earth – space science - volusia · 2019-2020 volusia county schools earth space curriculum map...

2019 - 2020

Earth – Space Science

Curriculum Map

Volusia County Schools Created For Teachers By Teachers

Curriculum Alignment Committee: David Rivera

Marry Mathis

Regular and Honors

2019-2020 Volusia County Schools

Earth Space Curriculum Map

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.

• Academic Language: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and

assessment.

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. These resources can be accessed through the county Earth and Space Canvas. Contact the District Science Office if you are having

difficulty accessing Canvas.

• 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.

• Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to

allow common science experiences that align to the curriculum across the district.

• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period.

These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional

SLCs are provided to supplement district textbooks and can be found on the Canvas. • DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The

goal is to prepare students for the 8th grade SSA 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



2019-2020 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter 1

2

3

4

5

6

7

8

9

12 August – 16 August



3 September – 6 September




30 September – 4 October

7 October – 11 October

5

5

5

4

5

4

5

5

5

1st Quarter

(9 weeks)

19

20

21

22

23

24

25

26

27

28

6 January – 10 January




3 February – 7 February




2 March – 6 March

9 March – 12 March

5

5

4

5

5

5

4

5

5

4

3rd Quarter

(10 weeks)

10

11

12

13

14

15

16

17

18



28 October – 1 November

4 November – 8 November



2 December – 6 December



4

5

5

5

4

5

5

5

3

2nd Quarter

(9 weeks)

29

30

31

32

33

34

35

36

37

38

23 March – 27 March

30 March – 3 April

6 April – 10 April



27 April – 1 May Administer FSSA/EOC through 5/15

4 May – 8 May

11 May – 15 May

18 May – 22 May

25 May – 29 May

5

5

5

5

5

5

5

5

5

5

4th Quarter

(10 weeks)

*See school-based testing schedule for the course EOC/FSSA

administration time

Lab Information

Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands-on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract: http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf

http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1

http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS



2019-2020 Full Instructional Calendar

August 2019

Sun Mon Tue Wed Thu Fri Sat 1

2

3

4

5

6 Teachers Report

7 Preplanning

8

9

10

11

Week 1

12 First Day for Students

13

14

15

16

17

18

Week 2

19

20

21

22

23

24

25

Week 3

26

27

28

29

30

31

September 2019


Week 4

2 No School Labor Day

3

4

5

6

7

8

Week 5

9

10

11

12

13

14

15

Week 6

16 PD Day

17

18

19

20

21

22

Week 7

23

24

25

26

27

28

29

Week 8

30

October 2019


2

3

4

5

6

Week 9

7

8

9

10

11 End of 1st Grading Period

12

13 Week 10

14 Teacher Duty Day

15

16

17

18

19

20 Week 11

21

22

23

24

25

26

27 Week 12

28

29

30

31

November 2019


2

3 Week 13

4

5

6

7

8

9

10 Week 14

11 No School Veterans Day

12

13

14

15

16

17 Week 15

18

19

20

21

22

23

24 *Hurricane makeup days 25/26

25 No School

26 No School

27 No School

28 No School Thanksgiving

29 No School

30

December 2019

Sun Mon Tue Wed Thu Fri Sat 1 Week 16

2

3

4

5

6

7

8 Week 17

9

10

11

12

13

14

15 Week 18

16

17

18 End of 2nd Grading Period

19 Teacher Duty Day

20 Winter Break Begins

21

22

23 No School

24 No School

25 No School

26 No School

27 No School

28

29

30 No School

31 No School

January 2020


No School

2 No School

3 No School

4

5

Week 19

6 Classes Resume

7

8

9

10

11

12

Week 20

13

14

15

16

17

18

19

Week 21

20 No School MLK Day

21

22

23

24

25

26

Week 22

27

28

29

30

31



2019-2020 Full Instructional Calendar (continued)

February 2020


2 Week 23

3

4

5

6

7

8

9 Week 24

10

11

12

13

14

15

16 Week 25

17 No School Presidents Day

18

19

20

21

22

23 Week 26

24

25

26

27

28

29

March 2020

Sun Mon Tue Wed Thu Fri Sat 1 Week 27

2

3

4

5

6

7

8 Week 28

9

10

11

12 End of 3rd Grading Period

13 Teacher Duty Day

14

15

16

No School Spring Break

17 No School

18 No School

19 No School

20 No School

21

22 Week 29

23 Classes Resume

24

25

26

27

28

29 Week 30

30

31

April 2020


2

3

4

5 Week 31

6

7

8

9

10

11

12 Week 32

13

14

15

16

17

18

19 Week 33

20

21

22

23

24

25

26 Week 34

27

28

29

30

May 2020


2

3 Week 35

4

5

6

7

8

9

10 Week 36

11

12

13

14

15

16

17 Week 37

18

19

20

21

22

23

24 Week 38

25 No School Memorial Day

26

27

28

29 Last Day for Students

30

31

June 2020

Sun Mon Tue Wed Thu Fri Sat

1

2 Last Day for Teachers

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Legend and Contacts:

-

Contact Mike Cimino (386)734-7190 x25029 for questions about the science Canvas sites, DIAs, and resources -

For questions about Project IBIS, Envirothon, etc. contact Louise Chapman at (386)299-9819 -

STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x20314 For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x20553



Teaching to the Demand of Standard - Core Action 1: Science Instructional Practice Guide (IPG)

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 levels—Level 1, Level 2, and Level 3—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 demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning

The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1.

Includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent but do not constitute all of Level 1 performance are:

• Recall or recognize a fact, term, or property.

• Represent in words or diagrams a scientific concept or relationship.

• Provide or recognize a standard scientific representation for simple phenomena.

• Perform a routine procedure such as measuring length.

• Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)

• Identify objects and materials as solids, liquids, or gases.

Some examples that represent, but do not constitute all of Level 2 performance, are:

• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments.

• Distinguish between experiments and systematic observations.

• Describe and explain examples and non-examples of science concepts.

• Select a procedure according to specified criteria and perform it.

• Formulate a routine problem given data and conditions.

• Organize, represent, and interpret data.

Some examples that represent, but do not constitute all of Level 3 performance, are:

• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation.

• Form conclusions from experimental data.

• Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

• Explain how political, social, and economic concerns can affect science, and vice versa.

• Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.

• Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

• Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx



Demand of Standard and Item Complexity

On any assessment, there is a difference between item complexity and item difficulty. Item complexity is the level of thinking that is required to answer a

question, whereas item difficulty is the percentage of students who get the item correct or incorrect. High complexity items are not always difficult and low

complexity items are not always easy. Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must

reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3) Students will:

• 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

Students will:

• 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

Students will:

• 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

Sample Level 1 Item Sample Level 2 Item Sample Level 3 Item Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below.

Which of the following forces causes the blocks to move down the tray?

A. Electric B. Friction C. Gravity D. Magnetic

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which block would experience the least amount of friction as it moved down the tray? A. Ice Block B. Sponge Block C. Sandpaper Block D. Plastic Block

Felipe and Marsha were studying forces and decided to do an experiment. They placed four equally sized blocks made of different materials on an elevated plastic tray. They watched each of the blocks move down the tray. Their setup is shown below. Which of the following conclusions can Felipe and Marsha make about the forces the cause the blocks to move down the tray? A. The force of friction is the same on each block. B. The force of friction causes the speed of each block to

increase. C. The force of gravity causes all the blocks to move at the

same speed. D. The force of gravity is greater than the force of friction

on all the blocks.

*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.



Volusia County Science 5E Instructional Model - Core Action 2: Science Instructional Practice Guide (IPG)

Description Implementation

Enga

ge

Students 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.

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.

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.

Exp

lore

Students 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.

Exp

lain

Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases.

Elab

ora

te

Students 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.

Eval

uat

e

Teachers and Students 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.

