Integrated Science three
Course Content
A. Major Concepts/Content. This purpose of this course is to provide opportunities to investigate the theories and ideas associated with the biological, earth, and physical sciences in a way that is relevant and usable. Students construct science knowledge by formulating questions, making predictions, planning experiments, making observations, classifying, interpreting and analyzing data, drawing conclusions, and communicating.
The content should include, but not be limited to, the following:
- the nature of science
- the nature of matter
- energy
- force and motion
- processes that shape the Earth
- Earth and space
- processes of life
- how living things react with their environment
B. Special Note. This is the third course in a three-course series that also includes
Integrated Science I (2002400) and Integrated Science II (2002420). The Integrated Science course series develops comprehensive concepts in science in an integrated and spiraling curriculum. This series addresses all of the Sunshine State Standards for Science at the high school level.
Districts/schools that use this course description are expected to provide more detailed instructional guidelines and curriculum.
Laboratory investigations that include the use of the scientific method, measurement, laboratory apparatus, and appropriate safety procedures are an integral part of this course.
C. Course Requirements. These requirements include, but are not limited to, the benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not addressed in the Sunshine State Standards.
Benchmarks from Science, Strand H, should not be taught and assessed in isolation, but should be combined with other benchmarks listed for this course.
After successfully completing this course, the student will:
1. Apply knowledge of the nature of science and scientific habits of mind to solve problems, and employ safe and effective use of laboratory technology.
SC.H.2.4.2 know that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
SC.H.3.4.4 know that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
2. Analyze the principles of energy.
SC.B.1.4.1 understand how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
SC.B.1.4.2 understands that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3 knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4 knows that as electrical charges oscillate, they create time varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
SC.B.1.4.5 knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society's selection of renewable or nonrenewable energy sources).
SC.B.2.4.1 know that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
3. Analyze the principles of magnetism, the relationship between magnetism and electricity, and the applications of magnetism and electricity to meters, motors, and generators, and to alternating current situations.
SC.C.2.4.6 explains that all forces come in pairs commonly called action and reaction.
SC.E.2.4.7 knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
4. Analyze the relationships among position, displacement, time, velocity, and acceleration in a straight line.
SC.C.1.4.1 knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion.
SC.C.1.4.2 knows that any change in velocity is acceleration.
SC.C.2.4.1 knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.
SC.E.2.4.7 knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
5. Analyze the laws of conservation of momentum and energy, and their relationships to work, kinetic energy, potential energy, and power.
SC.A.1.4.3 knows that a change from one phase of matter to another involves a gain or loss of energy.
SC.C.2.4.6 explains that all forces come in pairs commonly called action and reaction.
6. Demonstrate understanding of basic principles of atomic theory.
SC.A.2.4.6 understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior.
7. Demonstrate understanding of the structure of energy levels within the atom.
SC.A.1.4.1 know that the electron configuration in atoms determine how a substance reacts and how much energy is involved in its reactions.
SC.A.1.4.2 knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
8. Predict the type of bond formed between elements of different groups in the periodic table.
SC.G.1.4.3 knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
9. Apply the rules of chemical nomenclature and write balanced chemical equations.
SC.G.1.4.3 knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
10. Quantitatively apply the mole concept.
11. Demonstrate understanding of energy pathways and selection processes in the natural environment.
SC.E.1.4.3 know the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
SC.F.1.4.1 knows that the body processes involve specific biochemical reactions governed by biochemical principles.
SC.F.1.4.3 knows that membranes are sites for chemical synthesis and essential energy conversions.
SC.G.1.4.2 understand how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
12. Apply knowledge of the biological processes that occur through living systems.
SC.F.1.4.5 knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.2.4.2 knows that every cell contains a “blueprint” coded in DNA molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3 understand the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.
13. Compare geological changes that affect life on Earth.
SC.D.1.4.3 knows that changes in Earth's climate, geological activity, and life forms may be traced and compared.
SC.D.1.4.4 know that Earth's systems and organisms are the result of a long, continuous change over time
Wednesday, August 18, 2010
Sunday, November 15, 2009
Pacing11/16-11/20
STRAND: A: Nature of Matter
BODY OF KNOWLEDGE: P: Physical Science
TOPIC X: Matter – Atoms, Elements, Molecules, and Compounds
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 2: The student understands the basic principles of atomic theory.
SC.A.2.4.5 The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. AA
A. Matter: Elements, Molecules, and Compounds:
1. Classify Matter
2. Structure of an atom
3. Atom vs. Element
4. Molecules vs. Compounds
B. Structure of an Atom
1. Create Model
C. Periodic Table
1. Recognize use of chemical symbols as shorthand method of naming elements.
2. Periodic table element key.
D. Periodic Trends
1. By group
2. By family
· Describe the general arrangement of elements in the periodic table.
