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
Saturday, September 26, 2009
Saturday, September 19, 2009
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
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
Tuesday, September 15, 2009
Science Information web page
Here you can find a pletora of information on the different topics related to science
http://ahs.dadeschools.net/introsciences
http://ahs.dadeschools.net/introsciences
Sunday, September 13, 2009
Hispanic heritage extracredit assignment
Dear students
Starting September15 we have the Hispanic heritage month.
During this month all my students in group of not more than two will have to create a comprehensive guide to visit one of the countries listed below.
There is a major condition if you are from any of these countries you cannot select that country since that will be an unfair advantage to your classmates
Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador,
Equatorial Guinea, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Spain, Uruguay, 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.
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
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
Monday, September 7, 2009
How to write for science
To have a better understqanding follow this link
http://science.dadeschools.net/resources/pdf/powerWritingScienceConclusions.pdf
http://science.dadeschools.net/resources/pdf/powerWritingScienceConclusions.pdf
next 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
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
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