Pacing 11/16=11/20

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

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

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

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

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

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

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

Webpage address

Here you can find a pletora of information on the different topics related to science
http://ahs.dadeschools.net/introsciences

Hispanic heritage extracredit assignment

Dear students
Starting September15 we have the Hispanic heritage month.
During this month all my students in group of not more than two will have to create a comprehensive guide to visit one of the countries listed below.

There is a major condition if you are from any of these countries you cannot select that country since that will be an unfair advantage to your classmates
Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador,
Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay, Venezuela.
Once you selected one of these countries.
1. You will have to make a power point presentation
2. Recommend at least five places that should be visited in the country either for its beauty or historical or cultural importance.
3. Research how much such a trip could cost you.
4. Research which are the conditions of the country for your health and security. (if you need to take special precautions in specific regions due to guerrillas or health issues.
It is very important that devote at least two slides for the music and art of the country. At least one slide for the fundamental economical resources of the country. At least one slide for the possibilities a student your age will have to complete its high school education. The average amount of money a person on that country earns, etc.
Also what are the religions practiced in the country.

Week 4 assignment

TOPIC IV: Matter - Periodic Table

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
SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Cognitive Complexity/Depth of Knowledge Rating: Moderate

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



A. Periodic Table
1. Arrangement of the Elements
a. Metals
b. Nonmetals
c. Metalloids
2. Trends in the Periodic Table
a. Periods
b. Groups (Families)
c. Valence electrons
d. Reactivity
· Create electron configurations
· Categorize elements in groups and families based on similarities of electron structure and their physical and chemical properties
· Recognize periodic trends of elements including valence electron structure, atomic size, and reactivity
· Draw conclusions based on the arrangement of elements on the periodic table



Core Text Book:
Chapter 3
Chapter 11

Vocabulary:
atomic number, atomic mass, chemical symbol, family, group, period, periodic table, periodic properties, valence electrons

Technology:
1. GIZMO (see p. 3)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Periodic Table

Strategies: (see p. 3)
° ELL:
° Enrichment:
° SPED:

Assessment:
Formal and Authentic (see p. 3)

Labs:
1. Alien Periodic Table (EL p. 60)
2. Periodic Trends (RG p. 97)

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

SC.912.P.8.5
Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Cognitive Complexity/Depth of Knowledge Rating: Moderate

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















TOPIC IV
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 periodic table.

TOPIC IV
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.P.8.4
SC.912.P.8.5
Electron Configuration























Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-14-09 to 09-17-09

Block:
09-14-09 to 09-17-09

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
SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Cognitive Complexity/Depth of Knowledge Rating: Moderate

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

lab roles

Lab roles
http://science.dadeschools.net/resources/pdf/labRoles.pdf

How to write for science

To have a better understqanding follow this link
http://science.dadeschools.net/resources/pdf/powerWritingScienceConclusions.pdf

Next week assignment

Pacing
Date(s)
Traditional
4 days
09-01-09 to 09-04-09
Block
2 days
09-01-09 to 09-04-09
BODY OF KNOWLEDGE: Nature of Science

TOPIC II: The Practice of Science – The Scientific Method

NeXT Generation Sunshine State Standard(s)
(Field Tested 2011)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONAL TOOLS
Standard 1: The Practice of Science
SC.912.N.1.1
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.1.7

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.2
SC.912.N.2.4
SC.912.N.2.5

Standard 3: The Role of Theories, Laws, Hypotheses, and Models
SC.912.N.3.1
SC.912.N.3.2
SC.912.N.3.3
SC.912.N.3.4
SC.912.N.3.5

Standard 4: Science and Society
SC.912.N.4.1

Standard 1: Formulating Questions
MA.912.S.1.2

Standard 2: Nonfiction
LA.910.2.2.3

Standard 4: Informative
LA.910.4.2.2
A. Scientific Method
1. Ask a Question
2. Research
3. Hypothesis
4. Experiment/Procedure
a. Variables
b. Control Group
c. Constants
5. Data Analysis
6. Conclusion

B. Measurements and Analysis
1. Accuracy vs. Precision
2. Error
3. Models

C. Acceptance of Scientific Ideas



Scientific Method components, such as independent and dependent variable, controls, appropriate number of trials, etc. should be integrated in activities throughout the year.
· List the steps used in a scientific method
· Compare and contrast experimental variables and controls
· Utilize the scientific method to solve real world problems and laboratory experiments
· Differentiate between accuracy and precision
· Calculate percent error
· Analyze how scientific thought changes as new information is collected