· Distinguish between the characteristics of elements of the same group.
· Distinguish between the characteristics of elements of the same family
· Explain the physical and chemical similarities and differences between elements as you move horizontally and vertically across the periodic table.
· Predict the chemical and physical properties of an element based on location on the periodic table.
· Analyze the differences in the electron structure of elements of the same group
· Analyze the differences in the electron structure of elements of the same family.
Core Text Book:
Chapter 18, all sections.
Vocabulary: see page 2
Technology:
1. Gizmos; see page 2
2. Brainpop
Strategies:
Inquiry, cooperative groups
o ELL:
o Enrichment
o SPED:
Assessment: Graphic Organizers, Lab Reports, Vocabulary Quiz, Foldables.
Labs: see page 2
1. Comparing Pure Substances and Mixtures: TX p 559.
2. Models of Atomic Structure, ISS p109
3. Periodic Trends: ISS p118
Related Program: NA
Standard 8: Matter
SC.912.P.8.5
TOPIC X
INSTRUCTIONAL TOOLS
Vocabulary: elements, compounds, mixtures, molecule, atom, nucleus, proton, neutron, electron, electron cloud, periodic table, families, groups, periods, physical properties, chemical properties, metals, nonmetals, metalloids, alkali metals, alkaline earth metals, halogens, noble gases
Assessment: Formal and Authentic
Labs:
4. Periodic Table Activity: Where are the Elements? Element Bingo. Provide blank 5 x 5 cards and have students prepare Bingo cards with element symbols 1-36.
5. Activity: Adopt-an-Element.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.A.2.4.5
Electron Configuration
Element Builder
Covalent Bonds
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.8.5
Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-2-09 to 11-12-09
Block
11-2-09 to 11-12-09
Standard 2: The student understands the basic principles of atomic theory.
SC.A.2.4.5 The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. AA
BODY OF KNOWLEDGE: P: Physical Science
TOPIC X: Matter – Atoms, Elements, Molecules, and Compounds
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 2: The student understands the basic principles of atomic theory.
SC.A.2.4.5 The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. AA
A. Matter: Elements, Molecules, and Compounds:
1. Classify Matter
2. Structure of an atom
3. Atom vs. Element
4. Molecules vs. Compounds
B. Structure of an Atom
1. Create Model
C. Periodic Table
1. Recognize use of chemical symbols as shorthand method of naming elements.
2. Periodic table element key.
D. Periodic Trends
1. By group
2. By family
· Describe the general arrangement of elements in the periodic table.
· Distinguish between the characteristics of elements of the same group.
· Distinguish between the characteristics of elements of the same family
· Explain the physical and chemical similarities and differences between elements as you move horizontally and vertically across the periodic table.
· Predict the chemical and physical properties of an element based on location on the periodic table.
· Analyze the differences in the electron structure of elements of the same group
· Analyze the differences in the electron structure of elements of the same family.
Core Text Book:
Chapter 18, all sections.
Vocabulary: see page 2
Technology:
1. Gizmos; see page 2
2. Brainpop
Strategies:
Inquiry, cooperative groups
o ELL:
o Enrichment
o SPED:
Assessment: Graphic Organizers, Lab Reports, Vocabulary Quiz, Foldables.
Labs: see page 2
1. Comparing Pure Substances and Mixtures: TX p 559.
2. Models of Atomic Structure, ISS p109
3. Periodic Trends: ISS p118
Related Program: NA
Standard 8: Matter
SC.912.P.8.5
TOPIC X
INSTRUCTIONAL TOOLS
Vocabulary: elements, compounds, mixtures, molecule, atom, nucleus, proton, neutron, electron, electron cloud, periodic table, families, groups, periods, physical properties, chemical properties, metals, nonmetals, metalloids, alkali metals, alkaline earth metals, halogens, noble gases
Assessment: Formal and Authentic
Labs:
4. Periodic Table Activity: Where are the Elements? Element Bingo. Provide blank 5 x 5 cards and have students prepare Bingo cards with element symbols 1-36.
5. Activity: Adopt-an-Element.
TOPIC X
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.A.2.4.5
Electron Configuration
Element Builder
Covalent Bonds
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.8.5
Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional
11-2-09 to 11-12-09
Block
11-2-09 to 11-12-09
Standard 2: The student understands the basic principles of atomic theory.
