Physical Science. Curriculum Map Volusia County Schools. Regular and Honors

Transcription

1 Volusia County Schools Curriculum Mapping Committee: Kristie Long Mary Mathis Max Saylor Physical Science Regular and Honors Curriculum Map

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Some maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Physical Science Curriculum Map Page 2

3 High School Weekly Curriculum Trace Physical Theories and Changes in Subatomic Development of Atomic Science and Graphing Temperature Periodicity Science Laws Matter Particles Theory Science Modern Physics Measurement. Vectors Projectile Motion Process Physics What is Human Human Biology Science Process Water, Macromolecules, Enzymes Cell Theory Biology? Develop. Health Chemistry Measurement and Lab Skills Atomic Theory and Structure Modern Atomic Theory Physical Bonding Chemical Reactions Chemical Reaction Factors Gas Laws Science Physics Newton s Laws Gravity Conservation of Momentum Biology Cell Structure & Function Cell Membrane and Transport Photosynthesis and Respiration Cell Cycle, Mitosis, Meiosis Chemistry Periodic Table Ionic Bonding Covalent Bonding Chemical Composition Physical Energy Light and sound Motion Forces Science Physics Conservation of Energy Thermodynamics Waves Evidence Biology DNA and Protein Synthesis Genetics and Biotechnology Mechanisms of Change Taxonomy Evolution Energy Changes and Reaction States of Chemistry Chemical Reactions Stoichiometry Rates Matter Physical Acids and Fundamental Forces Circuits Water Energy and Matter Cycles Science Bases Physics Light and Optics Charges and the Electric Force Direct Current Circuits Biology Taxonomy Plants Matter and Energy Interdependence Human Impact Review EOC Administer EOC Chemistry States of Matter Solutions and Equilibrium Acids and Bases Gas Laws **Weeks are set aside for course review and EOC administration. PLC Choice Bridge Chem Physical Science Curriculum Map Page 3

4 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter 1 18 August - 22 August 5 Start 1st 19 6 January - 9 January 4 Start 3rd 2 25 August - 29 August January - 16 January September - 5 September January - 23 January September - 12 September January - 30 January September - 19 September 4 Weeks 23 2 February - 6 February September - 26 September February - 13 February 5 Weeks 7 29 September - 3 October February - 20 February October - 10 October February - 27 February October - 17 October 5 End 2nd 27 2 March - 6 March October - 24 October 4 Start 2nd 28 9 March - 13 March October - 31 October March - 19 March 4 End 3rd 12 3 November - 7 November March - 3 April 5 Start 4th November - 14 November April - 10 April November - 21 November 5 Weeks April - 17 April November - 25 November April - 24 April December - 5 December April - 1 May December - 12 December May - 8 May 5 Weeks December - 18 December 4 End 2nd May - 15 May 5 * See school-based testing schedule for the course EOC administration time Start Review and Administer EOC* May - 22 May May - 29 May June 3 June 3 End 4th Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Safety, Cleanup, and Laws: Physical Science Curriculum Map Page 4

5 Unit 1: The Nature of Science and Graphing Week 1 3 Topics What is Science? Methods of Science and Graphing describe and explain what characterizes science and its methods identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science) identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation identify examples of pseudoscience (such as astrology, phrenology) in society weigh the merits of alternative strategies for solving a problem pose questions about the natural world write procedures that are clear and replicable identify test (independent) variable, outcome (dependent) variable, and controls collect and record observations using consistent methods research topics using websites, books, and other sources of information design and evaluate a scientific investigation use tools to gather, analyze, and interpret data (graphs and tables) pose answers, explanations, and descriptions of events use appropriate evidence and reasoning to justify these explanations to others communicate results of scientific investigations evaluate the merits of the explanations produced by others SC.912.N.1.2 SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.3 SC.912.N.4.1 SC.912.N.1.7 SC.912.N.1.1 SC.912.N.1.4 Science Non-science Pseudoscience Reliability Validity Bias Peer review Inference Observation Analysis Interpretation Evidence Scientific notation Meniscus Independent variable Dependent variable Control variables Multiple trials Accuracy Precision Theories, Laws, and Hypotheses describe how scientific inferences are drawn from scientific observations explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena describe the role consensus plays in the historical development of a theory explain why theories do not become laws and laws do not become theories describe scientific knowledge as durable, robust and open to change SC.912.N.1.6 SC.912.N.3.1 SC.912.N.3.2 SC.912.N.3.3 SC.912.N.3.4 SC.912.N.2.4 Physical Science Curriculum Map Page 5

