Download Physics Curriculum Map-‐2014

Physics Curriculum Map-­‐2014-­‐2015 school year. Quarter 1 2 3 4 Page 2-­‐6 7-­‐9 10-­‐12 13-­‐16 This map is a result of surveys and the physics committee-­‐we will implement for the 2013 school year. Please keep track of pacing concerns as you go so that future versions of the map can be amended. Science Content/Language Objectives The Science Content and Language Objectives are to be posted for each lesson, restated to students during the lesson, and revisited at the end of each lesson. These are written as “I Can” statements. Key Concepts for Differentiation Identification of key concepts is a work in progress. In an effort to assist teachers in the process of differentiation in Tier I teaching, Key Concepts have been identified in the curriculum maps as those specific objectives a teacher would focus on during small group instruction with struggling students. Key concepts cover minimum, basic skills and knowledge every student must master. Key Concepts are not an alternative to teaching the entire Utah Core Standards, rather they emphasize which concepts to prioritize for differentiation. Vocabulary Use in word walls, or in science notebooks and graphic organizers. Additional Resources/Notes Teachers are encouraged to makes notes or jot down resources they find useful for each unit. Benchmarks The Pre and Post assessments should be integrated into classroom instruction and used as formative tools to plan instruction and differentiation. Intended Learning Outcomes (ILO) These describe the goals for science skills and attitudes. They are an integral part of the Core that should be included as part of instruction. Physics Science Curriculum Map 2014-­‐2015 1 Quarter 1 Concepts: • Motion • Newton’s Laws Physics 45 days (23 A, 22 B) Aug 2014 Ed. Skills: generalize, conclude, hypothesize, infer, compare, predict, interpret, analyze, relate, calculate, observe, describe, classify, experiment, investigate Standards: STANDARD 1: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration. Objective 1: Describe the motion of an object in terms of position, time, and velocity. Objective 2: Analyze the motion of an object in terms of velocity, time, and acceleration. Objective 3: Relate the motion of objects to a frame of reference. Objective 4: Use Newton's first law to explain the motion of an object. STANDARD 2: Students will understand the relation between force, mass, and acceleration. Objective 1: Analyze forces acting on an object. Objective 2: Using Newton’s second law, relate the force, mass, and acceleration of an object. Objective 3: Explain that forces act in pairs as described by Newton’s third law. Science Content Vocabulary students should use Resources/Notes 1-­‐1a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or • Position • Net force more times. • Time • Vector b. Distinguish between distance and displacement. • Speed • Vector c. Distinguish between speed and velocity. diagram • Velocity d. Determine and compare the average and instantaneous velocity • Force • Acceleration of an object from data showing its position at given times. • Frame of • Distance e. Collect, graph, and interpret data for position vs. time to describe • Displacement reference the motion of an object and compare this motion to the motion of • Balanced • Rate another object. forces • Instantan-­‐
eous velocity 1-­‐2a. Determine the average acceleration of an object from data • Average showing velocity at given times. velocity b. Describe the velocity of an object when its acceleration is zero. c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object. d. Describe the acceleration of an object moving in a circular path at Physics Science Curriculum Map 2014-­‐2015 2 constant speed (i.e., constant speed, but changing direction). e. Analyze the velocity and acceleration of an object over time. 1-­‐3 a. Compare the motion of an object relative to two frames of reference. b. Predict the motion of an object relative to a different frame of reference (e.g., an object dropped from a moving vehicle observed from the vehicle and by a person standing on the sidewalk). c. Describe how selecting a specific frame of reference can simplify the description of the motion of an object. 1-­‐4 a. Describe the motion of a moving object on which balanced forces are acting. b. Describe the motion of a stationary object on which balanced forces are acting. c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking). 2-­‐1 a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile -­‐ friction, falling rain drops -­‐ gravity, directional compass -­‐ magnetic, bathroom scale – elastic or spring). b. Use vector diagrams to represent the forces acting on an object. c. Measure the forces on an object using appropriate tools. d. Calculate the net force acting on an object. 