SC.A.2.4.5 The student knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted. AA
Sunday, November 1, 2009
Pacing 11/02-07/09
STRAND: F: Processes of Life
BODY OF KNOWLEDGE: L: Life Science
TOPIC IX: Biological Changes (Evolution, Natural Selection, Geologic Time, & Fossils)
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1 The student understands the interconnectedness of the systems on Earth and the quality of life. (Also assesses SC.G.2.4.4) AA
Standard 2: The student understands the process and importance of genetic diversity.
SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and C.F.1.4.2) AA
A. Mutation and Natural Selection:
1. Charles Darwin’s observations.
2. Evolution theories
3. Natural selection
4. Speciation
5. Proof of evolution
6. Fossil record
7. Geologic time
8. Origins of life (Urey-Miller apparatus)
9. Industrial melanism
· Categorize different types of fossils.
· Describe natural selection.
· Compare and contrast different theories of evolution.
· Explain the effect air pollution on survival rate of different colored insects.
· Analyze evolution of fish ancestry scenario (p408).
· Analyze the Urey–Miller apparatus experiment and its implications (p424).
Core Text Book: Biology (Prentice Hall) :
Chapter 15, p370- 375, p379-386;
Chapter 16, p404-409; Chapter 17, p418- 420.
Vocabulary: see p.2
Technology:
1. Gizmos: see p.2
2. Brainpop
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
Labs:
1. Natural Selection, ISS, p96.
2. Selection and Variation in the Egyptian Origami Bird, ISS, p102.
Related Program: NA
Standard 17: Interdependence
SC.912.L.17.7
SC.912.L.17.10
Standard 15: Diversity and Evolution of Living Organisms
SC.912.L.15.15
SC.912.L.15.13
TOPIC IX
INSTRUCTIONAL TOOLS
Vocabulary: Adaptation, biome, fossil, gene, natural selection, niche, photosynthesis, population, recessive, species, succession
Technology:
1. Earth as a System
2. Natural Selection
Strategies:
· ELL/SPED: Allow students to use guided reading and audio biology CDs. Draw, label and describe the geologic time scale. Relate how environmental changes affect living organisms. Describe how fossils provide evidence of adaptation to through geologic time.
· Enrichment:: Read aloud articles on industrial melanism. Read aloud article on should the use of antibiotics be restricted? Write research paper on industrial melanism. Construct a public service announcement on antibiotic resistance
Assessment: Vocab. quiz, Lab reports, Concept maps, research papers, gizmos, video analysis, research projects, Fairchild challenge, research papers
Labs:
1. Peppered Moth Hunting Simulation, ISS, p107.
TOPIC IX
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.D.2.4.1
Evolution, Mutation, and Selection
Natural Selection
Rainfall and Bird Beaks
Evolution: Natural and Artificial Selection
Hardy Weinberg Equilibrium
Microevolution
NEXT GENERATION SUNSHINE STATE STANDARDS
LIFE SCIENCE BODY OF KNOWLEDGE
Standard 17: Interdependence
A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment.
B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes.
C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
BENCHMARK CODE
BENCHMARK
SC.912.L.17.7:
Characterize the biotic and abiotic components that define freshwater systems marine systems and terrestrial systems.
SC.912.L.17.10
Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
Standard 15: Diversity and Evolution of Living Organisms
A. The scientific theory of evolution is the fundamental concept underlying all of biology.
B. The scientific theory of evolution is supported by multiple forms of scientific evidence.
C. Organisms are classified based on their evolutionary history.
D. Natural selection is a primary mechanism leading to evolutionary change.
BENCHMARK CODE
BENCHMARK
SC.912.L.15.15
Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.15.13
Describe the conditions required for natural selection, including overproduction of offspring, inherited variation, and the struggle to
survive, which result in differential reproductive success
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-22-09 to 10-29-09
Block:
10-22-09 to 10-29-09
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1 The student understands the interconnectedness of the systems on Earth and the quality of life. (Also assesses SC.G.2.4.4) AA
Standard 2: The student understands the process and importance of genetic diversity.
SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and C.F.1.4.2) AA
BODY OF KNOWLEDGE: L: Life Science
TOPIC IX: Biological Changes (Evolution, Natural Selection, Geologic Time, & Fossils)
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1 The student understands the interconnectedness of the systems on Earth and the quality of life. (Also assesses SC.G.2.4.4) AA
Standard 2: The student understands the process and importance of genetic diversity.
SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and C.F.1.4.2) AA
A. Mutation and Natural Selection:
1. Charles Darwin’s observations.
2. Evolution theories
3. Natural selection
4. Speciation
5. Proof of evolution
6. Fossil record
7. Geologic time
8. Origins of life (Urey-Miller apparatus)
9. Industrial melanism
· Categorize different types of fossils.
