roswell independent school district maps/2014.2015... · roswell independent school district ... -...

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Roswell Independent School District

Science Curriculum Map 2014

General Science – Grade 9 Unit:Scientific Investigation Reasoning and Scientific Method

Timeframe: Start Quarter 1Approximately 2wks

Essential Question: Why is it important to not jump to conclusion?

NM State Standards Common Core State Standard Suggested Activity/Assessment Resources

. SCIENTIFIC INVESTIGATION, REASONING, AND SCIENTIFIC METHOD NSA, STRAND I, NMCSI,BI/II/III Scientific investigation Data collection and analysis Analyzing graphs and tables SI:NMCSI:BI:PS 1-5 1. Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety precautions. 2..Design and conduct scientific investigations that include:

testable hypotheses

controls and variables

methods to collect, analyze,

and interpret data

results that address

hypotheses being investigated

predictions based on

results

re-evaluation of hypotheses

and additional experimentation as necessary

error analysis.

3.Use appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances, microscopes). 4.Convey results of investigations using scientific concepts, methodologies, scientific knowledge.

Reading Standards for Literacy in

Science and Technical Subjects 6-12 Integration of Knowledge and

Ideas 2.Determine the centeral ideas or conclusions of a text ;trace the

text’s explanation or depiction of a complex process,

phenomenon, or concept; provide

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.

4.Determine the meaning of symbols, key terms, and other domain-specific scientific or technical context relevant to

grades9-10 texts and topics.

7.Translate quanitatative of thchnical information expressed in words in a text into visual form(e.g. in an equation) into words.

Writing Standards for Literacy in

History/Social Studies, Science, and

Technical Subjects Research to Build and Present Knowledge 9. Draw evidence from informational texts to support analysis, reflection, and research.

Through group discussion recognize real life problems

and how they can be solved.

Examples:Acne,-Body odor--Stalled car motor--- --

Obesity in community

Based on group discussion choose one issue and create a

poster that illustrates the issue and ways it can be solved

Assessment: Rubric or checklist for poster

Lab Common Core Format

Participate in lab activities that involve tools used for -

measurement.

-Use a microscope—Draw--Journal

-Use metric instruments

Assessment: Check for understanding, grade laboratory

write-up using rubric based on Common Core Format

Practice writing procedures for simple tasks

Examples of tasks:

-Tie shoes--Make a sandwich-- Brush teeth--etc.

Assessment: Grade procedure based on groups ability to

perform skill based on given procedure)

Develop an experiment that will help to solve real world

issues.

-Search for relevant issues

- Develop a hypothesis designed to address issue

-Design procedures for an experiment based on the

concepts of changing one independent variable, along

with creating experimental groups and control groups.

-Collect data and create charts and graphs to analyze

results

-Summarize results, write a conclusion and formulate a

solution



Foundational

Overview of the

Common Core State

Standards for Literacy

in Science:Science

Toolkit 1:Thermal Energy

Concepts

www.lessonplansinc.com/biology_lesson_plans_scientific_method.php www.sciencespot.net

www.pbskids.org/zoom/

www.teach-nology.com

Classroom instruction

CPO Science-Physical,

Earth, and Space Science

p30-45.

http://www.lessonplansinc.com/biology_lesson_plans_scientific_method.php




http://www.sciencespot.net/

http://www.pbskids.org/zoom/

http://www.teach-nology.com/

2

5. Examine investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe). BIII/P1-6 1.Create multiple displays of data to analyze and explain the relationships in scientific investigations. 3.Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling). 4.Identify and apply measurement techniques and consider possible effects of measurement errors 5. Use mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis). superconductivity, molecular machines, age of the universe). BIII/P1-6 1.Create multiple displays of data to analyze and explain the relationships in scientific investigations. 3.Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling). 4.Identify and apply measurement techniques and consider possible effects of measurement errors 5. Use mathematics to express and establish scientific relationships (e.g.,scientific notation, vectors, dimensional analysis).

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General Science – Grade 9

Unit:Structure of Matter

Timeframe: Quarter 1Approximately 3weeks

Essential Question: How does the basic structure of matter explain physical and chemical properties of matter?

NM State Standard Performance Strand Activity/Assessment Resources .

