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2014-2015 Volusia County Schools Curriculum Mapping Committee: Dawn Alves Jeanne Babiez Barbara Bates Becki Lucas Brad McFarland Alexis Swittel Earth - Space Science Regular and Honors Curriculum Map 2014-2015 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: • • • • • • Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Some maps may also contain other helpful information, such as: • • • • • Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Earth Space Curriculum Map Page 2 2014-2015 High School Weekly Curriculum Trace 2014 Earth Space Env. Science Biology 1 Earth Space Env. Science Biology What is Env. Science? What is Biology? 11 Periodic Table 20 21 DNA and Protein Synthesis Chemistry 29 Earth Space Chemistry 15 Species Ecological Interactions Communities Photosynthesis and Respiration 23 Environment al Health Toxic Substances 31 States of Matter 18 Biomes Aquatic Ecosystems Chemical Composition 25 26 27 Forestry management Evidence Evolution 32 33 Stars Soil and Agriculture Mining Mechanisms of Change Taxonomy Energy Changes and Reaction Rates 34 35 States of Matter 36 Origin of the Universe Water Pollution Plants 17 Cell Cycle, Mitosis, Meiosis 24 Stoichiometry Stars Taxonomy Community Stability Covalent Bonding Genetics and Biotechnology 30 Uses of Fresh Water 16 Solar System Chemical Reactions 28 Cell Theory Weather and Climate 22 Human Populations Biology Biogeochemical Cycles Modern Atomic Theory Space Exploration Biodiversity Biology 14 Ionic Bonding Env. Science Env. Science Evolution 9 Water, Macromolecules, Enzymes The Ocean Cell Membrane and Transport 19 Interactions in Earth’s Systems Human Health 13 Population Growth 8 Plate Tectonics Atomic Theory and Structure 12 Describing Populations 7 Earth as a System Human Develop. Weathering, Erosion, and Deposition Studying Ecology Cell Structure & Function 6 Economics and Policy Science Process 10 5 Earth’s Layers Science Process Earth Space 2015 4 Measurement and Lab Skills Chemistry 2015 3 Nature of Science Chemistry 2014 2 Atmosphere Climate Pollution Change Matter and Energy Interdependence Solutions and Equilibrium Evolution Nonrenewable Renewable Energy Human Impact Review EOC Acids and Bases Municipal Waste Administer EOC Hazardous Waste PLC Choice Bridge Chem Gas Laws **Weeks 37-39 are set aside for course review and EOC administration. Earth Space Curriculum Map Page 3 2014-2015 2014-2015 Instructional Calendar Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Dates 18 August - 22 August 25 August - 29 August 2 September - 5 September 8 September - 12 September 16 September - 19 September 22 September - 26 September 29 September - 3 October 6 October - 10 October 13 October - 17 October 21 October - 24 October 27 October - 31 October 3 November - 7 November 10 November - 14 November 17 November - 21 November 24 November - 25 November 1 December - 5 December 8 December - 12 December 15 December - 18 December Days 5 5 4 5 4 5 5 5 5 4 5 5 4 5 2 5 5 4 Quarter Start 1st Week 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 ↑ 9 Weeks ↓ End 2nd Start 2nd ↑ 9 Weeks ↓ End 2nd * See school-based testing schedule for the course EOC administration time 37 38 39 Dates Days 6 January - 9 January 4 12 January - 16 January 5 20 January - 23 January 4 26 January - 30 January 5 2 February - 6 February 5 9 February - 13 February 5 17 February - 20 February 4 23 February - 27 February 5 2 March - 6 March 5 9 March - 13 March 5 16 March - 19 March 4 30 March - 3 April 5 6 April - 10 April 5 13 April - 17 April 5 20 April - 24 April 5 27 April - 1 May 5 4 May - 8 May 5 11 May - 15 May 5 Start Review and Administer EOC* 18 May - 22 May 5 26 May - 29 May 4 1 June – 3 June 3 Quarter Start 3rd ↑ 11 Weeks ↓ End 3rd Start 4th ↑ 10 Weeks ↓ End 4th Lab Information Expectations: Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Earth Space Curriculum Map Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS Page 4 2014-2015 Unit 1: The Nature of Science Learning Targets and Skills Nature of Science Topics Students will: • describe scientific knowledge as durable and robust and open to change. Scientific knowledge can change because it is often examined and reexamined by new investigations and scientific argumentation. Students will: • design a controlled experiment on an earth or space topic • use tools (this includes the use of measurement in metric, and also the generation and interpretation of graphical representations of data, including data tables and graphs) • collect, analyze, and interpret data from the experiment to draw conclusions • determine an experiment’s validity and justify its conclusions based on: o control group, limiting variables and constants, multiple trials (repetition) or large sample sizes, bias, method of data