· Describe natural selection.
· Compare and contrast different theories of evolution.
· Explain the effect air pollution on survival rate of different colored insects.
· Analyze evolution of fish ancestry scenario (p408).
· Analyze the Urey–Miller apparatus experiment and its implications (p424).
Core Text Book: Biology (Prentice Hall) :
Chapter 15, p370- 375, p379-386;
Chapter 16, p404-409; Chapter 17, p418- 420.
Vocabulary: see p.2
Technology:
1. Gizmos: see p.2
2. Brainpop
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
Labs:
1. Natural Selection, ISS, p96.
2. Selection and Variation in the Egyptian Origami Bird, ISS, p102.
Related Program: NA
Standard 17: Interdependence
SC.912.L.17.7
SC.912.L.17.10
Standard 15: Diversity and Evolution of Living Organisms
SC.912.L.15.15
SC.912.L.15.13
TOPIC IX
INSTRUCTIONAL TOOLS
Vocabulary: Adaptation, biome, fossil, gene, natural selection, niche, photosynthesis, population, recessive, species, succession
Technology:
1. Earth as a System
2. Natural Selection
Strategies:
· ELL/SPED: Allow students to use guided reading and audio biology CDs. Draw, label and describe the geologic time scale. Relate how environmental changes affect living organisms. Describe how fossils provide evidence of adaptation to through geologic time.
· Enrichment:: Read aloud articles on industrial melanism. Read aloud article on should the use of antibiotics be restricted? Write research paper on industrial melanism. Construct a public service announcement on antibiotic resistance
Assessment: Vocab. quiz, Lab reports, Concept maps, research papers, gizmos, video analysis, research projects, Fairchild challenge, research papers
Labs:
1. Peppered Moth Hunting Simulation, ISS, p107.
TOPIC IX
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.D.2.4.1
Evolution, Mutation, and Selection
Natural Selection
Rainfall and Bird Beaks
Evolution: Natural and Artificial Selection
Hardy Weinberg Equilibrium
Microevolution
NEXT GENERATION SUNSHINE STATE STANDARDS
LIFE SCIENCE BODY OF KNOWLEDGE
Standard 17: Interdependence
A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment.
B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes.
C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.
BENCHMARK CODE
BENCHMARK
SC.912.L.17.7:
Characterize the biotic and abiotic components that define freshwater systems marine systems and terrestrial systems.
SC.912.L.17.10
Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
Standard 15: Diversity and Evolution of Living Organisms
A. The scientific theory of evolution is the fundamental concept underlying all of biology.
B. The scientific theory of evolution is supported by multiple forms of scientific evidence.
C. Organisms are classified based on their evolutionary history.
D. Natural selection is a primary mechanism leading to evolutionary change.
BENCHMARK CODE
BENCHMARK
SC.912.L.15.15
Describe how mutation and genetic recombination increase genetic variation.
SC.912.L.15.13
Describe the conditions required for natural selection, including overproduction of offspring, inherited variation, and the struggle to
survive, which result in differential reproductive success
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-22-09 to 10-29-09
Block:
10-22-09 to 10-29-09
Standard 2: The student understands the need for protection of the natural systems on Earth.
SC.D.2.4.1 The student understands the interconnectedness of the systems on Earth and the quality of life. (Also assesses SC.G.2.4.4) AA
Standard 2: The student understands the process and importance of genetic diversity.
SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and C.F.1.4.2) AA
Monday, October 26, 2009
Pacing 10-26-09 to 10-30-09
STRAND: D: Processes that Shape the Earth
BODY OF KNOWLEDGE: E: Earth and Space Science
TOPIC VIII: Weather and Climate
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1 The student knows how climate patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). AA
A. Factors Affecting Climate
1. Atmosphere composition and structure.
2. Hydrologic cycle
3. Weather
4. Air masses
5. Climate
6. Seasonal changes, cause of the seasons.
7. El Nino, la Nina.
8. Differential Heating of Earth.
9. Transfer of Energy
10. Hurricanes
11. Climate change and air pollution.
B. The Law of Conservation of Energy
1. Energy conservation during heat transfer
2. Convection
· Categorize different components of the atmosphere.
· Draw, label and describe the layers of the atmosphere.
· Compare and contrast climate and weather.
· Compare and contrast el Nino and la Nina.
· Design model that explains what causes the seasons.
· Explain the effect of fossil fuel consumption on the atmosphere.
· Analyze temperature changes in the last 20,000 years (p535).
