Download SC.7.E.6.4

Extended Learning
Modules (ELM)
ELM 7 - 14
Presented
February 14, 2013
West Miami Middle School
Ava D. Rosales, Ph.D.
Instructional Supervisor, Science
Krik Nieveen, M.Ed.
Curriculum Support Specialist
Department of Mathematics and Science
Office of Academics and Transformation
NORMS
Learn
Explore
Ask
Deliver
•Electronic devices
•Restrooms
GOALS OF SESSION
Provide Professional Development on the
implementation of the Next Generation Sunshine
State Standards (NGSSS) Science Extended
Learning Modules
 Model the effective implementation of the Next
Generation Sunshine State Standards (NGSSS)
Science Extended Learning Modules
 Use Achievement Level Descriptions to drive
intervention instructional focus
 Discuss challenges and solutions for teacher
content and delivery issues

REFLECTIONS ON EXTENDED
LEARNING MODULE
IMPLEMENTATION
Think – Share (Agreement Circle)
ESSENTIAL COMPONENTS
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Advanced facilitator preparation
KWL/Lead-in essential questions and discussion
Teacher-led interactive laboratory demonstration
Students thoroughly complete activity guide (i.e.,
Exploration Guide/Virtual Lab)
Class compiled data table with discussion
questions (i.e., generic and directed)
Extension activities (part of instruction)
Assessment with assessment review protocol
ESSENTIAL COMPONENTS

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Objectives
Vocabulary
Lesson Overview/Scientific Background
Common Student Misconceptions
Tips
Materials
Suggested Lesson Sequence
Selected Web Resources
(reinforcement/extension)
Extension Activities (required)
DAILY INSTRUCTIONAL FORMAT

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Benchmark on board
Lead-in Question and Engage
Interactive Laboratory Demonstration
Discussion Questions
Extension(s)
Assessment
Exception: Session 13 – TIPS and Session 14 - Assessment
 Review
 Practice
 Video Clarifications (as necessary)
ASSESSMENT REVIEW PROTOCOL
Students should respond to the items
individually.
 Review each answer choice and eliminate the ones that are
incorrect with a discussion as to why that selection is
incorrect.
 Ask students to correct their papers and indicate reasons
why the selection is the best answer.

WHAT’S NEW?
Achievement Level Descriptions
 Assessments in Edusoft
 Time-frame: 3 hours
 Extension is to be implemented (select at least
one activity)
 All lessons aligned to NGSSS
 All lessons are Fair Game

ACHIEVEMENT LEVEL DESCRIPTIONS
UNWRAP THE BENCHMARK AND
FACILITATION GUIDE
Prior to the Activity and After the Activity
Success Academy Unwrapping Benchmarks
Benchmark Number_____________________ Content Cluster ___________________
Benchmark:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Prerequisite Skills
What knowledge, understanding, or reasoning is required to achieve this benchmark?
Vocabulary
What vocabulary needs to be understood to achieve this benchmark?
Achievement Criteria
What performance skills or product skills are required to demonstrate achievement on
this benchmark?
Facilitation Plan
Success Academy
Creating a Facilitation Plan
Facilitated classroom activities make up the public face of teaching. When preparing to facilitate
these activities, teachers should use a facilitation plan for reasons made evident in this module.
Such a plan arises from applying the facilitation methodology (see Facilitation Methodology)
in a step-by-step fashion. This facilitation plan module includes a plan template (found on the
third and fourth pages of this module) and exemplifies how to fill it out. It emphasizes the
importance of assessing facilitation performance after each classroom activity.
Need for a Plan
Careful planning lies at the heart of successful performance (Millis, 1998). The planning process
recommended in this module will help the teacher attend to the facilitation principles (see
Overview of Facilitation), work through the facilitation methodology, and anticipate learner
needs (see Identifying Learner Needs). Since these needs revolve around process issues that
impact learning, most facilitators will find it beneficial to reflect on these issues and plan how to
address them. In addition, the preparation of a written organizational framework before
facilitating an activity not only serves as a prompt during facilitation but also forms a permanent
record of what was attempted by the teacher during the activity and becomes the basis for
assessing performance.
Elements of a Plan
A complete plan consists of three components. The first component encompasses planning
prior to the facilitation (page one of the Facilitation Plan template). The second component
involves recording data during the facilitation (page two of the template). And the third
concludes the data collection and provides for reconciliation of the planning with the execution
and assessment of the facilitation and the learning outcomes (also on page two of the template).
Before reading the next section, it will be helpful to have the blank facilitation plan template
available.
Prior to the activity
1. Read through the lesson. Establish your outcomes for the activity (three are sufficient), and
incorporate skills needed for understanding of the lesson.
2. The outcomes or activity type you selected may require certain roles for group members.
3. Instructions to the students for the activity are outlined in the activity set-up. Focus on the
purpose, expectations, roles, and the amount of time allocated, including the closure time.
SESSION 7
Forces and Changes in Motion
BENCHMARK(S)
Big Idea 13: Forces and Changes in Motion
 Benchmark: SC.6.P.13.1 Investigate and
describe types of forces including contact forces
and forces acting at a distance, such as electrical,
magnetic, and gravitational. (Also assesses
SC.6.P.13.2 and SC.8.P.8.2.)
ALSO ASSESSES
SC.6.P.13.2 Explore the Law of Gravity by
recognizing that every object exerts
gravitational force on every other object
and that the force depends on how much
mass the objects have and how far apart
they are.
 SC.8.P.8.2 Differentiate between weight and
mass recognizing that weight is the amount
of gravitational pull on an object and is
distinct from, though proportional to, mass.

FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P.)
Benchmark Clarifications
 Students will identify and/or describe types of forces.
Students will describe the relationship among distance,
mass, and gravitational force between any two objects.
 Students will differentiate between mass and weight.
Content Limits
 Items assessing gravity will use a conceptual
understanding of the Law of Universal Gravitation by
keeping either the mass or distance constant.
 Items will not assess nuclear forces.
 Items will not require the use of formulas or calculations.
 Items addressing mass and/or weight will not assess the
units of measure for mass and weight.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO …DIFFERENTIATE CONTACT FORCES AND FORCES ACTING AT A DISTANCE...
Ach Level
Specific Physical Student Expectations Excerpt
Level 5
•
•
•
Level 4
•
•
•
Level 3
•
•
•
Level 2
•
•
•
Level 1
analyze different types of forces acting on objects;
analyze the relationship among distance, mass, and gravitational
force between two objects;
differentiate mass and weight;
classify different types of forces acting on objects;
evaluate the relationship among distance, mass, and gravitational
force between two objects;
differentiate mass and weight;
distinguish between contact forces and forces that act at a distance;
relate the relationship among distance, mass, and gravitational force
between two objects;
differentiate mass and weight;
identify familiar forces that cause objects to move;
recognize that there is a relationship among distance, mass, and
gravitational force between two objects;
recognize that there is a difference between mass and weight;
Performance at this level indicates an inadequate level of success with the
challenging content of the Next Generation Sunshine State Standards for
science.
ACTIVITIES
ExploreLearning Gizmo: Gravitational
Force:
http://www.explorelearning.com/index.cfm?metho
d=cResource.dspView&ResourceID=411
 BBC Bitesize:
http://www.bbc.co.uk/schools/gcsebitesize/science/
edexcel_pre_2011/space/gravityforceandweightact
.shtml
 EXTENSION:


Your Weight on Other Worlds:
http://www.exploratorium.edu/ronh/weight/
When it comes to forces:
Students who are successful are able to
identify gravity as the force that causes
objects to fall to Earth
Adapted from Lessons Learned
When it comes to identifying forces:
Students who are unsuccessful have the
greatest difficulty with
• explaining the effects of forces on an object.
Adapted from Lessons Learned
Implementation
of this lesson
Allows students to:
manipulate models and label graphics
to demonstrate the effects of forces on
objects.
44 N
44 N
Adapted from Lessons Learned
9. Look at the picture. At which point (A, B, C, or D)
is the net force due to the gravitational pull of both
the Earth and the Moon closest to zero?
Concepts
students must
know to answer
this question:
•Universal Law
of Gravitation
•Net Force
1.Point A
2.Point B
3.Point C
4.Point D
SESSION 8
Waves
BENCHMARK(S)
BIG IDEA 10:
SC.7.P.10.1: Illustrate that the sun’s energy
arrives as radiation with a wide range of
wavelengths, including infrared, visible, and
ultraviolet, and that white light is made up of a
spectrum of many different colors. (Also Assesses
SC.7.E.5.11)
 SC.7.P.10.3: Recognize that light waves, sound
waves and other waves move at different speeds
in different materials. (Also Assesses
SC.7.P.10.2)