NATURE OF MATTER: NSB/NSG, STRAND II, NMCSI,BI Particle Theory of Matter States of matter Physical and chemical properties of matter Elements, compounds, mixtures PS 1-4 1. Classify matter in a variety of ways (e.g., element, compound, mixture; solid, liquid, gas; acidic, basic, neutral). 8. Identify, measure, and use a variety of physical and chemical properties (e.g., electrical conductivity, density, viscosity, chemical reactivity, pH, melting point). 8. Know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility). 8. Describe trends in properties (e.g., ionization energy or reactivity as a function of location on the periodic table, boiling point of organic liquids as a function of molecular weight). THE ATOM,PERIODIC TABLE AND CHEMICAL BONDING Models of atomic structure PS 5-10 5. Understand that matter is made of atoms and that atoms are made of subatomic particles. 6. Understand atomic structure, including:

most space occupied by

electrons

nucleus made of protons and

neutrons -isotopes of an element -masses of proton and neutron

. Reading Standards for Literacy in

Science and Technical Subjects 6-12

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific scientific or technical context relevant to grades

9-10 text and topics.

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 mathematically (e.g. ,

in an equation) into words.




Reading activity:The Gist: Reading tool used to pull main

idea from each paragraph from reading assignment. Tool

consists of a page with five blocks that contain twenty cells.

Each block represents a paragraph. Students must summarize

the paragraph using twenty words or less with one word

placed in each cell.

Assessment: Grade blocks against a teacher key

Dihna Zike-Foldables for language acquisition. Assessment-check for completion

Concept maps-Students will organize information using hands on manipulatives to include:Labels, graphic

representations of molecular state, and different types of

matter. Assessment: Grade with chk list

Common Core Format for Lab Investigation Ice Cream Lab -Conduct a lab creating ice cream

-Summarize how lab addresses states of matter, energy

transfer, chemical reactions, and conservation of matter/energy

-Generate lab report (including diagrams, charts, graphs, and

discussion)

Assessment: Check for understanding, grade

laboratory write-up using rubric based on

Common Core Format

Atom Party

Choose ONE of the following scenarios about which to write a short story. Scene 1: Yes, the atoms are having a party, and you, an oxygen atom, are invited to attend. However, after a while of partying you notice some strange relationships developing. Two of the guests, sodium and chlorine, have been looking at each other (across a crowded

CPO Science-Physical, Earth, and

Space Science p178-184

http://www.teacherlink.org/content/science/in

structional/activities/classifying/Classifying-print.PDF

http://faculty.srhs.net/boxall/Chemistry/W

riting.html

http://www.teacherlink.org/content/science/instructional/activities/classifying/Classifying-print.PDF



http://faculty.srhs.net/boxall/Chemistry/Writing.html

http://faculty.srhs.net/boxall/Chemistry/Writing.html

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2000times greater than mass of electron -atom held togetrh by proton-electron electrical forces. 7. Explain how electrons determine the properties of substances by: -interaction between atoms therough transferring or sharing valence electrons -ionic and covalent bonds 8.Make predictions about elements using the periodic table(e.g., number of valence electrons, metallic character, reactivity, conductivity, type of bond between elements). 9.Understand how the type and arrangement of atoms and their bonds determine macroscopic properties(e.g., boiling point, electrical conductivity, hardness of minerals). 10. Know that some atomic nuclei can change, including: -spontaneous decay -half-life of isotopes -fission -fusion(e.g.the sun) -alpha ,beta, and gamma radiation

room) all night, and now they are moving closer. It is the beginning of a special relationship. Describe what you observe, the exchanges that occur, and the developing relationship. Is it a lasting friendship, or does it dissolve with no happy solution?

Include in your script the words: ions, cation, anion, positive and negative charge, electrons, bonding and shells.

Scene 2: While all this is happening, you are being drawn into a strange relationship yourself. As one of the few oxygen atoms at the party, you find yourself the topic of conversation amongst a nearby group of hydrogen atoms. Suddenly, two of them approach you. What happens to you during the rest of the evening? What type of relationship are you drawn into? Is this the beginning of a watery affair? Include in your script the words: covalent, shells, electrons, and sharing

http://www.nclark.net/PeriodicTable.html

http://www.nclark.net/PeriodicTable.html

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Unit:Chemical Reactions

Timeframe: Quarter 2 (5weeks)

Essential question: How does the atomic structure of matter affect chemical reaction?

NM State Standard Common Core State State standard Assessment/Activities Resource

.