Core Text Book:
Chapter 17
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Water Cycle
3. Global Wind Patterns
4. Climate Zones
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Lab report
3. Class presentation
Labs:
1. Solar Energy, ISS, p77
2. What causes the seasons? ISS, p86.
3. Hurricane!, ISS, p89
Related Program: NA
Standard 7: Earth Systems and Patterns
SC.912.E.7.4
TOPIC VIII
INSTRUCTIONAL TOOLS
Vocabulary: climate, cold front, Coriolis effect, El Nino, greenhouse effect, jet streams, La Nina, latent heat, occluded front, precipitation, rain shadow, sea breeze, stationary front, subtropical highs, temperature inversion, troposphere, warm front, weather fronts, westerlies, weather
Technology:
5. Hurricane Formation
6. Animation of hurricane damage based on Saffir-Simpson scale.
7. Hurricane Dennis
Strategies:
1. Using a globe, guide students to determine the overall worldwide wind and weather patterns
2. Clarify misconceptions (It is the tilt of the axis, not the elliptical orbit that is the primary cause for seasons
· Misconception: The seasons are caused by the earth’s elliptical orbit.
· Misconception: Earth’s orbit is only slightly elliptical
· Misconception: The amount of solar radiation received throughout the year does not vary
o ELL/SPED: Relate formation of the solar system to the distance of earth from the sun, the tilt of earth’s axis, and the elliptical orbit of the planets around the sun. Explain how the tilt of the axis results in unequal heating of earth.
Assessment:
1. Ask students to create a model or a weather map and present their project in class
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.D.1.4.1
Coastal Winds and Clouds
Hurricane Motion
Seasons around World
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
\
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-14-09 to 10-21-09
Block:
10-13-09 to 10-21-09
Standard 1: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1 The student knows how climate patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). AA
BODY OF KNOWLEDGE: E: Earth and Space Science
TOPIC VIII: Weather and Climate
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1 The student knows how climate patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). AA
A. Factors Affecting Climate
1. Atmosphere composition and structure.
2. Hydrologic cycle
3. Weather
4. Air masses
5. Climate
6. Seasonal changes, cause of the seasons.
7. El Nino, la Nina.
8. Differential Heating of Earth.
9. Transfer of Energy
10. Hurricanes
11. Climate change and air pollution.
B. The Law of Conservation of Energy
1. Energy conservation during heat transfer
2. Convection
· Categorize different components of the atmosphere.
· Draw, label and describe the layers of the atmosphere.
· Compare and contrast climate and weather.
· Compare and contrast el Nino and la Nina.
· Design model that explains what causes the seasons.
· Explain the effect of fossil fuel consumption on the atmosphere.
· Analyze temperature changes in the last 20,000 years (p535).
Core Text Book:
Chapter 17
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Water Cycle
3. Global Wind Patterns
4. Climate Zones
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Lab report
3. Class presentation
Labs:
1. Solar Energy, ISS, p77
2. What causes the seasons? ISS, p86.
3. Hurricane!, ISS, p89
Related Program: NA
Standard 7: Earth Systems and Patterns
SC.912.E.7.4
TOPIC VIII
INSTRUCTIONAL TOOLS
Vocabulary: climate, cold front, Coriolis effect, El Nino, greenhouse effect, jet streams, La Nina, latent heat, occluded front, precipitation, rain shadow, sea breeze, stationary front, subtropical highs, temperature inversion, troposphere, warm front, weather fronts, westerlies, weather
Technology:
5. Hurricane Formation
6. Animation of hurricane damage based on Saffir-Simpson scale.
7. Hurricane Dennis
Strategies:
1. Using a globe, guide students to determine the overall worldwide wind and weather patterns
2. Clarify misconceptions (It is the tilt of the axis, not the elliptical orbit that is the primary cause for seasons
· Misconception: The seasons are caused by the earth’s elliptical orbit.
· Misconception: Earth’s orbit is only slightly elliptical
· Misconception: The amount of solar radiation received throughout the year does not vary
o ELL/SPED: Relate formation of the solar system to the distance of earth from the sun, the tilt of earth’s axis, and the elliptical orbit of the planets around the sun. Explain how the tilt of the axis results in unequal heating of earth.
Assessment:
1. Ask students to create a model or a weather map and present their project in class
TOPIC VIII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.D.1.4.1
Coastal Winds and Clouds
Hurricane Motion
Seasons around World
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.4
Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
\
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-14-09 to 10-21-09
Block:
10-13-09 to 10-21-09
Standard 1: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.4.1 The student knows how climate patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). AA
Sunday, October 11, 2009
Pacing Guide 10/12-16
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student understands that all matter has observable, measureable properties.