ALSO ASSESSES
SC.8.E.5.11 Identify and compare characteristics
of the electromagnetic spectrum, such as
wavelength, frequency, use, and hazards, and
recognize its application to an understanding of
planetary images and satellite photographs.
 SC.7.P.10.2 Observe and explain that light can
be reflected, refracted, and/or absorbed.

Benchmark Clarifications
 Students will describe and/or explain that waves move at
different speeds through different materials.
 Students will explain that light waves can be reflected,
refracted, and/or absorbed.
Content Limits
 Items may assess the general relative order of wave speed
in different phases but will not assess the motion of the
particles in the substance.
 Items may assess pitch as related to frequency.
 Items will not assess color as related to wavelength.
 Items will not assess electromagnetic waves traveling in a
vacuum.
 Items will not require calculations of wave speed through
different materials.
 Items may address water waves but not in the context of
water waves at the beach.
 Items will not assess the interaction of multiple waves.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO CLASSIFY SUBSTANCES BY PHYSICAL PROPERTIES, DIFFERENTIATE PHYSICAL AND
CHEMICAL CHANGE, DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY, AND
DIFFERENTIATE CONTACT FORCES AND FORCES ACTING AT A DISTANCE.
Ach Level
Specific Physical Student Expectations Excerpt
Level 5
•
•
•
compare the characteristics of waves using the electromagnetic spectrum;
analyze how waves move at different speeds through different materials;
evaluate how evidence from experiments or investigations supports that light
waves can be reflected, refracted, or absorbed;
Level 4
•
•
•
compare the characteristics of waves using the electromagnetic spectrum;
relate that waves move at different speeds through different materials;
cite examples where light waves are reflected, refracted, or absorbed;
Level 3
•
•
•
compare the characteristics of waves using the electromagnetic spectrum;
recall that waves move at different speeds through different materials;
recognize that light waves can be reflected, refracted, or absorbed;
Level 2
•
•
identify some characteristics of the electromagnetic spectrum;
recognize that light waves can be reflected, refracted, or absorbed;
Level 1
Performance at this level indicates an inadequate level of success with the challenging
content of the Next Generation Sunshine State Standards for science.
WHEN IT COMES TO ENERGY:
Students who are unsuccessful have the greatest
difficulty with:
identifying wave properties and characteristics
Adapted from Lessons Learned
IMPLEMENTATION OF THIS LESSON
Allows students to:
practice using words and labeled diagrams to
explain wave characteristics (e.g., calculating
frequency and labeling wave diagrams in terms
of amplitude and
wavelength).
Adapted from Lessons Learned
ACTIVITIES
Virtual Lab
 http://glencoe.mcgrawhill.com/sites/dl/free/007869387x/280094/E05.html
Wave Parts
 http://id.mind.net/~zona/mstm/physics/waves/partsOf
AWave/waveParts.htm#pictureOfAWave
Extension: BBC Bitesize Video: Light:
http://www.bbc.co.uk/schools/ks2bitesize/science
/physical_processes/light/play.shtml
Gizmo: The Earthquake – Recording Station Gizmo™
Question 9
The parts of a wave are used to determine
its characteristics.
Concepts
students must
know to answer
this question:
Parts of a wave
.
Which number indicates the amplitude of the
wave?
Line in center is
undisturbed
medium
____2. A strong beam of light is directed toward a tank
filled with water.
What caused the beam of light to change direction?
F change in media
Gchange in altitude
H increase in pressure
J increase in temperature
SESSION 9
Energy Transformations
BENCHMARK
Big Idea 11: Energy Transfer and
Transformations
Benchmark
 SC.7.P.11.2 Investigate and describe the
transformation of energy from one form to
another. (Also Assesses SC.6.P.11.1 and
SC.7.P.11.3)
ALSO ASSESSES


