MOUNT VERNON CITY SCHOOL DISTRICT

Environmental ScienceCurriculum Guide

NMHZHS

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THEENVIRONMENTAL SCIENCE CURRICULUM IN MOUNT VERNON.

2015-16

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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ACKNOWLEDGEMENTS

The Department of Curriculum and Instruction and Secondary Science ArticulationCommittee embarked upon a long range plan of curriculum development for thehigh schools. Teachers of every subject area from Mount Vernon and NellieThornton High School’s were joined by district administrator in the curriculumrevision process. The educators gave many personal hours and demonstratedexceptional commitment to this critical task.

The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.

This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the school staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.

Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project.

Thank you.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. ACKNOWLEDGEMENTS …..……………………………………....... 3

IV. TABLE OF CONTENTS …..……………………………………....... 4

V. IMPORTANT DATES …..……………………………………....... 5

VI. VISION STATEMENT …..……………………………………....... 6

VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ..………………. 7

VIII. ENVIRONMENTAL SCIENCE COURSE DESCRIPTION ………………... 8

IX. ENVIRONMENTAL SCIENCE CORE CURRICULUM ………………. 10

X. ENVIRONMENTAL SCIENCE PACING GUIDE ..……………... 14

XI. SYSTEMATIC DESIGN OF A SCIENCE LESSON …………………………... 19

XII. SCIENCE GRADING POLICY ..……………... 22

XIII. SETUP OF THE SCIENCE CLASSROOM ..……………... 23

XIV. WORD WALLS ARE DESIGNED ..……………... 24

XV. SCIENCE CLASSROOM AESTHETICS ..……………... 25

XVI. FORMAL LAB REPORT FORMAT ..……………... 26

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November13, 2015

10 weeks Week ofNov. 23, 2015

MP 2 November16, 2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day ofSchool

June 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Content Standards.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM

1. The standards-based science program must ensure equity and excellence for allstudents.

2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.

3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.

4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.

5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.

6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.

7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.

8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.

9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.

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ENVIRONMENTAL SCIENCE COURSE DESCRIPTION

Americans are increasingly confronted with questions in their public and personal lives for

which scientific information and ways of thinking are necessary for informed decision-making.

This course will provide students with the opportunity to analyze environmental issues from the

viewpoints of a variety of interested parties. Students will learn to gather and interpret data

important to the understanding of an environmental issue by participating in role-plays in the

context of an environmental problem. Students who successfully complete the course earn ½ unit

of science elective credit.

Course Goals:

Identify the values, beliefs, and interests of others as they relate to an environmental

problem.

Analyze an environmental issue from the viewpoints of a variety of interested parties.

Gather and interpret data important to the understanding of an environmental issue.

Participate in role plays in the context of an environmental problem.

Identify ways to take action on environmental issues.

Critically think through and formulate positions in regards to environmental issues based on

gathered evidence and research.

Apply research and data to the given authentic situations.

Evaluate the most effective means of delivering the information.

Communicate the results of the work.

Outcomes of Course:

Students will know and be able to analyze environmental issues by identifying all of the

stakeholders and their positions. This will be evidenced by students doing the following:

1. Answer the essential question using one of the following strategies:

Public service announcement (video)

Power Point presentation

Surveying/Interviewing the community

Make a website

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Written essay with supporting evidence

Photographic display

Any other option with prior approval

2. Critically analyze reports, editorials and articles. Students will keep a weekly journal of

newspaper and journal reviews. The criteria include:

It must be an environmental issue or topic connected to New York.

The weekly journal entry must be in a notebook or separate binder.

The entry must include: article title, author, author credentials. Editor, date, and

source of article.

The article must be attached to the journal review.

The review must include the topic of the article and main idea.

The review must explain how the article is directly or indirectly related to New York.

The review must explain the point of view in which the article is written.

Include your position on the topic.

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ENVIRONMENTAL SCIENCE CORE CURRICULUM

NYS MST PERFORMANCE INDICATORS THAT RELATE TO THE ECOLOGY:ENVIRONMENTAL ISSUES CURRICULUM

Standard 1: Scientific Inquiry KI 1The central purpose of scientific inquiry is to develop explanations of natural phenomena in acontinuing, creative process.

Standard 1: Scientific Inquiry KI 3The observations made while testing proposed explanations, when analyzed using conventionaland invented methods, provide new insights into phenomena.

Standard 1: Scientific Inquiry PI 3.5Develop a written report for public scrutiny that describes the proposed explanation, including aliterature review, the research carried out, its results, and suggestions for further research.

