BODY OF KNOWLEDGE: E: Earth and Space Science
TOPIC XI: Earth Systems and Patterns – Climate
Next Generation Sunshine State Standard(s)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.4
SC.912.E.7.7
SC.912.E.7.8
A.Factors that Affect Climate
1. Temperature and Precipitation
2. Latitude
3. Coriolis Effect on wind patterns
4. Heat Absorption and Release
5. Topography
B. Earth’s Spheres
1. Atmosphere
2. Hydrosphere
3. Geosphere
4. Cryosphere
5. Biosphere
C. Earth’s Energy Budget
1. External Energy Sources
D. Cycles in the Earth System
1. Water Cycle
E. Climate Zones
1. Tropical Climates
2. Middle-Latitude Climates
3. Polar Climates
4. Local Climates
· Identify the major factors used to describe climate
· Explain how latitude determines the amount of solar energy received on Earth
· Analyze the impact of the Coriolis Effect on wind and climate patterns
· Describe how the different rates at which land and water are heated affect climate
· Explain the effects of topography on climate
· Describe the effects of the earth’s major spheres on climate
· Recognize external sources of energy
· Identify the processes in which matter and energy cycle on Earth and relate each to climate
· Compare and contrast tropical climates, middle-latitude climates, and polar climates
· Explain the effects of density of vegetation, elevation and bodies of water on the microclimate of a small area
· Analyze why city climates may differ from rural climates
Core Text Book:
Chapter 14
Chapter 27
Vocabulary:
atmosphere, biosphere, carbon cycle, climate, cyrosphere, El Niño, geosphere, hydrosphere, microclimate, nitrogen cycle, phosphorus cycle, precipitation, specific heat, system, temperature, water cycle
Technology:
1. GIZMO (see page 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Climate Factors; Climate Zones
Strategies: (see page 3)
o ELL:
o Enrichment:
o SPED:
Assessment:
Formal and Authentic (see page 3)
Labs:
1. Discovery Lab: Cloud Cover (TX p 359)
2. Problem-Solving Lab: Infer Climatic Conditions from Normals (TX p 360)
3. GeoLab: Microclimates (TX pp 378-379)
4. Coriolis Effect (EL p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC XI
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of climate.
TOPIC XI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.3
SC.912.E.7.4
Seasons Around the World
SC.912.E.7.3
SC.912.E.7.4
Seasons in 3D
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-02-09 to 11-09-09
Block
11-02-09 to 11-09-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
Sunday, November 15, 2009
Sunday, November 1, 2009
Pacing 11/02-07/09
BODY OF KNOWLEDGE: EARTH AND SPACE SCIENCE
TOPIC X: Earth Systems and Patterns – Weather
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.5
SC.912.E.7.6
SC.912.E.7.7
SC.912.E.7.8
SC.912.E.7.9
A. Air masses
1. Movement of Air
2. Formation of Air Masses
3. Movement of Air Masses
B. Weather Fronts
1. Types of Fronts
2. Associated Weather
C. Storms and Severe Weather
1. Lightning
2. Thunderstorms
3. Cyclones and Anti-Cyclones
4. Hurricanes
5. Tornadoes
D. Collecting weather data
E. Forecasting the Weather
1. Monitoring stations
2. Weather Maps
· Describe how air masses form
· Differentiate between the types of fronts
· Relate the interaction between different fronts with the formation of weather
· Describe the formation of high and low pressure systems and their circulation
· Analyze the role of the Second Law of Thermodynamics in the development of weather systems
· Differentiate between weather and climate
· Apply the concepts of energy transfer to each stage of a storm cycle
· Analyze the conditions and factors that lead to various storm systems
· Compare and contrast the techniques and tools used to gather weather data
· Consider the affects of global communications on Florida, including hurricane prediction and preparation
· Interpret weather maps and station symbols
Core Text Book:
Chapter 24; Chapter 2 (brief introduction)
Vocabulary:
air mass, climate, Coriolis effect, downburst, eye, eyewall, front, frontal thunderstorm, jet stream, modification, sea-breeze, thunderstorm, Second Law of Thermodynamics, storm surge, supercell, thunderstorm, tornado, tropical cyclone, weather
