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

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

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

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

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

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

Week 9/21 9/25

STRAND: C: Force and Motion
BODY OF KNOWLEDGE: P: Physical Science

TOPIC IV: Motion
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1 The student 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. (Also assesses SC.1.4.2 and SC.C.2.4.6). AA

Standard 2: The student understands that the types of force that act on an object and the effect of that force can be described , measured and predicted.SC.C.2.4.1 The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the
square of the distance between the objects. AA
A. Motion:
1. Evaluate motion based on changes in position and direction from a point of reference.

2. Describe acceleration as a change in velocity over time.
· Identify the frame of reference used for determining motion of an object.
· Calculate the speed of an object with different frames of reference.
· Compare distance and displacement of objects
· Calculate the velocity of an object
· Calculate the acceleration of an object
· Construct distance-time and speed-time graphs

Core Text Book:Chapter 3

Vocabulary: (see page 2)

Technology: (see page 2)
1. Brainpop
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. Time to the Nearest Star, ISS p49.
2. Motion Relative to the Frame of Reference, ISS, p52.

Related Program: NA

Standard 12: Motion
SC.912.P.12.2:





TOPIC IV
INSTRUCTIONAL TOOLS

Vocabulary: acceleration, average speed, centripetal acceleration, displacement, frame of reference, instantaneous speed, mass, orbit, revolution, rotation, speed, terminal velocity, vector, velocity

Strategies: Differentiated instructions, CRISS strategies.


TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.C.1.4.1
SC.C.2.4.1:

Inclined Plane - Sliding Objects
Gravitational Force
Uniform Circular Motion
Roller Coaster Physics



















NEXT GENERATION SUNSHINE STATE STANDARDS
BODY OF KNOWLEDGE PHYSICAL SCIENCE
Standard 12: Motion
A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies.
B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position.
D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.
E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates
BENCHMARK CODE
BENCHMARK
SC.912.P.12.2
Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.


Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09

Block:
09-18-09 to 09-23-09

Standard 1: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1 The student 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. (Also assesses SC.1.4.2 and SC.C.2.4.6). AA

Standard 2: The student understands that the types of force that act on an object and the effect of that force can be described , measured and predicted.SC.C.2.4.1 The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the
square of the distance between the objects. AA

Science Information web page

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

Hispanic heritage extracredit assignment

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

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

Week 4 assignments

STRAND: C: Force and Motion
BODY OF KNOWLEDGE: P: Physical Science

TOPIC IV: Motion
SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT
OBJECTIVES
INSTRUCTIONALTOOLS
NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1 The student 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. (Also assesses SC.1.4.2 and SC.C.2.4.6). AA

Standard 2: The student understands that the types of force that act on an object and the effect of that force can be described , measured and predicted.SC.C.2.4.1 The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the
square of the distance between the objects. AA
A. Motion:
1. Evaluate motion based on changes in position and direction from a point of reference.

2. Describe acceleration as a change in velocity over time.
· Identify the frame of reference used for determining motion of an object.
· Calculate the speed of an object with different frames of reference.
· Compare distance and displacement of objects
· Calculate the velocity of an object
· Calculate the acceleration of an object
· Construct distance-time and speed-time graphs

Core Text Book:Chapter 3

Vocabulary: (see page 2)

Technology: (see page 2)
1. Brainpop
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. Time to the Nearest Star, ISS p49.
2. Motion Relative to the Frame of Reference, ISS, p52.

Related Program: NA

Standard 12: Motion
SC.912.P.12.2:





TOPIC IV
INSTRUCTIONAL TOOLS

Vocabulary: acceleration, average speed, centripetal acceleration, displacement, frame of reference, instantaneous speed, mass, orbit, revolution, rotation, speed, terminal velocity, vector, velocity

Strategies: Differentiated instructions, CRISS strategies.


TOPIC V
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.C.1.4.1
SC.C.2.4.1:

Inclined Plane - Sliding Objects
Gravitational Force
Uniform Circular Motion
Roller Coaster Physics



















NEXT GENERATION SUNSHINE STATE STANDARDS
BODY OF KNOWLEDGE PHYSICAL SCIENCE
Standard 12: Motion
A. Motion can be measured and described qualitatively and quantitatively. Net forces create a change in motion. When objects travel at speeds comparable to the speed of light, Einstein's special theory of relativity applies.
B. Momentum is conserved under well-defined conditions. A change in momentum occurs when a net force is applied to an object over a time interval.
C. The Law of Universal Gravitation states that gravitational forces act on all objects irrespective of their size and position.
D. Gases consist of great numbers of molecules moving in all directions. The behavior of gases can be modeled by the kinetic molecular theory.
E. Chemical reaction rates change with conditions under which they occur. Chemical equilibrium is a dynamic state in which forward and reverse processes occur at the same rates
BENCHMARK CODE
BENCHMARK
SC.912.P.12.2
Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.