6 Changes in Matter Unit 2: States of Matter Week 4 5 Volume Compressibility SC.912.P.8.1 Density Conductivity Malleability Reactivity Composition Freezing point SC.912.P.8.2 Melting point Boiling point Heterogeneous Homogenous Mixtures Distillation Filtration Evaporation differentiate between the four states of matter in terms of o volume, shape, energy, particle motion, and phase transitions identify the physical and chemical properties of a substance differentiate a chemical change from a physical change describe a chemical change as the rearrangement of atoms resulting in a new substance describe a physical change as change in appearance of a substance only, for example: o freezing, melting, condensing, boiling, etc. identify a mixture as homogeneous or heterogeneous and describe ways of separating their components (filtration, distillation, and evaporation) describe the temperature of an object as a measure of the average kinetic energy of its atoms or molecules SC.912.P.10.5 Temperature explain how the average kinetic energy of a substance changes during a phase change SC.912.P Physical Science Curriculum Map Page 6

7 Subatomic Particles Development of Atomic Theory Unit 3: Atomic Theory Week 6 8 Atom Neutron SC.912.P.8.4 Proton Electron Electron cloud Nucleus Charge Mass Electromagnetic Atomic theory Models Benefits Limitations Excited state SC.912.P Ground state SC.912.N.2.5 Emission Transmission SC.912.N.3.5 Wavelength SC.912.N.1.3 Light identify the parts of an atom (proton, neutron, electron, electron cloud, nucleus) differentiate the subatomic particles in terms of charge, mass, and location within an atom explain how the current atomic theory was developed including the use of the electromagnetic spectrum (emission of light from excited electrons, etc.) describe the contribution made by the historical figures that led to the development of the atomic theory, including: o Dalton, Rutherford, Thompson identify the benefits and limitations of the atomic theory HONORS 1. describe the changes to the atomic model over time 2. explain why those changes were necessitated by experimental evidence HONORS SC.912.P.8.3 Physical Science Curriculum Map Page 7

8 Periodicity describe the periodic table as an arrangement of elements by their properties identify patterns in the periodic table, such as: o mass, number of protons, atomic radius, chemical properties, etc. explain how the periodic table was organized by Mendeleev Unit 4: Periodic Table Week 9 11 Periodic table Periodicity SC.912.P.8.5 Mass number Atomic mass Average Atomic radius Metals Nonmetals Metalloids Gases Nobel gases Alkali metals Alkaline earth metals Halogens Compound Molecule Element Mixture Formula SC.912.P.8.7 Ionic bonding Covalent bonding Bond Electron pair Stable Octet identify the following compounds given the formula (and vice versa,) including: o Water, Carbon Dioxide, Sodium Chloride, Hydrogen Peroxide, Sodium Bicarbonate differentiate between ionic and covalent bonding identify the type of bond between atoms in simple compounds Bonding identify the number and type of atoms given a simple chemical formula, such as: o CO 2, CH 4, HCl, NaCl, etc. Physical Science Curriculum Map Page 8