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

Engage Explore

Elaborate Explain

Discuss

and

Evaluate



Science And Engineering Practices - Core Action 3: Science Instructional Practice Guide (IPG)

Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as

helpful tools for representing ideas and explanations. These tools include

diagrams, drawings, physical replicas, mathematical representations,

analogies, and computer simulations. Modeling tools are used to develop

questions, predictions and explanations; analyze and identify flaws in

systems; and communicate ideas. Models are used to build and revise

scientific explanations and proposed engineered systems. Measurements and observations are

used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc



2019 – 2020 High School Weekly Curriculum Trace 2019 1q Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Biology

SMT 1/ Nature of Science

Macromolecules, Properties of Water, Enzymes DIA 1 Cell Structure/Function and Transport DIA 2 Cell Cycle (continues)

Enviro. Science

Introduction to Environmental Science and Earth’s Systems

Community Ecology Biodiversity

Earth / Space

Earth’s Layers Plate Tectonics DIA 1 Earth as a System The Ocean DIA 2

Chem.

Measurement and Sig Figs Properties of Matter DIA 1 Atomic Models Atomic

Structure/Mole Development of the Periodic

Table/Periodicity Modern Atomic

Theory

2019 2q Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18

Biology

Mitosis and Meiosis DIA 3 Genetics, DNA Structure/Function, Biotechnology DIA 4 SMT 2

Enviro. Science

Biomes and Aquatic Ecosystems Population Demographics Human Population SMT1

Earth / Space

Weathering, Erosion and Deposition DIA 3 Weather and Climate DIA 4

Chem.

e- DIA 2 Ionic Bonding Covalent Bonding

Chemical Reactions/Equations Molecular Formulas

Molar Mass DIA 3

2020 3q Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27 Week 28

Biology

Evolution DIA 5 Human Development, Growth and Health Photosynthesis, Cellular Respiration

and Plants DIA 6

Enviro. Science

Toxicology Atmosphere and Climate Change Water Resources Waste Management

Earth / Space

Origin of the Universe DIA 5 Life Cycle of

Stars The Sun Fundamental Forces DIA 6

Chem.

Stoichiometry DIA 4 Energy and Reactions Intermolecular

Forces Thermochemistry

2020 4q Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Week 37 Week 38

Biology

Ecology DIA 7 EOC Window Open/Prepare for EOC PLC Choice

Enviro. Science

Land Management Renewable and Nonrenewable Resources Bridge to Biology SMT 2

Earth / Space

The Solar System Space Exploration DIA 7 Geologic Time Review and Administer EOC

Chem.

Gas Laws DIA 5 Solutions Acids and Bases Reaction Rates and

Equilibrium DIA 6 Review and Prepare for EOC

*DIA (District Interim Assessments for Science) are content-specific tests developed by the district and teacher committees to aid in student progress

monitoring.



Earth and Space Science (Regular and Honors Curricula)

Week(s) Date Topic Unit DIA 1 – 3

(15 days) 12 August – 30 August Earth’s Layers

DIA 1: The Physical Earth 4 – 5

(9 days) 3 September – 13 September Plate Tectonics

6 – 7 (9 days)

17 September – 27 September Earth as a System

DIA 2: Earth’s Systems 8 – 9

(10 days) 30 September – 11 October The Ocean

End of 1st Grading Period

10 – 13 (19 days)

15 October – 8 November Weathering, Erosion and Deposition DIA 3: Weathering, Erosion

and Deposition

14 – 18 (22 days)

12 November – 18 December Weather and Climate DIA 4: Weather and Climate

End of 2nd Grading Period (Winter Break) 19 – 23

(24 days) 6 January – 7 February Origin of the Universe

DIA 5: Origin of the Universe

24 (4 days)

10 February – 14 February Life Cycles of Stars

DIA 6: Stars 25 – 26 (9 days)

February – 28 February The Sun

27 – 28 (9 days)

2 March – 12 March Fundamental Forces in Space and EM Radiation

End of 3rd Grading Period (Spring Break)

29 – 32 (20 days)

23 March – 17 April Solar System DIA 7: Solar System and

Space Exploration 33 – 35 (15 days)

20 April – 8 May Space Exploration

36 (5 days)

11 May – 15 May Geologic Time N/A

37 -38 (10 days)

Review and Administer Earth/Space EOC



2019-2020 DIA Release Windows (High School) Biology

DIA Draft Released on Canvas

Last day to review draft on Canvas

Window Opens/ Final released on Canvas

Suggested test dates Final Date for Scanning

SMT 1 N/A N/A August 7 15 August – 16 August 23 August

DIA 1: Macromolecules August 20 August 27 September 3 12 September – 13 September September 24

DIA 2: Cell Structure/Function September 3 September 10 September 17 3 October – 4 October October 15

DIA 3: Cell Cycle, Mitosis, Meiosis October 1 October 8 October 15 24 October – 25 October November 5

DIA 4: Genetics November 12 November 19 December 3 12 December – 13 December December 19

SMT 2 N/A N/A December 3 16 December – 18 December December 19

DIA 5: Evolution January 7 January 14 January 21 30 January – 31 January February 11

DIA 6: Humans, Photo/Resp, Plants February 18 February 25 March 3 11 March – 12 March March 31

DIA 7: Ecology March 24 March 31 April 7 23 April – 24 April May 1

Earth/Space

Optional DIA Draft Released on Canvas




DIA 1: The Physical Earth August 20 August 27 September 3 September 12 – September 13 September 27

DIA 2: Earth’s Systems September 17 September 24 October 1 October 10 – October 11 October 25

DIA 3: Weather and Climate October 15 October 22 October 29 November 7 – November 8 November 22

DIA 4: Weathering, Erosion, Dep. November 12 November 19 December 3 December 16 – December 18 January 17

DIA 5: The Origin of the Universe January 14 January 21 January 28 February 6 – February 7 February 21

DIA 6: Stars February 18 February 25 March 3 March 11 – March 12 April 3

DIA 7: Solar System, Space Explore… April 14 April 21 April 28 May 7 – May 8 May 29

Chemistry

Optional DIA Draft Released on Canvas




DIA 1: What’s Chem got to do… August 13 August 20 August 27 September 5 – September 6 September 20

DIA 2: Understanding the Atom September 17 October 1 October 8 October 17 – October 18 November 1

DIA 3: How do chemicals interact? November 12 November 19 December 3 December 16 – December 18 January 17

DIA 4: Stoichiometry January 14 January 21 January 28 February 6 – February 7 February 21

DIA 5: How is matter transformed? March 3 March 13 March 31 April 9 – April 10 April 24

DIA 6: What is the solution? April 21 April 28 May 5 May 14 – May 15 May 29

Environmental Science

DIA Draft Released on Canvas




Bridge to Biology SMT 1 N/A N/A December 3 16 December – 18 December 19 December

Bridge to Biology SMT 2 N/A N/A May 5 26 May – 27 May 2 June



Canvas Integration for Science in Volusia County Schools Available Courses (Remediation Courses available in Biology and Middle Grades Science)

ePLC (electronic PLC)

Science Fair Introduction

• Teacher access only (not for students)

• Access lesson plans and VCS created/compiled resources.

• Share resources with one another.

• Download your DIAs

• Comment and Provide feedback on your DIAs

• Communicate and use during ERPLs.

• Updates from the VCS science office through our twitter feed @VCSscience

• Course designed for teacher, parent and student use.

• Download, fill out and print all required paperwork for your schools Science Fair (Also includes all paperwork for the Tomoka Regional Science Fair).

• View what a completed project board should look like. • Guided process to help you complete all paperwork step-by-

step. • Provides all advanced forms along with interactive Abstract

Form.