SC.A.1.4.3 The student knows that a change from one phase of matter to another involves a gain or loss of energy. (Also assesses B.1.4.3) AA
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Phase Changes
1. Kinetic theory of matter (Particle movement)
2. First Law of Thermodynamics
3. Second Law of Thermodynamics
4. States of Matter
5. Transfer of thermal energy
6. How thermal energy is used (applications)
7. Heat
· heat of fusion
· heat of vaporization
· Categorize different types of energy.
· Describe the states of matter in terms of energy and molecular structure.
· Compare and contrast the
three methods of thermal
energy transfer.
· Explain the effect of heat on states of matter.
· Analyze the phase change graph of water and other substances.
Core Text Book:
Chapter 9
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Insulating Abilities
3. Phase Changes
4. Brainpop
5. Video Resources
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Lab report
3. Class presentation
Labs:
1. Conduction in Gases, TX p278
2. Energy in Changes of State, ISS, p70
Related Program: NA
Standard 10: Energy
SC.912.P.10.4:
Standard 7: Earth Systems and Patterns
SC.912.E.7.1.
TOPIC VII
INSTRUCTIONAL TOOLS
Vocabulary: conduction, convection, entropy, first law of thermodynamics, heat, heat of fusion, heat of vaporization, kinetic theory of matter, plasma, radiation, second law of thermodynamics, solar energy, specific heat, temperature, thermal energy, thermal insulator
Strategies:
o ELL/SPED Have students act like particles in the solid (hold hands, standing close together, moving in place); liquid (sliding past each other) and gaseous (zig-zag motion around room, far apart from each other) state
o Enrichment: Have students construct a passive solar heater or research passive and active solar heating devices
Assessment: Formal and Authentic
TOPIC VII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.A.1.4.3
Phase Changes
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: EnergyA. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
SC.912.P.10.4
Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in
temperature or states of matter.
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-07-09 to 10-13-09
Block:
10-07-09 to 10-12-09
Standard 1: The student understands that all matter has observable, measureable properties.
SC.A.1.4.3 The student knows that a change from one phase of matter to another involves a gain or loss of energy. (Also assesses B.1.4.3) AA
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student understands that all matter has observable, measureable properties.
SC.A.1.4.3 The student knows that a change from one phase of matter to another involves a gain or loss of energy. (Also assesses B.1.4.3) AA
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Phase Changes
1. Kinetic theory of matter (Particle movement)
2. First Law of Thermodynamics
3. Second Law of Thermodynamics
4. States of Matter
5. Transfer of thermal energy
6. How thermal energy is used (applications)
7. Heat
· heat of fusion
· heat of vaporization
· Categorize different types of energy.
· Describe the states of matter in terms of energy and molecular structure.
· Compare and contrast the
three methods of thermal
energy transfer.
· Explain the effect of heat on states of matter.
· Analyze the phase change graph of water and other substances.
Core Text Book:
Chapter 9
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Insulating Abilities
3. Phase Changes
4. Brainpop
5. Video Resources
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Lab report
3. Class presentation
Labs:
1. Conduction in Gases, TX p278
2. Energy in Changes of State, ISS, p70
Related Program: NA
Standard 10: Energy
SC.912.P.10.4:
Standard 7: Earth Systems and Patterns
SC.912.E.7.1.
TOPIC VII
INSTRUCTIONAL TOOLS
Vocabulary: conduction, convection, entropy, first law of thermodynamics, heat, heat of fusion, heat of vaporization, kinetic theory of matter, plasma, radiation, second law of thermodynamics, solar energy, specific heat, temperature, thermal energy, thermal insulator
Strategies:
o ELL/SPED Have students act like particles in the solid (hold hands, standing close together, moving in place); liquid (sliding past each other) and gaseous (zig-zag motion around room, far apart from each other) state
o Enrichment: Have students construct a passive solar heater or research passive and active solar heating devices
Assessment: Formal and Authentic
TOPIC VII
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.A.1.4.3
Phase Changes
NEXT GENERATION SUNSHINE STATE STANDARDS
PHYSICAL SCIENCE BODY OF KNOWLEDGE
Standard 10: EnergyA. Energy is involved in all physical and chemical processes. It is conserved, and can be transformed from one form to another and into work. At the atomic and nuclear levels energy is not continuous but exists in discrete amounts. Energy and mass are related through Einstein's equation E=mc2. B. The properties of atomic nuclei are responsible for energy-related phenomena such as radioactivity, fission and fusion. C. Changes in entropy and energy that accompany chemical reactions influence reaction paths. Chemical reactions result in the release or absorption of energy.
BENCHMARK CODE
BENCHMARK
SC.912.P.10.4
Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in
temperature or states of matter.
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-07-09 to 10-13-09
Block:
10-07-09 to 10-12-09
Standard 1: The student understands that all matter has observable, measureable properties.