CHEMICAL REACTIONS: Chemical reactivity Binary compounds and the nature of bonding Physical and chemical changes Balancing chemical equations Acids, bases, salts, organic, inorganic Endothermic and exothermic Reactions Rates of chemical reactions PS Structure of Matter#1,2,8, 1. Classify matter in a variety of ways solid, liquid, gas; acidic, basic, neutral). 2. Identify, measure, and use a variety of physical and chemical properties (e.g.,electrical conductivity, density, viscosity, chemical reactivity, pH, melting point). 8. Make predictions about elements using the periodic table PS Chemical Reactions 12. Know that chemical reactions involve the rearrangement of atoms, and that they occur on many timescales 13.Understand types of chemical reactions and identify them as exothermic or endothermic. 14. Know hoe to express chemical reactions with balanced equations that show: -conservation of mass -products of common reactions.

Reading Standards for Literacy in Science and

Technical Subjects 6-12 Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-

specific scientific or technical context relevant to grades 9-10 text and topics.

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 mathematically (e.g. , in an equation) into words.


History/Social Studies, Science, and Technical

Subjects Research to Build and Present Knowledge 9. Draw evidence from informational texts to support analysis, reflection, and research.

Reading activity:The Gist: Reading tool used to pull main idea from each

paragraph from reading assignment. Tool consists of a page with five blocks that contain twenty cells. Each block represents a paragraph. Students must

summarize the paragraph using twenty words or less with one word placed

in each cell.


Common Core Format for Lab Investigation

Oxidation and Reduction of Zinc: Brass Pennies and

Zinc Etching

Develop an experiment that will help to solve real world

issues.

-Search for relevant issues

- Develop a hypothesis designed to address issue

-Design procedures for an experiment based on the concepts

of changing one independent variable, along with creating

experimental groups and control groups.

-Collect data and create charts and graphs to analyze results

-Summarize results, write a conclusion and formulate a

solution



CPO Science-

Physical,

Earth, and

Space Science

p178-184

6

15. Describe how the rate of chemical reactions depends on many factors that include temperature, concentration and the presence of catalysts.

7




Unit:Chemical Reactions and energy

Timeframe: Quarter 2 (5weeks to coincide with Chemical Reactions)

Essential Question: How does the movement of energy affect the chemical properties of matter?

NM State Standard Common Core State Standard Activity/Assessment Resources

INTERACTION OF ENERGY AND

MATTER NSB, STRAND II, NMCSI, BII

HEAT:

Heat and temperature Temperature scales

Phase changes

Heat transfer and technological applications

Equilibrium

PS2-6 2. Explain how thermal energy

(heat)consists of the random motion and

vibrations of atoms and molecules and is measured by temperature.

3. Understand that energy can change from one form to another (e.g., changes

in kinetic and potential energy in a

gravitational field, heats of reaction, hydroelectric dams) and know that

energy is conserved in these changes.

4. Understand how heat can be transferred by conduction, convection,

and radiation, and how heat conduction

differs in conductors and insulators. 5. Explain how heat flows in terms of

the transfer of vibrational motion of

atoms and molecules from hotter to colder regions.

6. Understand that the ability of energy

to do something useful (work) tends to decrease (and never increases) a energy

is converted from one form to another.


Science and Technical Subjects 6-12 Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific scientific or technical context relevant to

grades 9-10 text and topics.


translate information expressed visually or mathematically (e.g.

, in an equation) into words



Technical Subjects Research to Build and Present Knowledge 9. Draw evidence from informational texts to support analysis,

reflection, and research.

Reading activity:The Gist: Reading tool used to pull main idea from each paragraph

from reading assignment. Tool consists of a page with five blocks that contain twenty cells. Each block represents a paragraph. Students must summarize the

paragraph using twenty words or less with one word placed in each cell.


Common Core Format for Lab Investigation -Conduct lab -Summarize how lab addresses, energy transfer, chemical reactions, and

conservation of matter/energy

-Generate lab report (including diagrams, charts, graphs, and discussion

Chemical and Thermal Energy (One lab)

Part 1:Baking Soda and Vinegar

Part 2:Calcium Chloride

Part 3:Hand Warmer

Assessment: grade lab report based on Common Core format

CPO Science-

Physical,

Earth, and

Space Science

p348-352

http://www.ne

ed.org/files/cur

riculum/guides

/Secondary%2

0Science%20o

f%20Energy.p

df

http://www.need.org/files/curriculum/guides/Secondary%20Science%20of%20Energy.pdf







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Unit Motion:

Timeframe:Quarter3 9weeks

Essential Questions:How does the properties of matter affect motion?