Need Help with Canvas? Contact…

• Mike Cimino (x20594)

• Tricia Aylward (x20561)

• Nicole Duchesneau (x20560)



The Nature of Science Weeks 1 – 39

Topic Learning Targets and Skills Standards N

atu

re o

f Sc

ien

ce

Students will:

• describe science as both durable (long lasting) and robust (strongly supported by data through experimentation) yet open to change with new data

• understand scientific knowledge can change because it is often examined and reexamined by new investigations and scientific argumentation

SC.912.N.2.4 (Level 3) 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.

Students will:

• design a controlled experiment on an earth or space topic that leads to questions about the natural world

• use tools (this includes the use of measurement in metric, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

• collect, analyze, and interpret data from the experiment to draw conclusions

• determine an experiment’s validity and justify its conclusions based on: o control group, limiting variables and constants, multiple trials (repetition) or large

sample sizes, bias, method of data collection, analysis, interpretation, and communication of results

• describe the difference between an observation and inference

• use appropriate evidence and reasoning to justify explanations by others.

SC.912.N.1.1 (Level 3) Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data (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), Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences),Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others

SC.912.N.1.4 (Level 3) Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Students will:

• describe and provide examples how similar investigations conducted throughout the world arrived at similar conclusions (carbon dioxide levels, ice core samples, global average temperature increase, etc.)

• explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society’s decision making

SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.4.1 (Level 2) Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.



Students will:

• cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations they make about observations of natural phenomenon:

o Wegener was a climatologist who contributed to the geological science, and Newton was a physicist who tried to be a farmer

• explain why competing interpretations of scientists are a strength of science because they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations

SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Honors: (cont. on pg. 6) 1. Recognize that science is the systematic and organized inquiry that is derived from observations and experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.) 2. Recognize that pseudoscience is a claim, belief, or practice, which is presented, as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification). 3. Determine if the phenomenon (event) can be observed, measured, and tested through scientific experimentation. Honors (cont.): 4. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 5. 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.

SC.912.N.2.1 (Level 3) Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).

SC.912.N.2.2 (Level 3) Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

SC.912.N.2.3 (Level 1) Identify examples of pseudoscience (such as astrology, phrenology) in society.

SC.912.N.1.3 (Level 1) Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.4.2 (Level 3) 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.



Resources

Textbook Chapter 1 (Section 2, 3), Chapter 17 (Section 1)

Project Earth Project Earth - Geology: Reading #5 (Careers in Geology)

Safari Montage and Videos

Safari Montage - “The Eyes of Nye: Pseudoscience” TED Talks: How simple ideas lead to scientific discoveries – Adam Savage https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1

Page Keeley Volume 3 #12 (Doing Science)

Teacher Hints And Textbook Activities

***NOTE: The Nature of Science should be taught embedded throughout the Earth and Space Curriculum*** 1. All Earth Space resources can be found on Canvas. 2. Students can download the textbook on MP3 CD or smart phone the entire student edition. Available in Spanish. 3. Student One Stop CD-ROM can be copied and given to students. 4. Unit Videos DVD includes Earth Science Topics, Geology Field Trip and images from around the world. 5. Chapter Resource Files contains worksheets. 6. Teaching Transparencies are online to project. 7. Standard SC.912.N.1.4 should address the reliability of a variety of sources (i.e. comparing experiments, analysis of articles, ads, and media stories) This year we celebrate the 52nd Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow

and encourage students to participate in this annual event.

Websites Activities

Canvas

VCS Science Fair Packet Link

The following resources can be found on Canvas in the The Nature of Science folder:

Activity- 1st Day Wake Up M and M Lab

https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1

http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781933531243



Unit 1: Earth’s Layers Weeks 1 – 3 Learning Targets and Skills Standards

Laye

rs o

f th

e Ea

rth

Students will:

• differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction with other zones:

Structural Zones (Physical Layers) Compositional Zones

Lithosphere Crust Asthenosphere Mantle Mesosphere Core Outer core Inner core

• describe how seismic data is used to infer the composition of Earth’s interior based on the speed and refraction of a wave

• explain how heat transfers by means of convection currents in the mantle and how they interact with the crust

SC.912.E.6.1 (Level 2) Describe and differentiate the layers of Earth and the interactions among them.

SC.912.P.10.20 (Level 3) Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from one medium to another.

SC.912.P.10.4 (Level 3) 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. *Explain how heat energy can change temperature and states of matter.

Fun

dam

enta

l Fo

rces

Students will:

• describe how the four fundamental forces impact Earth systems: o Gravity’s role as it relates to separation of layers o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together

• compare relative magnitudes and ranges of each force, i.e. o gravity is weaker than the others but acts at larger distances while the weak and

strong forces act on the smallest distances but are also the strongest

• explain why the Earth is separated into various layers of differing composition, i.e. o each layer has a different density with gravity causing the layers to settle with the

most dense material at the center of the Earth

SC.912.P.10.10 (Level 2) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).

Mag

net

ic F

ield

Students will:

• describe Earth’s magnetic field and its application to modern technology, such as: o Earth’s magnetic field is attributed to circulating molten metal in Earth’s core o electronic compass

• describe the function of models in science, and identify the wide range of models used in science.

SC.912.P.10.16 (Level 3) Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.

SC.912.N.3.5 (Level 2) Describe the function of models in science and identify the wide range of models used in science.



Resources

Textbook Chapter 1 (Section 3), Chapter 11 (Section 1), Chapter 17 (Sections 2 and 4), Chapter 22 (Section 2)

Project Earth Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?), Activity 11 (Convection)


Safari Montage - “Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,” “Magnetic Storm” Earth’s core and Magnetic Fields: The mystery of Earth’s Core Explained https://www.youtube.com/watch?v=XXTEWQdu3aE

Page Keeley Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10 (Is it a Model?)

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. The Earth’s Layers unit is a great way to show a graphical relationship (linear) between depth and density. 3. Middle students struggle with the concept of refraction. This is a good opportunity to review the properties of a wave.

Websites Activities

Canvas

The Geological Society of America

The following resources can be found on Canvas in the Earth’s Layers folder:

Activity Earth’s Layers WS Activity Earth’s Layers Unit Review Online Simulation Density Simulator Lab - A Slice of Planet Earth Activity Label The Earth Diagram Earth Layers Model

Optional Science Literacy Connections: SLC Earth’s Core Weakens Before Melting Printable Article SLC Earth’s Core Weakens Before Melting Student Questions SLC Earth’s Core Weakens Before Melting Text Analysis

https://www.youtube.com/watch?v=XXTEWQdu3aE

http://geology.gsapubs.org/

http://geology.gsapubs.org/



Unit 2: Plate Tectonics Week 4 – 5

Learning Targets and Skills Standards

Mo

del

s in

Sci

ence

Students will:

• describe the function of models in science, and identify the wide range of models used in science

• describe how scientific inferences are drawn from scientific observations or data, for example:

o Iceland continuing to split apart --> inference: sea-floor is spreading o Identical fossils on multiple continents --> inference: Pangaea reconstructed

• describe the benefits and limitations of models used in science

SC.912.N.3.5 (Level 2) Describe the function of models in science, and identify the wide range of models used in science.

SC.912.N.1.6 (Level 2) Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Pla

te T

ecto

nic

s

Students will:

• identify the major processes taking place in the Earth that are responsible for crustal plate movement, such as:

o convection of material in the mantle o plate density (oceanic crust versus continental crust); ridge push and slab pull

• diagram the various types of plate boundaries and the surface features present at those locations.

• explain the presence and occurrence of specific surface features and events by applying the Theory of Plate Tectonics, such as:

o fault lines, trenches, mountains, rift valleys, mid-ocean ridge, hot spots, etc. o earthquakes, volcanoes, continental drift, etc. o combination of Continental Drift Theory and Seafloor Spreading

• explain the geologic development of present day ocean floor features using the Theory of Plate Tectonics

SC.912.E.6.3 (Level 3) Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.

SC.912.E.6.5 (Level 2) Describe the geologic development of the present-day oceans and identify commonly found features.

