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