NM State Standard Common Core State Standard Activity/Assessment Resource

MOTION NSB, STRAND II, NMCSI, BIII Forces 1Know that ther are four fundamental forces in nature: gravitation, electromagnetim, weak nuclear force, and stron nuclear force.

Motion

8. Apply Newton’s Laws to describe and analyze the behavior of moving objects, including: -displacement, velocity, and acceleration of moving object -Newton’s Second Law , F=ma(eg, momentum and its conservation, the motion of an ovject falling under gravity, the independence of a falling object;s motion on mass -Circular motion and centripetal force 9.Describe relative motion using frames of reference.


Science and Technical Subjects 6-12 Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-

specific scientific or technical context relevant to grades 9-10 text

and topics. 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 mathematically (e.g. , in an equation) into words



Technical Subjects Text Types and Purposes

2.Write informative/explanatory text, 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; formatting(e.g.headings) graphics (e.g.

figures, tables), and multimedia when useful to aiding

comprehension.

Produciton and Distribution of Writing 4. Produce clear and coherent writng in which the

development,organization, and style are appropriate to task purpose, and audience.

6. Use technology, including the Internet ,

To produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other

information and to display information flexibly and dynamically.

Reading activity:The Gist: Reading tool used to

pull main idea from each paragraph from

reading assignment. Tool consists of a page

with five blocks that contain twenty cells.

Each block represents a paragraph. Students

must summarize the paragraph using twenty

words or less with one word placed in each

cell.



Paper Airplane Lab

-Design two different models of paper

airplanes.

-Fly airplanes and collect data on distance,

time.

-Use data to calculate speed, velocity, and

acceleration.

-Compare plane designs in relationship to

velocity.

-Redesign airplane for increased velocity

Assessment: grade lab report based on

Common Core format





9




Unit:Force

Timeframe: Quarter 3-(9weeks)

Essential Question: What is the relationship between force and motion?

NM State Standard Common Core State Standard Activity/Assessment Resources

FORCES NSB, STRAND II, NMCSI, BIII 1. Know that there are four fundamental forces in nature: gravitation, electromagnetism, weak nuclear force,and strong nuclear force. 2. Know that every object exerts gravitational force on every other object,and how this force depends on the masses of the objects and the distance between them. 6. Represent the magnitude and direction of forces by vector diagrams. 7. Know that when one object exerts a force on a second object, the second object exerts a force of equal magnitude and in the opposite direction on the first object (i.e., Newton’s Third Law). 8. Apply Newton’s Laws to describe and analyze the behavior of moving objects,including:

displacement, velocity, and

acceleration of a moving object

-Newton’s Second Law, F =ma (e.g.,

momentum and its conservation, the motion of an object falling under gravity, the independence of a falling object’s motion on mass)

circular motion and centripetal force.

9.Describe relative motion using frames of reference.


Science and Technical Subjects 6-12 Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific scientific or technical context relevant to

grades 9-10 text and topics.


translate information expressed visually or mathematically (e.g.

, in an equation) into words



Technical Subjects Research to Build and Present Knowledge 9. Draw evidence from informational texts to support analysis,

reflection, and research.

Reading activity:The Gist: Reading tool used to pull main idea

from each paragraph from reading assignment. Tool consists of a

page with five blocks that contain twenty cells. Each block

represents a paragraph. Students must summarize the paragraph

using twenty words or less with one word placed in each cell.



5A What is a Newton?(What is force and how is it measured?)

Assessment: grade lab report based on Common Core format

6ANewtons First and Second Laws(How does friction affect the

movement of students through a hallway?)

Assessment: Check for understanding, grade laboratory write-up

using rubric based on Common Core Format

6BNewtons Third Law((What happens when equal and opposite

forces are exerted on a pair of energy cars?)



CPO Science-

Physical,

Earth, and

Space Science

p348-352

CPO

Investigations:

Science-

Physical,

Earth, and

Space Science

p27-28

Investigations:

Science-

Physical,

Earth, and

Space Science

p33-35

Investigations:

Science-

Physical,

Earth, and

Space Science

p36-37

10




Unit Forces and Waves

Timeframe:Quarter3

Essential Questions:How do waves and energy allows us to hear sound and see light?

