Created For Teachers By Teachers Curriculum Mapping ...lsahendricks.weebly.com/uploads/3/1/1/8/31183889/earth_space_regular... · Created For Teachers By Teachers . Curriculum Mapping

2015-2016

Earth - Space

Science

Curriculum Map

Volusia County Schools Created For Teachers By Teachers Curriculum Mapping Committee:

Dawn Alves Brad McFarland

Alexis Swittel

Regular and Honors

2015-2016

Earth Space Curriculum Map Page 2

Parts of the Curriculum Map

The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map:

• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. • Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. • Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher

committees according to appropriate cognitive complexities. • Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. • Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the

EOC. • Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.

Some maps may also contain other helpful information, such as:

• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards.

• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments.

• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it.

• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion.

• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district.

• Volusia Literacy Tasks (VLT): Each grade level has one Volusia Literacy task (VLT) for each nine week period. These literacy experiences have been designed by teachers to provide common literacy activities that align to the curriculum across the district.

• DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.

The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions.

Appendix Contents

1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards

2015-2016


High School Weekly Curriculum Trace

2015 1 2 3 4 5 6 7 8 9

Earth Space Nature of Science Earth’s Layers Earth as a System Plate Tectonics

Env. Science Introduction to Environmental Science Earth Environmental Systems Population Ecology

Biology What is Biology? Science Process Human

Develop. Human Health Water, Macromolecules, Enzymes Cell Theory

Chemistry Measurement and Lab Skills Atomic Theory and Structure Electrons & Modern Atomic Theory

2015 10 11 12 13 14 15 16 17 18 (2016) 19 (2016)

Earth Space Weathering, Erosion, and Deposition The Ocean Weather Climate

Env. Science

Humans and the Environment Evolution and Community Ecology Biomes and Aquatic Ecosystems

Biology Cell

Structure & Function

Cell Membrane and Transport Photosynthesis and Respiration Cell Cycle, Mitosis, Meiosis

Chemistry The Periodic Table Ionic Bonding & Nomenclature Covalent Bonding & Nomenclature Chemical Composition

2016 20 21 22 23 24 25 26 27 28 Earth Space Space Exploration Solar System Stars

Env. Science Biodiversity Land Management Water Resources

Biology DNA and Protein Synthesis Genetics and Biotechnology Evidence Evolution Mechanisms of Change Taxonomy

Chemistry Chemical Reactions Stoichiometry Energy Changes and Reaction Rates

2016 29 30 31 32 33 34 35 36 37

Earth Space Stars Origin of the Universe Evolution Review

Env. Science

Non-Renewable and Renewable Energy Atmosphere and Climate Change Waste Management Review

Biology Taxonomy Plants Matter and Energy Interdependence Human Impact Review EOC Administer

EOC PLC Choice

Bridge Chem

Chemistry States of Matter Gas Laws Solutions and Equilibrium Acids and Bases Review

**Weeks 37-39 are set aside for course review and EOC administration.

2015-2016


2015-2016 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter

1 24 August - 28 August 5 Start 1st 20 18 January - 22 January 4 Start 3rd 2 31 August - 4 September 5 21 25 January - 29 January 5 3 7 September - 11 September 4 ↑ 22 1 February - 5 February 5 4 14 September - 18 September 5 9 23 8 February - 12 February 5 ↑ 5 21 September - 25 September 4 Weeks 24 15 February - 19 February 4 9 6 28 September - 2 October 5 ↓ 25 22 February - 26 February 5 Weeks 7 5 October - 9 October 5 26 29 February - 4 March 5 ↓ 8 12 October - 16 October 5 27 7 March - 11 March 5 9 19 October - 23 October 4 End 1st 28 14 March - 18 March 4 End 3rd

10 26 October - 30 October 5 Start 2nd 29 28 March - 1 April 5 Start 4th 11 2 November - 6 November 5 30 4 April - 8 April 5 12 9 November - 13 November 4 ↑ 31 11 April - 15 April 5 13 16 November - 20 November 5 10 32 18 April - 22 April 5 14 23 November - 24 November 2 Weeks 33 25 April - 29 April 5 15 30 November - 4 December 5 ↓ 34 2 May - 6 May 5 ↑ 16 7 December - 11 December 5 35 9 May - 13 May 5 11 17 14 December - 18 December 5 36 16 May - 20 May 5 Weeks 18 4 January - 8 January 5 37 23 May - 27 May 5 ↓ 19 11 January - 15 January 4 End 2nd

* See school-based testing schedule for the course EOC administration time Start Review and Administer EOC* 38 30 May – 3 June 4 39 6 June – 7 June 2 End 4th