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: Weather; Thunderstorms
5. Internet Resources: Extreme Weather; Wonders of Weather; Climate Animations; Weather Worldbook; Real-Time Weather
6. StormZone
Strategies: (see p 3)
o ELL:
o Enrichment
o SPED
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Discovery Lab: Cold Air Mass (TX p 299)
2. Problem-Solving Lab: Heat Wave (TX p 350)
3. Tracking a Hurricane (TX pp 352-353)
4. Mapping a GeoLab: Interpreting a Weather Map (TX pp 322-323)
5. Temperature Inversion (LM p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6
Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the weather.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.6
Hurricane Motion
SC.912.E.7.5
Weather Maps
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-20-09 to 10-29-09
Block:
10-20-09 to 10-29-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X: Earth Systems and Patterns – Weather
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.5
SC.912.E.7.6
SC.912.E.7.7
SC.912.E.7.8
SC.912.E.7.9
A. Air masses
1. Movement of Air
2. Formation of Air Masses
3. Movement of Air Masses
B. Weather Fronts
1. Types of Fronts
2. Associated Weather
C. Storms and Severe Weather
1. Lightning
2. Thunderstorms
3. Cyclones and Anti-Cyclones
4. Hurricanes
5. Tornadoes
D. Collecting weather data
E. Forecasting the Weather
1. Monitoring stations
2. Weather Maps
· Describe how air masses form
· Differentiate between the types of fronts
· Relate the interaction between different fronts with the formation of weather
· Describe the formation of high and low pressure systems and their circulation
· Analyze the role of the Second Law of Thermodynamics in the development of weather systems
· Differentiate between weather and climate
· Apply the concepts of energy transfer to each stage of a storm cycle
· Analyze the conditions and factors that lead to various storm systems
· Compare and contrast the techniques and tools used to gather weather data
· Consider the affects of global communications on Florida, including hurricane prediction and preparation
· Interpret weather maps and station symbols
Core Text Book:
Chapter 24; Chapter 2 (brief introduction)
Vocabulary:
air mass, climate, Coriolis effect, downburst, eye, eyewall, front, frontal thunderstorm, jet stream, modification, sea-breeze, thunderstorm, Second Law of Thermodynamics, storm surge, supercell, thunderstorm, tornado, tropical cyclone, weather
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: Weather; Thunderstorms
5. Internet Resources: Extreme Weather; Wonders of Weather; Climate Animations; Weather Worldbook; Real-Time Weather
6. StormZone
Strategies: (see p 3)
o ELL:
o Enrichment
o SPED
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Discovery Lab: Cold Air Mass (TX p 299)
2. Problem-Solving Lab: Heat Wave (TX p 350)
3. Tracking a Hurricane (TX pp 352-353)
4. Mapping a GeoLab: Interpreting a Weather Map (TX pp 322-323)
5. Temperature Inversion (LM p 81)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6
Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8
Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC X
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the weather.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.6
Hurricane Motion
SC.912.E.7.5
Weather Maps
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-20-09 to 10-29-09
Block:
10-20-09 to 10-29-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Cognitive Complexity/Depth of Knowledge Rating: High
Monday, October 26, 2009
Pacing 10-26-09 to 10-30-09
Pacing
Date(s)
Traditional
6 days
10-01-09 to 10-08-09
Block
3 days
10-01-09 to 10-08-09
BODY OF KNOWLEDGE: Earth and Space Science
TOPIC VIII: Earth Systems and Patterns – Meteorology, the Atmosphere
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
SC.912.P.10.4Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.Cognitive Complexity/Depth of Knowledge Rating: High
A. Understanding Systems
1. Earth as a System
a. Open and Closed Systems
b. Energy/Matter
B. Characteristics of the Atmosphere
1. Layers of the atmosphere
2. Physical and chemical characteristics/ properties
3. Changes in the atmospheric with altitude