Standard 4: Living Environment PI 1.1Explain how diversity of populations within ecosystems relates to the stability of ecosystems.Major Understandings:1.1a Populations can be categorized by the function they serve. Food webs identify the

relationships among producers, consumers, and decomposers carrying out eitherautotropic or heterotropic nutrition.

1.1b An ecosystem is shaped by the nonliving environment as well as its interacting species.The world contains a wide diversity of physical conditions, which creates a variety ofenvironments.

1.1c In all environments, organisms compete for vital resources. The linked and changinginteractions of populations and the environment compose the total ecosystem.

1.1d The interdependence of organisms in an established ecosystem often results inapproximate stability over hundreds of years. For example, as one population increases, itis held in check by one or more environmental factors or another species.

1.1e Ecosystems, like many other complex systems, tend to show cyclic changes around astate of approximate equilibrium.

1.1f Every population is linked, directly or indirectly, with many others in an ecosystem.Disruptions in the numbers and types of species and environmental changes can upsetecosystem stability.

Standard 4: Living Environment PI 6.1Explain factors that limit growth of individuals and populations.Major Understandings:6.1d The number of organisms any habitat can support (carrying capacity) is limited by the

available energy, oxygen, and minerals, and by the ability of ecosystems to recycle theresidue of dead organisms through the activities of bacteria and fungi.

6.1e In any particular environment, the growth and survival of organisms depend on thephysical conditions including light intensity, temperature range, mineral availability,soil/rock type, and relative acidity (pH).

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6.1f Living organisms have the capacity to produce populations of unlimited size, butenvironments and resources are finite. This has profound effects on the interactionsamong organisms.

6.1g Relationships between organisms may be negative, neutral, or positive. Some organismsmay interact with one another in several ways. They may be in a producer/consumer,predator/prey, or parasite/host relationship; or one organism may cause disease in,scavenge, or decompose another.

Standard 4: Living Environment PI 7.2Explain the impact of technological development and growth in the human population on theliving and nonliving environment.Major Understandings:7.2a Human activities that degrade ecosystems result in a loss of the living and nonliving

environment. For example, the influence of humans on other organisms occurs throughland use and pollution. Land use decreases the space and resources available to otherspecies, and pollution changes the chemical composition of air, soil, and water.

7.2b When humans alter ecosystems either by adding or removing specific organisms, seriousconsequences may result. For example, planting large expenses of one crop reduces thebiodiversity of the area.

Standard 4: Physical Setting PI 1.2Major Understanding:1.2g Earth has continuously been recycling water since the outgassing of water early in its

history. This constant recirculation of water at and near Earth’s surface is described bythe hydrologic (water) cycle. Water is returned from the atmosphere to Earth’s surface by precipitation. Water

returns to the atmosphere by evaporation or transpiration from plants. A portion of theprecipitation becomes runoff over the land or infiltrates from plants. A portion of theprecipitation becomes runoff over the land or infiltrates into the ground to becomestored in the soil or groundwater below the water table. Soil capillarity influencesthese processes.

The amount of precipitation that seeps into the ground or runs off is influenced byclimate, slope of the land, soil, rock type, vegetation, land use, and degree ofsaturation.

Porosity, permeability, and water retention affect runoff and infiltration.

Standard 4: Living Environment PI 7.1Describe the range of interrelationships of humans with the living and nonliving environment.Major Understandings:7.1a The Earth has finite resources; increasing human consumption of resources places stress

on the natural processes that renew some resources and deplete those resources thatcannot be renewed.

7.1b Natural ecosystems provide an array of basic processes that affect humans. Thoseprocesses include but are not limited to: maintenance of the quality of the atmosphere,generation of soils, control of the water cycle, removal of wastes, energy flow, and

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recycling of nutrients. Humans are changing many of these basic processes and thechanges may be detrimental.

7.1c Human beings are part of the Earth’s ecosystems. Human activities can, deliberately ofinadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a resultof population growth, consumption, and technology. Human destruction of habitatsthrough direct harvesting, pollution, atmospheric changes, and other factors is threateningcurrent global stability, and if not addressed, ecosystems may be irreversibly affected.

Standard 4: Living Environment PI 7.2Explain the impact of technological development and growth in the human population on theliving and nonliving environment.Major Understandings:7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and

nonliving environment. For example, the influence of humans on other organisms occursthrough land use and pollution. Land use decreases the space and resources available toother species, and pollution changes the chemical composition of air, soil, and water.

