Volusia County Schools. Physical Science. Curriculum Map

Transcription

1 Volusia County Schools Curriculum Map

2 Parts of the Curriculum Map Body of Knowledge: the broadest organizational structure used to group content and concepts within the curriculum map Pacing: time frames created by teacher committees, using EOC data, within which the course should be taught in preparation for the Biology EOC Measurement Topics: concepts grouped together by related benchmarks used in Pinnacle for standards-referenced grading Learning Targets and Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the measurement topics Benchmark: the Next Generation Sunshine State Standards required in the course descriptions posted on CPALMS by FLDOE Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction Resources: a listing of available, high quality and appropriate materials, including: strategies, lessons, textbooks, videos and other media sources, that are aligned with the measurement topics RARE week: (Review, Assess, Re-teach, and Enrich) specific days set aside for teachers to administer district assessments, go over the test items in class with students, and identify students who need additional remediation or enrichment DIA:B: (District Interim Assessments: Biology) are content-specific tests developed by the district and teacher committees to assist teachers in monitoring student progress. The secondary goal is to prepare students for the EOC through similar rigor, complexity, and style guidelines as in state assessments. Page A Appendix A

3 Evaluate Elaborate Explain Explore Engage Volusia District Science Office Volusia County Science 5E Instructional Model Description Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN-preview, Probe, Teacher Demonstration ) Learners explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs ) Implementation The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN-notes, Research, Close-reading, reading to learn, videos, websites ) Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web-quest, presentations, debate, discussion, ISN-reflection ) Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives) Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. *Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Page B Appendix A

4 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. identify a common example or recognize a concept; retrieve information from a chart, table, diagram, or graph; recognize a standard scientific representation of a simple phenomenon; or calculate or complete a familiar single-step procedure or equation using a reference sheet. apply or infer relationships among facts, terms, properties, or variables; describe examples and non-examples of scientific processes or concepts; predict or determine the logical next step or outcome; compare or contrast structures or functions of different organisms or systems; choose the appropriate formula or equation to solve a problem and then solve it; or apply and use concepts from a standard scientific model or theory. construct models for research; generalize or draw conclusions; design an experiment, given data and conditions; explain or solve a problem in more than one way; provide a justification for steps in a solution or process; analyze an experiment to identify a flaw and propose a methods for correcting it; interpret, explain, or solve a problem involving spatial relationships; or predict a long-term effect, outcome, or result of a change within a system. *Adapted from Webb s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation Page C Appendix A

5 I Instruction Calendar Week Dates Measurement Topic 1-2 August Science Process 3-4 September 4 14 Atomic and Molecular Theory 5-6 September Properties of Matter 7-9 October 1 18 Changes in Matter October 22 November 2 Kinetic and Molecular Theory November 5 November Energy December 3-20 Electromagnetic Spectrum Winter break January 7 February 1 Energy Transformation February 4-22 Nuclear Chemistry February 25 March 22 Motion of Objects Spring break 30 April 1 5 Motion Investigation April 8-April 26 Environmental Science April 29-May 17 Human Impact Biotechnology 35 May 6 10 Biology EOC 37 May Review for Finals May 28-June 4 FINALS Page 1

6 Body of Knowledge: The Nature of Science Measurement Learning Targets and Skills Topics (T02) explain that science is the study of the natural world (T02) explain what scientists study (T02) differentiate between science and non-science (T02) explain why something would fail to meet the criteria for science (T02) identify which questions can be answered through science and which questions cannot (T02) give examples of pseudoscience (astrology) (T02) set up an interactive science notebook August 20 August 31 Benchmarks SC.912.N.1.2 SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.3 Academic Language Science Scientists Non-science Pseudoscience Week 1-2 What is Science (T02) Science Process (T01) (T01) design a controlled experiment on a biology topic (T01) use tools (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) (T01) collect, analyze, and interpret data from the experiment to draw conclusions (T01) determine an experiment s validity and justify its conclusions based on: o control group o limiting variables and constants o multiple trials (repetition) or large sample sizes o bias o method of data collection, analysis, and interpretation o communication of results (T02) describe the difference between an observation and inference (T02) use appropriate evidence and reasoning to justify explanations to others SC.912.N.1.1 SC.912.N.1.4 SC.912.N.1.3 SC.912.N.1.6 Investigation Reliability Validity Bias Peer review Control group Limiting variables Multiple trials Inference Observation Analysis Interpretation Evidence Page 2