Lab Information Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands-on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract: http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf�

http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1�

http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS�

2015-2016


Unit 1: The Nature of Science Week 1 – 2 Topics Learning Targets and Skills Standards Vocabulary

Nat

ure

of S

cien

ce

Students will: • describe science as both durable (long lasting) and robust (strongly supported by data through

experimentation) yet open to change • understand scientific knowledge can change because it is often examined and reexamined by new

investigations and scientific argumentation

SC.912.N.2.4

Observation Inference Investigation Test variable (independent variable) Outcome variable (dependent variable) Control group Empirical evidence Data analysis Qualitative data Quantitative data Accuracy Precision Reliability Validity

Students will: • design a controlled experiment on an earth or space topic • use tools (this includes the use of measurement in metric, and also the generation and interpretation of

graphical representations of data, including data tables and graphs) • collect, analyze, and interpret data from the experiment to draw conclusions • determine an experiment’s validity and justify its conclusions based on:

o control group, limiting variables and constants, multiple trials (repetition) or large sample sizes, bias, method of data collection, analysis, interpretation, and communication of results

• describe the difference between an observation and inference • use appropriate evidence and reasoning to justify explanations to others

SC.912.N.1.1

also SC.912.N.1.4

Students will: • describe how similar investigations conducted throughout the world arrived at similar conclusions (carbon

dioxide levels, ice core samples, global average temperature increase, etc.) • explain how scientific knowledge and reasoning provide an empirically-based perspective to inform

society’s decision making

SC.912.N.1.5

SC.912.N.4.1

Students will: • cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the

inferences and thus the explanations they make about observations of natural phenomenon: o Wegener was a climatologist who contributed to the geological science, and Newton was a

physicist who tried to be a farmer • explain why competing interpretations of scientists are a strength of science because they are a source of

new, testable ideas that have the potential to add new evidence to support one or another of the explanations

SC.912.N.2.5

Honors: 1. Recognize that science is the systematic and organized inquiry that is derived from observations and experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.) 2. Recognize that pseudoscience is a claim, belief, or practice, which is presented, as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification). 3. Determine if the phenomenon (event) can be observed, measured, and tested through scientific experimentation.

Honors: SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.3

2015-2016


Honors (cont.): 4. 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. 5. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

Honors: SC.912.N.1.3

SC.912.N.4.2

Resources

Textbook The Nature of Science Chapters 1.1, 1.2

Project Earth Project Earth - Geology: Reading #5 (Careers in Geology)

Safari Montage and Videos

Safari Montage - “The Eyes of Nye: Pseudoscience” TED Talks: How simple ideas lead to scientific discoveries – Adam Savage https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1

Page Keeley Volume 3 #12 (Doing Science)

Teacher Hints And Textbook Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. Students can download the textbook on MP3 CD or smart phone the entire student edition. Available in Spanish. 3. Student One Stop CD-ROM can be copied and given to students. 4. Unit Videos DVD includes Earth Science Topics, Geology Field Trip and images from around the world. 5. Chapter Resource Files contains worksheets. 6. Teaching Transparencies are online to project.

Websites Activities

EDMODO

The following resources can be found on EDMODO in the The Nature of Science folder: Activity- 1st Day Wake Up Activity- M&M Lab

https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1�

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531243�

http://www.edmodo.com/�



2015-2016


Unit 2: Earth’s Layers Week 3 – 4 Learning Targets and Skills Standards Vocabulary

Eart

h’s L

ayer

s

Students will: • differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction

with other zones:

Structural Zones (Physical Layers) Compositional Zones Lithosphere Crust Asthenosphere Mantle Mesosphere Core Outer core Inner core

• describe how seismic data is used to infer the composition of Earth’s interior • explain how heat transfers by means of convection currents in the mantle and how they interact with

the crust

SC.912.E.6.1

SC.912.P.10.20 SC.912.P.10.4

Crust Mantle Core Lithosphere Mesosphere Asthenosphere Magnetosphere Electromagnetism Gravity Radioactive decay Law of Gravitation Differentiation

Fund

amen

tal F

orce

s

Students will: • describe how the four fundamental forces impact Earth systems:

o Gravity’s role as it relates to separation of layers o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together

• compare relative magnitudes and ranges of each force, i.e.

o gravity is weaker than the others but acts at larger distances while the weak and strong forces act on the smallest distances but are also the strongest

• explain why the Earth is separated into various layers of differing composition, i.e.

o each layer has a different density with gravity causing the layers to settle with the most dense material at the center of the Earth

SC.912.P.10.10

Mag

netic

Fie

ld

Students will: • describe Earth’s magnetic field and its application to modern technology, such as:

o Earth’s magnetic field is attributed to circulating molten metal in Earth’s core o electronic compass

• describe the function of models in science, and identify the wide range of models used in science.