collection, analysis, interpretation, and communication of results • describe the difference between an observation and inference • use appropriate evidence and reasoning to justify explanations to others Students will: • describe that similar investigations (including carbon dioxide levels, ice core samples, global average temperature increase, etc.) about climate change throughout the world arrived at similar conclusions • explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society’s decision making Students will: • cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations they make about observations of natural phenomenon: o Susskind worked as a plumber, and Newton tried to be a farmer • explain why competing interpretations of scientists are a strength of science because they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations Advanced: Recognize that science is the systematic and organized inquiry that is derived from observations and experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.) Week 1 – 2 Standards Vocabulary Observation SC.912.N.2.4 Inference Investigation Test variable (independent SC.912.N.1.1 variable) Outcome variable (dependent variable) also SC.912.N.1.4 Control group Empirical evidence Data analysis Qualitative data Quantitative data Accuracy SC.912.N.1.5 Precision Reliability SC.912.N.4.1 Validity SC.912.N.2.5 Advanced: SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.3 Recognize that pseudoscience is a claim, belief, or practice, which is presented, as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification). Determine if the phenomenon (event) can be observed, measured, and tested through scientific experimentation. Earth Space Curriculum Map Page 5 2014-2015 Resources Text book Chapter 1.1,1.2 Project Earth Safari Montage “Safari,” “They Eyes of Nye: Pseudoscience” Page Keeley Volume 3 #12 (Doing Science) Teacher Hints 1. Students can download the textbook on MP3 CD or smart phone the entire student edition. Available in Spanish. 2. Student One Stop CD-ROM can be copied and given to students. 3. Unit Videos DVD includes Earth Science Topics, Geology Field Trip and images from around the world. 4. Chapter Resource Files contains worksheets. 5. Teaching Transparencies are online to project. Prefix / Suffix Superabove/beyond Nova- new Sol- sun Dyno- power Equil- balanced Photo- light Chromo- color Common Connections Project Earth - Geology: Reading #5 (Careers in Geology) Earth Space Curriculum Map Page 6 2014-2015 Unit 2: Earth’s Layers Learning Targets and Skills Students will: • differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction with other zones: Earth’s Layers Structural Zones (Physical Layers) Lithosphere Asthenosphere Mesosphere Outer core Inner core Magnetic Field Fundamental Forces • • Compositional Zones Crust Mantle Core describe how seismic data is used to inference the composition of Earth’s interior explain how convection currents created in the mantle interact with the crust Students will: • describe how the four fundamental forces impact Earth systems: o Gravity’s role as it relates to separation of layers o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together • compare relative magnitudes and ranges of each force, i.e. o gravity is weaker than the others but acts at larger distances while the weak and strong forces act on the smallest distances but are also the strongest • explain why the Earth is separated into various layers of differing composition, i.e. o each layer has a different density with gravity causing the layers to settle with the most dense material at the center of the Earth Students will: • describe the Earth’s magnetic field and its application to modern technology, such as: o electronic compass, geo-magnetic resource finding (but not GPS,) indoor position systems • Week 3 – 4 Standards Vocabulary Crust SC.912.E.6.1 Mantle Core Lithosphere Mesosphere Asthenosphere Magnetosphere Electromagnetism Gravity Radioactive decay SC.912.P.10.4 Law of Gravitation Differentiation SC.912.P.10.10 SC.912.P.10.16 describe the function of models in science, and identify the wide range of models used in science. Earth Space Curriculum Map Page 7 2014-2015 Resources Text book Project Earth Safari Montage Page Keeley Chapter 2.1 Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?), Activity 11 (Convection) “Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,” “Magnetic Storm” Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10 (Is it a Model?) Teacher Hints Prefix / Suffix Common Connections Lithos- rock Meso- middle Asthenosformable Gravis- heavy Radio- emitting out Pro- first Neu- neither nor Nuc- center Earth Space Curriculum Map Page 8 2014-2015 Unit 3: Earth as a System Learning Targets and Skills Earth’s Spheres Students will: • differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. • explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each other, such as: o polar ice caps melting increases the ocean water levels. • predict how changes in one Earth system will impact the other systems , such as: o forest fires, volcanic eruptions, drought, etc. Students will: • explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. Students will: • describe the path matter and energy take as they move through the water and carbon biogeochemical cycles. Earth’s Cycles • Week 5 – 6 Standards Vocabulary Atmosphere SC.912.E.7.3 Hydrosphere Cryosphere Geosphere Biosphere Biogeochemical cycles Water cycle Carbon cycle Open system Closed system SC.912.E.7.8 SC.912.E.7.1 explain why the amount of matter and energy is constant as they move through the biogeochemical cycles, including: o Earth is essentially a closed system o energy cannot be created nor destroyed Earth Space Curriculum Map Page 9 2014-2015 Resources Text book Chapter 2.2, 15.1, 17.1, 19.1, 20.1, Project Earth Safari Montage Page Keeley Teacher Hints “Earth’s System,” “Physical Systems” Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come from?) • Students should be able to identify the differences and commonalities between the different spheres • Students should be able to predict how an event (such as a forest fire) will impact all of the other spheres, both positively and negatively. • Students should be able to predict the next steps in any of the biogeochemical cycles. Prefix / Suffix Atmos- gas Hydro- water Cryo- ice/cold Geo- earth Bio- life Pan- across/all -verge- to bend Trans-across Forma- shape Sub- under Duct- to lead Paleo- old Common Connections Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle, Earth Space Curriculum Map Page 10 2014-2015 Unit 4: Plate Tectonics Learning Targets and Skills Models in Science Students will: • describe the function of models in science, and identify the wide range of models used in science • describe how scientific inferences are drawn from scientific observations or data, for example: o Iceland continuing to split apart --> inference: sea-floor is spreading o Identical fossils on multiple continents --> inference: Pangaea reconstructed • describe the benefits and limitations of models used in science Plate Tectonics Students will: • identify the major processes taking place in the Earth that are responsible for crustal plate movement, such as: o convection of material in the mantle and plate density (oceanic versus continental) • diagram the various types of plate boundaries and the surface features present at those locations. • explain the presence and occurrence of specific surface features and events by applying the Theory of Plate Tectonics, such as: o fault lines, trenches, mountains, rift valleys, mid-ocean ridge, hot spots, etc. o earthquakes, continental drift, etc. • explain the geologic development of present day ocean floor features using the Theory of Plate Tectonics Earth Space Curriculum Map Week 7 – 9 Standards Vocabulary Theory of Plate SC.912.N.3.5 Tectonics Pangaea SC.912.N.1.6 Continental drift Sea-floor spreading Convection currents Convergent boundary Divergent boundary Transform boundary/fault Continental drift Rift valley Trench Subduction zone Mid-ocean ridge SC.912.E.6.3 Paleomagnetism Volcanic activity Hot spots SC.912.E.6.5 Page 11 2014-2015 Resources Text book Chapter 10.1, 10.2, 10.3, 11.1, 11.2, 12.1, 13.1, 23.2 Safari Montage Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanes and Hot Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping the Seafloor) “Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire”, The Ocean Floor (short video clip) Page Keeley Volume 4 #10 (Is it a Model) Project Earth Teacher Hints Prefix / Suffix Earth Space Curriculum Map Common Connections Page 12 2014-2015 Weathering, Erosion, and Deposition Unit 5: Weathering, Erosion, Deposition Learning Targets and Skills Students will: • describe the processes of weathering, erosion, and deposition and the agents responsible for them, including: o weathering: chemical, grinding (pressure), freezing, haloclasty, etc. o erosion: water, wind, gravity, waves, glaciers, etc. o deposition: water, wind, gravity, etc. • Week 10 – 12 Standards Vocabulary Weathering SC.912.E.6.2 Chemical weathering Mechanical weathering Erosion Deposition Karst Topography explain how various surface features are created through multiple steps of these processes, such as: o The white sand beaches of Florida’s west coast were created by the weathering, erosion, and deposition of quartz silicates from the Rocky Mountains. SC.912.E.6.4 Florida Features Students will: • explain how Florida-specific features were created through various processes, such as: o karst topography and natural springs created