Common SLC 1 completed during the Plate Tectonics Unit

DIA 1: The Physical Earth 12 September – 13 September



Resources

Textbook Chapter 17 (Section 1 and 3)

Project Earth Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanoes and Hot Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping the Seafloor)


Safari Montage - “Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire” The Ocean Floor (short video clip)

Page Keeley Volume 4 #10 (Is it a Model)

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. The Common Lab (CL) 1 should be completed at the end of the 1st 9 weeks. 3. The Common Science Literacy Connection (Common SLC 1) should be completed during the 1st 9 weeks. 4. DIA 1 will include information from the Nature of Science, Earth’s Layers, and Plate Tectonics Unit.

Websites Activities

Canvas

Berkley Plate Tectonics

Geology.com

Common SLC 1 – The Quake That Shook Up Geology Teachers can find the article, student questions, a writing prompt, and the text analysis to do this SLC on Canvas in the Earth Space Common Science Literacy Connection (Common SLC) folder. This Common SLC 1 should be completed during the 1st 9 weeks Plate Tectonics Unit.

The following resources can be found on Canvas in the Plate Tectonics folder:

Activity Plate Tectonics Unit Review Activity Seafloor Spreading Lab Activity How Do Continental Plates Move Lab Modeling Convection Currents WS Plate Boundary Organizer Plate Tectonics Gems of Wisdom Lab Eggshell Tectonics Activity Plate Tectonics Puzzle Pieces

Optional Science Literacy Connections: SLC Geomagnetic Reversals Printable Article SLC Geomagnetic Reversals Student Questions SLC Geomagnetic Reversals Answer Key Student Questions SLC Geomagnetic Reversals Text Analysis SLC Plate Tectonics on Mars Printable Article SLC Plate Tectonics on Mars Student Questions

http://www.ucmp.berkeley.edu/geology/tectonics.html

http://www.ucmp.berkeley.edu/geology/tectonics.html

http://geology.com/plate-tectonics/



Unit 3: Earth as a System Weeks 6 – 7

Learning Targets and Skills Standards

Eart

h’s

Sp

her

es

Students will:

• differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.

• explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each other, such as:

o polar ice caps melting increases the ocean water levels.

• predict how changes in one Earth system will impact the other systems , such as: o volcanic eruptions (geosphere) increase worldwide carbon dioxide levels

(atmosphere)

SC.912.E.7.3 (Level 3) Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.

Students will:

• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.

o Florida’s concerns and plans for sea-level rising

SC.912.E.7.8 (Level 3) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.

Eart

h’s

Cyc

les

Students will:

• describe the path matter and energy take as they move through the water and carbon biogeochemical cycles.

• explain why the amount of matter and energy is constant as they move through the biogeochemical cycles, including:

o Earth is essentially a closed system o energy cannot be created nor destroyed

SC.912.E.7.1 (Level 3) Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.

Common Lab 1 completed during the Earth as a System Unit



Resources

Textbook Chapter 1 (Section 1), Chapter 3 (Section 3), Chapter 15 (Section 1), Chapter 16 (Section 1), Chapter 24 (Section 3)

Project Earth Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle,


Safari Montage - “Earth’s System,” “Physical Systems”

Page Keeley Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come from?)

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. Students should be able to identify the differences and commonalities between the different spheres. 3. Students should be able to predict how an event (such as a forest fire) will impact all of the other spheres, both positively and negatively. 4. Students should be able to predict the next steps in any of the biogeochemical cycles.

Websites Activities

Canvas Precipitation

Education Biogeochemical

Cycles Webquest Link

Earth’s Spheres Webquest Link

CL 1 – Law of Conservation of Mass Open-Closed System Teachers can find all of the documents to do this common lab on Canvas in the Earth Space Common Lab (CL) folder. This common lab should be completed during the 1st 9 weeks as a part of the Earth as a System unit.

The following resources can be found on Canvas in the Earth as a System folder:

Biogeochemical Cycles Webquest WS Earth’s Spheres Webquest WS Connect The Spheres WS

Optional Science Literacy Connections:

SLC A Drop’s Journey Printable Article with Student Questions (Lower Reading Level) SLC Thirst for water moves and shakes California Printable SLC Thirst for water moves and shakes California Questions SLC Thirst for water moves and shakes California text analysis

http://pmm.nasa.gov/education/lesson-plans/connect-spheres-earth-systems-interactions

http://pmm.nasa.gov/education/lesson-plans/connect-spheres-earth-systems-interactions

http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html



http://www.classzone.com/books/earth_science/terc/content/visualizations/es0102/es0102page01.cfm?chapter_no=visualization

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0102/es0102page01.cfm?chapter_no=visualization



Unit 4: The Ocean Weeks 8 – 9 Learning Targets and Skills Standards

Oce

an C

urr

ents

Students will:

• explain how surface and deep-water circulation patterns impact energy transfer in the environment, including:

o Coriolis effect, La Niña, El Niño, Southern Oscillation, upwelling, ocean surface cooling, freshwater influx, and density differences

o Labrador Current (cold current) and Gulf Stream (warm current)

• identify the factors that influence surface currents (wind, Coriolis Effect, topography, etc.)

• describe how ocean conditions (salinity, turbidity, temperature, etc.) are responsible for deep ocean currents

SC.912.E.7.2 (Level 3) Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator

Students will:

• diagram the parts of an ocean wave (crest, trough, height, wavelength, amplitude)

• calculate wave speed (velocity) using wavelength and period


o Florida’s appeal for its beaches, warm water, and recreational activities


SC.912.E.7.8 (Level 3) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively

Honors: 1. Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3

– and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change.

Honors: SC.912.E.7.9 (Level 3) Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.

DIA 2: Earth’s Systems 10 October – 11 October

End of 1st 9 Weeks



Resources

Textbook Chapter 12 (Section 2), Chapter 14 (Section 3), Chapter 15 (Section 3)

Project Earth


Safari Montage - Ocean Currents (short clip), Surface Currents (short clip)

Page Keeley

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. DIA 2 will include information from the Nature of Science, Earth as a System, and The Ocean Unit.

Websites Activities

Canvas What Can Rubber Duckies Tell Us About Our Oceans Online Article Online Simulation Waves

The following resources can be found on Canvas in the The Ocean folder:

Activity What can Rubber Duckies tell us about our oceans? Activity Printable Current Map Lab Grape Density Lab Density Lab Waves Online Simulation Waves Powerpoint Movements of The Oceans Ocean Camouflage Colors WS

Optional Science Literacy Connections: SLC Does The Rotation of The Earth Affect Toilets and Baseball Games Printable Article SLC Does The Rotation of The Earth Affect Toilets and Baseball Games Student Questions SLC Does The Rotation of The Earth Affect Toilets and Baseball Games Text Analysis SLC What if The Earth Stood Still (Upper Level Vocabulary) Printable Article

http://phet.colorado.edu/en/simulation/legacy/wave-interference

http://phet.colorado.edu/en/simulation/legacy/wave-interference



Unit 6: Weathering, Erosion, Deposition Weeks 10 – 13

Learning Targets and Skills Standards W

eat

her

ing,

Ero

sio

n, a

nd

Dep

osi

tio

n

Students will:

• describe the processes of weathering, erosion, and deposition and the agents responsible for them, including:

o weathering: chemical and mechanical o erosion: water, wind, gravity, waves, glaciers, etc. o deposition: water, wind, gravity, waves, glaciers, etc.

• explain how various surface features are created through multiple steps of these processes, such as:

o The white sand beaches of Florida’s coast were created by the weathering, erosion, and deposition of quartz silicates from the Appalachian Mountains.

SC.912.E.6.2 (Level 2) Connect surface features to surface processes that are responsible for their formation.