NM State Standard Common Core State Standard Activity/Assessment Resource

SOUND: Characteristics of sound Technological applications of sound PS8,12 STRANDII,NMCSI,BII,PS8. Describe the characteristics of electromagnetic waves (e.g., visible light, radio,microwave, X-ray, ultraviolet, gamma) and other waves (e.g., sound, seismic waves, water waves), including STRANDII, NMCSI,BIII, PS12. Describe how waves are used for practical purposes (e.g., seismic data, acoustic effects, Doppler effect). LIGHT: Electromagnetic waves and their applications , Behavior of light, Light as a particle and light as a wave ,Electromagnetic radiometry PS7,8,10,11 7. Understand that electromagnetic waves carry energy that can be transferred when they interact with matter. 8. Describe the haracteristics of electromagnetic waves (e.g., visible light, radio, microwave, X-ray, ultraviolet, gamma) and other waves(e.g., sound, seismic waves, water


Science and Technical Subjects 6-12 Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-

specific scientific or technical context relevant to grades 9-10 text

and topics. 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 mathematically (e.g. , in an equation) into words



Technical Subjects Text Types and Purposes

2.Write informative/explanatory text, 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; formatting(e.g.headings) graphics (e.g.

figures, tables), and multimedia when useful to aiding

comprehension.

Produciton and Distribution of Writing 4. Produce clear and coherent writng in which the

development,organization, and style are appropriate to task purpose, and audience.

6. Use technology, including the Internet ,

To produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other

information and to display information flexibly and dynamically.

Reading activity:The Gist: Reading tool used to pull main idea from

each paragraph from reading assignment. Tool consists of a page

with five blocks that contain twenty cells. Each block represents a

paragraph. Students must summarize the paragraph using twenty

words or less with one word placed in each cell.



24B Waves and Motion(How do waves move?)

24A Harmonic Motion(How do we describe back-and-forth motion)



Investigations:

Science-

Physical,

Earth, and

Space Science

p605-620

Investigations:

Science-

Physical,

Earth, and

Space Science

p156-158

11



General Science – Grade 9 Unit:Evolution of Earth

Timeframe: Quarter 4 Approximate 3weeks

Essential Question: Why is it important to recognize and understand feedback patterns in order to understand the Earth System?


12

EVOLUTION OF EARTH: PS 1-5 1. Describe the characteristics and the evolution of Earth in terms of the geosphere, the hydrosphere, the atmosphere, and the biosphere. 2. Recognize that radiometric data indicate that Earth is at least 4 billion years old and that Earth has changed during that period. 3. Describe the internal structure of Earth (e.g., core, mantle, crust) and the structure of Earth’s plates. 4. Understand the changes in Earth’s past and the investigative methods used to determine geologic time, including:

rock sequences, relative

dating, fossil correlation, and radiometric dating

geologic time scales,

historic changes in life forms, and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism). 5. Explain plate tectonic theory and understand the evidence that supports ENERGY IN EARTH’S SYSTEM:PS 6-8 6. Know that Earth’s systems are driven by internal (i.e., radioactive decay and gravitational energy) and external (i.e.,the sun) sources of energy. 7. Describe convection as the mechanism for moving heat energy from deep within Earth to the surfaceand discuss how this process results in plate tectonics, including:

geological manifestations

(e.g., earthquakes,volcanoes, mountain building) that occur at plate boundaries

impact of plate motions on

societies and theenvironment (e.g., earthquakes, volcanoes). 8. Describe the patterns and relationships in the circulation of air and water driven by the sun’s radiant energy, including:

patterns in weather systems

related to the transfer of energy

differences between climate

and weather

global climate, global

warming, and the greenhouse effect

El Niño, La Niña, and other

climatic trends. cycle among land, water , the


Science and Technical Subjects 6-12 Integration of Knowledge and

Ideas 2.Determine the centeral ideas or conclusions of a text ;trace the

text’s explanation or depiction of a complex process,



carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined

in the text.

4.Determine the meaning of symbols, key terms, and other domain-specific scientific or technical context relevant to

grades9-10 texts and topics.

7.Translate quanitatative of thchnical information expressed in words in a text into visual form(e.g. in an equation) into words.







consists of a page with five blocks that contain twenty

cells. Each block represents a paragraph. Students must

summarize the paragraph using twenty words or less with

one word placed in each cell.



19B-Plate Tectonics(What is plate techtonics?)




20AEarthquakes(What conditions affect the timing ,

duration, and intensity of an earthquake?)