2-­‐2a. Determine the relationship between the net force on an object and the object’s acceleration. b. Relate the effect of an object’s mass to its acceleration when an unbalanced force is applied. c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton’s second law. d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object’s motion. Physics Science Curriculum Map 2014-­‐2015 3 2-­‐3a. Identify pairs of forces (e.g., action-­‐reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled). b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known. c. Provide examples of practical applications of Newton’s third law (e.g., forces on a retaining wall, rockets, walking). d. Relate the historical development of Newton’s laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law). Science Language Objectives & ILOs Teachers should address these objectives in multiple lessons throughout the school year. The R and W code at the beginning of the objective refers to the Core Standard item for reading or writing for secondary students. The science ILO aligned to the Core Standard is in parenthesis. • R-­‐1. I can cite specific textual evidence to support analysis of science and technical texts. (ILO 4d, 6c) • R-­‐2 I can determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (ILO 1b, 4a) • R-­‐3 I can follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (ILO 1e, 3d, 6b) • R-­‐4 I can determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context. • R-­‐5 I can analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (ILO 2a) • R-­‐6 I can analyze author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (ILO 2c) Physics Science Curriculum Map 2014-­‐2015 4 •
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R-­‐7 I can integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (ILO 1a, 1e, 4e, 4f) R-­‐8 I can distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (ILO 1f, 2b, 6c, 6d) R-­‐9 I can compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (ILO 3c, 6d) R-­‐10 I can read and comprehend science/technical texts grades 7-­‐10 in text complexity band independently and proficiently. (ILO 3a) W-­‐1 I can write arguments focused on discipline-­‐specific content. (ILO 1e, 1f, 2e, 4a, 4b, 4c) W-­‐2 I can write informative & explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (ILO 1e, 4b, 4c, 6d) W-­‐4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (ILO 1e, 4b) W-­‐5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (ILO 4b, 4c) W-­‐6 I can use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (ILO 4a, 4b) W-­‐7 I can conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d) W-­‐8 I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or Physics Science Curriculum Map 2014-­‐2015 5 paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (ILO 4d) • W-­‐9 I can draw evidence from informational texts to support analysis, reflection, and research. (ILO 4a, 6d) • W-­‐10 I can write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. (ILO 4b) Benchmark Assessment: SAGE Formative, multiple choice. Pre Assessment done as soon as possible in the quarter, results are used to plan instruction (differentiation) for 1st quarter. Post assessment done at the end of the term (or beginning of 2nd term) to see progress and growth of students. Physics Science Curriculum Map 2014-­‐2015 6 Quarter 2 •
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Concepts: Gravitational force Kinetic and potential energy Physics 41 days (20 A, 21B) Aug 2014 Ed. Skills: generalize, conclude, hypothesize, infer, compare, predict, interpret, analyze, relate, calculate, observe, describe, classify, experiment, investigate Standards: STANDARD 3: Students will understand the factors determining the strength of gravitational and electric forces. Objective 1: Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton’s law of universal gravitation). STANDARD 4: Students will understand transfer and conservation of energy. Objective 1: Determine kinetic and potential energy in a system. Science Content Vocabulary students should use Resources/Notes 3-­‐1 a. Investigate how mass affects the gravitational force (e.g., • Gravitational • Energy spring scale, balance, or other method of finding a relationship force • Potential between mass and the gravitational force). • Mass energy b. Distinguish between mass and weight. • Weight • Kinetic energy c. Describe how distance between objects affects the gravitational • Friction • Elastic force (e.g., effect of gravitational forces of the moon and sun on potential objects on Earth). energy d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force. e. Research the importance of gravitational forces in the space program. 4-­‐1 a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear). b. Calculate the kinetic energy of an object given the velocity and mass of the object. c. Describe the types of energy contributing to the total energy of a given system. Physics Science Curriculum Map 2014-­‐2015 7 Science Language Objectives Teachers should address these objectives more than once, in multiple lessons throughout the school year. The R and W code at the beginning of the objective refers to the Core Standard item for reading or writing for secondary students. The science ILO aligned to the Core Standard is in parenthesis. • R-­‐1. I can cite specific textual evidence to support analysis of science and technical texts. (ILO 4d, 6c) • R-­‐2 I can determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (ILO 1b, 4a) • R-­‐3 I can follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (ILO 1e, 3d, 6b) • R-­‐4 I can determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context. • R-­‐5 I can analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (ILO 2a) • R-­‐6 I can analyze author’s purpose in an explanation, describing a procedure, or discussing an experiment in a text. (ILO 2c) • R-­‐7 I can integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (ILO 1a, 1e, 4e, 4f) • R-­‐8 I can distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (ILO 1f, 2b, 6c, 