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
Saturday, September 26, 2009
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
Tuesday, September 15, 2009
Webpage address
Here you can find a pletora of information on the different topics related to science
http://ahs.dadeschools.net/introsciences
http://ahs.dadeschools.net/introsciences
Sunday, September 13, 2009
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.
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
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
Monday, September 7, 2009
How to write for science
To have a better understqanding follow this link
http://science.dadeschools.net/resources/pdf/powerWritingScienceConclusions.pdf
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
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
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