20B Volcanoes(How are volcanoes and plate boundaries

related?)



Layers of the Atmosphere Activity

-Graph temperature vs. altitude

-Decipher layers based on changes in temp. and altitude.

Assessment: grade analysis questions and graph



p348-352

Investigations:Science-

Physical, Earth, and Space

Science p120-123



Science p124-129



Science p124-129

13

ENERGY IN EARTH’S SYSTEM:

Geochemical Cycles P.S.9-12 9.Know that Earth’s system contains a fixed amount of natural resources that atmosphere, and living things(e.g., carbon and nitrogen cycles , rock cycle, ater cycle, ground water, aquifers). 10. Describe the composition and structure of Earth’s materials, including: -the major rock types(i.e. sedimentary, igneous, metamorphic) and their formation -natural resources(e.g., minerals, petroleum) and their formation. 11. Explain how layers of the atmosphere(e.g., ozone, ionosphere) change naturally and artificially. 12. explain how the availability of ground water through aquifers can fluctuate based on multiple factors (i.e., rate of use , rate of replenishment, surface changes, and changes in temperature).

14



General Science – Grade 9 Unit:Space

Timeframe: Quarter 4-Approximately 3weeks

Essential Question: What patterns can be found in the sky?


Space- Strand II, Standard III,

Benchmark I: Examine the

scientific theories of the

origin, structure, contents,

and evolution of the solar

system and the

universe, and their

interconnections.

Structure and Function

1. Understand the scale and

contents of the universe,

including:

• range of structures from

atoms through astronomical

objects to the universe

• objects in the universe such

as planets, stars, galaxies, and

nebulae.

2. Predict changes in the

positions and appearances of

objects in the sky (e.g.,

moon, sun) based on

knowledge of current

positions

and patterns of movements

(e.g., lunar cycles, seasons).

3. Understand how

knowledge about the universe

comes from evidence

collected from advanced

technology (e.g., telescopes,


Science and Technical Subjects 6-12 Integration of Knowledge and Ideas 2.Determine the centeral ideas or conclusions of a text ;trace the text’s explanation or depiction of a complex process,



carrying out experiments, taking measurements, or performing

technical tasks, attending to special cases or exceptions defined

in the text. 4.Determine the meaning of symbols, key terms, and other

domain-specific scientific or technical context relevant to

grades9-10 texts and topics. 7.Translate quanitatative of thchnical information expressed in

words in a text into visual form(e.g. in an equation) into words.






consists of a page with five blocks that contain twenty

cells. Each block represents a paragraph. Students must

summarize the paragraph using twenty words or less with

one word placed in each cell.


Construct a Venn diagram to compare and contrast the

universe, galaxies, and planets.

Assessment: grade diagram

Discuss the theories on the origin of the Earth.

-Big Bang Theory

-Creationism

Assessment:Grading rubric from resource web site

Use manipulatives to demonstrate the 8 phases of the

moon.

Assessment: Check for understanding

Create scale models of the solar system using available

materials.

Assessments: Checklist for model

Research different methods used in space exploration.

Assessment: Grading rubric



p657-683

http://www.curriculum.org/sto

rage/258/1334676693/Scored

_Group_Dicussion.pdf

Moon phase calendar

http://www.sciencenetlinks

.com/tools.cfm?

www.nasa.gov/centers

www.exploration.nasa.gov/

http://www.curriculum.org/storage/258/1334676693/Scored_Group_Dicussion.pdf



http://www.sciencenetlinks.com/tools.cfm

http://www.sciencenetlinks.com/tools.cfm

http://www.nasa.gov/centers

http://www.exploration.nasa.gov/

15

satellites, images, computer

models).

4. Describe the key

observations that led to the

acceptance of the Big Bang

theory and that the age of the

universe is over 10 billion

years.

5. Explain how objects in the

universe emit different

electromagnetic radiation and

how this information is used.

6. Describe how stars are

powered by nuclear fusion,

how luminosity and

temperature indicate their

age, and how stellar

processes

create heavier and stable

elements that are found

throughout the universe.

7. Examine the role that New

Mexico research facilities

play in current space

exploration (e.g., Very Large

Array, Goddard Space

Strand II, Standard III,

Benchmark II: Examine the

scientific theories of the

origin, structure, energy, and

evolution of Earth and its

atmosphere, and their

interconnections.

roswell independent school district maps/2014.2015... · roswell independent school district ... -...

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