6d) • R-­‐9 I can compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (ILO 3c, 6d) • R-­‐10 I can read and comprehend science/technical texts grades 7-­‐10 in text complexity band independently and proficiently. (ILO 3a) • W-­‐1 I can write arguments focused on discipline-­‐specific Physics Science Curriculum Map 2014-­‐2015 8 content. (ILO 1e, 1f, 2e, 4a, 4b, 4c) • W-­‐2 I can write informative & explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (ILO 1e, 4b, 4c, 6d) • W-­‐4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (ILO 1e, 4b) • W-­‐5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (ILO 4b, 4c) • W-­‐6 I can use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (ILO 4a, 4b) • W-­‐7 I can conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d) • W-­‐8 I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (ILO 4d) • W-­‐9 I can draw evidence from informational texts to support analysis, reflection, and research. (ILO 4a, 6d) • W-­‐10 I can write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. (ILO 4b) Benchmark Assessment: SAGE Formative, multiple choice. Pre Assessment done as soon as possible in the quarter, results are used to plan instruction (differentiation) for 2nd quarter. Post assessment done at the end of the term (or beginning of 3rd term) to see progress and growth of students. Physics Science Curriculum Map 2014-­‐2015 9 Quarter 3 Physics 41 days (21 A, 20 B) Aug 2014 Ed. Concepts: Skills: generalize, conclude, hypothesize, infer, compare, predict, • Conservation of energy interpret, analyze, relate, calculate, observe, describe, • Energy transformations classify, experiment, investigate • Waves (begin) Standards: STANDARD 4 (cont): Students will understand transfer and conservation of energy. Objective 2: Describe conservation of energy in terms of systems. Objective 3: Describe common energy transformations and the effect on availability of energy. STANDARD 5: Students will understand the properties and applications of waves. Objective 1: Demonstrate an understanding of mechanical waves in terms of general wave properties. Science Content Vocabulary students should use Resources/Notes 4-­‐2 a. Describe a closed system in terms of its total energy. • Law of • Conduction b. Relate the transformations between kinetic and potential energy conservation of • Convection in a system (e.g., moving magnet induces electricity in a coil of wire, energy • Radiation roller coaster, internal combustion engine). • Reflection • Wavelength c. Gather data and calculate the gravitational potential energy and • Refraction • Frequency the kinetic energy of an object (e.g., pendulum, water flowing • Diffraction • Amplitude downhill, ball dropped from a height) and relate this to the • Period conservation of energy of a system. • Wave d. Evaluate social, economic, and environmental issues related to • Mechanical the production and transmission of electrical energy. wave • Electromagnetic 4-­‐3 a. Describe the loss of useful energy in energy transformations. wave b. Investigate the transfer of heat energy by conduction, convection, • Electromagnetic and radiation. spectrum c. Describe the transformation of mechanical energy into electrical • Doppler effect energy and the transmission of electrical energy. d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses during each transformation. Physics Science Curriculum Map 2014-­‐2015 10 5-­‐1a. Differentiate between period, frequency, wavelength, and amplitude of waves. b. Investigate and compare reflection, refraction, and diffraction of waves. c. Provide examples of waves commonly observed in nature and/or used in technological applications. d. Identify the relationship between the speed, wavelength, and frequency of a wave. e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect). f. Explain the transfer of energy through a medium by mechanical waves. Science Language Objectives Teachers should address these objectives in multiple lessons throughout the school year. The R and W code at the beginning of the objective refers to the Core Standard item for reading or writing for secondary students. The science ILO aligned to the Core Standard is in parenthesis. • R-­‐1. I can cite specific textual evidence to support analysis of science and technical texts. (ILO 4d, 6c) • R-­‐2 I can determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (ILO 1b, 4a) • R-­‐3 I can follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (ILO 1e, 3d, 6b) • R-­‐4 I can determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context. • R-­‐5 I can analyze the structure an author uses to organize a text, including how the major sections contribute to the whole Physics Science Curriculum Map 2014-­‐2015 11 •