4. The Nitrogen cycle, Carbon/Oxygen, and Water Cycle emphasizing the atmosphere role
5. Formation of Ozone
C. Solar Radiation
1. Transfer of Energy (Radiation, Conduction, Convection)
2. Electromagnetic Spectrum
3. The Affect of the Atmosphere
D. Energy Transfer
1. Earth’s Energy Budget
a. External sources of energy
b. Internal sources of energy
2. 1st Law of Thermodynamics
3. 2nd Law of Thermodynamics
· Identify and describe the characteristics of systems
· Compare and contrast matter and energy of closed and open systems
· Apply the conservation of matter and energy to closed systems
· Identify, describe, compare and contrast the layers of the atmosphere using the physical and chemical properties of each layer
· Explain why atmospheric properties change with changes in altitude
· List the major components of the atmosphere
· Explain how the major components in the atmosphere are the result of ongoing geochemical earth cycles
· Identify and summarize the three methods of energy transfer
· Compare the specific heat of various substances
· Describe what happens to solar radiation as it travels through the atmosphere to the surface of Earth, including radiation scattering, solar reflection, and radiation absorption
· Calculate the earth’s energy budget
· Apply the First Law of Thermodynamics to the total amount of Earth’s energy
· Hypothesize the effects of the Second Law of Thermodynamics on the energy of an open and closed system
Core Text Book:
Chapter 1, Section 1 ;Chapter 3, p 69; Chapter 9, p 212; Chapter 11
Vocabulary:
albedo, atmosphere, auroras, chlorofluorocarbons, closed system, conduction, convection, electromagnetic waves, energy, energy, exosphere, ionosphere, matter, mesosphere, open system, ozone, pressure, radiation, reflection, scattering, specific heat, stratosphere, system, temperature, thermal, thermosphere, troposphere
Technology:
·GIZMO (see p 3)
·Interactive Chalkboard CD-ROM
·MindJogger Videoquizzes
·Internet Resources Atmospheric Data
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Icy Boil (AP p 10)
2. Pressure-Temperature(TX p 292)
3. Absorption/Reflection (EL p 15)
4. MiniLab: Soil/Water & Heat? (TX p 12)
5. Heating & Cooling Rates (AP p 12)
6. Heat Absorption over Land and Water (LM p 105)
7. MiniLab: How Does the Atmosphere Affect the Transfer of Energy? (TX p 376)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18
Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC VIII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the atmosphere.
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.1
SC.912.P.10.4
Energy Conversions
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-08-09
Block:
10-01-09 to 10-08-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
Date(s)
Traditional
6 days
10-01-09 to 10-08-09
Block
3 days
10-01-09 to 10-08-09
BODY OF KNOWLEDGE: Earth and Space Science
TOPIC VIII: Earth Systems and Patterns – Meteorology, the Atmosphere
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
SC.912.P.10.4Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.Cognitive Complexity/Depth of Knowledge Rating: High
A. Understanding Systems
1. Earth as a System
a. Open and Closed Systems
b. Energy/Matter
B. Characteristics of the Atmosphere
1. Layers of the atmosphere
2. Physical and chemical characteristics/ properties
3. Changes in the atmospheric with altitude
4. The Nitrogen cycle, Carbon/Oxygen, and Water Cycle emphasizing the atmosphere role
5. Formation of Ozone
C. Solar Radiation
1. Transfer of Energy (Radiation, Conduction, Convection)
2. Electromagnetic Spectrum
3. The Affect of the Atmosphere
D. Energy Transfer
1. Earth’s Energy Budget
a. External sources of energy
b. Internal sources of energy
2. 1st Law of Thermodynamics
3. 2nd Law of Thermodynamics
· Identify and describe the characteristics of systems
· Compare and contrast matter and energy of closed and open systems
· Apply the conservation of matter and energy to closed systems
· Identify, describe, compare and contrast the layers of the atmosphere using the physical and chemical properties of each layer
· Explain why atmospheric properties change with changes in altitude
· List the major components of the atmosphere