7 Resources What is Science (Week 1-2) Science Process (Week 1-2) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 3: #12 Doing Science 1. The first two weeks of school is a good time to set up a science Interactive Student Notebook. Volume 1P: # 5 Go Cart Test Run, Volume 3: #13 What is a Hypothesis 1. Students need to have multiple experiences working with the science process all year long. 2. Our standards do not support students memorizing the scientific method. Instead, students need to know how to use the science process to draw accurate and valid conclusions. Teacher Notes & Reflections Page 3

8 Body of Knowledge: : Matter September 4 September 14 Measurement Topics Week 3-4 (9 days) Atomic & Molecular Theory (T04) Theories, Laws and Models (T03) Learning Targets and Skills (T03) 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. (T03) recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. (T04) explore the theory of atoms (also known at the atomic theory) by describing the structure of atoms in terms of protons, neutrons, and electrons, and differentiate among these particles in terms of their mass, electrical charges, and locations within the atom. (T04) relate properties of atoms and their position in the periodic table to the arrangement of their electrons. o repeating (periodic) patterns of physical and chemical properties occur among elements that define groups of elements with similar properties. (T03) describe the function of models in science and identify the wide range of models used in science. (T04) interpret formula representations of molecules and compounds in terms of composition and structure. o recognize the identity and number of each atom present in a formula o identify the formula as that of an ionic or molecular compound Benchmarks SC.912.N.3.1 SC.912.N.3.4 SC.912.P.8.4 SC.912.P.8.5 SC.912.N.3.5 SC.912.P.8.7 Academic Language Theories Laws Atoms Matter Protons Neutrons Electrons Mass Model Periodic table Physical properties Chemical properties Models Interpret Formula representations Composition Ionic compound Molecule Compound Page 4

9 Resources Atomic and Molecular Theory (Weeks 3-4) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 3: #1 Pennies, #11 What is Theory? Teacher Notes & Reflections Page 5

10 Body of Knowledge: : Matter September 17 September 28 Measurement Topics Learning Targets and Skills (T05) differentiate between the four states of matter. (T05) describe the states of matter in terms of: energy, particle motion and phase transitions Benchmarks SC.912.P.8.1 Academic Language States of Matter Solid Liquid Gas Particle motion Phase transitions Freeze Boil Week 5-6 (9 days) Properties of Matter (T05) (T05) relate acidity and basicity to hydronium and hydroxyl ion concentration and ph. SC.912.P.8.11 ph Acids Bases Salts Page 6

11 Resources Properties of Matter: States of Matter (Week 5) Properties of Matter: ph (Week 6) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 3: #2 Is it a Solid? Teacher Notes & Reflections Page 7

12 Body of Knowledge: : Matter October 1 October 18 Measurement Topics Week 7-9 (14 days) Changes in Matter (T06) Learning Targets and Skills (T06) understand that physical and chemical properties reflect the nature of the interactions between molecules or atoms and can be used to classify and describe matter. (T06) differentiate between physical and chemical properties. (T06) differentiate between physical and chemical changes of matter. (T06) characterize types of chemical reactions, for example: redox, acid-base, synthesis, decomposition, and single and double replacement reactions. (T06) understand that in all chemical reactions, there is a conservation of mass, energy, and charge. (T06) compare and contrast endothermic and exothermic chemical processes. (T06) explain how various factors such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction. Benchmarks SC.912.P.8.2 SC.912.P.8.8 Academic Language Chemical reactions Chemical change Acid-base Redox Synthesis Decomposition Single replacement reactions Double replacement reactions SC.912.P.10.7 Conservation of Mass Conservation of Energy Endothermic reaction Exothermic reaction SC.912.P Concentration Catalyst Rate of reaction Reactant Product Solubility Page 8