SC.912.P.10.16 SC.912.N.3.5

2015-2016


Resources

Textbook Earth’s Layers Chapter 2.1

Project Earth Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?), Activity 11 (Convection)


Safari Montage - “Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,” “Magnetic Storm” Earth’s core and Magnetic Fields: The mystery of Earth’s Core Explained https://www.youtube.com/watch?v=XXTEWQdu3aE

Page Keeley Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10 (Is it a Model?)

Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.

websites Activities

EDMODO

The Geological Society of America

The following resource can be found on EDMODO in the Earth’s Layers folder: Activity – Label The Earth Diagram

https://www.youtube.com/watch?v=XXTEWQdu3aE�



http://geology.gsapubs.org/�

http://geology.gsapubs.org/�


2015-2016


Unit 3: Earth as a System Week 5 – 6 Learning Targets and Skills Standards Vocabulary

Eart

h’s S

pher

es

Students will: • differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.

• explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each

other, such as: o polar ice caps melting increases the ocean water levels.

• predict how changes in one Earth system will impact the other systems , such as:

o volcanic eruptions (geosphere) increase worldwide carbon dioxide levels (atmosphere)

SC.912.E.7.3

Atmosphere Hydrosphere Cryosphere Geosphere Biosphere Biogeochemical cycles Water cycle Carbon cycle Open system Closed system Students will:

• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.

o Florida’s concerns and plans for sea-level rising

SC.912.E.7.8

Eart

h’s C

ycle

s

Students will: • describe the path matter and energy take as they move through the water and carbon

biogeochemical cycles. • explain why the amount of matter and energy is constant as they move through the biogeochemical

cycles, including: o Earth is essentially a closed system o energy cannot be created nor destroyed

SC.912.E.7.1

2015-2016


Resources

Textbook Earth as a System Chapters 2.2, 15.1, 17.1, 19.1, 20.1,

Project Earth Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle,

Safari Montage and Videos Safari Montage - “Earth’s System,” “Physical Systems”

Page Keeley Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come from?)

Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. Students should be able to identify the differences and commonalities between the different spheres 3. Students should be able to predict how an event (such as a forest fire) will impact all of the other spheres, both positively and negatively. 4. Students should be able to predict the next steps in any of the biogeochemical cycles.

Websites Activities

EDMODO

Precipitation Education

The following resources can be found on EDMODO in the Earth as a System folder: Activity – Connect the Spheres: Earth’s Systems Interaction Activity – Conservation of Mass-open-closed system



http://pmm.nasa.gov/education/lesson-plans/connect-spheres-earth-systems-interactions�

http://pmm.nasa.gov/education/lesson-plans/connect-spheres-earth-systems-interactions�


2015-2016


Unit 4: Plate Tectonics Week 7 – 9 Learning Targets and Skills Standards Vocabulary

Mod

els i

n Sc

ienc

e

Students will: • describe the function of models in science, and identify the wide range of models used in science

• describe how scientific inferences are drawn from scientific observations or data, for example:

o Iceland continuing to split apart --> inference: sea-floor is spreading o Identical fossils on multiple continents --> inference: Pangaea reconstructed

• describe the benefits and limitations of models used in science

SC.912.N.3.5

SC.912.N.1.6

Theory of Plate Tectonics Pangaea Continental drift Sea-floor spreading Convection currents Convergent boundary Divergent boundary Transform boundary/fault Continental drift Rift valley Trench Subduction zone Mid-ocean ridge Paleomagnetism Volcanic activity Hot spots

Plat

e Te

cton

ics

Students will: • identify the major processes taking place in the Earth that are responsible for crustal plate

movement, such as: o convection of material in the mantle o plate density (oceanic crust versus continental crust); ridge push and slab pull

• diagram the various types of plate boundaries and the surface features present at those locations.

• explain the presence and occurrence of specific surface features and events by applying the Theory of

Plate Tectonics, such as: o fault lines, trenches, mountains, rift valleys, mid-ocean ridge, hot spots, etc. o earthquakes, volcanoes, continental drift, etc.

• explain the geologic development of present day ocean floor features using the Theory of Plate

Tectonics

SC.912.E.6.3

SC.912.E.6.5

End of 1st 9 weeks

2015-2016


Resources

Textbook Plate Tectonics Chapters 10.1, 10.2, 10.3, 11.1, 11.2, 12.1, 13.1, 23.2

Project Earth Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanoes and Hot Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping the Seafloor)


Safari Montage - “Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire” The Ocean Floor (short video clip)

Page Keeley Volume 4 #10 (Is it a Model)

Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. The Common Lab (CL) 1 should be completed at the end of the 1st 9 weeks. 3. The Volusia Literacy Task (VLT) 1 should be completed during the 1st 9 weeks.

Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)

EDMODO

Berkley Plate Tectonics

Geology.com

CL 1 – A Slice of Planet Earth Lab Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder. This common lab would be a great way to finish up the 1st 9 weeks. VLT 1 – The Quake That Shook Up Geology Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT) folder. This VLT should be completed during the 1st 9 weeks. The following resource can be found on EDMODO in the Plate Tectonics folder: Activity – Plate Tectonics Lab



http://www.ucmp.berkeley.edu/geology/tectonics.html�

http://www.ucmp.berkeley.edu/geology/tectonics.html�

http://geology.com/plate-tectonics/�




2015-2016


Unit 5: Weathering, Erosion, Deposition Week 10 – 12 Learning Targets and Skills Standards Vocabulary

Wea

ther

ing,

Ero

sion,

and

Dep

ositi

on

Students will: • describe the processes of weathering, erosion, and deposition and the agents responsible for them,

including: o weathering: chemical, grinding (pressure), freezing, etc. o erosion: water, wind, gravity, waves, glaciers, etc. o deposition: water, wind, gravity, waves, glaciers, etc.

• explain how various surface features are created through multiple steps of these processes, such as:

o The white sand beaches of Florida’s west coast were created by the weathering, erosion, and deposition of quartz silicates from the Appalachian Mountains.

SC.912.E.6.2

Weathering Chemical weathering Mechanical weathering Erosion Deposition Karst Topography

Flor

ida

Feat

ures

Students will: • explain how Florida-specific features were created through various processes, such as:

o karst topography and natural springs created through chemical weathering o beach and coastline erosion by wind and water

SC.912.E.6.4

2015-2016


Resources

Textbook Weathering , Erosion, and Deposition Chapters 6.1, 6.3, 14.1, 14.2, 14.4, 15.2, 15.3, 17.2, 18.1, 18.2, 18.3

Project Earth Project Earth - Geology: Reading #1 (Plate Tectonics) Project Earth - Geology: Reading #2 (Volcanoes) Project Earth - Geology: Reading #3 (Earthquakes)

Safari Montage and Videos Safari Montage - “Amazing Planet: Destruct Forces”, Erosion (short video clip)

Page Keeley Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?)

Teacher Hints And Textbook

Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. Textbook Quick Lab pg. 371 on Weathering and Erosion can be used as another option to the Weathering and Erosion Lab.

Websites Activities

EDMODO

The following resource can be found on EDMODO in the Weathering, Erosion, and Deposition folder: Activity – Weathering and Erosion Lab




2015-2016


Unit 6: The Ocean Week 13-14 Learning Targets and Skills Standards Vocabulary

Oce

an C

urre

nts

Students will: • explain how surface and deep-water circulation patterns impact energy transfer in the environment,

including: o Coriolis effect, La Niña, El Niño, Southern Oscillation, upwelling, ocean surface cooling,

freshwater influx, and density differences o Labrador Current (cold current) and Gulf Stream (warm current)

• identify the factors that influence surface currents (wind, Coriolis Effect, topography, etc.)

• describe how ocean conditions (salinity, turbidity, temperature, etc.) are responsible for deep ocean

currents

SC.912.E.7.2

Density Temperature Salinity Turbidity El Niño La Niña

Students will: • diagram the parts of an ocean wave (crest, trough, height, wavelength)

• calculate wave speed using wavelength and period

• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and

can influence human behavior, both individually and collectively. o Florida’s appeal for its beaches, warm water, and recreational activities

SC.912.P.10.20

SC.912.E.7.8

Crest Trough Wave height Wavelength Period

Honors: 1. Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3

– and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change.

Honors:

SC.912.E.7.9

2015-2016


Resources

Textbook The Ocean 25.1,25.2

Project Earth

Safari Montage and Videos Safari Montage - Ocean Currents (short clip), Surface Currents (short clip)

Page Keeley


Websites Activities

EDMODO DUCKIES Lost At Sea

The following resources can be found on EMDODO in the The Ocean folder: Activity - What can Rubber Duckies tell us about our oceans? Resource – Printable Current Map



http://www.mnn.com/earth-matters/wilderness-resources/stories/what-can-28000-rubber-duckies-lost-at-sea-teach-us-about-�


2015-2016


Unit 7: Weather Week 15 – 17 Learning Targets and Skills Standards Vocabulary

Sola

r Rad

iatio

n

Students will: • explain how the Sun’s energy arrives and is absorbed or reflected by the Earth’s surface, bodies of

water, and atmosphere

• differentiate between conduction and convection in terms of how Earth’s systems are heated (insolation, insulation, albedo)

• explain how unequal heating creates air convection currents within the atmosphere (heat budget)