· Explain how the major components in the atmosphere are the result of ongoing geochemical earth cycles
· Identify and summarize the three methods of energy transfer
· Compare the specific heat of various substances
· Describe what happens to solar radiation as it travels through the atmosphere to the surface of Earth, including radiation scattering, solar reflection, and radiation absorption
· Calculate the earth’s energy budget
· Apply the First Law of Thermodynamics to the total amount of Earth’s energy
· Hypothesize the effects of the Second Law of Thermodynamics on the energy of an open and closed system
Core Text Book:
Chapter 1, Section 1 ;Chapter 3, p 69; Chapter 9, p 212; Chapter 11
Vocabulary:
albedo, atmosphere, auroras, chlorofluorocarbons, closed system, conduction, convection, electromagnetic waves, energy, energy, exosphere, ionosphere, matter, mesosphere, open system, ozone, pressure, radiation, reflection, scattering, specific heat, stratosphere, system, temperature, thermal, thermosphere, troposphere
Technology:
·GIZMO (see p 3)
·Interactive Chalkboard CD-ROM
·MindJogger Videoquizzes
·Internet Resources Atmospheric Data
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Icy Boil (AP p 10)
2. Pressure-Temperature(TX p 292)
3. Absorption/Reflection (EL p 15)
4. MiniLab: Soil/Water & Heat? (TX p 12)
5. Heating & Cooling Rates (AP p 12)
6. Heat Absorption over Land and Water (LM p 105)
7. MiniLab: How Does the Atmosphere Affect the Transfer of Energy? (TX p 376)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18
Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC VIII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the atmosphere.
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.1
SC.912.P.10.4
Energy Conversions
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-08-09
Block:
10-01-09 to 10-08-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
Sunday, October 11, 2009
Pacing Guide 10-12-09 to 10-20-09
Earth SpaceBODY OF KNOWLEDGE: E: Earth and Space Science – P: Physical Science
TOPIC XII: Earth Systems and Patterns – Human Impact on Climate
Next Generation Sunshine State Standard(s)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 6: Earth Structures
SC.912.E.6.6
Standard 7: Earth Systems and Patterns
SC.912.E.7.3
SC.912.E.7.4
SC.912.E.7.5
SC.912.E.7.7
SC.912.E.7.9
Standard 10: Energy
SC.912.P.10.4
A. Burning of Fossil Fuels
1. Formation of Acid Rain
2. Formation of Carbon Dioxide
3. Greenhouse Gases
4. Smog
B. Atmospheric Changes Caused by Pollutants
1. Greenhouse Effect
2. Global Warming
3. Ozone Depletion
C. Deforestation
D. Human Impact
1. Reduce Use of Fossil Fuels
2. Alternative Energy Sources
3. Recycling
4. Environmental Legislation
5. Green Initiatives
6. Green Technologies
· Relate burning of fossil fuels to atmospheric changes
· Differentiate between global warming and ozone depletion
· Compare and contrast the greenhouse effect with global warming
· Analyze the environmental impact of deforestation
· Evaluate ways that humans can minimize their effect on climate change
· Debate the evidence and causes of global climate change
· Identify positive and negative human impacts on climate
Core Text Book:
Chapter 14
Chapter 27
Vocabulary:
acid, acid precipitation, climatologist, deforestation, fossil fuels, global warming, greenhouse effect, ozone, pH, pollutants, pollution, smog
Technology:
1. GIZMO (see page 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Ecological Footprint; Air Pollution; Ozone Attack
6. Science & Environment: Methane Hydrates
(TX p 736)
Strategies: (see page 3)
o ELL:
o Enrichment:
o SPED:
Assessment:
Formal and Authentic (see page 3)
Labs:
1. Acid Rain (RG)
2. Greenhouse Effect (EL p 76)
3. MiniLab: How does the atmosphere affect the transfer of energy? (TX p 376)
4. Science/Math: Global Warming (TX p 380)
5. Problem –Solving Lab: Identify changes in air pollutants (TX p 728)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 6: Earth Structures
The scientific theory of plate tectonics provides the framework from much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s internal and external energy and material resources.