Flo

rid

a Fe

atu

res

Students will:

• explain how Florida-specific features were created through various processes, such as: o karst topography and natural springs created through chemical weathering o beach and coastline erosion by wind and water

SC.912.E.6.4 (Level 3) Analyze how specific geologic processes and features are expressed in Florida and elsewhere.

DIA 3: Weathering, Erosion, and Deposition




Resources

Textbook Chapter 7 (Section 1 and 2), Chapter 10 (Section 1), Chapter 16 (Section 1)

Project Earth Project Earth - Geology: Reading #1 (Plate Tectonics) Project Earth - Geology: Reading #2 (Volcanoes) Project Earth - Geology: Reading #3 (Earthquakes)


Safari Montage - “Amazing Planet: Destruct Forces”, Erosion (short video clip) Why do rivers meander? [Erosion]https://www.youtube.com/watch?v=8a3r-cG8Wic, Why do rivers have deltas? [Deposition] https://www.youtube.com/watch?v=A47ythEcz74, Ice Wedging [Weathering] https://www.youtube.com/watch?v=9LsC0fbWfQE

Page Keeley Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?)

Teacher Hints And Textbook

Activities

1. All Earth Space resources can be found on Canvas. 2. Textbook Quick Lab pg. 371 on Weathering and Erosion can be used as another option to the Weathering and Erosion Lab. 3. The Earth’s Processes DIA 4 will act as a midterm exam. It will include questions from the first 3 DIAs, Weathering, Erosion, and Deposition.

Websites Activities

Canvas

Rocks Interactive Webquest

The following resource can be found on Canvas in the Weathering, Erosion, and Deposition folder:

Lab Erosion and Deposition Lab Activity Weathering, Erosion, and Deposition Unit Review Activity Rocks Interactive Webquest Activity Weathering and Erosion Lab Lab Weathering and Erosion Rate of Weathering Lab


SLC How Lightning Strikes Erode Mountains Printable Article SLC How Lightning Strikes Erode Mountains Student Questions SLC How Lightning Strikes Erode Mountains Text Analysis

https://www.youtube.com/watch?v=8a3r-cG8Wic

https://www.youtube.com/watch?v=A47ythEcz74

https://www.youtube.com/watch?v=9LsC0fbWfQE

http://www.learner.org/interactives/rockcycle/index.html

http://www.learner.org/interactives/rockcycle/index.html



Unit 5: Weather and Climate (cont. on page 24) Weeks 14 – 18

Learning Targets and Skills Standards So

lar

Rad

iati

on

Students will:

• explain how the Sun’s energy arrives and is absorbed or reflected by the Earth’s surface, bodies of water, and atmosphere

• differentiate between conduction and convection in terms of how Earth’s systems are heated (insolation, insulation, albedo)

• explain how unequal heating creates air convection currents within the atmosphere (heat budget)


We

ath

er

Students will:

• describe air masses and their properties, including: o temperature, humidity, air pressure, and wind speed

• describe the various types of fronts created by the collision of different air masses, including:

o warm front o cold front o stationary front o occluded front

• explain how weather is created by the interaction of air masses along fronts

• predict future weather conditions based on present weather observations and conceptual models

• describe the limitations and uncertainties of weather predictions

SC.912.E.7.5 (Level 3) Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.

Seve

re W

eath

er Students will:

• relate the formation of severe weather to specific physical factors, including: o temperature, humidity, air pressure, and wind speed

• describe the life cycle of a thunderstorm

• describe the stages in the development of a hurricane

SC.912.E.7.6 (Level 2)

Relate the formation of severe weather to the various physical factors.



Resources

Textbook Chapter 11 (Section 1), Chapter 12 (Section 1, 2), Chapter 13 (Section 1, 2, and 3)

Project Earth


Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)

Page Keeley Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)

Teacher Hints 1. All Earth Space resources can be found on Canvas.

Websites Activities

Canvas

The Weather Channel

Weather

Underground

The following resources can be found on Canvas in the Weather folder.

Activity Web Research Weather Activity Graphing Temperature Activity KEY – There’s A Storm Coming Activity Worksheet - There’s A Storm Coming Group project - Severe Weather Project Guidelines Lab - Hail In A Test Tube

Optional Science Literacy Connections: SLC Warming Arctic May Be Causing Jet Stream to Lose Its Way Printable Article SLC Warming Arctic May Be Causing Jet Stream to Lose Its Way Student Questions SLC Warming Arctic May Be Causing Jet Stream to Lose Its Way Text Analysis

http://www.weather.com/

http://www.weather.com/

http://www.wunderground.com/

http://www.wunderground.com/



Unit 5: Weather and Climate (cont.) Weeks 14 – 18

Learning Targets and Skills Standards C

limat

e

Students will:

• differentiate between weather and climate

• differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate those features to the region’s climate, such as:

o desert and arid climates are usually found within some proximity to mountain ranges because of the rain shadow effect

o rainforests are found along the equator and large bodies of water that moderate temperatures

• describe the climate of a region in terms of average temperature and average precipitation

• predict the climate of a region given its topography, latitude, prevailing winds, and proximity to large bodies of water

SC.912.E.7.4 (Level 2) Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.

Clim

ate

Ch

ange

Students will:

• identify factors that contribute to global climate change, including: o external factors: tilt of Earth, proximity to the Sun, solar energy output,

Milankovitch cycles o internal factors: pollution, global warming, geological, and oceanic events

• predict how changes to these factors will influence global climate over long time scales

SC.912.E.7.7 (Level 3) Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.

Students will:

• describe how similar investigations (including carbon dioxide levels, ice core samples, global average temperature increase, etc.) of climate change throughout the world arrived at similar conclusions


SC.912.N.1.5 (Level 2) Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.E.7.8 (Level 3) Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.

Common Lab 2 and Common SLC 2 completed during the Climate Unit

DIA 4: Weather and Climate 16 December – 18 December

End of 2nd Grading Period



Resources

Textbook Chapter 12 (Section 1), Chapter 14 (Sections 1, 2, 3, 4)

Project Earth Astronomy Reading #8 (Global Warming) Astronomy: Activity #8 (Green House Effect) Astronomy: Reading #11 (The Coming Climate Crisis)


Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip) “Climates,” “Eyes of Nye: Global Climate Change”

Page Keeley Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip) Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming)

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. The Common Lab (CL) 2 should be completed at the end of the 2nd 9 weeks during the Climate Unit. 3. The Common Science Literacy Connection (Common SLC 2) should be completed during the 2nd 9 weeks. 4. DIA 3 will include information from the Nature of Science and the Weather and Climate Unit. 5. The textbook has very limited information on space history.

Websites Activities

Canvas

CNN

Climate Central NASA Climate Webquest

Link

CL 2 – Making Climographs Teachers can find all of the documents to do this common lab on Canvas in the Earth Space Common Lab (CL) folder. This common lab would be a great way to finish up the second nine weeks.

Common SLC 2 – Climate’s Troublesome Kids Teachers can find the article, student questions, a writing prompt, and the text analysis to do this SLC on Canvas in the Earth Space Common Science Literacy Connection (Common SLC) folder. This Common SLC 2 should be completed during the 2nd 9 weeks.

The following resource can be found at Canvas in the Climate folder:

Webquest Global Climate Change NASA Link Activity Climate Change Webquest Document Activity Carbon Footprint WS Lab Land Versus Water – Specific Heat


SLC Drier Climate Southwest Printable Article SLC Drier Climate Southwest Student Questions with Answer Key SLC Drier Climate Southwest Text Analysis

http://ss2.climatecentral.org/index.html#13/25.8194/-80.2018?level=3&pois=show

http://www.climatecentral.org/

http://climate.nasa.gov/



Unit 7: Origin of the Universe Weeks 19 – 23

Learning Targets and Skills Standards EM

Sp

ectr

um

Students will:

• diagram the crest, trough, height, amplitude, and wavelength for a wave

• predict how wave speed will change as it propagates through different media

• differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy

• explain observed natural phenomena in terms of waves, such as: red shift, blue shift, Doppler effect, and cosmic background radiation


SC.912.P.10.18 (Level 3) 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.