Core Text Book:
Skill Handbook (pp 928 - 931);
Chapter 1 (pp 11 - 19)

Vocabulary:
constant, control group, dependent variable, hypothesis, independent variable, model, observation, peer review, percent error, scientific method, theory, variable

Technology:
1. GIZMO (see p 5)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online
5. Internet Resources: Scientific Method

Strategies: (see p 5)
o ELL:
o Enrichment
o SPED:

Assessment:
Formal and Authentic (see p 5)

Labs:
1. Discovery Lab: Scientific Communication (TX p 5)
2. MiniLab: How do soil and water absorb and release heat? (TX p 12)
3. Gak! Using the Scientific Method
4. Bikini Bottoms Scientific Method

Related Program: NA

NEXT GENERATION SUNSHINE STATE STANDARDS


THE NATURE OF SCIENCE BODY OF KNOWLEDGE

Standard 1: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

BENCHMARK CODE
BENCHMARK

SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.1.3
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.Cognitive Complexity/Depth of Knowledge Rating: Low

SC.912.N.1.4

Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.1.5
Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.1.6

Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.1.7
Recognize the role of creativity in constructing scientific questions, methods and explanations.

Cognitive Complexity/Depth of Knowledge Rating: Low

Standard 2: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

BENCHMARK CODE
BENCHMARK

SC.912.N.2.2
Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.4
Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.5
Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Cognitive Complexity/Depth of Knowledge Rating: High


Standard 3: The Role of Theories, Laws, Hypotheses, and Models
The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

BENCHMARK CODE
BENCHMARK

SC.912.N.3.1
Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.3.2
Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.3.3
Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.N.3.4
Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.5
Describe the function of models in science, and identify the wide range of models used in science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate


Standard 4: Science and Society
As tomorrows citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.

BENCHMARK CODE
BENCHMARK

SC.912.N.4.1
Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
STATISTICS BODY OF KNOWLEDGE
Standard 1: Formulating Questions
Students learn to define appropriate questions for research, and to pose questions in a form that can be answered by collecting and analyzing data.
BENCHMARK CODE
BENCHMARK

MA.912.S.1.2

Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
LITERARY ANALYSIS BODY OF KNOWLEDGE
Standard 2: Nonfiction
The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.
BENCHMARK CODE
BENCHMARK
LA.910.2.2.3
Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A

WRITING APPLICATION BODY OF KNOWLEDGE
Standard 2: Informative
The student develops and demonstrates technical writing that provides information related to real-world tasks.
BENCHMARK CODE
BENCHMARK
LA.910.4.2.2
The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

Cognitive Complexity/Depth of Knowledge Rating: N/A






TOPIC II
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 scientific method.

TOPIC II
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.912.N.1.1
Growing Plants
SC.912.N.1.1
Germination
















Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-01-09 to 09-04-09

Block:
09-01-09 to 09-04-09

Standard 1: The Practice of Science
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.Cognitive Complexity/Depth of Knowledge Rating: Low
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.

Cognitive Complexity/Depth of Knowledge Rating: Low

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Cognitive Complexity/Depth of Knowledge Rating: High

Standard 3: The Role of Theories, Laws, Hypotheses, and Models
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 4: Science and Society
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 1: Formulating Questions
MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 2: Nonfiction
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A

Standard 4: Informative
LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

Cognitive Complexity/Depth of Knowledge Rating: N/A

Gizmo

Go to internet and typethe following URL http:www.explorelearning.com

Click on enroll in a class
The Following Screen opens

Enter the Class code for your period Period Class Code

First Period 5BPVDYMHAQ

Second Period 3P6UXEBMFN

Third Period JBZXYYQRHA

Fourth Period WLNYH426HN

Fifth Period FEQ5JBQW9L

Sixth Period YFNPDCLSNF  

Click Continue
The following Screen Opens

Click on Register Now to Enroll You get a screen that asks for user name and password.

I recommend you use your name and ID

See example ARTHUR, KEVIN A.

User name type your name followed by your ID number Ex.: ARTHUR0014898

Password type your lastname followed by your IDnumber Ex.: KEVIN0014898

Once you enter all the information you are already signed in and this screen opens:

On this screen you click on Lesson Info To obtain the next screen

 

Click on PDF Print or copy the file.