BENCHMARK CODE
BENCHMARK
SC.912.E.6.6
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon and water.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC XII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the human impact on climate.
TOPIC XII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.7
Greenhouse Effect
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-10-09 to 11-18-09
Block
11-10-09 to 11-18-09
Standard 6: Earth Structures
SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 7: Earth Systems and Patterns
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon and water.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC XII: Earth Systems and Patterns – Human Impact on Climate
Next Generation Sunshine State Standard(s)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 6: Earth Structures
SC.912.E.6.6
Standard 7: Earth Systems and Patterns
SC.912.E.7.3
SC.912.E.7.4
SC.912.E.7.5
SC.912.E.7.7
SC.912.E.7.9
Standard 10: Energy
SC.912.P.10.4
A. Burning of Fossil Fuels
1. Formation of Acid Rain
2. Formation of Carbon Dioxide
3. Greenhouse Gases
4. Smog
B. Atmospheric Changes Caused by Pollutants
1. Greenhouse Effect
2. Global Warming
3. Ozone Depletion
C. Deforestation
D. Human Impact
1. Reduce Use of Fossil Fuels
2. Alternative Energy Sources
3. Recycling
4. Environmental Legislation
5. Green Initiatives
6. Green Technologies
· Relate burning of fossil fuels to atmospheric changes
· Differentiate between global warming and ozone depletion
· Compare and contrast the greenhouse effect with global warming
· Analyze the environmental impact of deforestation
· Evaluate ways that humans can minimize their effect on climate change
· Debate the evidence and causes of global climate change
· Identify positive and negative human impacts on climate
Core Text Book:
Chapter 14
Chapter 27
Vocabulary:
acid, acid precipitation, climatologist, deforestation, fossil fuels, global warming, greenhouse effect, ozone, pH, pollutants, pollution, smog
Technology:
1. GIZMO (see page 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Ecological Footprint; Air Pollution; Ozone Attack
6. Science & Environment: Methane Hydrates
(TX p 736)
Strategies: (see page 3)
o ELL:
o Enrichment:
o SPED:
Assessment:
Formal and Authentic (see page 3)
Labs:
1. Acid Rain (RG)
2. Greenhouse Effect (EL p 76)
3. MiniLab: How does the atmosphere affect the transfer of energy? (TX p 376)
4. Science/Math: Global Warming (TX p 380)
5. Problem –Solving Lab: Identify changes in air pollutants (TX p 728)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 6: Earth Structures
The scientific theory of plate tectonics provides the framework from much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth’s internal and external energy and material resources.
BENCHMARK CODE
BENCHMARK
SC.912.E.6.6
Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.5
Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.7
Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9
Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon and water.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC XII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the human impact on climate.
TOPIC XII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.7
Greenhouse Effect
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-10-09 to 11-18-09
Block
11-10-09 to 11-18-09
Standard 6: Earth Structures
SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 7: Earth Systems and Patterns
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon and water.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.Cognitive Complexity/Depth of Knowledge Rating: High
Monday, October 5, 2009
Pacing guide 10-01-09 to 10-08-09
BODY OF KNOWLEDGE: Earth and Space Science
TOPIC VIII: Earth Systems and Patterns – Meteorology, the Atmosphere
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
SC.912.P.10.4Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.Cognitive Complexity/Depth of Knowledge Rating: High
A. Understanding Systems
1. Earth as a System
a. Open and Closed Systems
b. Energy/Matter
B. Characteristics of the Atmosphere
1. Layers of the atmosphere
2. Physical and chemical characteristics/ properties
3. Changes in the atmospheric with altitude
4. The Nitrogen cycle, Carbon/Oxygen, and Water Cycle emphasizing the atmosphere role
5. Formation of Ozone
C. Solar Radiation
1. Transfer of Energy (Radiation, Conduction, Convection)
2. Electromagnetic Spectrum
3. The Affect of the Atmosphere
D. Energy Transfer
1. Earth’s Energy Budget
a. External sources of energy
b. Internal sources of energy
2. 1st Law of Thermodynamics
3. 2nd Law of Thermodynamics
· Identify and describe the characteristics of systems
· Compare and contrast matter and energy of closed and open systems
· Apply the conservation of matter and energy to closed systems
· Identify, describe, compare and contrast the layers of the atmosphere using the physical and chemical properties of each layer