SC.6.P.11.1 Explore the Law of Conservation of
Energy by differentiating between potential and
kinetic energy. Identify situations where kinetic
energy is transformed into potential energy and
vice versa.
SC.7.P.11.3 Cite evidence to explain that energy
cannot be created nor destroyed, only changed
from one form to another.
FCAT 2.0 TEST ITEM SPECIFICATIONS
Benchmark Clarifications
 Students will identify and/or describe the transformation of
energy from one form to another.
 Students will differentiate between potential and kinetic
energy.
 Students will identify and/or explain situations where energy is
transformed between kinetic energy and potential energy.
 Students will identify and/or describe examples of the Law of
Conservation of Energy.
Content Limits
 Items will not require calculations.
 Items assessing energy transformations will not be placed in a
life science context.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO… DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY…
Ach Level
Specific Physical Science Student Expectations Excerpt
Level 5
•
•
•
analyze the transformation of energy from one form to another;
differentiate potential energy and kinetic energy;
evaluate evidence that supports of the Law of Conservation of Energy;
Level 4
•
•
•
evaluate the transformation of energy from one form to another;
differentiate potential energy and kinetic energy;
cite examples of the Law of Conservation of Energy;
Level 3
•
•
•
identify the transformation of energy from one form to another;
compare potential energy and kinetic energy;
identify examples of the Law of Conservation of Energy;
Level 2
•
identify examples of energy that has been transformed from one form to
another;
recognize that there is a difference between potential energy and kinetic
energy;
•
Level 1
Performance at this level indicates an inadequate level of success with the challenging
content of the Next Generation Sunshine State Standards for science.
INTERACTIVE ACTIVITIES
Gizmo: Roller Coaster Physics
 http://www.explorelearning.com/index.cfm?
method=cResource.dspView&ResourceID=4
05
Extension:
BBC Bitesize Video: Energy Transfer and
Storage
 http://www.bbc.co.uk/schools/ks3bitesize/science/e
nergy_electricity_forces/energy_transfer_storage/
activity.shtml

Building a Roller Coaster
SAMPLE ASSESSMENT
____ 1
A student builds a simple electric circuit.
What are the main types of energy produced in this
circuit when the switch is closed?
SESSION 10
Earth Systems and Patterns
BENCHMARK(S)
Big Idea 7: Earth Systems and Patterns
 SC.6.E.7.4 Differentiate and show interactions
among the geosphere, hydrosphere, cryosphere,
atmosphere, and biosphere. Also assesses
SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and
SC.6.E.7.9.
 SC.6.E.7.5 Explain how energy provided by the
sun influences global patterns of atmospheric
movement and the temperature differences
between air, water, and land. Also assesses
SC.6.E.7.1.
ALSO ASSESSES
SC.6.E.7.2 Investigate and apply how the cycling
of water between the atmosphere and
hydrosphere has an effect on weather patterns
and climate.
 SC.6.E.7.3 Describe how global patterns such as
the jet stream and ocean currents influence local
weather in measurable terms such as
temperature, air pressure, wind direction and
speed, and humidity and precipitation.
 SC.6.E.7.6 Differentiate between weather and
climate.
 SC.6.E.7.9 Describe how the composition and
structure of the atmosphere protects life and
insulates the planet.

FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 58)
Benchmark Clarifications
 Students will differentiate and/or explain
interactions among the geosphere, hydrosphere,
cryosphere, atmosphere, and biosphere.
 Students will describe and/or explain how the
cycling of water and global patterns influence
local weather and climate.
 Students will differentiate between weather and
climate.
 Students will describe the composition and
structure of the atmosphere and/or how the
atmosphere protects life and insulates the planet.
FCAT 2.0 CLARIFICATIONS AND
CONTENT LIMITS (P. 58 - 59)
Content Limits
 Items will not assess atmospheres of planets other than Earth.
 Items may assess atmospheric conditions and their resulting
weather phenomena, such as hurricanes, tornadoes, lightning,
fronts, and precipitation.
 Items will not address auroras.
 Items will not assess the causes of global warming or the ozone
hole but may assess their effects.
 Items may assess the layers of the atmosphere and/or the
function of each.
 Items should not assess the water cycle in isolation.
Note: may assess jet stream, the Gulf Stream, or other winds
and/or currents (Stimulus Attributes)
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE
…RECOGNIZE THAT THE SUN’S ENERGY INFLUENCES GLOBAL ATMOSPHERIC PATTERNS…
Ach Level
Specific Earth and Space Science Student Expectations Excerpt
Level 5
•
•
•
•
Level 4
•
•
•
•
TO
differentiate and analyze interactions among Earth’s spheres, including cycling of water and global
patterns that influence both weather and climate;
analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life
and insulates the planet;
analyze how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land; and
differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems.
differentiate interactions among Earth’s spheres, including cycling of water and global patterns
that influence both weather and climate;
relate the composition and function of the layers of Earth’s atmosphere to how it protects life and
insulates the planet;
evaluate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land;
compare convection, conduction, and radiation in both the Sun’s and Earth’s systems.
•
recognize relationships among Earth’s spheres, including cycling of water and global patterns that
influence both weather and climate;
identify the composition and structure of the atmosphere and how the atmosphere protects life and
insulates the planet;
relate how energy provided by the Sun influences global patterns of atmospheric movement and
temperature differences between air, water, and land; and
compare convection, conduction, and radiation in both the Sun’s and Earth’s systems.
Level 2
•
•
•
•
identify some interactions among Earth’s spheres;
identify that the cycling of water influences both weather and climate;
recognize that the atmosphere protects life and insulates the planet; and
recognize that the Sun influences temperature differences between air, water, and land.
Level 1
Performance at this level indicates an inadequate level of success with the challenging content of the Next
Generation Sunshine State Standards for science.
Level 3
•
•
•
INTERACTIVE ACTIVITIES
Gizmo: Coastal Winds and Clouds
http://www.explorelearning.com/index.cfm?
method=cResource.dspDetail&ResourceID=
627
Extension
Discovery Education Exploration: About
Climate
http://player.discoveryeducation.com/index.
cfm?guidAssetId=626C1E54-86B0-47D5A0971E436AC225D7&blnFromSearch=1&product
code=DSCE
SAMPLE ASSESSMENT
7. In coastal areas, land and sea breezes may
exist due to the uneven heating of the land and
water. Which process is responsible for the
breeze?
f. conduction
g. radiation
h. convection
j. reflection
SESSION 11
Earth Structures
BENCHMARK(S)
Big Idea 6: Earth Structures
 Benchmark:
 SC.7.E.6.4 Explain and give examples of how
physical evidence supports scientific theories that
Earth has evolved over geologic time due to
natural processes. (Also assesses SC.7.E.6.3.)
 SC.7.E.6.5 Explore the scientific theory of plate
tectonics by describing how the movement of
Earth’s crustal plates causes both slow and rapid
changes in Earth’s surface, including volcanic
eruptions, earthquakes, and mountain building.
(Also assesses SC.7.E.6.1 and SC.7.E.6.7.)
ALSO ASSESSES
SC.7.E.6.4
 SC.7.E.6.3 Identify current methods for
measuring the age of Earth and its parts,
including the law of superposition and
radioactive dating.
SC.7.E.6.5
 SC.7.E.6.1 Describe the layers of the solid Earth,
including the lithosphere, the hot convecting
mantle, and the dense metallic liquid and solid
cores.
 SC.7.E.6.7 Recognize that heat flow and
movement of material within Earth causes
earthquake
FCAT 2.0 BENCHMARK CLARIFICATIONS
AND
CONTENT
LIMITS
Benchmark Clarifications (SC.7.E.6.4)


Students will identify examples of and/or explain physical
evidence that supports scientific theories that Earth has evolved
over geologic time due to natural processes.
Students will identify and/or describe current scientific methods
for measuring the age of Earth and its parts.
Content Limits