SC.A.1.4.3 The student knows that a change from one phase of matter to another involves a gain or loss of energy. (Also assesses B.1.4.3) AA
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
Monday, October 5, 2009
Pacing Guide 10-01-09 to 10-06-09
STRAND: B: Energy
BODY OF KNOWLEDGE: P: Physical Science
TOPIC VI: Energy Related to Work and Machines
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Energy:
1. Define energy as storage and transfer mechanism
2. Describe the Law of Conservation of Energy.
3. Connect the previous topics to The Law of the Conservation of Energy, i.e. the Big Bang and the subsequent formation of the universe.
B. Work:
1. Relate mechanical energy to work.
2. Understand that no energy is 100% efficient – some energy is always emitted as heat (friction).
· List the types of energy
· Explain the transfer from one type of energy to another
· Calculate potential and kinetic energy
· Describe the Law of Conservation of Energy and apply it to real life examples
· Identify simple machines
· Calculate power, mechanical advantage and efficiency of machines
· Predict how much of a mechanical advantage would be gained by using simple machines
· Predict which simple machines would work the best in real life situations
Core Text Book:
Chapter 5, Chapter 6: sections 1-2
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Roller Coaster Energy
3. Using Levers
4. Simple Machines
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Class presentation
3. Lab report
Labs:
1. Energy, ISS, p64.
2. Swinging Energy, TX, p144.
Related Program: NA
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
TOPIC VI
INSTRUCTIONAL TOOLS
Vocabulary: chemical, potential, compound, machine efficiency, energy, elastic potential energy, energy, fission, friction, gravitational, potential energy, ideal machines, inclined plane, input force, kinetic energy, Law of Conservation of energy, lever, machine, mechanical advantage, mechanical energy, potential energy, power, pulley, output force, screw, wedge, wheel and axle, work
Strategies:
1. ELL: Activating background knowledge, pictures/ graphics,
2. Enrichment: SECME Olympiad
3. SPED: Hands on activities, building simple machines, visuals
Labs:
Mini Lab – Calculating your work and Power, TX, p157.
Assessment: Formal and Authentic
TOPIC VI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.B.1.4.1
Energy of a Pendulum
Moment of Inertia
Inclined Plane
Potential Energy on Shelves
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-06-09
Block:
10-01-09 to 10-06-09
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
BODY OF KNOWLEDGE: P: Physical Science
TOPIC VI: Energy Related to Work and Machines
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Energy:
1. Define energy as storage and transfer mechanism
2. Describe the Law of Conservation of Energy.
3. Connect the previous topics to The Law of the Conservation of Energy, i.e. the Big Bang and the subsequent formation of the universe.
B. Work:
1. Relate mechanical energy to work.
2. Understand that no energy is 100% efficient – some energy is always emitted as heat (friction).
· List the types of energy
· Explain the transfer from one type of energy to another
· Calculate potential and kinetic energy
· Describe the Law of Conservation of Energy and apply it to real life examples
· Identify simple machines
· Calculate power, mechanical advantage and efficiency of machines
· Predict how much of a mechanical advantage would be gained by using simple machines
· Predict which simple machines would work the best in real life situations
Core Text Book:
Chapter 5, Chapter 6: sections 1-2
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Roller Coaster Energy
3. Using Levers
4. Simple Machines
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Class presentation
3. Lab report
Labs:
1. Energy, ISS, p64.
2. Swinging Energy, TX, p144.
Related Program: NA
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
TOPIC VI
INSTRUCTIONAL TOOLS
Vocabulary: chemical, potential, compound, machine efficiency, energy, elastic potential energy, energy, fission, friction, gravitational, potential energy, ideal machines, inclined plane, input force, kinetic energy, Law of Conservation of energy, lever, machine, mechanical advantage, mechanical energy, potential energy, power, pulley, output force, screw, wedge, wheel and axle, work
Strategies:
1. ELL: Activating background knowledge, pictures/ graphics,
2. Enrichment: SECME Olympiad
3. SPED: Hands on activities, building simple machines, visuals
Labs:
Mini Lab – Calculating your work and Power, TX, p157.
Assessment: Formal and Authentic
TOPIC VI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.B.1.4.1
Energy of a Pendulum
Moment of Inertia
Inclined Plane
Potential Energy on Shelves
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-06-09
Block:
10-01-09 to 10-06-09
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
Saturday, September 26, 2009
Pacing guide 9-29-09 to 10-02-09
Pacing
Date(s)
Traditional
4 Days
9-29-09 to 10-02-09
STRAND: B: Energy
BODY OF KNOWLEDGE: P: Physical Science
TOPIC VI: Energy Related to Work and Machines
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Energy:
1. Define energy as storage and transfer mechanism
2. Describe the Law of Conservation of Energy.
3. Connect the previous topics to The Law of the Conservation of Energy, i.e. the Big Bang and the subsequent formation of the universe.
