Download IPS Integrated Physical Science Essential Outcomes 2016-17

 Essential Outcomes Chart: What is it we expect students to learn? GRADE: 9­12 SUBJECT: Integrated Physical Science SEMESTER: 1 & 2 TEAM MEMBERS: Brown, Clark, Her, Hiris Standard Description Example Rigor Prerequisite Skills Common Assessment When Taught? Extension Standards What is the essential standard to be learned? Describe in student­friendly vocabulary. What does proficient student work look like? Provide an example and/or description. What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard? What assessment(s) will be used to measure student mastery? When will this standard be taught? What will we do when students have learned the essential standard(s)? EXAMPLE: Using the following description, identify the independent variable, dependent variable, control group, and experimental group to construct a hypothesis for this study. “Students plant seeds in different soils to measure the growth (height) of the plants.” Common Content Key Terms​ ​or Vocabulary for each standard: ● Variable: Independent & dependent ● Hypothesis ● Data ● observation Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Explain Focused note taking Paragraph Summaries Steps of the Scientific Method Metric Measurement using a rulers, balances and glassware. Informal & Formal [Content Assessments Taught ● Student Portfolios Quarter 1] & or Interactive Notebooks ● Summary [Continual Paragraphs, practice: ● Inquiry Labs Quarters 1­4​] ● Lab Reports ● Common Formative Assessments ● Common Summative Assessments 1­ Apply the Scientific Method to conduct scientific investigations. [SEP 1, SEP 4, SEP 5, SEP 6 (NGSS) Students will carry out the Steps of the Scientific Method including: designing experiments, creating hypotheses, collecting and analyzing data​, ​and developing conclusions based on the data.] Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the standard ● Virtual Labs (continued) Conduct /Complete: ● Simple measurement ● Data Collection ● Data Analysis including finding averages ● Identify sources of error ● Graph data 2­​Students will be able to analyze the Periodic Table to determine the properties of elements [HS­Ps1.a, PS2.b, PS3.a] EXAMPLE: Content Vocabulary: ● Matter Determine the number of ● Atom protons, neutrons, and ● Protons, neutrons, electrons for the following and electrons, element: Li37 ● Mass number ● Periodic Table ● Atomic Number Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model 3­​Students will describe relationship between bonds, energy, and reactions (HS­PS1­1,­2,­4) EXAMPLE: Model the transfer of valence electrons in the ionization of Sodium (Na) using Lewis Dot structures. Content vocabulary ­­ Atom, electron, valence electron, neutron, atomic symbol, Periodic Table, Energy shells, Lewis Dot Informal & Formal Assessments ● Student Portfolios & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs ● Lab Reports ● Common Formative Assessments ● Common Summative Assessments Informal & Formal Assessments ● Student Portfolios & or Interactive Notebooks Quarter 1 and Extension Activities Quarter 2 ●
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Quarter 2 Projects that are standard specific Enrichment activities Additional literature readings related to the standard Virtual Labs. Extension Activities ● Projects that are standard specific ● Enrichment activities 4­​Earth Science: Students will understand how plate tectonics shape and transform the dynamic features of the Earth. Students demonstrate the ability to investigate the role of interactions between Earth systems. Students will construct an interactive graphical model that demonstrates seafloor spreading over time, and shows shifts in the magnetic fields of rocks, from a divergent oceanic­oceanic tectonic plate boundary. structures, periodic group,ionic and covalent bonds, reactant, product, synthesis, decomposition Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model Common Key Terms or Vocabulary for each standard ­­​Earthquake, lithosphere, asthenosphere, divergent, convergent, transform, ridge, trench, boundary, conduction, paleomagnetism, continental, oceanic, seafloor spreading, ­­metamorphic, sedimentary, igneous, magma, lava, ­­Modified Mercalli Scale, P­wave, S­wave, surface wave, tremor, magnitude, fault, tsunami, epicenter, focus Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model 5­​Students will be able to describe the characteristics of waves (HS­PS4a,­PS4.b) Example: At 6:34am on Tuesday, an earthquake is recorded by three different seismographs in three cities. The seismograph in Common Content Key Terms​ ​or Vocabulary for Transverse, longitudinal, crest, trough, wavelength, amplitude, frequency, P wave, S wave, surface wave, ●
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Summary Paragraphs, Inquiry Labs Lab Reports Common Formative Assessments Common Summative Assessments ●