through chemical weathering o beach and coastline erosion by wind and water Earth Space Curriculum Map Page 13 2014-2015 Resources Text book Chapter 6.1, 6.3, 14.1, 14.2, 14.4, 15.2, 15.3, 17.2, 18.1, 18.2, 18.3 Project Earth Safari Montage “Amazing Planet: Destruct Forces”, Erosion (short video clip) Page Keeley Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?) Teacher Hints Prefix / Suffix Atmos- gas Hydro- water Cryo- ice/cold Geo- earth Bio- life Pan- across/all -verge- to bend Trans-across Forma- shape Sub- under Duct- to lead Paleo- old Common Connections Project Earth - Geology: Reading #1 (Plate Tectonics) Project Earth - Geology: Reading #2 (Volcanoes Project Earth - Geology: Reading #3 (Earthquakes) Earth Space Curriculum Map Page 14 2014-2015 Unit 6: The Ocean Learning Targets and Skills Ocean Currents Students will: • explain how surface and deep-water circulation patterns impact energy transfer in the environment, including: o Coriolis effect, La Nina, El Nino, Southern Oscillation, upwelling, ocean surface cooling, freshwater influx, density differences, Labrador Current and Gulf Stream • identify the factors that influence surface currents (wind, Coriolis Effect, topography, etc.) • describe how ocean conditions (salinity, turbidity, temperature, etc.) are responsible for deep ocean currents Students will: • diagram the parts of an ocean wave (crest, trough, height, wavelength) • calculate wave speed using wavelength and period • explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. Advanced: Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3– and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change. Earth Space Curriculum Map Week 13 Standards Vocabulary Density SC.912.E.7.2 Temperature Salinity Turbidity El Niño La Nina Crest SC.912.P.10.20 Trough Wave height Wavelength Period SC.912.E.7.8 Advanced: SC.912.E.7.9 Page 15 2014-2015 Resources Text book 25.1,25.2 Project Earth Safari Montage Ocean Currents (short clip), Surface Currents (short clip) Page Keeley Teacher Hints Prefix / Suffix Earth Space Curriculum Map Common Connections Page 16 2014-2015 Solar Radiation Unit 7: Weather and Climate Learning Targets and Skills Students will: • explain how the Sun’s energy arrives to and is absorbed or reflected by the Earth’s surface, bodies of water, and atmosphere • differentiate between conduction and convection in terms of how Earth’s systems are heated (insolation, insulation, albedo) Severe Weather Weather • explain how unequal heating creates air convection currents within the atmosphere (heat budget) Students will: • describe air masses and their properties, including: o temperature, humidity, air pressure, and wind speed • describe the various types of fronts created by the collision of different air masses, including: o occluded front o warm front o cold front o stationary front • explain how weather is created by the interaction of air masses along fronts • predict future weather conditions based on present weather observations and conceptual models • describe the limitations and uncertainties of weather predictions Students will: • relate the formation of severe weather to specific physical factors, including: o temperature, humidity, air pressure, and wind speed • describe the life cycle of a thunderstorm • describe the stages in the development of a hurricane Earth Space Curriculum Map Week 14 – 18 Standards Vocabulary Radiation SC.912.P.10.4 Absorption Reflection Atmosphere Insolation Insulation Conduction Convection Water cycle Air masses SC.912.E.7.5 Humidity Fronts Coriolis effect Hurricanes Tornadoes Lightning Thunderstorms Cyclones Anti-cyclone Heat budget Albedo Continental polar (cP) Maritime polar (mP) Continental tropical (cT) Maritime tropical (mT) SC.912.E.7.6 Page 17 2014-2015 Students will: • differentiate between weather and climate differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate those features to the region’s climate, such as: o desert and arid climates are usually found within some proximity to mountain ranges because of the rain shadow effect o rainforests are found along the equator and large bodies of water that moderate temperatures • describe the climate of a region in terms of average temperature and average precipitation • predict the climate of a region given its topography, latitude, and proximity to large bodies of water Climate • Students will: • identify factors that contribute to global climate change, including: o external factors: tilt of earth, proximity to the sun, solar energy output, Milankovitch cycles o internal factors: pollution, global warming, geological and oceanic events Climate Change • SC.912.E.7.7 predict how changes to these factors will influence global climate over long time scales Students will: • describe that similar investigations (including