B. Work:
1. Relate mechanical energy to work.
2. Understand that no energy is 100% efficient – some energy is always emitted as heat (friction).
· List the types of energy
· Explain the transfer from one type of energy to another
· Calculate potential and kinetic energy
· Describe the Law of Conservation of Energy and apply it to real life examples
· Identify simple machines
· Calculate power, mechanical advantage and efficiency of machines
· Predict how much of a mechanical advantage would be gained by using simple machines
· Predict which simple machines would work the best in real life situations
Core Text Book:
Chapter 5, Chapter 6: sections 1-2
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Roller Coaster Energy
3. Using Levers
4. Simple Machines
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Class presentation
3. Lab report
Labs:
1. Energy, ISS, p64.
2. Swinging Energy, TX, p144.
Related Program: NA
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
TOPIC VI
INSTRUCTIONAL TOOLS
Vocabulary: chemical, potential, compound, machine efficiency, energy, elastic potential energy, energy, fission, friction, gravitational, potential energy, ideal machines, inclined plane, input force, kinetic energy, Law of Conservation of energy, lever, machine, mechanical advantage, mechanical energy, potential energy, power, pulley, output force, screw, wedge, wheel and axle, work
Strategies:
1. ELL: Activating background knowledge, pictures/ graphics,
2. Enrichment: SECME Olympiad
3. SPED: Hands on activities, building simple machines, visuals
Labs:
Mini Lab – Calculating your work and Power, TX, p157.
Assessment: Formal and Authentic
TOPIC VI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.B.1.4.1
Energy of a Pendulum
Moment of Inertia
Inclined Plane
Potential Energy on Shelves
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-06-09
Block:
10-01-09 to 10-06-09
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
Date(s)
Traditional
4 Days
9-29-09 to 10-02-09
STRAND: B: Energy
BODY OF KNOWLEDGE: P: Physical Science
TOPIC VI: Energy Related to Work and Machines
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
A. Energy:
1. Define energy as storage and transfer mechanism
2. Describe the Law of Conservation of Energy.
3. Connect the previous topics to The Law of the Conservation of Energy, i.e. the Big Bang and the subsequent formation of the universe.
B. Work:
1. Relate mechanical energy to work.
2. Understand that no energy is 100% efficient – some energy is always emitted as heat (friction).
· List the types of energy
· Explain the transfer from one type of energy to another
· Calculate potential and kinetic energy
· Describe the Law of Conservation of Energy and apply it to real life examples
· Identify simple machines
· Calculate power, mechanical advantage and efficiency of machines
· Predict how much of a mechanical advantage would be gained by using simple machines
· Predict which simple machines would work the best in real life situations
Core Text Book:
Chapter 5, Chapter 6: sections 1-2
Vocabulary: (see page 2)
Technology: (see page 2)
1. Gizmos:
2. Roller Coaster Energy
3. Using Levers
4. Simple Machines
Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:
Assessment: (see page 2)
1. Formal and authentic
2. Class presentation
3. Lab report
Labs:
1. Energy, ISS, p64.
2. Swinging Energy, TX, p144.
Related Program: NA
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
TOPIC VI
INSTRUCTIONAL TOOLS
Vocabulary: chemical, potential, compound, machine efficiency, energy, elastic potential energy, energy, fission, friction, gravitational, potential energy, ideal machines, inclined plane, input force, kinetic energy, Law of Conservation of energy, lever, machine, mechanical advantage, mechanical energy, potential energy, power, pulley, output force, screw, wedge, wheel and axle, work
Strategies:
1. ELL: Activating background knowledge, pictures/ graphics,
2. Enrichment: SECME Olympiad
3. SPED: Hands on activities, building simple machines, visuals
Labs:
Mini Lab – Calculating your work and Power, TX, p157.
Assessment: Formal and Authentic
TOPIC VI
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.B.1.4.1
Energy of a Pendulum
Moment of Inertia
Inclined Plane
Potential Energy on Shelves
NEXT GENERATION SUNSHINE STATE STANDARDS
EARTH AND SPACE SCIENCE BODY OF KNOWLEDGE
Standard 7: Earth Systems and Patterns
The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
BENCHMARK CODE
BENCHMARK
SC.912.E.7.1
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
10-01-09 to 10-06-09
Block:
10-01-09 to 10-06-09
Standard 1: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). (Also assesses SC.B.1.4.2) AA
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