Date
Pacing guide
Benchmark(s)
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
Traditional:
09-18-09 to 09-23-09

Block:
09-18-09 to 09-23-09

Standard 1: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.4.1 The student 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. (Also assesses SC.1.4.2 and SC.C.2.4.6). AA

Standard 2: The student understands that the types of force that act on an object and the effect of that force can be described , measured and predicted.SC.C.2.4.1 The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the
square of the distance between the objects. AA

Lab roles

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

How to write for science

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

next weeke assignments

Pacing
Date(s)
Traditional
6 Days
09-01-09 to 09-09-09
Block
3 Days
09-01-09 to 09-09-09
STRAND: E: Earth and Space
BODY OF KNOWLEDGE: E: Earth and Space ScienceTOPIC II: Big Bang Theory & Formation of the Solar System

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

Standard 1: The student uses scientific processes and habits of mind to solve problems.
SC.H.1.4.1

Standard 2: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1
A. Big Bang Theory:
1. Introduce the concept of energy starting with the Big Bang theory.
2. Evidence supporting the expansion of the universe.

B. Stellar Evolution
1. Lifecycle of a star, including our sun.
2. Reading and interpreting H-R diagrams for stars.
3. Classification and formation of galaxies.
C. Formation of Solar System and planetary motion.
1. Models of the solar system (geocentric, heliocentric).
2. Compare the inner planets with the outer planets.
3. Search for life in the solar system and beyond.
· Compare the Big Bang theory to other theories of the formation of the universe, and how exploration has led to the development, comparison and acceptance of the leading theory
· Discuss how the expansion of the universe is one form of evidence for the Big Bang theory.
· Explain how stars form.
· Interpret HR diagrams as it relates to the evolution of stars.
· Compare the relative sizes and shapes of stars, galaxies and other celestial bodies.
· Recognize how the solar system formed from the Big Bang explosion.
· Compare and contrast the geocentric and heliocentric models of our solar system.
· Discuss planetary motion as a result of the interaction between the planets and the sun.
Core Text BookChapter 5, section 2;Chapter 26;Chapter 8, section 1
Vocabulary: see p.2
Technology:
1. Gizmos: see p.2
2. Brainpop

Strategies:
o ELL:
o Enrichment
o SPED:

Assessment:
Formal and authentic

Labs:
1. What is energy, ISS, p37
2. Modeling Our Solar System and Kepler’s Laws of Motion, ISS, p42

Related Program: NA

Standard 7: Earth Systems and Patterns
SC.912.E.7.1


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


Standard 1: The Practice of Science
SC.912.N.1.2


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




CURRENT SUNSHINE STATE STANDARDS
SSS Benchmark
Description
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
SC.H.1.4.1
The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. AA (Also assesses SC.H.1.2.1, SC.H.1.2.2, SC.H.2.4.2, SC.E.2.4.6, and SC.E.2.4.7)
SC.H.2.4.1
The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systematic study. AA


TOPIC II
INSTRUCTIONAL TOOLS

Vocabulary: axis, force, Kelvin, system, cosmology, dark energy, dark matter, galaxy, geocentric, gravity, heliocentric, Kepler’s Laws of Motion, local group, luminosity, main sequence, Milky Way, solar, solar system, spiral, star magnitude, stellar, sunspot, theory (theories), universe, white dwarf.

Strategies: Using Inquiry-based instruction, ask students to build a simple spectroscope

Assessment:
1. Lab report
2. Class presentation

Labs:
1. Expansion of the Universe TX, p840.
2. Star Cluster Age, TX, p830.



TOPIC II
GIZMO CORRELATION
BENCHMARK
GIZMO TITLE
SC.B.1.4.1

H-R Diagram
Orbital Motion - Kepler's Laws
Solar System Explorer
Star Spectra
NEXT




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

SC.912.N.1.2
Describe and explain what characterizes science and its methods

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

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

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

BENCHMARK CODE
BENCHMARK

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





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:
09-01-09 to 09-09-09

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

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

Standard 1: The student uses scientific processes and habits of mind to solve problems.
SC.H.1.4.1 The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. AA (Also assesses SC.H.1.2.1, SC.H.1.2.2, SC.H.2.4.2, SC.E.2.4.6, and SC.E.2.4.7)

Standard 2: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1 The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systematic study. AA

Starting your Gizmo

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

Click on enroll in a class

The Following Screen opens

Enter the Class code for your period
Period Class Code
First Period 5BPVDYMHAQ
Second Period 3P6UXEBMFN
Third Period JBZXYYQRHA
Fourth Period WLNYH426HN
Fifth Period FEQ5JBQW9L
Sixth Period YFNPDCLSNF

Click Continue

The following Screen Opens

Click on Register Now to Enroll

You get a screen that asks for user name and password. I recommend you use your name and ID See example
ARTHUR, KEVIN A.
User name type your name followed by your ID number
Ex.: ARTHUR0014898
Password type your lastname followed by your IDnumber
Ex.: KEVIN0014898

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

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

 

Click on PDF Print or copy the file.

