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