SC.912.P.10.4

Radiation Absorption Reflection Atmosphere Insolation Insulation Conduction Convection Water cycle Air masses Humidity Fronts Coriolis effect Hurricanes Tornadoes Lightning Thunderstorms Cyclones Anti-cyclone Heat budget Albedo Continental polar (cP) Maritime polar (mP) Continental tropical (cT) Maritime tropical (mT)

Wea

ther

Students will: • describe air masses and their properties, including:

o temperature, humidity, air pressure, and wind speed • describe the various types of fronts created by the collision of different air masses, including:

o warm front o cold front o stationary front o occluded front

• explain how weather is created by the interaction of air masses along fronts

• predict future weather conditions based on present weather observations and conceptual models

• describe the limitations and uncertainties of weather predictions

SC.912.E.7.5

Seve

re W

eath

er Students will:

• relate the formation of severe weather to specific physical factors, including: o temperature, humidity, air pressure, and wind speed

• describe the life cycle of a thunderstorm

• describe the stages in the development of a hurricane

SC.912.E.7.6

2015-2016


Resources

Textbook Weather Chapters 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4

Project Earth


Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)

Page Keeley Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)


Websites Activities

EDMODO

The Weather Channel

Weather

Underground

The following resources can be found on EDMODO in the Weather folder. Activity – Gathering Weather Data Activity – Graphing Temperature



http://www.weather.com/�

http://www.weather.com/�

http://www.wunderground.com/�

http://www.wunderground.com/�


2015-2016


Unit 8: Climate Week 18-19 Learning Targets and Skills Standards Vocabulary

Clim

ate

Students will: • differentiate between weather and climate • differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate

those features to the region’s climate, such as: o desert and arid climates are usually found within some proximity to mountain ranges because

of the rain shadow effect o rainforests are found along the equator and large bodies of water that moderate

temperatures

• describe the climate of a region in terms of average temperature and average precipitation

• predict the climate of a region given its topography, latitude, and proximity to large bodies of water

SC.912.E.7.4

Latitude Longitude Prevailing winds Climate zones Tilt Wobble Precession Topography Proximity Rain shadow Rainforest Desert Savanna Marine west coast Steppe Humid continental Human subtropical Mediterranean Subarctic Tundra

Clim

ate

Chan

ge

Students will: • identify factors that contribute to global climate change, including:

o external factors: tilt of Earth, proximity to the Sun, solar energy output, Milankovitch cycles o internal factors: pollution, global warming, geological, and oceanic events

• predict how changes to these factors will influence global climate over long time scales

SC.912.E.7.7

Students will: • describe how similar investigations (including carbon dioxide levels, ice core samples, global average

temperature increase, etc.) of climate change throughout the world arrived at similar conclusions

• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.

SC.912.N.1.5

SC.912.E.7.8

End of 2nd 9 weeks

2015-2016


Resources

Textbook Climate Chapter 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4 17.3, 22.1, 22.2, 22.3

Project Earth Astronomy Reading #8 (Global Warming) Astronomy: Activity #8 (Green House Effect) Astronomy: Reading #11 (The Coming Climate Crisis)


Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip) “Climates,” “Eyes of Nye: Global Climate Change”

Page Keeley Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip) Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming)

Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. The Common Lab (CL) 2 should be completed at the end of the 2nd 9 weeks during the Climate Unit. 3. The Volusia Literacy Task (VLT) 2 should be completed during the 2nd 9 weeks.


EDMODO

CNN

Climate Central

NASA Climate

CL 2 – Making Climographs Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder. This common lab would be a great way to finish up the second nine weeks. VLT 2 – Climate’s Troublesome Kids Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT) folder. This VLT should be completed during the 2nd 9 weeks. The following resource can be found at EDMODO in the Climate folder: Activity - Climate Change WebQuest Activity- Climate Models – Internet Activity in book, pg. 616



http://ss2.climatecentral.org/index.html#13/25.8194/-80.2018?level=3&pois=show�

http://www.climatecentral.org/�

http://climate.nasa.gov/�




2015-2016


Unit 9: Space Exploration Week 20 – 22 Learning Targets and Skills Standards Vocabulary

Spac

e Hi

stor

y

Students will: • 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

SC.912.N.2.5

Astronomical unit (AU) Light year Parallax Parsec Period Speed of light

Students will: • relate the history of space exploration to the economy and culture of Florida

o the privatization of the space industry (Space X) • identify the major events in space exploration history, such as:

Mercury, Gemini, Apollo, Space Shuttle, etc.

SC.912.E.5.9

Dist

ance

s in

Spac

e

Students will: • distinguish the various methods of measuring astronomical distance and apply each in appropriate

situations.