Items may address fossil records but should not require
knowledge or recognition of specific organisms.
Items may address folding and faulting as related to the law of
superposition.
Items assessing radioactive dating will be limited to a conceptual
level. Items will not require calculations or address half-life.
Items addressing geologic time will not require specific knowledge
of eras, periods, or epochs.
BENCHMARK SC.7.E.6.5
Benchmark Clarifications


Students will describe the scientific theory of plate tectonics
and/or how the movement of Earth’s crustal plates and the flow of
heat and material cause various geologic events to occur.
Students will identify and/or describe the layers of Earth.
Content Limits




Items will not assess types of volcanoes but may assess different
causes of volcano formation.
Items will not assess types of earthquake waves.
Items may assess density differences between layers of Earth but
will not assess density differences as they relate to plate tectonics.
Items assessing the layers of Earth are limited to the crust, the
lithosphere, the hot convecting mantle, the outer (liquid) core, and
the inner (solid) core.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO… IDENTIFY HOW EARTH CHANGES DUE TO WEATHERING, EROSION, AND PLATE
TECTONICS…
Ach Level
Specific Earth and Space Science Student Expectations Excerpt
Level 5
• evaluate physical evidence to determine if it supports scientific theories that Earth
has evolved, including scientific methods for measuring geologic time;
• interpret the scientific theory of plate tectonics and how it relates to surface and
subsurface structures and events;
• relate the composition of the layers of Earth and how they interact;
Level 4
• evaluate physical evidence that supports scientific theories that Earth has evolved,
including scientific methods for measuring geologic time;
• relate the occurrence of geologic events and the formation of surface and subsurface
structures to the scientific theory of plate tectonics;
• compare the composition of the layers of Earth;
Level 3
• interpret physical evidence that supports scientific theories that Earth has evolved,
including scientific methods for measuring geologic time;
• relate the scientific theory of plate tectonics to surface and subsurface structures and
geologic events;
• identify the layers of Earth;
Level 2
• recognize that Earth has evolved over geologic time;
• recognize that the movements of Earth’s plates result in various geologic events;
• identify some of the layers of Earth;
Level 1
Performance at this level indicates an inadequate level of success with the challenging
content of the Next Generation Sunshine State Standards for science.
ACTIVITIES
Gizmo: Building Pangaea
http://www.explorelearning.com/index.cf
m?method=cResource.dspDetail&Resourc
eID=633
Extension
Gizmo: Plate Tectonics
http://www.explorelearning.com/index.cfm?metho
d=cResource.dspDetail&ResourceID=446
SAMPLE ASSESSMENT ITEM (SC.7.E.6.4)
2. The oldest rocks on Earth are found in Canada
near the center of the North American Plate. Where
would be the most likely place to find very young
rocks?
•in Northern India, where the plates are colliding
•in the Hawaiian Islands, where a plate passes over a
hot spot
•in Southern California, where two plates are sliding past
each other
•in the middle of the South American Plate, where there
is no plate boundary
Sample Assessment Item (SC.7.E.6.5)
9. As the tectonic plates that make up the surface of
the Earth move, they can cause rapid changes or
slow changes to the Earth's surface. A rapid
change to the Earth's surface due to the movement
of tectonic plates results in the formation of which
of the following?
•
•
•
•
earthquakes
volcanoes
mountain ranges
oceanic trenches
SESSION 12
Rock Cycle
Big Idea 6: Earth Structures
Benchmark:
 SC.7.E.6.2: Identify the patterns within the rock
cycle and relate them to resurface events
(weathering and erosion) and sub-surface events
(plate tectonics and mountain building). (Also
Assesses SC.6.E.6.1, SC.6.E.6.2, SC.7.E.6.6)
ALSO ASSESSES
SC.6.E.6.1 Describe and give examples of ways
in which Earth’s surface is built up and torn
down by physical and chemical weathering,
erosion, and deposition.
 SC.6.E.6.2 Recognize that there are a variety of
different landforms on Earth’s surface such as
coastlines, dunes, rivers, mountains, glaciers,
deltas, and lakes and relate these landforms as
they apply to Florida.
 SC.7.E.6.6 Identify the impact that humans have
had on Earth, such as deforestation,
urbanization, desertification, erosion, air and
water quality, changing the flow of water.