Ori

gin

of

the

Un

iver

se

Students will:

• cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such as:

o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc.

• describe a scientific theory as the culmination of many scientific investigations, such as: o Acceleration of the expansion of Universe by independent investigations of cosmic

background radiation, large scale structure, age of the universe, and measurement of supernovae characteristics

• identify patterns in the organization and distribution of matter in the universe and the fundamental forces that determine them, such as:

o Planetary systems, Star Clusters, Galaxies, Galactic Clusters

SC.912.E.5.1 (Level 3) Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.

SC.912.N.3.1 (Level 3) 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.

SC.912.E.5.2 (Level 2) Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.

Common SLC 3 completed during the Origin of The Universe Unit

DIA 5: Origin of The Universe 6 February – 7 February



Resources

Textbook Chapter 27, Chapter 15 (Section 3), Chapter 29 (pages 838- 840), Chapter 30 (page 879)

Project Earth Astronomy Activity #4 (The Speed of Light) Astronomy Read #1 What is a Light Year,


Safari Montage - “Electromagnetic Spectrum,” “Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the Beginning”

Page Keeley Volume 1 #2 (Apple in the Dark), Uncovering Student Ideas in Astronomy: #44 Expanding Universe, #45 Is the Big Bang “Just a Theory”


Activities

1. All Earth Space resources can be found on Canvas. 2. The Common Science Literacy Connection (SLC 3) should be completed during the 3rd 9 weeks. 3. Quick Lab: pg. 865 in book – The Expanding Universe 4. DIA #4 will include information from the Nature of Science and the Origin of The Universe Unit.

Websites Activities

Canvas

National Geographic

NSF

The Nature of Light

Prezi

Refraction Online Simulation

Common SLC 3 – The Big Bang: What Really Happened At Our Universe’s Birth? Teachers can find the article, student questions, a writing prompt, and the text analysis to do this SLC on Canvas in the Earth Space Common Science Literacy Connection (Common SLC) folder. This Common SLC 3 should be completed during the 3rd 9 weeks.

The following resource can be found on Canvas in the Origin of The Universe folder:

Activity Big Bang Scavenger Hunt Activity Red Shift Blue Shift Practice Activity Cosmologist Tweets Powerpoint The Universe Big Bang Lab Spectroscopy Lab Hubble’s Law Lab Big Bang Activity

Optional Science Literacy Connections: SLC What is the Electromagnetic Spectrum? Text Analysis SLC X Ray Eyes Printable Article SLC X Ray Eyes Student Questions SLC X Ray Eyes Text Analysis SLC Blackhole Made From Scratch Printable Article SLC What is the Electromagnetic Spectrum Printable Article SLC What is the Electromagnetic Spectrum Student Questions SLC What is the Electromagnetic Spectrum Writing Prompt SLC What is the Electromagnetic Spectrum Text Analysis

http://www.edmodo.com/

http://science.nationalgeographic.com/science/space/universe/origins-universe-article/

http://science.nationalgeographic.com/science/space/universe/origins-universe-article/

https://www.nsf.gov/about/history/nsf0050/astronomy/origins.htm

https://prezi.com/fmjt3ffy7l2o/do-not-change-light-as-a-wave/?utm_campaign=share&utm_medium=copy

https://prezi.com/fmjt3ffy7l2o/do-not-change-light-as-a-wave/?utm_campaign=share&utm_medium=copy

http://phet.colorado.edu/en/simulation/bending-light

http://phet.colorado.edu/en/simulation/bending-light



Unit 8: Stars (cont. on pg. 32) Weeks 24 – 28

Learning Targets and Skills Standards Li

fe C

ycle

of

Star

s

Students will:

• classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram

• compare and contrast stars other than our sun using the characteristics found on the HR-Diagram

• explain why the life cycle of a star is determined by its initial mass, for example: o very massive stars have more gravity which causes increased fusion rates and thus a

shorter life

• predict the life cycle of a star, including death (such as a dwarf star, neutron star, or black hole) given:

o an initial stellar mass

SC.912.E.5.3 (Level 2) Describe and predict how the initial mass of a star determines its evolution.

The

Sun

Students will:

• describe the layers of the Sun (including the core, radiative zone, convective zone, photosphere, chromosphere, and corona) in terms of density, temperature and composition

• compare and contrast the general composition, temperature, apparent magnitude, and size of the Sun to other stars

• explain how the rotation and magnetosphere of the sun are directly tied to the formation of sunspots, solar flares, prominences, and coronal mass ejections

• predict how solar phenomena such as solar flares and coronal mass ejections can impact the Earth’s systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and power grids

describe the transfer (heat) of thermal energy through the Sun’s layers by convection and radiation.

SC.912.E.5.4 (Level 3) Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.


Common Lab 3 completed during the Stars Unit



Resources

Textbook Chapter 29 (Sections 1, 2, 3)

Project Earth Astronomy: Activity #7 (Habitable Zone)


Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the Sun”

YouTube- “https://www.youtube.com/watch?v=HEheh1BH34Q” (Size of stars)

Page Keeley Volume 4 #25 (Solar Eclipse)


Activities

1. All Earth Space resources can be found on Canvas. 2. The Common Lab (CL) 3 should be completed during the Stars Unit. 3. SOHO Online Research Activity, pg 830 in text book. 4. The textbook has very limited information on fundamental forces and the electromagnetic spectrum.

Websites Activities

Canvas

SUN Lab

Webquest The Big Three Link

CL 3 – The Glowstick Lab Teachers can find all of the documents to do this common lab on Canvas in the Earth Space Common Lab (CL) folder. This common lab should be completed during the Stars Unit.

The following resource can be found on Canvas in the Stars folder:

Web Activity Sun Lab Student Sheet Activity Layers of The Sun Activity Webquest The Big Three Activity HR Diagram Activity HR Diagram Graphing

Optional Science Literacy Connections: SLC Black Holes Printable Article SLC Black Holes Student Questions SLC Black Holes Text Analysis SLC Space Weather Sunspots Printable Article SLC Space Weather Sunspots Student Questions SLC Space Weather Sunspots Text Analysis

https://www.youtube.com/watch?v=HEheh1BH34Q

http://www.pbs.org/wgbh/nova/labs/lab/sun/research

http://www.windows.ucar.edu/tour/link=/sun/wind_character.html

http://www.windows.ucar.edu/tour/link=/sun/wind_character.html



Unit 8: Stars (cont.) Weeks 24 – 28 Learning Targets and Skills Standards

Fun

dam

enta

l Fo

rces

in S

pac

e

Students will:

• describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium:

o Gravity’s role as it relates to separation of layers and pressure o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together

• compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but acts at larger distances while the weak and strong forces act on the smallest distances but are also the strongest

• describe the nuclear reactions taking place in the sun and the energy associated with them (radioactive decay, fission, and fusion)

SC.912.P.10.10 (Level 2) Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).

SC.912.P.10.11 (Level 3) Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues.

EM R

adia

tio

n

Students will:

• explain that all objects emit and absorb electromagnetic radiation.

• Distinguish between objects that are blackbody radiators and those that are not.

SC.912.P.10.19 (Level 3) Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.

Honors: 1. Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that spectroscopy is used to detect and interpret information from electromagnetic radiation sources.

Honors: SC.912.E.5.8 (Level 3) Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.

DIA 6: Stars 11 March – 12 March

END OF THIRD GRADING PERIOD



Resources

Textbook Chapter 27 (“Telescopes using non-visible wavelength pg 767), Chapter 29

Project Earth Astronomy: Activity #7 (Habitable Zone)


Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the Sun”

Page Keeley Volume 4 #25 (Solar Eclipse)


Activities

1. All Earth Space resources can be found on Canvas. 2. SOHO Online Research Activity, pg 830 in text book 3. DIA 5 will include information from the Nature of Science and the Stars Unit.

