, Technology, Engineering and Mathematics (STEM) course for middle school students. M/J STEM Physical Science includes an integration of standards from science, mathematics, and english/language arts (ELA) through the application to STEM problem solving using physical science knowledge and science and engineering practices. Physical sciences through applications such as aeronautics, robotics, rocketry, mechanical, electrical, and civil engineering, are emphasized in this course. 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 other using tools, materials, data collection techniques, and modeals (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).
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.
ISTE Standards (http://www.iste.org/docs/pdfs20-14_ISTE_Standards-S_PDF.pdf) should be incorporated in many contexts throughout the course.
Use grade appropriate Nature of Science and mathematics content 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).
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.
|Course Number: 2003030||
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 STEM PHYSIC SCI|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: State Board Approved|
|Grade Level(s): 6,7,8|
| Middle Grades General Science (Middle Grades 5-9)|
| Chemistry (Grades 6-12)|
| Physics (Grades 6-12)|
| Earth/Space Science (Grades 6-12)|
| Middle Grades Integrated Curriculum (Middle Grades 5-9)|