9 Chemical Reactions Chemical Reaction Factors Unit 5: Chemical Reactions Week Chemical reaction Chemical change SC.912.P Physical change Products Reactants Coefficients SC.912.L.18.7 State of matter Precipitate Gas Aqueous Photosynthesis Synthesis Replacement SC.912.P.8.8 Displacement Decomposition Combustion Radioactive Conservation HONORS Rearrangement SC.912.P Change of state Phase change SC.912.P.10.2 Endothermic Exothermic Matter Absorb Release SC.912.P.10.7 Temperature Concentration Catalyst Rate of reaction SC.912.P Potential energy diagram describe a chemical reaction as a series of chemical changes describe a chemical equation as a model that shows the rearrangement of atoms in a chemical reaction identify the parts of a chemical equation, such as the products, reactants, coefficients, and state of matter (precipitate, gas, aqueous, etc.) e.g. for photosynthesis describe a nuclear reaction as a change to the nucleus of an atom identify a reaction as synthesis, replacement (single displacement and double displacement,) decomposition, or combustion HONORS 1. compare the process of nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues 2. explain how the law of conservation of matter and energy apply to chemical reactions describe an endothermic change as absorbing energy and an exothermic change as releasing energy cite common examples of each change (melting is endothermic and burning is exothermic) explain how concentration, temperature, and catalyst affect the rate of a chemical reaction HONORS 1. create and interpret potential energy diagrams for chemical reactions HONORS SC.912.P.10.6 Physical Science Curriculum Map Page 9

10 Unit 6: Gas Laws Week Gases Indefinite describe the properties of gases (indefinite shape and volume, compressibility, etc.) SC.912.P Volume Compressibility explain how changing the pressure and/or temperature of a gas affects its volume (and vice versa) Temperature Pressure Kinetic Molecular Theory Ideal gas STP Kelvin Celsius Gas Laws Physical Science Curriculum Map Page 10

11 Energy Light and Sound identify the various forms of energy, including: o heat, electrical, electromagnetic, and mechanical, potential and kinetic energy describe an energy transformation as a change of energy from one form to another cite examples of energy transformations Unit 7: Energy Week Heat Electrical SC.912.P.10.1 Mechanical Electromagnetic Potential Kinetic Transformation Transfer Friction HONORS Radiation SC.912.P.10.2 Convection Conduction Heat Thermal energy SC.912.P.10.4 Equilibrium Heating curve Cooling curve Phase transition Spectrum x-ray gamma infrared Ultraviolet Visible SC.912.P Frequency Wavelength Doppler effect Blue shift Red shift Source Observer Specific heat Latent heat HONORS 1. explain how the law of conservation of energy applies to a scenario (loss of heat to friction, etc.) distinguish between radiation, convection, and conduction explain how the addition or removal of heat may cause a change in state explain how thermal energy is transferred from a region of higher temperature to a region of lower temperature until equilibrium is established analyze a heating and cooling curve to identify phase transitions identify the different regions of the electromagnetic spectrum (infrared to gamma) explain how frequency, wavelength, and energy are related identify various applications of the electromagnetic spectrum, such as: o x-rays, satellite imagery, cameras, observatories, radios, etc. identify the shift in frequency in sound or electromagnetic waves due to motion of the source or receiver as the Doppler effect SC.912.P describe the ways in which the Doppler effect are used Physical Science Curriculum Map Page 11

12 Motion Unit 8: Motion Week Inertia Rest describe Newton s three laws of motion SC.912.P.12.3 Initial Final apply Newton s three laws to a given scenario Acceleration Position Time Displacement Speed Distance Rate differentiate between position, velocity, and acceleration SC.912.P.12.2 Ratio Velocity describe the change in position over time as velocity and recognize that nothing can exceed the SC.912.P.12.7 Positive speed of light (c) Negative Speed of light describe the change in velocity over time as acceleration Graph Motion use a graph of distance and velocity over time to analyze the motion of an object Force Mass solve problems about distance, velocity, speed, acceleration, and time given the appropriate formula Momentum HONORS 1. distinguish between scalar and vector quantities and assess which should be used to describe an event 2. apply the law of conservation of linear momentum to interactions, such as collisions between objects 3. apply the concept of angular momentum 4. create and interpret potential energy diagrams for orbits around a central body or the motion of a pendulum HONORS SC.912.P.12.1 SC.912.P.12.5 SC.912.P.12.6 SC.912.P.10.6 Physical Science Curriculum Map Page 12