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and to an understanding of the topic. (ILO 2a) R-­‐6 I can analyze author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (ILO 2c) R-­‐7 I can integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (ILO 1a, 1e, 4e, 4f) R-­‐8 I can distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (ILO 1f, 2b, 6c, 6d) R-­‐9 I can compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (ILO 3c, 6d) R-­‐10 I can read and comprehend science/technical texts grades 7-­‐10 in text complexity band independently and proficiently. (ILO 3a) W-­‐1 I can write arguments focused on discipline-­‐specific content. (ILO 1e, 1f, 2e, 4a, 4b, 4c) W-­‐2 I can write informative & explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (ILO 1e, 4b, 4c, 6d) W-­‐4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (ILO 1e, 4b) W-­‐5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (ILO 4b, 4c) W-­‐6 I can use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (ILO 4a, 4b) W-­‐7 I can conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating related, focused questions that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d) Physics Science Curriculum Map 2014-­‐2015 12 W-­‐8 I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (ILO 4d) • W-­‐9 I can draw evidence from informational texts to support analysis, reflection, and research. (ILO 4a, 6d) • W-­‐10 I can write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. (ILO 4b) Benchmark Assessment: SAGE Formative, multiple choice. Pre Assessment done as soon as possible in the quarter, results are used to plan instruction (differentiation) for 3rd quarter. Post assessment done at the end of the term (or beginning of 4th term) to see progress and growth of students. •
Physics Science Curriculum Map 2014-­‐2015 13 Quarter 4 Physics 50 days (25 A, 25 B) Aug 2014 Ed. Concepts: Skills: generalize, conclude, hypothesize, infer, compare, predict, • Electric Force interpret, analyze, relate, calculate, observe, describe, • Waves (continue) classify, experiment, investigate • Electromagnetic radiation and light • State Test review + State test (1 week, 1 day instructional time) Standards: STANDARD 3 (cont): Students will understand the factors determining the strength of gravitational and electric forces. Objective 2: Describe the factors that affect the electric force (i.e., Coulomb’s law). STANDARD 5: Students will understand the properties and applications of waves. Objective 2: Describe the nature of electromagnetic radiation and visible light. Science Content Vocabulary students should use Resources/Notes 3-­‐2 a. Relate the types of charge to their effect on electric force (i.e., • Electric force • Medium like charges repel, unlike charges attract). • Electric charge • Radio wave b. Describe how the amount of charge affects the electric force. • Microwave c. Investigate the relationship of distance between charged objects and • Infrared the strength of the electric force. • Visible light d. Research and report on electric forces in everyday applications found • Ultraviolet in both nature and technology (e.g., lightning, living organisms, • X-­‐ray batteries, copy machine, electrostatic precipitators). • Gamma ray 5-­‐2 a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation. b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-­‐rays or visible light and microwaves). c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed. d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift). e. Provide examples of the use of electromagnetic radiation in everyday life (e.g., communications, lasers, microwaves, cellular phones, satellite dishes, visible light). Physics Science Curriculum Map 2014-­‐2015 14 Science Language Objectives Teachers should address these objectives in multiple lessons throughout the school year. The R and W code at the beginning of the objective refers to the Core Standard item for reading or writing for secondary students. The science ILO aligned to the Core Standard is in parenthesis. • R-­‐1. I can cite specific textual evidence to support analysis of science and technical texts. (ILO 4d, 6c) • R-­‐2 I can determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (ILO 1b, 4a) • R-­‐3 I can follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (ILO 1e, 3d, 6b) • R-­‐4 I can determine the meaning of symbols, key terms, and other domain-­‐specific words and phrases as they are used in a specific scientific or technical context. • R-­‐5 I can analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. (ILO 2a) • R-­‐6 I can analyze author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. (ILO 2c) • R-­‐7 I can integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (ILO 1a, 1e, 4e, 4f) • R-­‐8 I can distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (ILO 1f, 2b, 6c, 6d) • R-­‐9 I can compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (ILO 3c, 6d) • R-­‐10 I can read and comprehend science/technical texts grades 7-­‐
10 in text complexity band independently and proficiently. (ILO 3a) • W-­‐1 I can write arguments focused on discipline-­‐specific content. (ILO 1e, 1f, 2e, 4a, 4b, 4c) Physics Science Curriculum Map 2014-­‐2015 15 • W-­‐2 I can write informative & explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (ILO 1e, 4b, 4c, 6d) • W-­‐4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (ILO 1e, 4b) • W-­‐5 I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (ILO 4b, 4c) • W-­‐6 I can use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (ILO 4a, 4b) • W-­‐7 I can conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (ILO 1e, 2b, 3d, 6d) • W-­‐8 I can gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (ILO 4d) • W-­‐9 I can draw evidence from informational texts to support analysis, reflection, and research. (ILO 4a, 6d) • W-­‐10 I can write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes, and audiences. (ILO 4b) Benchmark Assessment: SAGE Formative, multiple choice. Pre Assessment done as soon as possible in the quarter, results are used to plan instruction (differentiation) for 4th quarter. Physics Science Curriculum Map 2014-­‐2015 16