7.2b When humans alter ecosystems either by adding or removing specific organisms, seriousconsequences may result. For example, planting large expanses of one crop reduces thebiodiversity of the area. 7.2c Industrialization brings an increased demand for and use ofenergy and other resources including fossil and nuclear fuels. This usage can havepositive and negative effects on humans and ecosystems.

Standard 4: Living Environment PI 7.3Explain how individual choices and societal actions can contribute to improving theenvironment.Major Understandings:7.3a Societies must decide on proposals which involve the introduction of new technologies.

Individuals need to make decisions which will assess risks, costs, benefits, and trade-offs.7.3b The decisions of one generation both provide and limit the range of possibilities open to

the next generation.

Standard 6: Interconnectedness: Common Themes KI 5Identifying patterns of change is necessary for making predictions about future behavior andconditions Use graphs to make predictions Use graphs to identify patterns and interpret experimental data

Standard 7: Interdisciplinary Problem Solving KI 2Solving interdisciplinary problems involves a variety of skills and strategies, including effectivework habits; gathering and processing information; generating and analyzing ideas; realizingideas; making connections among the common themes of mathematics, science, and technology;and presenting results. If students are asked to do a project, then the project would requirestudents to: Work effectively Gather and process information

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Generate and analyze ideas Observe common themes Realize ideas Present results

Standard 7: Interdisciplinary Problem Solving PI 1.1Analyze science/technology/society problems and issues on a community, national, or globalscale and plan and carry out a remedial course of action.

Standard 7: Interdisciplinary Problem Solving PI 1.2Analyze and quantify consumer product data, understand environmental and economic impacts,develop a method for judging the value and efficacy of competing products, and discuss cost-benefit and risk-benefit trade-offs made in arriving at the optimal choice.

Standard 7: Interdisciplinary Problem Solving PI 1.3Design solutions to real-world problems on a community, national, or global scale, using atechnological design process that integrates scientific investigation and rigorous mathematicalanalysis of the problem and of the solution.

ENVIRONMENTAL SCIENCE (NMHZHS) PACING GUIDE

This guide using Environmental Science Your World Your Turn © 2011 by Pearson(ISBN-10: 0-13-372475-1) was created to provide teachers with a time frame to complete the Environmental Science (NMHZHS)Curriculum.

Unit 1—Introduction Fall Spring

Enduring Understanding: We can use science to study and understand the complex interactionsbetween humans and their environments.

Project: A Ballooning IssueChapter 1. An Introduction toEnvironmental Science

Big Question: How do scientistsuncover, research, and solveenvironmental problems?

1.1 Our Island, Earth1.2 The Nature of Science1.3 The Community of Science

Central Case: Fixing aHole in The Sky

Activity: The Lesson ofEaster Island

September February

Chapter 2. Environmental Policyand Economics

Big Question: How can we bestbalance our own interests and needswith the health of the environment?

2.1 Economics2.2 United States EnvironmentalPolicy2.3 International EnvironmentalPolicy and Approaches

Central case: Cleaningthe Tides of San Diegoand Tijuana

Activity: Fighting forClean Water

September February

Common Assessment #1 September 18 February 12Chapter 3. Earth’sEnvironmental Systems

Big Question: How do thenonliving parts of Earth’s systemsprovide the basic materials tosupport life?

3.1 Matter and the Environment3.2 Systems in EnvironmentalScience3.3 Earth’s Spheres3.4 Biogeochemical Cycles

Central Case: The Gulf ofMexico’s Dead Zone

Activity: Nutrients

September /October

February

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Unit 2─Ecology Fall Spring

Enduring Understanding: Life on Earth depends on interactions among organisms and betweenorganisms and their environment.

Project: Seeing the Past, Foreseeing the FutureChapter 4. Population Ecology

Big Question: How do changes inpopulation size and ecosystemsaffect each other?

4.1 Studying Ecology4.2 Describing Populations4.3 Population Growth

Central Case: FindingGold in a Costa RicanCloud Forest

Activity: The CloudlessForest

October February /March

Common Assessment #2 October 2 March 4Chapter 5. Evolution andCommunity Ecology

Big Question: How do organismsaffect each other’s survival andenvironment?

5.1 Evolution5.2 Species Interactions5.3 Ecological Communities5.4 Community Stability

Central Case: Black andWhite, and Spread AllOver

Activity: A BrokenMutualism

October March

Chapter 6. Biomes and AquaticEcosystems

Big Question: How does theenvironment affect where and howan organism lives?

6.1 Defining Biomes6.2 Biomes6.3 Aquatic Ecosystems

Central Case: Too Muchof a Good Thing

Activity: Should ElephantsCulling Be Allowed?