• explain which unit of measure is appropriate for a given situation, for example: o Kilometers for distances between planets and orbiting objects o Astronomical units for distances between planets o Light years for distances between stars o Parsecs for distances between galaxies

SC.912.E.5.11

EM S

pect

rum

Students will: • diagram the crest, trough, height, and wavelength for a wave

• predict how wave speed will change as it propagates through different media

• differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and

energy

• explain observed natural phenomena in terms of waves, such as: o red shift, blue shift, Doppler effect, and cosmic background radiation

SC.912.P.10.20

SC.912.P.10.18

Crest Electromagnetic spectrum Electromagnetism Trough Wave height Wavelength

Honors: 1. Identify examples of historical space exploration (e.g. telescopes, high altitude balloons, lunar landers, deep-space probes, space station) that had significant impact on current space exploration and recognize the importance of continued exploration in space. 2. Discuss how scientists determine the location of constellations, celestial spheres, and sky maps. Differentiate the celestial coordinate system (equatorial system) and latitude and longitude used to specify locations on Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars and constellations.

Honors: SC.912.E.5.7

SC.912.E.5.10

2015-2016


Resources

Textbook Space Exploration 26.1

Project Earth Astronomy Activity #4 (The Speed of Light) Astronomy Read #1 What is a Light Year, #3 Hubble Space Telescope

Safari Montage and Videos Safari Montage - “Electromagnetic Spectrum,” “400 Years of Telescopes”

Page Keeley Volume 1 #2 (Apple in the Dark), #3 (Birthday Candles)


Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. The Volusia Literacy Task (VLT) 3 should be completed during the third nine weeks. 3. Internet Activity, pg 727 (Space Spinoff) – in Earth Space Teacher Edition only.


EDMODO

NASA

VLT 3 – What Is the Electromagnetic Spectrum? Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT) folder. This VLT should be completed during the 3rd 9 weeks during the Space Exploration unit. The following resource can be found on EDMODO in the Space Exploration folder: Activity – Measurement Scenerios Activity – Timeline Research Project



http://www.nasa.gov/�



2015-2016


Unit 10: Solar System Week 23 – 26 Learning Targets and Skills Standards Vocabulary

Mot

ion

Students will: • describe the speed as the change in position over time • analyze the motion of objects in space in terms of position, velocity, and acceleration as function

of time

SC.912.P.12.2

Scientific law Orbit Kepler’s Laws of Planetary Motion Ellipse Aphelion Perihelion Newton’s Laws of Motion Gravity Tidal bulge Spring tides Neap tides Apogee Perigee Speed Position Frame of reference Velocity Acceleration Mass vs. Weight Solar eclipse Lunar eclipse

Eart

h, M

oon,

and

Sun

Sys

tem

Students will: • analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of

Motion, including: o Earth’s orbit around the Sun (using Kepler’s Laws) o the Moon’s orbit around the Earth (using Newton’s Laws of Motion)

• explain why we see different phases of the moon by diagraming the positions of the Earth,

Moon, and Sun at various locations

• explain why an eclipse occurs using the motion of the Earth, Moon, and Sun

• explain how the seasons change because of the Earth’s tilted axis and orbit around the sun

SC.912.E.5.6

Students will: • describe how the gravitational force between two objects depends on their masses and the

distance between them, including: o the effect the moon has on the Earth because of gravity (tidal bulge)

• compare the gravitational pull of the Earth to that of the moon, the other planets, and the Sun

• explain why the Earth orbits the Sun in terms of gravity, such as:

o The sun’s mass exerts a gravitational force on Earth, in addition to its inertia, keeping it in orbit

SC.912.P.12.4

Sola

r Sys

tem

For

mat

ion Students will:

• explain how planetary systems form using current knowledge and theories, such as: o The Nebular Hypothesis

• apply this knowledge to determine how newly discovered planetary systems and exoplanets are

formed

SC.912.E.5.5

Nebula Terrestrial Nebular Hypothesis Exoplanet Differentiation

2015-2016


Resources

Textbook Solar System 25.3, 26.2, 28.2, 27.1

Project Earth Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon) Astronomy: Activity #3 (Solar System Scale), Activity #6 (Formation of the Solar System)

Safari Montage and Videos Safari Montage - “Do We Really Need the Moon,” “Wonders of the Solar System,” “Order out of Chaos”

Page Keeley Volume 1 #24 (Gazing at the Moon), #25 (Going through a Phase), Volume 2 #23 (Darkness at Night), Volume 4 #24 (Lunar Eclipse)