Fiurst week

Pacing Date(s)
Traditional 6 Days 08-24-09 to 08-31-09
Block 3 Days 08-24-09 to 08-31-09
STRAND: H: The Nature of Science
BODY OF KNOWLEDGE: N: Nature of Science

TOPIC I: The Characteristics of Scientific Knowledge

SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL
TOOLS NEXT GENERATION
SUNSHINE STATE STANDARDS
(Field Tested 2011)
Standard 1: The student uses scientific processes and habits of mind to solve problems.
SC.H.1.4.1 The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. AA

Standard 2: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1 The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study. AA
A. Introduction to Course:
1. Elicit prior knowledge about the fields of science and their interconnections
B. Lab Safety:
1. Location of Safety equipment
2. Review Lab Safety Procedures
3. Provide safety contract to students for review and signing

C. Experimentation

1. Scientific Method
• Problem Statement
• Hypothesis
• Materials
• Procedure
• Data
• Analyze
• Conclusion
• Variables

2. Lab Report Format
3. Repeated Trials
4. Accurate recording of data
5. Analysis of Data • Locate proper safety equipment based on hypothetical situations
• Demonstrate knowledge of general safety procedures
• Read and sign safety contract
• Identify, explain and describe the purpose of scientific investigations
• Formulate a testable hypothesis
• Identify variables
• Analyze data
• Write a conclusion
• Apply knowledge of scientific method as it relates to actual scientific investigations
Core Text Book:
Glencoe; Physical Science with Earth Space:
Chapters 1 – 2

Vocabulary: see p.2

Technology:
1. Gizmos: see p. 2
2. Safety Symbols:
3. Brainpop

Strategies: (see page 2)
o ELL:
o Enrichment
o SPED:

Assessment: (see page 2)
1. Formal and authentic

Labs: see p. 2
1. Safety in the Laboratory and Safety Contract, ISS, p10.
2. What Not To Do Lab, ISS, p28.
3. M&M’s and the Scientific Method, ISS, p30

Related Program: NA
Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.4

Standard 1: The Practice of Science
SC.912.N.1.2


TOPIC I INSTRUCTIONAL TOOLS
Vocabulary: variable, dependent variable (responding), hypothesis, independent variable, (manipulative), constant, trends, volume, bias, conclusion,, control, density, directly proportional, experiment, graph,), inference, interpret, inversely proportional, investigation, mass, model, observation, qualitative, data, quantitative data, relationship, results, scientific law, scientific method, technology, theory

Strategies:
1. Safety Scavenger Hunt: Have students locate the safety equipment in the room and draw and label the map.
2. Power Writing- Writing An Effective Conclusion MDCPS District Science

Assessment:
1. Lab report
2. Class presentation

Labs:
1. Parts of a Lab Report, ISS, p11
2. The Effects of Acid Rain, ISS, p201
3. 6. Review of Common Lab Tools and the Metric System, ISS, p33

TOPIC I GIZMO CORRELATION
BENCHMARK GIZMO TITLE
SC.H.1.4.1 Determining Density via Water Displacement

Density Experiment: Slice and Dice

Density via Comparison

Triple Beam Balance

pH Analysis

pH Analysis: Quad Color Indicator

Archimedes Principle









NEXT GENERATION SUNSHINE STATE STANDARDS
THE NATURE OF SCIENCE BODY OF KNOWLEDGE

Standard 1: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
BENCHMARK CODE BENCHMARK
SC.912.N.1.2 Describe and explain what characterizes science and its methods.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 2: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
BENCHMARK CODE BENCHMARK
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

Cognitive Complexity/Depth of Knowledge Rating: High













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

Block:
08-24-09 to 08-31-09
Standard 1: The student uses scientific processes and habits of mind to solve problems.
SC.H.1.4.1 The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. AA

Standard 2: The student understands that most natural events occur in comprehensible, consistent patterns.
SC.H.2.4.1 The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study. AA