carbon dioxide levels, ice core samples, global average temperature increase, etc.) of climate change throughout the world arrived at similar conclusions • SC.912.E.7.4 Latitude Longitude Prevailing winds Climate zones Tilt Wobble Procession Topography Proximity Rain shadow Rainforest Desert Savanna Marine west coast Steppe Humid continental Human subtropical Mediterranean Subarctic Tundra explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. Earth Space Curriculum Map SC.912.N.1.5 SC.912.E.7.8 Page 18 2014-2015 Resources Text book 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4 Chapter 17.3, 22.1, 22.2, 22.3 Project Earth Safari Montage Page Keeley Teacher Hints Astronomy: Activity #8 (Green House Effect) “What’s up with the Weather,” “Weather”, What is Weather? (short clip) Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip) Prefix / Suffix Lat- wide Long- length Pro- forward Cedere- to go Topo- top -graphymeasure Prope- near Dens- thick Temperhot/heat Sal- salt Peri- around “Climates,” “Eyes of Nye: Global Climate Change” Climate Change WebQuest – Global Instruction Resource Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming) Climate Models – Internet Activity in book, pg. 616 Common Connections Project Earth - Astronomy Reading #8 (Global Warming) Project Earth - Astronomy Reading #10 (Greenhouse Effect) Project Earth - Astronomy Reading #11 (The Coming Climate Crisis) Earth Space Curriculum Map Page 19 2014-2015 EM Spectrum Distances in Space Space History Unit 8: Space Exploration Learning Targets and Skills Students will: • describe instances in which scientists’ varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena • identify the major events in space exploration history, such as: o Mercury, Gemini, Apollo, Space Shuttle, etc. Students will: • relate the history of space exploration to the economy and culture of Florida, including privatized space industries Students will: • distinguish the various methods of measuring astronomical distance and apply each in appropriate situations. Week 19 – 22 Standards Vocabulary Astronomical unit SC.912.N.2.5 (AU) Light year Parallax Parsec Period Speed of light SC.912.E.5.9 SC.912.E.5.11 • explain which unit of measure is appropriate for a given situation, for example: o Kilometers for distances between planets and orbiting objects o Astronomical units for distances between planets o Light years for distances between stars o Parsecs for distances between galaxies Students will: • diagram the crest, trough, height, and wavelength for a wave • predict how wave speed will change as it propagates through different media • differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy Crest SC.912.P.10.20 Electromagnetic spectrum SC.912.P.10.18 Electromagnetism Trough Wave height Wavelength • explain observed natural phenomena in terms of waves, such as: o red shift, Doppler effect, and cosmic background radiation Advanced: Identify examples of historical space exploration (e.g. telescopes, high altitude balloons, lunar landers, deepspace probes, space station) that had significant impact on current space exploration and recognize the importance of continued exploration in space. Discuss how scientists determine the location of constellations, celestial spheres, and sky maps. Differentiate the celestial coordinate system (equatorial system) and latitude and longitude used to specify locations on Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars and constellations. Earth Space Curriculum Map Advanced: SC.912.E.5.7 SC.912.E.5.10 Page 20 2014-2015 Resources Text book 26.1 Project Earth Astronomy Activity #4 (The Speed of Light) Safari Montage “Electromagnetic Spectrum” Page Keeley Volume 1 #2 (Apple in the Dark), #3 (Birthday Candles) Teacher Hints Internet Activity, pg 727 (Space Spinoff) – in Earth Space Teacher Edition only Prefix / Suffix Common Connections Project Earth Astronomy Read #1 What is a Light Year, #3 Hubble Space Telescope Earth Space Curriculum Map Page 21 2014-2015 Solar System FOrmation Earth, Moon, and Sun System Motion Unit 9: Solar System Learning Targets and Skills Students will: • describe the speed as the change in position over time • analyze the motion of objects in space in terms of position, velocity, and acceleration as function of time Students will: • analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of Motion, including: o Earth’s orbit around the Sun (using Kepler’s Laws of Equal Areas) o the Moon’s orbit around the Earth (using Newton’s Laws of Motion) • explain why we see different phases of the moon by diagraming the positions of the Earth, Moon, and Sun at various locations • explain why an eclipse occurs using the motion of the Earth, Moon, and Sun • explain how the seasons change because of the Earth’s tilted axis and orbit around