13 Forces Unit 9: Forces Week Force Work describe work as a force through a distance SC.912.P.10.3 Power Formula describe power as the amount of work over time Gravity Strong force use the formulas for work and power to compare and contrast the concepts of work and power Weak force Electromagnetic force Fundamental Gravitation Attraction Universe Mass Distance identify which forces would have the greatest impact to a given scenario, i.e., SC.912.P Superposition o holding a planet in orbit (gravity) o holding a nucleus together (strong) o keeping atoms from moving into one another, i.e. superposition (electromagnetic) list the four fundamental forces in order of magnitude from strongest to weakest in terms of distance Fundamental Forces describe Newton s Law of Universal Gravitation as the force of attraction between all objects in the universe SC.912.P.12.4 explain how a change in the mass or distance of two objects will impact the gravitational attraction between them Physical Science Curriculum Map Page 13

14 Unit 10: Circuits Week Conductor Semiconductor differentiate among conductors, semiconductors, and insulators SC.912.P Insulator describe the properties of conductors, semiconductors, and insulators Circuits explain the relationships between current, voltage, resistance, and power, such as: o current as how many electrons are moving o voltage as how fast the electrons are moving o resistance as how much a material slows down moving electrons o power as fast energy is converted to another form (e.g. electrical to heat) investigate current, voltage, resistance, and power using simple circuits SC.912.P Voltage Resistance Power Current Electron Circuit calculate and label the voltage, current, and resistance on a circuit diagram predict the change in the voltage with a change in current or resistance predict the change in current with a change in voltage or resistance predict the change in resistance with a change in voltage or current Physical Science Curriculum Map Page 14

15 Water Unit 11: Water Week Polarity Water explain how the polarity of the water molecule relates to its unique properties SC.912.L Molecule o cohesive and adhesive behavior Hydrogen bonding o moderation of temperature Partial charge o expansion upon freezing Electronegativity o universal solvent Cohesion Adhesion explain how the density of water changes as it freezes Universal solvent Specific heat Thermal moderator Acids and Bases identify common examples of acids and bases describe ph as a measure of the Hydronium (H 3 O + ) or the Hydroxide (OH - ) ion concentration in solution explain why certain organisms have a specific ph range within which to live and survive SC.912.P.8.11 Acids Bases Hydronium Hydroxide Concentration Measure ph range solution homogenous mixture Physical Science Curriculum Map Page 15

16 Unit 12: Energy Cycles Week Water cycle Carbon cycle describe the water, carbon, and oxygen cycles in terms of matter and energy SC.912.E.7.1 Oxygen cycle Matter Energy Transpiration Evaporation Percolation Condensation Precipitation Energy and Matter Cycles identify the reactants, products, and basic functions of photosynthesis o water + carbon dioxide ----> glucose + oxygen identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration o oxygen + glucose ---> water + carbon dioxide explain how photosynthesis and cellular respiration are related SC.912.L.18.7 SC.912.L.18.8 Photosynthesis Aerobic Anaerobic Cellular respiration Carbon dioxide Reactant Product Light Chlorophyll Mitochondria Chloroplasts Sugar Glucose Combustion Decomposition Cell Light energy Physical Science Curriculum Map Page 16

17 Volusia County Science 5E Instructional Model Engage 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 ) 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. Explore 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 ) Engage Explore Explain 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 ) Discuss and Evaluate Elaborate 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 ) Elaborate Explain Evaluate 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 Physical Science Curriculum Map Page 17

18 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. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2. Physical Science Curriculum Map Page 18

19 LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2.5 Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A-CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 Evaluate reports based on data. Grades 9-10 ELA Florida Standards Grades 9-12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N-VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 Solve problems involving velocity that can be represented as vectors. Physical Science Curriculum Map Page 19

20 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science / technical texts in grades text complexity band independently and proficiently. Grades ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9-12 Math Florida Standards (all courses) MAFS.912.F-IF Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N-Q.1.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Physical Science Curriculum Map Page 20

21 Physical Science Curriculum Map Page 21