13 Resources Changes in Matter: Reactions (Week 7-9) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Teacher Notes & Reflections Page 9

14 Body of Knowledge: : Motion October 22-November 2 Measurement Topics Week (9 days) Kinetic and Molecular Theory (T07) Science Process (T01) Learning Targets and Skills (T07) interpret the behavior of ideal gases in terms of kinetic molecular theory. (T07) describe phase transitions in terms of kinetic molecular theory (T07) using the kinetic molecular theory, explain: o the behavior of gases and the relationship between pressure and volume (Boyle s law) o volume and temperature (Charles law) o pressure and temperature (Gay-Lussac s law) o the number of particles in a gas sample (Avogadro s hypothesis). o use the combined gas law to determine changes in pressure, volume, and temperature. (T01) describe examples of how similar investigations conducted in many parts of the world result in the same outcome. Benchmarks SC.912.P SC.912.P SC.912.N.1.5 Academic Language Ideal gases Kinetic Molecular Theory Phase Transitions Page 10

15 Resources Kinetic and Molecular Theory (Weeks ) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 3: #3 Thermometer, #4 Floating Balloons, #5 Hot and Cold Balloons Volume 1P: #23 Apple in a Plane Teacher Notes & Reflections Page 11

16 Body of Knowledge: : Energy November 5-November 30 Measurement Topics Learning Targets and Skills Benchmarks Academic Language Week Energy (T08) Theories, Laws and Models (T03) (T08)differentiate among the various forms of energy and recognize that they can be transformed from one form to others. o energy can exists in different forms, such as chemical, electrical, electromagnetic, thermal, mechanical, and nuclear. (T08) explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved amount. (T03) explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships (T08)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 (T08) relate temperature to the average molecular kinetic energy. SC.912.P.10.1 SC.912.P.10.2 SC.912.P.N.3.3 SC.912.P.10.4 SC.912.P.10.5 Energy transformation Law of Conservation of Energy Open system Closed System Isolated System Scientific Laws Heat Heat transfer Convection Conduction Radiation Resistance Page 12

17 Resources Energy (Weeks 12-15) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Theories, Laws and Models (Weeks 12-15) Teacher Notes & Reflections Page 13

18 Body of Knowledge: Energy December 3-20; January 7-February 1 Measurement Topics Week Electromagnetism (T11) Learning Targets and Skills (T11) explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. (T11) qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver. Benchmarks SC.912.P SC.912.P Academic Language Light Electromagnetic Spectrum Frequency Wavelength Space What is Science? (T07) Week Energy Transformation (T09) (T07) recognize the role creativity in constructing scientific questions, methods and explanations. (T07) explain that scientific knowledge is both durable and robust and open to change. (T07) give examples of when scientists varied backgrounds, talents, interests, and goals influence the inferences and explanations they make about observations. (T09) compare and contrast work and power qualitatively and quantitatively. (T09) differentiate among conductors, semiconductors, and insulators (T09) investigate and explain the relationships among current, voltage, resistance, and power. (T09) compare and contrast work and power qualitatively and quantitatively. SC.912.N.1.7 SC.912.N.2.4. SC.912.N.2.5 SC.912.P.10.3 SC.912.P SC.912.P Scientific knowledge Durable Robust Work Power Qualitatively Quantitatively Conductors Semiconductors Insulators Current Voltage Resistance Page 14

19 Resources Electromagnetism (Weeks 16-18) Energy Transformation (Weeks 19-22) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 3: #7 Batteries, Bulbs, and Wires Teacher Notes & Reflections Page 15