the sun Students will: • describe how the gravitational force between two objects depends on their masses and the distance between them, including: o the effect the moon has on the Earth because of gravity (tidal bulge) • compare the gravitational pull of the Earth to that of the moon, the other planets, and the Sun • explain why the Earth orbits the Sun in terms of gravity, such as: o the mass of the sun increases its gravitational pull that, in addition to the Earth’s inertia, keeps in in orbit Students will: • explain how planetary systems form using current knowledge and theories, such as: o The Nebular Hypothesis • apply this knowledge to determine how newly discovered planetary systems and exoplanets are formed Earth Space Curriculum Map Week 23 – 26 Standards Vocabulary Scientific law SC.912.P.12.2 Orbit Kepler’s Laws of Planetary Motion Ellipse Aphelion Perihelion SC.912.E.5.6 Newton’s Laws of Motion Gravity Tidal bulge Spring tides Neap tides Apogee Perigee Speed Position Frame of reference Velocity SC.912.P.12.4 Acceleration Mass vs. Weight Solar eclipse Lunar eclipse SC.912.E.5.5 Nebula Terrestrial Nebular Hypothesis Exoplanet Differentiation Page 22 2014-2015 Resources Text book 25.3, 26.2, 28.2 27.1 Project Earth Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon) Safari Montage Astronomy Activity #3 (Solar System Scale), Activity #6 (Formation of the Solar System) “Do We Really Need the Moon” “Wonders of the Solar System,” “Order out of Chaos” Page Keeley Volume 1 #24 (Gazing at the Moon), #25 (Going through a Phase), Volume 2 #23 (Darkness at Night), Volume 4 #24 (Lunar Eclipse) Teacher Hints Prefix / Suffix Orb- sphere Ellipse- to fall short(of a circle) Apo- away Peri- near Helio- sun Gravis- heavy Ge(e)o- earth Velocis- swift Ac- toward/to Celerefast/swift Common Connections Project Earth Astronomy - Reading #12 Reasons for the Season, #13 Phases of the Moon Earth Space Curriculum Map Page 23 2014-2015 Unit 10: Stars Learning Targets and Skills The Sun Students will: • describe the layers of the sun (including the core, radiative zone, convective zone, photosphere, chromosphere, and corona) in terms of density, temperature and composition • describe the transfer (heat) of thermal energy through the Sun’s layers • compare and contrast the general composition, temperature, apparent magnitude, and size of the sun to other stars • explain how the rotation and magnetosphere of the sun are directly tied to the formation of sunspots, solar flares, prominences, and coronal mass ejections • predict how solar phenomena such as solar flares and coronal mass ejections can impact the Earths systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and power grids Life Cycle of Stars Students will: • classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram • explain why the life cycle of a star is determined by its initial mass, for example: o very massive stars have more gravity which causes increased fusion rates and thus a shorter life • predict the life cycle of a star, including death (such as a dwarf star, neutron star, or black hole) given: o an initial stellar mass the presence or absence of specific elements, such as heavy elements (present in older stars) Earth Space Curriculum Map Week 27 – 31 Standards Vocabulary Sunspots SC.912.E.5.4 Solar flares Corona Photosphere SC.912.P.10.4 Thermal energy Apparent magnitude Magnetosphere SC.912.E.5.3 Chromospheres Prominences Coronal mass ejection Dwarf star Neutron star Black hole Page 24 Fundamental Forces in Space 2014-2015 Students will: • describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium: o Gravity’s role as it relates to separation of layers and pressure o Electromagnetism as it relates to the magnetic field o The weak force in terms of radioactive decay o The strong force in terms of holding atoms together • compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but acts at larger distances while the weak and strong forces act on the smallest distances but are also the strongest • describe the nuclear reactions taking place in the sun and the energy associated with them (radioactive decay, fission, and fusion) Students will: • explain that all objects emit and absorb electromagnetic radiation. EM Radiaiton • SC.912.P.10.10 SC.912.P.10.11 SC.912.P.10.19 Distinguish between objects that are good and poor blackbody radiators. Advanced: Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that spectroscopy is used to detect and interpret information from electromagnetic radiation sources. Earth Space Curriculum Map Apparent magnitude Absolute magnitude Solar storms Solar cycle Magnetosphere Radioactive decay Law of Gravitation Dynamic equilibrium Electromagnetic radiation Blackbody radiators albedo Advanced: SC.912.E.5.8 Page 25 2014-2015 Resources Text book 26.1, 