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Additional literature readings related to the standard Virtual Labs Informal & Formal Quarter 2­3 Assessments ● Student Portfolios & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs ● Lab Reports ● Common Formative Assessments ● Common Summative Assessments Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the standard ● Virtual Labs Informal & Formal Quarter 3 Assessments (Earth Science: ● Student Portfolios Seismic Waves) & or Interactive Quarter 4 Notebooks (Space Science: ● Summary Electromagnetic Paragraphs Spectrum) Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings 6­​Students will describe atmosphere, weather, and climate, and their interdependence (ESS2) 7­​ Students will discuss access and availability of natural resources (as it pertains to California) and the impact of human activity on these resources (ESS3) Sacramento says the earthquake is a 5.3. The one in Stockton says the earthquake is a 6.0. The reading in San Francisco says 8.2 Which city is closer to the epicenter and how do you know? If Sacramento experienced a mini earthquake followed by a more violent earthquake, what type of waves was the first earthquake? electromagnetic spectrum, Doppler shift Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model EXAMPLE: Philosophical chairs following group research project on man­made climate change and its implications on humanity. Common Key Terms or Vocabulary for each standard Troposphere, stratosphere, mesosphere, thermosphere, ozone layer, climate, weather, climate change Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model Informal & Formal Assessments ● Student Portfolios & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs ● Lab Reports ● Common Formative Assessments ● Common Summative Assessments Quarter 3 Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the standard ● Virtual Labs Common Key Terms or Vocabulary for each standard ­­​hydrologic cycle, precipitation, Informal & Formal Assessments ● Student Portfolios & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs Quarter 4 Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the EXAMPLE: Analyze the amount of average annual precipitation (inch) in each of California’s geomorphic regions. Based on these data and California’s condensation, transportation, percolation, runoff, surface water, aqueduct, aquifer, El Nino, rain shadow effect, renewable resource, nonrenewable resource, conservation ●
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Critical Reading Common Formative Assessment Common Summative Assessment ●
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related to the standard Virtual Labs Model and nonlinguistic representation 8­​Space Science: Students will analyse and be able to explain the formation of the sun and our solar system from the gravitational collapse of a stellar nebula. RST .11­12.1 Cite specific textual evidence​ to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS ­PS1­1) WHST .9­12.2 Write informative/explanatory texts​, including the narration of historical events, scientific demographics, how does the state sustain its large industrial economy and large population? ​Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model EXAMPLE: Our sun is a yellow dwarf star­­ compared to large starts in the universe it may seem quite small. Students will analyze the life­cycle of different size stars and provide reasons orally, graphically, and in writing ­ why it is a good thing that the star in our solar system is not a massive star? Common Key Terms or Vocabulary for each standard ­­​nebula, nuclear fusion, photon, solar Academic Language ● Describe ● Explain ● Differentiate ● Compare/Contrast ● Marking text ● Charting text ● Interacting with text ● Annotating text flare, sunspot, apparent magnitude, luminosity, solar year, gravity, giant, supernova, dwarf, meteoroid, asteroid, photosphere, chromosphere, corona, orbit, ellipse, spectroscopy, galaxy, Big Bang Theory, black hole Academic Vocabulary ● Describe ● Compare ● Contrast ● Differentiate ● Model ●
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Lab Reports Common Formative Assessments Common Summative Assessments ●
standard Virtual Labs Informal & Formal Quarter 4 Assessments ● Student Portfolios & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs ● Lab Reports ● Common Formative Assessments ● Common Summative Assessments Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the standard ● Virtual Labs [Continual Informal & Formal Practice: Assessments ● Student Portfolios Quarters 1­4] & or Interactive Notebooks ● Summary Paragraphs, ● Inquiry Labs ● Lab Reports ● Common Formative Assessments ● Common Summative Extension Activities ● Projects that are standard specific ● Enrichment activities ● Additional literature readings related to the standard ● Virtual Labs procedures/ experiments, or technical processes. (HS­PS1­1) Assessments