· Explain why atmospheric properties change with changes in altitude
· List the major components of the atmosphere
· Explain how the major components in the atmosphere are the result of ongoing geochemical earth cycles
· Identify and summarize the three methods of energy transfer
· Compare the specific heat of various substances
· Describe what happens to solar radiation as it travels through the atmosphere to the surface of Earth, including radiation scattering, solar reflection, and radiation absorption
· Calculate the earth’s energy budget
· Apply the First Law of Thermodynamics to the total amount of Earth’s energy
· Hypothesize the effects of the Second Law of Thermodynamics on the energy of an open and closed system
Core Text Book:
Chapter 1, Section 1 ;Chapter 3, p 69; Chapter 9, p 212; Chapter 11
Vocabulary:
albedo, atmosphere, auroras, chlorofluorocarbons, closed system, conduction, convection, electromagnetic waves, energy, energy, exosphere, ionosphere, matter, mesosphere, open system, ozone, pressure, radiation, reflection, scattering, specific heat, stratosphere, system, temperature, thermal, thermosphere, troposphere
Technology:
·GIZMO (see p 3)
·Interactive Chalkboard CD-ROM
·MindJogger Videoquizzes
·Internet Resources Atmospheric Data
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Icy Boil (AP p 10)
2. Pressure-Temperature(TX p 292)
3. Absorption/Reflection (EL p 15)
4. MiniLab: Soil/Water & Heat? (TX p 12)
5. Heating & Cooling Rates (AP p 12)
6. Heat Absorption over Land and Water (LM p 105)
7. MiniLab: How Does the Atmosphere Affect the Transfer of Energy? (TX p 376)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18
Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC VIII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the atmosphere.
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.1
SC.912.P.10.4
Energy Conversions
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-08-09
Block:
10-01-09 to 10-08-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC VIII: Earth Systems and Patterns – Meteorology, the Atmosphere
Next Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
SC.912.P.10.4Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.Cognitive Complexity/Depth of Knowledge Rating: High
A. Understanding Systems
1. Earth as a System
a. Open and Closed Systems
b. Energy/Matter
B. Characteristics of the Atmosphere
1. Layers of the atmosphere
2. Physical and chemical characteristics/ properties
3. Changes in the atmospheric with altitude
4. The Nitrogen cycle, Carbon/Oxygen, and Water Cycle emphasizing the atmosphere role
5. Formation of Ozone
C. Solar Radiation
1. Transfer of Energy (Radiation, Conduction, Convection)
2. Electromagnetic Spectrum
3. The Affect of the Atmosphere
D. Energy Transfer
1. Earth’s Energy Budget
a. External sources of energy
b. Internal sources of energy
2. 1st Law of Thermodynamics
3. 2nd Law of Thermodynamics
· Identify and describe the characteristics of systems
· Compare and contrast matter and energy of closed and open systems
· Apply the conservation of matter and energy to closed systems
· Identify, describe, compare and contrast the layers of the atmosphere using the physical and chemical properties of each layer
· Explain why atmospheric properties change with changes in altitude
· List the major components of the atmosphere
· Explain how the major components in the atmosphere are the result of ongoing geochemical earth cycles
· Identify and summarize the three methods of energy transfer
· Compare the specific heat of various substances
· Describe what happens to solar radiation as it travels through the atmosphere to the surface of Earth, including radiation scattering, solar reflection, and radiation absorption
· Calculate the earth’s energy budget
· Apply the First Law of Thermodynamics to the total amount of Earth’s energy
· Hypothesize the effects of the Second Law of Thermodynamics on the energy of an open and closed system
Core Text Book:
Chapter 1, Section 1 ;Chapter 3, p 69; Chapter 9, p 212; Chapter 11
Vocabulary:
albedo, atmosphere, auroras, chlorofluorocarbons, closed system, conduction, convection, electromagnetic waves, energy, energy, exosphere, ionosphere, matter, mesosphere, open system, ozone, pressure, radiation, reflection, scattering, specific heat, stratosphere, system, temperature, thermal, thermosphere, troposphere
Technology:
·GIZMO (see p 3)
·Interactive Chalkboard CD-ROM
·MindJogger Videoquizzes
·Internet Resources Atmospheric Data
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Icy Boil (AP p 10)
2. Pressure-Temperature(TX p 292)
3. Absorption/Reflection (EL p 15)
4. MiniLab: Soil/Water & Heat? (TX p 12)
5. Heating & Cooling Rates (AP p 12)
6. Heat Absorption over Land and Water (LM p 105)
7. MiniLab: How Does the Atmosphere Affect the Transfer of Energy? (TX p 376)
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3
Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: Energy
A. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2.