29.1, 29.2, 30.1, 30.2 Project Earth Astronomy: Activity #7 (Habitable Zone) Safari Montage “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the Sun” Page Keeley Volume 4 #25 (Solar Eclipse) Teacher Hints SOHO Activity, pg 830 in text book Prefix / Suffix Earth Space Curriculum Map Common Connections Page 26 2014-2015 Unit 11: Origin of the Universe Learning Targets and Skills Students will: • cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such as: o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc. describe a scientific theory as the culmination of many scientific investigations, such as: o Acceleration of the expansion of Universe by independent investigations of cosmic background radiation, large scale structure, age of the universe, and measurement of super novae characteristics • identify patterns in the organization and distribution of matter in the universe and the forces (gravity and non-homogeneity) that determine them, such as: o Planetary systems, Star Clusters, Galaxies, Galactic Clusters, Voids, Filaments Origin of the Universe • Week 32 – 33 Standards Vocabulary Big Bang Theory SC.912.E.5.1 Hubble Constant Cosmic Background Radiation (CBR) Red Shift SC.912.N.3.1 Space-time Expansion The Big Crunch The Big Chill SC.912.E.5.2 Inflation Singularity Earth Space Curriculum Map Page 27 2014-2015 Resources Text book 30.3, 30.4 Project Earth Safari Montage Page Keeley Teacher Hints “Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the Beginning,” “Creations of the Universe” Uncovering Student Ideas in Astronomy: #44 Expanding Universe, #45 Is the Big Bang “Just a Theory” Quick Lab: pg 865 in book – The Expanding Universe Prefix / Suffix Earth Space Curriculum Map Common Connections Page 28 2014-2015 Unit 12: Evolution Learning Targets and Skills • investigate floral and faunal succession through stratigraphy using index fossils • explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change Students will: • describe the scientific explanation of and the conditions contributing to the origin of life on Earth Students will: • describe how and why organisms are hierarchically classified and based on evolutionary relationship. SC.912.L.15.4 Students will: • describe how biodiversity declines due to catastrophic events, climate changes, human activity and the introduction of invasive and nonnative species SC.912.L.17.8 Human Impact Classification Origin of Life Evolution Students will: • describe that a fossil is formed through mineralization over long time scales Week 34 – 36 Standards Vocabulary Evolution SC.912.L.15.1 Fossil Homologous structure Vestigial structure Analogous structure Embryology Biogeography Stratigraphy Endosymbiotic Theory SC.912.L.15.8 • identify and explain positive and negative consequences that result from the reduction in biodiversity • make predictions of consequences, based on a scenario if biodiversity is reduced Earth Space Curriculum Map Domain Kingdom Phylum Class Order Family Genus Species Binomial nomenclature Scientific name Dichotomous key biodiversity Page 29 2014-2015 Resources Text book Chapter 8.1, 8.2, 8.3, 9.1, 9.2 Project Earth Geology: Activity #15 (Study Your Sandwich) Astronomy: Activity #9 (Creature Feature) Safari Montage Page Keeley Volume 2 #22 (Mountain Top Fossils) Teacher Hints Skills lab, pg. 246-247 Maps in Action, pg. 248 Prefix / Suffix Common Connections Sing- one/only Homo- same Logos- reason Vestig- a trace Anathroughout Stata- layer -graphymeasure Endo- internal Syn- together Bio- life Earth Space Curriculum Map Page 30 2014-2015 Earth Space Curriculum Map Page 31 2014-2015 Description Implementation Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN-preview, Probe, Teacher Demonstration…) The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explain Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN-notes, Research, Close-reading, reading to learn, videos, websites…) Elaborate Learners explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs…) Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web-quest, presentations, debate, discussion, ISN-reflection…) Evaluate Explore Engage Volusia County Science 5E Instructional Model Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives) Explore Engage Discuss and Evaluate Elaborate Explain Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. *Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34. Earth Space Curriculum Map Page 32 2014-2015 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do—using formal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. Students will: Students will: Students will: • • • • • retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet • • • • • • interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory • • • • • analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2. Earth