Websites Activities

EDMODO

Nine Planets

The following resource can be found on EDMODO in the Solar System folder: Activity – Crater Lab



http://nineplanets.org/overview.html�


2015-2016


Unit 11: Stars Week 27 – 31 Learning Targets and Skills Standards Vocabulary

The

Sun

Students will: • describe the layers of the Sun (including the core, radiative zone, convective zone, photosphere,

chromosphere, and corona) in terms of density, temperature and composition

• compare and contrast the general composition, temperature, apparent magnitude, and size of the Sun to other stars

• explain how the rotation and magnetosphere of the sun are directly tied to the formation of

sunspots, solar flares, prominences, and coronal mass ejections

• predict how solar phenomena such as solar flares and coronal mass ejections can impact the Earth’s systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and power grids

• describe the transfer (heat) of thermal energy through the Sun’s layers

SC.912.E.5.4

SC.912.P.10.4

Sunspots Solar flares Corona Photosphere Thermal energy Magnetosphere Aurora Borealis/Australis

Life

Cyc

le o

f Sta

rs

Students will: • classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram

• explain why the life cycle of a star is determined by its initial mass, for example:

o very massive stars have more gravity which causes increased fusion rates and thus a shorter life

• predict the life cycle of a star, including death (such as a dwarf star, neutron star, or black hole)

given: o an initial stellar mass

SC.912.E.5.3

Chromospheres Prominences Coronal mass ejection Dwarf star Neutron star Black hole

End of 3rd 9 weeks

2015-2016


Resources

Textbook Stars 26.1, 29.1, 29.2, 30.1, 30.2

Project Earth Astronomy: Activity #7 (Habitable Zone)


Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the Sun”

Page Keeley Volume 4 #25 (Solar Eclipse)


Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. The Common Lab (CL) 3 should be completed at the end of the 3rd 9 weeks. 3. SOHO Online Research Activity, pg 830 in text book


EDMODO

NOVA Labs

CL 3 – The Glowstick Lab Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder. This common lab would be a great way to finish up the 3rd 9 weeks. The following resource can be found on EDMODO in the Stars folder: Activity – Sunspots Lab



http://www.pbs.org/wgbh/nova/labs/lab/sun/research�



2015-2016


Unit 10: Stars (cont.) Week 27 – 31

Learning Targets and Skills Standards Vocabulary

Fund

amen

tal F

orce

s in

Spac

e

Students will: • describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium:

o Gravity’s role as it relates to separation of layers and pressure o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together

• compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but

acts at larger distances while the weak and strong forces act on the smallest distances but are also the strongest

• describe the nuclear reactions taking place in the sun and the energy

associated with them (radioactive decay, fission, and fusion)

SC.912.P.10.10

SC.912.P.10.11

Apparent magnitude Absolute magnitude Solar storms Solar cycle Magnetosphere Radioactive decay Law of Gravitation Dynamic equilibrium

EM R

adia

tion

Students will: • explain that all objects emit and absorb electromagnetic radiation.

• Distinguish between objects that are good and poor blackbody radiators.

SC.912.P.10.19

Electromagnetic radiation Blackbody radiators albedo

Honors: 1. Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that spectroscopy is used to detect and interpret information from electromagnetic radiation sources.

Honors:

SC.912.E.5.8

2015-2016


Resources

Textbook Stars 26.1, 29.1, 29.2, 30.1, 30.2

Project Earth Astronomy: Activity #7 (Habitable Zone)


Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the Sun”

Page Keeley Volume 4 #25 (Solar Eclipse)


Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. SOHO Online Research Activity, pg 830 in text book

Websites Activities

EDMODO

SUN Lab

Dark Energy, Dark

Matter

The EM Spectrum

The following resources can be found on EDMODO in the Stars folder: Activity – Sunspots Lab Activity – Dark Energy, Dark Matter (Web Based Activity)



http://www.pbs.org/wgbh/nova/labs/lab/sun/research�

http://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy/�

http://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy/�

http://www.darvill.clara.net/emag/�


2015-2016


Unit 12: Origin of the Universe Week 32 – 34 Learning Targets and Skills Standards Vocabulary

Orig

in o

f the

Uni

vers

e

Students will: • cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such

as: o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc.

• describe a scientific theory as the culmination of many scientific investigations, such as:

o Acceleration of the expansion of Universe by independent investigations of cosmic background radiation, large scale structure, age of the universe, and measurement of super novae characteristics

• identify patterns in the organization and distribution of matter in the universe and the forces

(gravity and non-homogeneity) that determine them, such as: o Planetary systems, Star Clusters, Galaxies, Galactic Clusters

SC.912.E.5.1

SC.912.N.3.1

SC.912.E.5.2

Big Bang Theory Hubble Constant Cosmic Background Radiation (CBR) Red Shift Space-time Expansion The Big Crunch The Big Chill Inflation Singularity

2015-2016


Resources

Textbook Origin of the Universe 30.3, 30.4

Project Earth

Safari Montage and Videos Safari Montage - “Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the Beginning,” “Creations of the Universe”