20 Body of Knowledge: : Energy February 4-22 Measurement Topics Learning Targets and Skills (T10) compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). (T10) differentiate between chemical and nuclear reactions. Benchmarks SC.912.P SC.912.P Academic Language Chemical Reaction Fundamental Force Nuclear Reaction Strong nuclear Weak nuclear Electromagnetic Week (T10) explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.P Fission Fusion Isotope Radioactive Decay Nuclear Chemistry (T10) Page 16

21 Resources Nuclear Chemistry (Weeks 23-25) Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Volume 1P: #19 Rolling to a Stop; Volume 3: #3 Thermometer, #4 Floating Balloons, #5 Hot and Cold Balloons ; Volume 1P: #23 Apple in a Plane Teacher Notes & Reflections Page 17

22 Body of Knowledge: : Motion February 25 March 22 Measurement Topics Learning Targets and Skills (T12) 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. (T12) interpret and apply Newton s three laws of motion. Benchmarks SC.912.P.12.2 SC.912.P.12.3 Academic Language Motion Force Position Frame of reference Velocity Acceleration Newton s Laws Gravitational force Speed of light Vacuum Week Motion of Objects (T12) (T12) describe how the gravitational force between two objects depends on their masses and the distance between them. SC.912.P.12.4 (T12)recognize that nothing travels faster than the speed of light in a vacuum, which is the same for all observers no matter how they or the light source are moving. SC.912.P.12.7 Page 18

23 Resources Motion of Objects (Weeks 26-29) Text book Lab Binder Safari Montage Websites Keeley Probes Volume 1P: #10 NASCAR Racing Volume 1P: #11 Roller Coaster Ride Volume 1P: #34 Experiencing Gravity Volume 3: #10 Dropping Balls Newtons 1 st Law: o Volume 1P: # 18 A world without friction o Volume 1P: #20 Outer space Push o Volume 1P: #21 Riding in the parade o Volume 1P: #22 Spaceships o Volume 1P: #24 Ball on a string o Volume 1P: #30 Riding in a Car Newton s 2 nd Law: o Volume 1P: #25 Why things fall? o Volume 1P: # 26 Pulling on a spool o Volume 1P: #27 Lifting Buckets o Volume 1P: #36 Free falling objects Newton s 3 rd Law: o Volume 1P: #28 Finger Strength Contest o Volume 1P: #29 Equal and Opposite Teacher Hints Please review the Page Keeley probes to see that they align with your learning target. This is only one of many resources you can use as a formative assessment. Teacher Notes & Reflections Page 19

24 Body of Knowledge: Life Science April 1 April 26 Measurement Topics Week 30 Investigation (T01) Learning Targets and Skills (T01) design an experiment to test a hypothesis on motion. Benchmarks SC.912.N.1.1 Academic Language Control Variables Repetition Week (T13) discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. (T03) describe the role consensus plays in the historical development of a theory SC.912.L.15.2 SC.912.N.3.2 Molecular Clocks Evolution Organisms Fossil Environmental Science (T13) (T13) evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (T13) describe how different natural resources are produced and how their rates of use and renewal limit availability. (T13) discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.L SC.912.L SC.912.L Environment Natural Resources Renewable/nonrenewable Costs Benefits Page 20

25 Resources Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Motion Investigation Week 30 Have students design an experiment that can be carried out in class. Environmental Science, Human Impact, Biotechnology Weeks Teacher Notes & Reflections Page 21

26 Body of Knowledge: Life Science Measurement Topics Human Impact (T14) Biotechnology (T15) Learning Targets and Skills (T14) discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. (T14) predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (T01) explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society s decision making. (T01) weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic and environmental. (T15) discuss the effects of technology on environmental quality. (T15) evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Benchmarks SC.912.L SC.912.L SC.912.N.4.1 SC.912.N.4.2 SC.912.L SC.912.L April 29-May7 Academic Language Sustainability Pollution Biotechnology Page 22

27 Resources Text book Lab Binder Safari Montage Websites Keeley Probes Teacher Hints Environmental Science, Human Impact, Biotechnology Weeks Teacher Notes & Reflections Page 23

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