Space Curriculum Map Page 33 2014-2015 Grades 9 - 10 ELA Florida Standards LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support and technical texts, attending to the precise details of the explanations or analysis, reflection, and research. descriptions. LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, processes. a. Introduce a topic and organize ideas, concepts, and information to make attending to special cases or exceptions defined in the text. important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other to aiding comprehension. domain-specific words and phrases as they are used in a specific scientific or b. Develop the topic with well-chosen, relevant, and sufficient facts, technical context relevant to grades 9 – 10 texts and topics. extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in c. Use varied transitions and sentence structures to link the major sections a text, including relationships among key terms (e.g., force, friction, reaction of the text, create cohesion, and clarify the relationships among ideas force, energy.) and concepts. d. Use precise language and domain-specific vocabulary to manage the LAFS.910.RST.3.7 – Translate quantitative or technical information expressed complexity of the topic and convey a style appropriate to the discipline in words in a text into visual form (e.g., a table or chart) and translate and context as well as to the expertise of likely readers. information expressed visually or mathematical (e.g., in an equation) into e. Establish and maintain a formal style and objective tone while attending words. to the norms and conventions of the discipline in which they are writing. LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating technical texts in the grades 9 – 10 text complexity band independently and implications or the significance of the topic). proficiently. Grades 9 - 12 Math Florida Standards (select courses) MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest, MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude using the same reasoning as in solving equations. and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.S-IC.2.6 – Evaluate reports based on data. MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be represented as vectors. Earth Space Curriculum Map Page 34 2014-2015 Grades 11 - 12 ELA Florida Standards LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the science and technical texts, attending to important distinctions the author narration of historical events, scientific procedures/ experiments, or technical makes and any gaps or inconsistencies in the account. processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when create a unified whole; include formatting (e.g., headings), graphics carrying out experiments, taking measurements, or performing technical tasks; (e.g., figures, tables), and multimedia when useful to aiding analyze the specific results based on explanations in the text. comprehension. b. Develop the topic thoroughly by selecting the most significant and LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other relevant facts, extended definitions, concrete details, quotations, or domain-specific words and phrases as they are used in a specific scientific or other information and examples appropriate to the audience’s technical context relevant to grades 11 – 12 texts and topics. knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information of the text, create cohesion, and clarify the relationships among presented in diverse formats and media (e.g., quantitative data, video, complex ideas and concepts. multimedia) in order to address a question or solve a problem. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / convey a knowledgeable stance in a style that responds to the discipline technical texts in grades 11 – 12 text complexity band independently and and context as well as to the expertise of likely readers. proficiently. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research. Grades 9 - 12 Math Florida Standards (all courses) MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide features of the graph, by hand in simple cases and using technology for more the solution of multi-step problems; choose and interpret units consistently in complicated cases. formulas; choose and interpret the scale and the origin in graphs and data a. Graph linear and quadratic functions and show intercepts, maxima, and displays. minima. b. Graph square root, cube root, and piecewise-defined functions, MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations including step functions and absolute value functions. measurement when reporting quantities. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. Earth Space Curriculum Map Page 35 2014-2015 Earth Space Curriculum Map Page 36