October March

Common Assessment #3 October 16 March 18Chapter 7. Biodiversity andConservation

Big Question: Why is it importantto protect biodiversity?

7.1 Our Planet of Life7.2 Extinction and BiodiversityLoss7.3 Protecting Biodiversity

Central Case: Saving theSiberian Tiger

Activity: A Couple ofBirds Make BigComebacks

October March

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Unit 3─Humans and the Environment TimeframeEnduring Understanding: Humans impact the global environment more than any other species alive

today.

Project: Charrette for SustainabilityChapter 8. Human Population

Big Question: How does the humanpopulation affect the environment?

8.1 Trends in Human PopulationGrowth8.2 Predicting PopulationGrowth8.3 Humans and TheirEnvironments

Central Case: China’sOne-Child Policy

Activity: The US Census

October March /April

Common Assessment #4 October 30 April 8Chapter 9. Environmental Health

Big Question: What is therelationship between environmentalhealth and our own health?

9.1 An Overview ofEnvironmental Health9.2 Biological and SocialHazards9.3 Toxins in the Environment9.4 Natural Disasters

Central Case: The Riseand Fall--and Rise?-- ofDDT

Activity: Should BPA UseBe Regulated

November April

Chapter 10. Urbanization

Big Question: How can we balanceour needs for housing and jobs withthe needs of the environment?

10.1 Land Use and Urbanization10.2 Sprawl10.3 Sustainable Cities

Central Case: GrowingPains in Portland, Oregon

Activity: GeographicInformation Systems

November April

Common Assessment #5 November 13 April 22

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Unit 4─Earth’s Resources Fall SpringEnduring Understanding: We need to use Earth’s finite resources in a sustainable way.

Project: Senate Hearing on Resource ManagementChapter 11. Forestry and ResourceManagement

Big Question: How can we use Earth’sresources sustainably?

11.1 Resource Management11.2 Forest Resources11.3 Forest Management

Central Case: Battling overClayoquot’s Big Trees

Activity: Reforesting Africa

November April

Chapter 12. Soil and Agriculture

Big Question: How can we balanceour growing demand for food with ourneed to protect the land from which itcomes?

12.1 Soil12.2 Soil Degradation andConservation12.3 Agriculture12.4 Food Production

Central Case: PossibleTransgenic Maize in Oaxaca,Mexico

Activity: Dark Earth in theamazon

November /December

April / May

Common Assessment #6 December 4 May 6Chapter 13. Mineral Resources andMining

Big Question: At what point do thecosts of mining outweigh the benefits?

13.1 Minerals and Rocks13.2 Mining13.3 Mining Impact and Regulation

Central Case: Mining For …Cell Phones

Activity: Is it Safe to MineSalt in Restof, NY?

December May

Chapter 14. Water Resources

Big Question: Why are we running outof water?

14.1 Earth: The Water Planet14.2 Uses of Fresh Water14.3 Water Pollution

Central Case: Looking forWater … in the Desert

Activity: WastewaterTreatment

December May

Common Assessment #7 December 18 May 20Chapter 15. The Atmosphere

Big Question: How can we ensureeveryone has clean air to breathe?

15.1 Earth’s Atmosphere15.2 Pollution of the Atmosphere15.3 Controlling Air Pollution

Central Case: ChargingToward Cleaner Air inLondon

Activity: The Clean Air Actand Acid Rain

December May

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Unit 5─Towards a Sustainable Future Fall SpringEnduring Understanding: Today’s decisions define our future environment.

Project: Senate Hearing on Resource ManagementChapter 16. Global ClimateChangeBig Question: What are the causesand consequences of a warmingEarth?

16.1 Our Dynamic Climate16.2 Global Warming16.3 Effects of Climate Change16.4 Responding to ClimateChange

Central Case: Rising SeasMay Flood the MaldiveIslands

Activity: Climate clues inIce

January May / June

Common Assessment #8 January 15 June 3

SYSTEMATIC DESIGN OF A SCIENCE LESSON

What are the components of a Science Lesson?