Websites Activities

Canvas

Dark Energy, Dark

Matter

The EM Spectrum

Blackbody Spectrum Simulator PhET

The following resources can be found on Canvas in the Stars folder:

Web Activity Dark Energy, Dark Matter Student Sheet

Optional Science Literacy Connections: SLC The Difference Between Radiation and Radioactivity Printable Article SLC The Difference Between Radiation and Radioactivity Student Questions SLC The Difference Between Radiation and Radioactivity Text Analysis

http://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy/

http://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy/

http://www.darvill.clara.net/emag/

https://phet.colorado.edu/en/simulation/blackbody-spectrum

https://phet.colorado.edu/en/simulation/blackbody-spectrum



Unit 9: Solar System Weeks 29 – 32

Learning Targets and Skills Standards M

oti

on

Students will:

• describe the speed as the change in position over time

• solve problems involving distance, velocity, speed and acceleration

• analyze the motion of objects in space in terms of position, velocity, and acceleration as function of time

o Create and interpret graphs of 1 dimensional motion, such as position vs. time, speed vs. time, and acceleration vs. time.

SC.912.P.12.2 (Level 3) 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.

Eart

h, M

oo

n, a

nd

Su

n S

yste

m

Students will:

• analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of Motion, including:

o Earth’s orbit around the Sun (using Kepler’s Laws) o the Moon’s orbit around the Earth (using Newton’s Laws of Motion)

• explain why we see different phases of the moon by diagraming the positions of the Earth, Moon, and Sun at various locations

• explain why an eclipse occurs using the motion of the Earth, Moon, and Sun

• explain how the seasons change because of the Earth’s tilted axis and orbit around the sun

SC.912.E.5.6 (Level 3) Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.

Students will:

• describe how the gravitational force between two objects depends on their masses and the distance between them, including:

o the effect the moon has on the Earth because of gravity (tidal bulge)

• compare the gravitational pull of the Earth to that of the moon, the other planets, and the Sun

• explain why the Earth orbits the Sun in terms of gravity, such as: o The sun’s mass exerts a gravitational force on Earth, in addition to its inertia,

keeping it in orbit

SC.912.P.12.4 (Level 2) Describe how the gravitational force between two objects depends on their masses and the distance between them.

Sola

r Sy

stem

Fo

rmat

ion

Students will:

• explain how planetary systems form using current knowledge and theories, such as: o The Nebular Hypothesis

• apply this knowledge to determine how newly discovered planetary systems and exoplanets are formed

SC.912.E.5.5 (Level 3) Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.



Resources

Textbook Chapter 27, Chapter 28

Project Earth Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon) Astronomy: Activity #3 (Solar System Scale), Activity #6 (Formation of the Solar System)


Safari Montage - “Do We Really Need the Moon,” “Wonders of the Solar System,” “Order out of Chaos” Video To Scale: The Solar System - Youtube

Page Keeley Volume 1 #24 (Gazing at the Moon), #25 (Going through a Phase), Volume 2 #23 (Darkness at Night), Volume 4 #24 (Lunar Eclipse) Uncovering Student Ideas in Astronomy (#21, 23, 25, 27)

Teacher Hints 1. All Earth Space resources can be found on Canvas. 2. DIA 7 will include information from the Nature of Science, Solar System, and the Space Exploration Unit.

Websites Activities

Canvas My Solar System

Nine Planets

The following resource can be found on Canvas in the Solar System folder:

Lab Craters Activity Kepler’s Laws Activity Moon Phases Lab Activity Planets ADI Powerpoint Kepler’s Laws of Planetary Motion Powerpoint Motion In Space-Kepler’s and Newton’s Laws Powerpoint Newton’s Laws Powerpoint Phases Eclipses Tides Powerpoint Solar System Formation Powerpoint The Universe and Gravity Simulation My Solar System Weblink Solar System WS WS Solar System Study Guide

Optional Science Literacy Connections: SLC The Weather on the Moon Printable Article SLC The Weather on the Moon Student Questions SLC The Weather on the Moon Text Analysis

https://youtu.be/zR3Igc3Rhfg

https://phet.colorado.edu/sims/my-solar-system/my-solar-system_en.html

http://nineplanets.org/overview.html



Unit 10: Space Exploration Week 33 – 35

Learning Targets and Skills Standards Sp

ace

His

tory

Students will:

• describe instances in which scientists’ varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena

• explain why competing interpretations of scientists are a strength of science because they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations

SC.912.N.2.5 (Level 3) Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

Students will:

• relate the history of space exploration to the economy and culture of Florida o the privatization of the space industry (Space X)

• identify the major events in space exploration history, such as: Mercury, Gemini, Apollo, Space Shuttle, etc.

SC.912.E.5.9 (Level 3) Analyze the broad effects of space exploration on the economy and culture of Florida.

Dis

tan

ces

in S

pac

e

Students will:

• distinguish the various methods of measuring astronomical distance and apply each in appropriate situations.

• explain which unit of measure is appropriate for a given situation, for example: o Kilometers for distances between planets and orbiting objects o Astronomical units for distances between planets o Light years for distances between stars o Parsecs for distances between galaxies

SC.912.E.5.11 (Level 3) Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.

Honors: 1. Identify examples of historical space exploration (e.g. telescopes, high altitude balloons, lunar landers, deep-space probes, space station) that had significant impact on current space exploration and recognize the importance of continued exploration in space.

2. Discuss how scientists determine the location of constellations, celestial spheres, and sky maps. Differentiate the celestial coordinate system (equatorial system) and latitude and longitude used to specify locations on Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars and constellations.

Honors: SC.912.E.5.7 (Level 3) Relate the history of and explain the justification for future space exploration and continuing technology development.

SC.912.E.5.10 (Level 2) Describe and apply the coordinate system used to locate objects in the sky.

DIA 7: Solar System and Space Exploration 7 May – 8 May



Resources

Textbook Chapter 27, Chapter 29

Project Earth Astronomy Read #3 Hubble Space Telescope


Safari Montage - “400 Years of Telescopes”

Page Keeley Volume 1 #3 (Birthday Candles) Uncovering Student Ideas in Astronomy (#31)


Activities

1. All Earth Space resources can be found on Canvas. 2. Internet Activity, pg. 727 (Space Spinoff) – in Earth Space Teacher Edition only. 3. DIA 7 will include information from the Nature of Science, Solar System, and the Space Exploration Unit.

Websites Activities

Canvas

NASA

The following resource can be found on Canvasin the Space Exploration folder:

Activity Measurement Scenarios Activity BYOT Astronomer Research Activity Space Exploration Web Research Spectrum Activity Space Exploration WS Activity Space Exploration Timeline Outdoor Activity Parallax Powerpoint Doppler Effect and Red Shift Powerpoint Parallax Activity Spinoffs

Optional Science Literacy Connections: SLC Buzz Aldrin on Why We Should Go To Mars Printable Article SLC Buzz Aldrin on Why We Should Go To Mars Student Questions SLC Buzz Aldrin on Why We Should Go To Mars Text Analysis

http://www.nasa.gov/



Unit 11: Geologic Time Week 36

Learning Targets and Skills Standards G

eolo

gic

Tim

e

Students will:

• describe that a fossil is formed through mineralization over long time scales

• investigate floral and faunal succession through stratigraphy using index fossils

• explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change

SC.912.L.15.1 (Level 3)

Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

Cla

ssif

icat

ion

Students will:

• describe how and why organisms are hierarchically classified and based on evolutionary

relationship.

SC.912.L.15.4 (Level 3)

Describe how and why organisms are hierarchically classified and based on evolutionary relationships.