B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion.
C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18
Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC VIII
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of the atmosphere.
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.E.7.1
SC.912.P.10.4
Energy Conversions
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-08-09
Block:
10-01-09 to 10-08-09
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 10: Energy
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.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications.
Cognitive Complexity/Depth of Knowledge Rating: High
Saturday, September 26, 2009
Week of 09-29-09 to 10-02-09
Pacing
Date(s)
Traditional
4 days
09-29-09 to 10-02-09
BODY OF KNOWLEDGE: Physical Science
TOPIC V: Matter - Chemical Bonding
Next Generation Sunshine State Standard(s)
(Field Tested 2010)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
A. Chemical Bonding
1. Types
a. Ionic
b. Covalent
c. Polar Covalent
d. Metallic
2. Significance of Bonding
3. Energy in Chemical Bonding properties
· Differentiate between types of chemical bonds
· Determine how and why reactions occur based on electron configuration
· Draw conclusions from the arrangement of elements on the periodic table
· Predict whether elements will chemically combine based on their location on the periodic table and why this reaction takes place
Core Text Book:
Chapter 3
Chapter 11
Vocabulary:
balanced equations, chemical equations, chemical formulas, compound,
covalent bond, heterogeneous mixtures, homogeneous mixtures, ion, ionic bond, mixture, molecule, polar covalent bonds, solution
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Chemical Bonding
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Problem-Solving Lab: Forming Compounds (TX p 63)
2. Sunset in a Bag (AP p 8)
3. Candy Compounds
4. Chemical Bonding
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 8: Matter
A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.
B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.
C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.
D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 5: Earth in Space and Time The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and
energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
BENCHMARK CODE
BENCHMARK
SC.912.E.5.2
Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC V
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of chemical bonding.
TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.P.8.4
SC.912.E.5.2
Ionic Bonds
SC.912.P.8.4
SC.912.E.5.2
· Covalent Bonds
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09
Block:
09-18-09 to 09-23-09
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
Date(s)
Traditional
4 days
09-29-09 to 10-02-09
BODY OF KNOWLEDGE: Physical Science
TOPIC V: Matter - Chemical Bonding
Next Generation Sunshine State Standard(s)
(Field Tested 2010)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
A. Chemical Bonding
1. Types
a. Ionic
b. Covalent
c. Polar Covalent
d. Metallic
2. Significance of Bonding
3. Energy in Chemical Bonding properties
· Differentiate between types of chemical bonds
· Determine how and why reactions occur based on electron configuration
· Draw conclusions from the arrangement of elements on the periodic table
· Predict whether elements will chemically combine based on their location on the periodic table and why this reaction takes place
Core Text Book:
Chapter 3
Chapter 11
Vocabulary:
balanced equations, chemical equations, chemical formulas, compound,
covalent bond, heterogeneous mixtures, homogeneous mixtures, ion, ionic bond, mixture, molecule, polar covalent bonds, solution
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Chemical Bonding
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Problem-Solving Lab: Forming Compounds (TX p 63)
2. Sunset in a Bag (AP p 8)
3. Candy Compounds
4. Chemical Bonding
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 8: Matter
A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.