Page Keeley Uncovering Student Ideas in Astronomy: #44 Expanding Universe, #45 Is the Big Bang “Just a Theory”


Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. The Volusia Literacy Task (VLT) 4 should be completed during the fourth nine weeks. 3. Quick Lab: pg 865 in book – The Expanding Universe


EDMODO

National Geographic

NSF

VLT 4 – The Big Bang: What Really Happened At Our Universe’s Birth? Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT) folder. This VLT will be completed during the fourth nine weeks during the Origin of The Universe unit. CL 4 – The Expanding Universe Lab Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder. This common lab will be completed during the Origin of The Universe unit.



http://science.nationalgeographic.com/science/space/universe/origins-universe-article/�

http://science.nationalgeographic.com/science/space/universe/origins-universe-article/�

https://www.nsf.gov/about/history/nsf0050/astronomy/origins.htm�



2015-2016


Unit 13: Evolution Week 35 – 37 Learning Targets and Skills Standards Vocabulary

Evol

utio

n

Students will: • describe that a fossil is formed through mineralization over long time scales

• investigate floral and faunal succession through stratigraphy using index fossils

• explain how the scientific theory of evolution is supported by the fossil record, comparative

anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change

SC.912.L.15.1

Evolution Fossil Homologous structure Vestigial structure Analogous structure Embryology Biogeography Stratigraphy

Orig

in o

f Life

Students will: • describe the scientific explanation of and the conditions contributing to the origin of life on Earth

SC.912.L.15.8

Endosymbiotic Theory

Clas

sific

atio

n

Students will: • describe how and why organisms are hierarchically classified and based on evolutionary

relationship.

SC.912.L.15.4

Domain Kingdom Phylum Class Order Family Genus Species Binomial nomenclature Scientific name Dichotomous key

Hum

an Im

pact

Students will: • describe how biodiversity declines due to catastrophic events, climate changes, human activity

and the introduction of invasive and non-native species

• identify and explain positive and negative consequences that result from the reduction in biodiversity

• make predictions of consequences, based on a scenario if biodiversity is reduced

SC.912.L.17.8

biodiversity

End of 4th 9 weeks

2015-2016


Resources

Textbook Evolution Chapter 8.1, 8.2, 8.3, 9.1, 9.2

Project Earth Geology: Activity #15 (Study Your Sandwich) Astronomy: Activity #9 (Creature Feature)


Page Keeley Volume 2 #22 (Mountain Top Fossils)


Activities

1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group. 2. Skills lab pg. 246-247 3. Maps in Action pg. 248

Websites Activities

EDMODO

Berkeley



http://evolution.berkeley.edu/�

2015-2016


Volusia County Science 5E Instructional Model

Description Implementation

Enga

ge

Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN-preview, Probe, Teacher Demonstration…)

The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning.

Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

Expl

ore

Learners explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs…)

Expl

ain

Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN-notes, Research, Close-reading, reading to learn, videos, websites…)

Elab

orat

e

Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web-quest, presentations, debate, discussion, ISN-reflection…)

Eval

uate

Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives)

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

Engage Explore

Elaborate Explain

Discuss

and

Evaluate

2015-2016


Cognitive Complexity

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.

Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.

This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do—using formal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.

This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Students will: • retrieve information from a chart, table,

diagram, or graph • recognize a standard scientific representation

of a simple phenomenon • complete a familiar single-step procedure or

equation using a reference sheet

Students will: • interpret data from a chart, table, or simple

graph • determine the best way to organize or present

data from observations, an investigation, or experiment

• describe examples and non-examples of scientific processes or concepts

• specify or explain relationships among different groups, facts, properties, or variables

• differentiate structure and functions of different organisms or systems

• predict or determine the logical next step or outcome

• apply and use concepts from a standard scientific model or theory

Students will: • analyze data from an investigation or

experiment and formulate a conclusion • develop a generalization from multiple data

sources • analyze and evaluate an experiment with

multiple variables • analyze an investigation or experiment to

identify a flaw and propose a method for correcting it

• analyze a problem, situation, or system and make long-term predictions

• interpret, explain, or solve a problem involving complex spatial relationships

*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.

2015-2016


Grades 9 - 10 ELA Florida Standards LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 – 10 texts and topics. LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / technical texts in the grades 9 – 10 text complexity band independently and proficiently.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (select courses) MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 – Evaluate reports based on data.

MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be represented as vectors.

2015-2016


Grades 11 - 12 ELA Florida Standards LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 – 12 texts and topics. LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / technical texts in grades 11 – 12 text complexity band independently and proficiently. LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (all courses) MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations measurement when reporting quantities.

2015-2016
