First Week assignments

Pacing Date(s)
Traditional 6 days 08-24-09 to 08-31-09
Block 3 days 08-24-09 to 08-31-09
BODY OF KNOWLEDGE: Nature of Science

TOPIC I: The Practice of Science – Introduction to Earth Space Science

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.1.2
SC.912.N.1.4

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.3
SC.912.N.2.4

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

Standard 3: Summarizing Data (Descriptive Statistics)
MA.912.S.3.2

Standard 2: Nonfiction
LA.910.2.2.3

There are no benchmarks that pertain directly to Lab Safety, however, appropriate safety procedures should be introduced and reinforced throughout the length of the course. A. Introduction to Earth Space Science
1. Branches of Earth Science
a. Meteorology
b. Oceanography
c. Geology
d. Astronomy
2. Lab Safety
a. Safety Contract
b. Lab Rules
c. Use of Equipment
d. Location of Emergency Equipment (shower, eye wash station, fire blanket)
3. Measurement
a. Units of Measurement
b. Metric vs. English System
c. Unit Conversion Problems
d. Scientific Notation
4. Graphing
a. Types of Graphs (Line, Bar, Circle)
b. Required Components (Title, Labels, Units, Scale) • Differentiate between the four branches of Earth Space Science
• Collect and display basic lab equipment
• Compare tools of measurement
• Demonstrate correct use of appropriate lab equipment
• Describe and implement proper lab safety procedures
• Measure various properties of matter (e.g. length, volume, mass, density, and temperature) including the correct SI (metric) unit
• Compare and contrast the SI system with the English system
• Convert between units of the SI system
• Convert numbers between standard notation and scientific notation
• Construct an example of each type of graph
• Design an appropriate graph based on experimental data
• Critique graphs based on their required components
• Draw conclusions from graphical data


Core Text Book:
GLENCOE - EARTH SCIENCE Geology, the Environment, and the Universe
Skill Handbook (pp 931-933), (pp 936-938); Appendix A (p 909); Appendix B (pp 910–911); Chapter 1 (pp 5-10; 14–16)

Vocabulary:
accuracy, astronomy, constant, coordinate, density, earth science, geology, mass, meteorology, oceanography, origin, point, precision, scientific notation, SI unit, slope, volume, x-axis, y-axis

Technology:
1. GIZMO (see p 4)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: SI Measurement
5. Internet Resources: Create-A-Graph

Strategies: (see p 4)
o ELL:
o Enrichment:
o SPED:

Assessment:
Formal and Authentic (see p 4)

Labs:
1. Chocolate Chip Cookie Lab (AP p 6 )
2. GeoLab: Measuring in SI (TX pp 20-21)
3. Problem Solving Lab (TX p 18)
4. Gummi Bear Lab
5. Science Safety Rules

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.1.2 Describe and explain what characterizes science and its methods.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
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
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.2.1
Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
Cognitive Complexity/Depth of Knowledge Rating: High

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.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.

Cognitive Complexity/Depth of Knowledge Rating: Low
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
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
Standard 3: Summarizing Data (Descriptive Statistics)
Students learn to work with summary measures of sets of data, including measures of the center, spread, and strength of relationship between variables. Students learn to distinguish between different types of data and to select the appropriate visual form to present different types of data.
BENCHMARK CODE BENCHMARK
MA.912.S.3.2
Collect, organize, and analyze data sets, determine the best format for the data and present
visual summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
• cumulative frequency (give) graphs

Cognitive Complexity/Depth of Knowledge Rating: High
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
STIC
TOPIC I 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 lab safety.
S BODY OF K
TOPIC I GIZMO CORRELATION
BENCHMARK GIZMO TITLE
SC.912.N.1.1 Density

SC.912.N.1.1 Triple Beam Balance

SC.912.N.1.1 Reaction Time 1

SC.912.N.1.1 Reaction Time 2













Date Pacing guide
Benchmark(s) Data Driven
Benchmark(s) Activities Assessment(s) Strategies
Traditional:
08-24-09 to 08-31-09

Block:
08-24-09 to 08-31-09
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.1.2 Describe and explain what characterizes science and its methods.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
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

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
Cognitive Complexity/Depth of Knowledge Rating: High

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.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.

Cognitive Complexity/Depth of Knowledge Rating: Low
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

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 3: Summarizing Data (Descriptive Statistics)
MA.912.S.3.2 Collect, organize, and analyze data sets, determine the best format for the data and present
visual summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
• cumulative frequency (give) graphs

Cognitive Complexity/Depth of Knowledge Rating: High

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

There are no benchmarks that pertain directly to Lab Safety, however, appropriate safety procedures should be introduced and reinforced throughout the length of the course.