B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.
C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.
D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 5: Earth in Space and Time The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and
energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
BENCHMARK CODE
BENCHMARK
SC.912.E.5.2
Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC V
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of chemical bonding.
TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.P.8.4
SC.912.E.5.2
Ionic Bonds
SC.912.P.8.4
SC.912.E.5.2
· Covalent Bonds
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09
Block:
09-18-09 to 09-23-09
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
Saturday, September 19, 2009
Week 9/21 9/25
TOPIC V: Matter - Chemical Bonding
Next Generation Sunshine State Standard(s)
(Field Tested 2010)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
A. Chemical Bonding
1. Types
a. Ionic
b. Covalent
c. Polar Covalent
d. Metallic
2. Significance of Bonding
3. Energy in Chemical Bonding properties
· Differentiate between types of chemical bonds
· Determine how and why reactions occur based on electron configuration
· Draw conclusions from the arrangement of elements on the periodic table
· Predict whether elements will chemically combine based on their location on the periodic table and why this reaction takes place
Core Text Book:
Chapter 3
Chapter 11
Vocabulary:
balanced equations, chemical equations, chemical formulas, compound,
covalent bond, heterogeneous mixtures, homogeneous mixtures, ion, ionic bond, mixture, molecule, polar covalent bonds, solution
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Chemical Bonding
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Problem-Solving Lab: Forming Compounds (TX p 63)
2. Sunset in a Bag (AP p 8)
3. Candy Compounds
4. Chemical Bonding
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 8: Matter
A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.
B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.
C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.
D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 5: Earth in Space and Time The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and
energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
BENCHMARK CODE
BENCHMARK
SC.912.E.5.2
Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC V
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of chemical bonding.
TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.P.8.4
SC.912.E.5.2
Ionic Bonds
SC.912.P.8.4
SC.912.E.5.2
· Covalent Bonds
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09
Block:
09-18-09 to 09-23-09
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
Next Generation Sunshine State Standard(s)
(Field Tested 2010)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
A. Chemical Bonding
1. Types
a. Ionic
b. Covalent
c. Polar Covalent
d. Metallic
2. Significance of Bonding
3. Energy in Chemical Bonding properties
· Differentiate between types of chemical bonds
· Determine how and why reactions occur based on electron configuration
· Draw conclusions from the arrangement of elements on the periodic table
· Predict whether elements will chemically combine based on their location on the periodic table and why this reaction takes place
Core Text Book:
Chapter 3
Chapter 11
Vocabulary:
balanced equations, chemical equations, chemical formulas, compound,
covalent bond, heterogeneous mixtures, homogeneous mixtures, ion, ionic bond, mixture, molecule, polar covalent bonds, solution
Technology:
1. GIZMO (see p 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Chemical Bonding
Strategies: (see p 3)
° ELL:
° Enrichment:
° SPED:
Assessment:
Formal and Authentic (see p 3)
Labs:
1. Problem-Solving Lab: Forming Compounds (TX p 63)
2. Sunset in a Bag (AP p 8)
3. Candy Compounds
4. Chemical Bonding
Related Program: NA
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 8: Matter
A. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.
B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.
C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.
D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.
BENCHMARK CODE
BENCHMARK
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.
Cognitive Complexity/Depth of Knowledge Rating: High
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 5: Earth in Space and Time The origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and
energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
BENCHMARK CODE
BENCHMARK
SC.912.E.5.2
Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
TOPIC V
INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.
Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo
Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.
Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of chemical bonding.
TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.P.8.4
SC.912.E.5.2
Ionic Bonds
SC.912.P.8.4
SC.912.E.5.2
· Covalent Bonds
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09
Block:
09-18-09 to 09-23-09
Standard 8: 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.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 5: Earth in Space and Time
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 7: Earth Systems and Patterns
SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
Cognitive Complexity/Depth of Knowledge Rating: High
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