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

AIM: Goal of the Day Written in Question Form Concept to be Learned Linked to Closure of the lesson Written in student friendly language Can be elicited from the students

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Learning Objective(s): Standards-Based A precise way of stating an outcome or goal (refer to Bloom's Taxonomy) Describes what a student should be able to do (a road map) Can be measured for achievability (attainable) Getting started activities serve as prerequisite skills in preparation for undertaking new

objectives

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Key Idea(s): NYS Performance Standards Specific skills and concepts students should master

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Key Words: Interactive Word Wall Identify, define words relevant to the lesson, topic, concept, skill Operational definitions of terms, concepts Use of roots and prefixes for literary understanding Display on the Science Word Wall and use for vocabulary development

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Materials: Creative and Varied Items needed to facilitate the implementation of the lesson Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,

technology) Organized and accessible to students

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Problem of the Day / Do Now: Opening - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Skills review Introduction of a new concept, built on prior knowledge Open-ended problems

5 min

Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key

Words (Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model

a strategy and your thinking for problem solving, model how to use a ruler to measureitems)

Relate to previous work Provide logical sequence and clear explanations Provide medial summary

10 – 15min

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Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student

work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through

the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning

20 – 25min

Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references

5 – 10min

Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by

______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I

learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a

description and details about your character.)

5 – 10min

Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing

5min

Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions

pertaining to lessons taught in the past

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Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal

learning Based on assessment(s), Re-teach the skill, concept or content using alternative

strategies and approaches

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IMPORTANT NOTICE

All aims must be numbered with corresponding homework. For example, Aim #7will corresponded to homework #7 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.

AIM #7: What is matter?

NYS PERFORMANCE INDICATOR:

3.1q Matter is classified as a pure substance or as a mixture of substances.

Do Now (5 minutes):

Classify the following items based on their properties/characteristics.

Writing Exercise / Closure:

What are some properties of matter?

Homework #7

Page 34 #5, 7, 9, 11

Page 28 #4, 13

Page 15 #21, 33

Page 8 #40

Study for Quiz #2 on September 23, 2010

Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:

a. to relate real world situations to science symbolism.

b. to work together cooperatively in solving problems.

c. to discuss scientific ideas and concepts.

d. to verbalize their scientific thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that problems can be symbolized in many different ways.

h. that they can solve problems without just following teachers' directions.

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SCIENCE GRADING POLICY

This course of study includes different components, each of which are assigned the

following percentages to comprise a final grade. I want you--the student--to understand

that your grades are not something that I give you, but rather, a reflection of the work

that you give to me.

1. Common Assessments → 35%

2. Quizzes → 15%

3. Notebook, Journal → 15%

4. Homework → 15%

5. Research Projects / Reports → 10%

6. Classwork / Class Participation → 10%

o Class participation will play a significant part in the determination of your

grade. Class participation will include the following: attendance, punctuality

to class, contributions to the instructional process, effort, work in the

laboratory, contributions during small group activities and attentiveness in

class.

Important Notice

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /

guardian(s) or adult students are to be notified, in writing, at any time during a grading period

when it is apparent - that the student may fail or is performing unsatisfactorily in any course or

grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the

grading period when it becomes evident that the student's conduct or effort grades are

unsatisfactory.

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SETUP OF THE SCIENCE CLASSROOM

I. Prerequisites for a Science ClassroomA Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies – dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule

II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the NYS Standard (Performance Indicator),Aim, Do Now and Homework. At the start of the class, students are to copy thisinformation and immediately begin on the Do Now.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Aim #:

NYS Performance Indicator:

Do Now:

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WORD WALLS ARE DESIGNED …

to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the

characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.

IMPORTANT NOTICE A science word wall must be present in every science classroom.

Sample Science Word Wall

Process Skills Plants Soils Animals

classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills

variable photosynthesis conservation fishcompare chlorophyll strip cropping scales

cotyledon contour plowing reptilemetamorphosis

cycle

Habitats Food Chains Rocks and Minerals

environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau

habitat food chain core barrier islandforest energy pyramid igneous rock weathering

deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier

coastal forest prey rock cycle earthquakeconiferous forest fossil volcano

desert geologist floodsalt water landform natural disaster

fresh water mountain

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SCIENCE CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grading Policy

List of Core Laboratories

Safety and Laboratory Procedures

Science Diagrams, Posters, Displays

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Word-Wall

Updated Lab Folder

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Administrator Signature: _____________________________________ Date: ____________

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Mount Vernon City School DistrictScience Department

Formal Lab Report Format

Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.

The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.

Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:

Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted

TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.

PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?

Hypothesis

Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.

Materials List what equipment was used in your experimental setup. In many

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experiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.

Procedure

If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book

Safety

Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles

ExperimentalData

This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.

Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.

Charts andGraphs

To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.

SampleCalculations

Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the readerunderstands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and that

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each calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)

% Error = |accepted value - your value|accepted value

If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.

Questions

All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.

Conclusions

This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?

Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?

Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.

All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.