Benchmark Clarifications





Students will identify and/or describe steps of the rock cycle and
relate them to surface and sub-surface events.
Students will describe and/or explain how Earth’s surface is built
up and torn down through the processes of physical and chemical
weathering, erosion, and deposition.
Students will identify different types of landforms commonly
found on Earth.
Students will describe similarities and/or differences among
landforms found in Florida and those found outside of Florida.
Students will identify and/or describe the impact that humans
have had on Earth.
Content Limits



Items may use the context of plate tectonics to assess the rock
cycle but will not directly assess plate tectonics.
Items will not assess the role of plate tectonics in landform
formation.
Items may assess the features of karst topography, such as
aquifers, caverns, and/or sinkholes, but will not use the term
karst topography.
GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE
STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE
ABLE TO… IDENTIFY HOW EARTH CHANGES DUE TO WEATHERING, EROSION, AND PLATE
TECTONICS…
Ach Level
Specific Earth and Space Science Student Expectations Excerpt
Level 5
•
•
Level 4
•
•
Level 3
•
•
analyze how patterns in the rock cycle relate to surface and subsurface events and
landform formations;
interpret the scientific theory of plate tectonics and how it relates to surface and
subsurface structures and events;
• relate the patterns in the rock cycle to surface and subsurface events and landform
formation;
• relate the occurrence of geologic events and the formation of surface and subsurface
structures to the scientific theory of plate tectonics;
• identify patterns in the rock cycle and their effect on surface and subsurface events
and landform formation;
• relate the scientific theory of plate tectonics to surface and subsurface structures
and geologic events;
Level 2
•
•
•
• recognize the steps of the rock cycle;
• recognize that there are a variety of different landforms on Earth’s surface;
• recognize that the movements of Earth’s plates result in various geologic events;
Level 1
Performance at this level indicates an inadequate level of success with the challenging
content of the Next Generation Sunshine State Standards for science.
INTERACTIVE ACTIVITIES
Gizmo Rock Cycle
 http://www.explorelearning.com/index.cfm?metho
d=cResource.dspView&ResourceID=436
Extension: Hands-on
Rock cycle animation:
http://www.classzone.com/books/earth_science/ter
c/content/investigations/es0602/es0602page02.cf
m
SAMPLE ASSESSMENT ITEM
____ 8
Many homes are built on the sides of hills.
What can be done to prevent houses from collapsing or
sliding down the hill after a heavy rainfall?
F increasing the slope of the hill
G adding plants and trees to the hill
H removing vegetation from the hill
J adding inorganic matter to the hill
SAMPLE ASSESSMENT ITEM
9
Kari and her aunt are visiting the California
desert. On her visit, Kari sees sand dunes much like
the ones from the beaches near her home in Florida.
How are the California and Florida dunes similar?
F They were both formed by wind erosion.
G They were both formed by ancient floods.
H They are both found in areas with few people.
J They are both made of the same type of sand.
SESSION 13
Tips and Assessment
BENCHMARK REVIEW
Run Edusoft Item Analysis
 Focus on weakest concepts and benchmarks

STRATEGIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Renumber sample assessment items for Edusoft
analysis
Students respond to assessment items individually
Review items using Assessment Review Protocol
Review the Grade 8 Science Periodic Table of
Elements. Lead a discussion with students on their
usage during the FCAT 2.0.
Students design visual representations of tips.
Have students develop/share other tips to remember
the content.
Divide the class into teams and challenge each other
on their ability to recall and apply the most tips for
each annually assessed benchmark.
Show video clips (i.e., Discovery, BBC) explaining
concepts
Administer Released FCAT 2.0 Sample test
FOLLOW-UP

Facilitation Plan and Unwrapping Benchmark
Document for one (1) Success Academy lesson
Due – no later than February 22, 2012
Email: [email protected]
Include in Subject: Success Academy and Session
number Participant Name (ex., Success Academy
Session 2 Curie and Einstein)
Include in Body of message: Names of
contributors to the document