Integrated Science Three

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 understand that there is conservation of mass and energy when matter is transformed.
SC.B.1.4.3 know that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
SC.B.1.4.4 know 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 know 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 explain that all forces come in pairs commonly called action and reaction.
SC.E.2.4.7 know 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 know 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 know that any change in velocity is an acceleration.
SC.C.2.4.1 know 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 know 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 know that a change from one phase of matter to another involves a gain or loss of energy.
SC.C.2.4.6 explain 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 understand 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 know 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 know 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 know 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 know that the body processes involve specific biochemical reactions governed by biochemical principles.
SC.F.1.4.3 know 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 know 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 know that separate parts of the body communicate with each other using electrical and/or chemical signals.
SC.F.2.4.2 know 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 know 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

Presentation Letter

Teacher: Mr. Duque

To the parents,

In order for your son/daughter to achieve academically, we will need your help asking your daughter/son to do her/his homework and study on a daily basis. Without your support there is very little we can do to help your daughter/son.

This is the best way to help your son/daughter about their daily, weekly and cumulative average. Your daughter/son will receive a minimum of one grade per week. Expect your son/daughter to be doing science homework at least three days a week.

The grade your son/daughter receives on his/her report card each grading period is an average of all the grades she/he received during that nine weeks. Grades are given a 100 point basis.

If you will like to speak with me regarding your daughter/son progress you may leave a message with your child’s counselor at (305) 557 3770. I will return your call as soon as possible.

With the combined consistent support, encouragement and supervision from parent(s)/guardian(s) and educators, your daughter/son will be provided with the opportunity to succeed commensurate to his/her abilities.

Sincerely

Mr. Duque

To the Student

Welcome to our science class. We will be doing together an exercise in investigation that will increase your ability to accurately observe and come to logical conclusions that is essential to good science. Therefore even though part of the study of this class will be from written materials, we are going to spend most of the time investigating the properties of matter in the laboratory and demonstrations that are designed to build good science skills and habits.

You will be expected to conduct yourself appropriately in the classroom, and in a safe, responsible manner in the laboratory. Should you come to either of them unprepared to participate or act inappropriately, you will be excluded from the activity in order to provide a safe environment for everyone, and you will also lose the grade.

If you have a satisfactory class absence, provisions will be made for you to make up the work without penalty. All makeup work given for any other cause will be penalized.

Research shows that scientific reading requires more time to understand than does fiction, or nonscientific materials. Therefore you should budget more time for your science reading and study than you would for less technical literature. Research has also shown that daily short study sessions produce higher achievement than one long cram session. In this course, study daily for a minimum of thirty minutes, and you will see good grades in your report card.

Success in this course will require your enthusiasm, consistent academic commitment and sincere intellectual effort. You will be one of those persons that could understand the world around you and why things happen, this will let you make correct decisions in live that will empower you as an outstanding citizen.

Order of consequences

1. Warning.
2. After class conference with student.
3. Parent contact
4. One conduct grade down
5. Referral

Class Rules

Mr. Duque’s Class Rules

First: Follow directions the first time they are given
Second: Be on time to class.
First tardy (talk to student after class ends)
Two tardies (letter to parents)
Three tardies (phone call)
Four tardy (referral)
Third: Bring assigned text book, notebook, paper, and writing utensils to class.
Fourth: No cursing, teasing or put downs
Fifth: Keep hands and feet to yourself
Sixth: Do not eat in the classroom.

Class Procedures

American Senior High Teacher: Mr. Duque
1. Only the teacher opens the door.

2. The teacher dismisses the class not the bell.

3. Three bathroom passes every nine weeks.

4. Questions are asked by raising your hand.

5. All materials must be on your desk and ready when the tardy bell rings.

6. Homework is due at the assigned place at the beginning of the class.

7. Copy the homework from the class board every day.

8. During the fire drill stay in your seats until your teacher orders to leave. The orderly starting by the left of the classroom begin leaving the classroom making a line outside in the hall and follow your teacher towards the meeting place.

9. Sharpening pencils and obtaining materials for the class should be done before the tardy bell rings.

10. Every week on Fridays after 2:30 P.M. tutoring will be available. During this time makeup will be assigned to those students that have an excused absence.

11. Whenever a paper is due. It will be due at the beginning of the class period in the assigned place. If you missed the due date the grade will be penalized.

12. Book bags under your desk.

13. Laboratory rules and procedures will be discussed when we are going to do our first laboratory.

14. If due to misconduct the class is interrupted you will have a pop-quiz.

15. Individual misbehaviors will follow the consequences already outlined, and can receive waiting time after the bell rings.

16. Hall passes will be based on school policy. Maximum of three passes every nine weeks.

Required Materials

1. Calculator
2. Notebook
3. Protractor
4. Compass
5. Ruler
6. graph paper(could be a math copybook)
7. Pencils
8. Jump drive, CD or floppy disk