Hu

man

Imp

act

Students will:

• describe how biodiversity declines due to catastrophic events, climate changes, human activity and the introduction of invasive and non-native species

• identify and explain positive and negative consequences that result from the reduction in biodiversity

• make predictions of consequences, based on a scenario if biodiversity is reduced

SC.912.L.17.8 (Level 3)

Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.

Common Lab 4 and SLC 4 completed during the Geologic Time Unit End of 4th 9 weeks



Resources

Textbook Chapter 21 (Section 4)

Project Earth Geology: Activity #15 (Study Your Sandwich) Astronomy: Activity #9 (Creature Feature)


Page Keeley Volume 2 #22 (Mountain Top Fossils)


Activities

1. All Earth Space resources can be found on Canvas. 2. Skills lab pg. 246-247 3. Maps in Action pg. 248 4. Geologic Time will be covered in the Earth Space EOC, but will not have a separate DIA. 5. Common SLC 4 and CL 4 should be completed during the Geologic Time unit. 6. The textbook has no information on biodiversity.

Websites Activities

Canvas

Berkeley

CL 4 – Camo Lab Teachers can find all of the documents to do this common lab on Canvas in the Earth Space Common Lab (CL) folder. This common lab should be completed during the geologic time unit.

Common SLC 4 – Teachers can find the article, student questions, a writing prompt, and the text analysis to do this SLC on Canvas in the Earth Space Common Science Literacy Connection (Common SLC) folder. This Common SLC 4 should be completed during the 4th 9 weeks.

The following resource can be found on Canvas in the Geologic Time folder:

Power point Evidence of Geologic Time Evidence of Geologic Time WS Lab Half Life Student Data Sheet Lab Half Life Instruction Sheet Lab Geological Time Scale Activity Origin of Life Poster Activity Model Natural Selection

Optional Science Literacy Connections: SLC Geologic Time Made Ridiculous Birds Printable Article SLC Geologic Time Made Ridiculous Birds Student Questions SLC Geologic Time Made Ridiculous Birds Text Analysis

http://evolution.berkeley.edu/



2019-2020 Earth and Space Science Tier 3 Academic Vocabulary

Weeks Unit Vocabulary

1-38 The Nature of Science

▪ Dependent Variable

▪ Independent Variable

▪ Inference

▪ Investigation

▪ Observation

▪ Control group

▪ Data analysis

▪ Empirical evidence

▪ Qualitative data

▪ Quantitative data

▪ Accuracy

▪ Precision

▪ Reliability

▪ Validity

1-3 Earth’s Layers

▪ Crust

▪ Mantle

▪ Core

▪ Lithosphere

▪ Mesosphere

▪ Asthenosphere

▪ Magnetosphere

▪ Electromagnetism

▪ Gravity

▪ Radioactive decay

▪ Law of Gravitation

▪ Differentiation

▪ Reflection

▪ Refraction

▪ Scattering

▪ Seismic Waves

4 – 6 Plate Tectonics

▪ Theory of Plate Tectonics

▪ Pangaea

▪ Continental drift

▪ Sea-floor spreading

▪ Convection currents

▪ Convergent boundary

▪ Divergent boundary

▪ Transform boundary/fault

▪ Continental drift

▪ Rift valley

▪ Trench

▪ Subduction zone

▪ Mid-ocean ridge

▪ Paleomagnetism

▪ Volcanic activity

▪ Hot spots

7 - 8 Earth as a System

▪ Atmosphere

▪ Hydrosphere

▪ Cryosphere

▪ Geosphere

▪ Biosphere

▪ Biogeochemical

▪ cycles

▪ Water cycle

▪ Carbon cycle

▪ Open system

▪ Closed system

9 - 10 The Ocean

▪ Density

▪ Temperature

▪ Salinity

▪ Turbidity

▪ La Niña

▪ Crest

▪ Trough

▪ Wave height

▪ Wavelength

▪ Period

▪ Amplitude

▪ El Niño

10 – 13 Weathering, Erosion,

Deposition

▪ Weathering

▪ Chemical weathering

▪ Mechanical

▪ weathering

▪ Erosion

▪ Deposition

▪ Karst Topography

▪

14 - 18

Weather and Climate

▪ Radiation

▪ Absorption

▪ Reflection

▪ Atmosphere

▪ Insolation

▪ Insulation

▪ Conduction ▪ Convection

▪ Water cycle

▪ Air masses

▪ Humidity

▪ Fronts

▪ Thunderstorms

▪ Cyclones

▪ Anti-cyclone

▪ Heat budget

▪ Albedo

▪ Continental polar (cP)

▪ Maritime polar (mP) ▪ Continental tropical (cT)

▪ Maritime tropical (mT)

▪ Latitude

▪ Longitude

▪ Prevailing winds

▪ Precession

▪ Topography

▪ Proximity

▪ Rain shadow

▪ Rainforest

▪ Desert

▪ Savanna ▪ Marine west coast

▪ Steppe

▪ Humid continental

▪ Humid subtropical

▪ Mediterranean



▪ Coriolis effect

▪ Hurricanes

▪ Tornadoes

▪ Climate zones

▪ Tilt

▪ Wobble

▪ Subarctic

▪ Tundra

▪ Lightning

20 - 23 Origin of the Universe

▪ Crest

▪ Electromagnetic spectrum

▪ Electromagnetism

▪ Trough

▪ Wave height

▪ Wavelength

▪ Big Bang Theory

▪ Hubble Constant

▪ Cosmic Background

Radiation (CBR)

▪ Red Shift

▪ Space-time

▪ Expansion

▪ The Big Crunch

▪ The Big Chill

▪ Inflation

▪ Singularity

24 -27 Stars

▪ Sunspots

▪ Solar flares

▪ Corona

▪ Photosphere

▪ Thermal energy

▪ Magnetosphere

▪ Aurora Borealis/Australis

▪ Chromospheres

▪ Prominences

▪ Coronal mass ejection

▪ Dwarf star

▪ Neutron star

▪ Black hole

▪ Apparent magnitude

▪ Absolute magnitude

▪ Solar storms

▪ Solar cycle

▪ Magnetosphere

▪ Radioactive decay

▪ Law of Gravitation

▪ Dynamic equilibrium

▪ Electromagnetic radiation

▪ Blackbody radiators

▪ albedo

28 -31 Solar System

▪ Scientific law

▪ Orbit

▪ Kepler’s Laws of Planetary

Motion

▪ Ellipse

▪ Aphelion

▪ Perihelion

▪ Newton’s Laws of Motion

▪ Gravity

▪ Tidal bulge

▪ Spring tides

▪ Neap tides

▪ Apogee

▪ Perigee

▪ Speed

▪ Position

▪ Frame of reference

▪ Velocity

▪ Acceleration

▪ Mass vs. Weight

▪ Solar eclipse

▪ Lunar eclipse

▪ Nebula

▪ Terrestrial

▪ Nebular Hypothesis

▪ Exoplanet

▪ Differentiation

32 -34 Space Exploration ▪ Astronomical unit (AU)

▪ Light year

▪ Parallax

▪ Parsec

▪ Period

▪ Speed of light

35 -37 Geologic Time

▪ Domain

▪ Kingdom

▪ Phylum

▪ Class

▪ Order

▪ Family

▪ Genus

▪ Species

▪ Fossil

▪ Homologous structure

▪ Vestigial structure

▪ Analogous structure

▪ Embryology

▪ Binomial nomenclature

▪ Scientific name

▪ Dichotomous key

▪ Biogeography

▪ Stratigraphy

▪ Biodiversity



Grades 9 - 10 ELA Florida Standards

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.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 - 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).

Grades 9 - 12 Math Florida Standards (select courses)

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.

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.



Grades 11 - 12 ELA Florida Standards

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 11 – 12 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 11 – 12 text complexity band independently and proficiently. LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 - 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).

Grades 9 - 12 Math Florida Standards (all courses)

MAFS.912.F-IF.3.7 - 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.

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.