Earth - Space Science - Curriculum Map 2015-2016
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2015-2016 Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Dawn Alves
Brad McFarland
Alexis Swittel
Earth - Space
Science
Regular and Honors Curriculum Map2015-2016
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.
• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
• Volusia Literacy Tasks (VLT): Each grade level has one Volusia Literacy task (VLT) for each nine week period. These literacy experiences have been
designed by teachers to provide common literacy activities that align to the curriculum across the district.
• 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 22015-2016
High School Weekly Curriculum Trace
2015 1 2 3 4 5 6 7 8 9
Earth Space Nature of Science Earth’s Layers Earth as a System Plate Tectonics
Env.
Introduction to Environmental Science Earth Environmental Systems Population Ecology
Science
What is Human Human
Biology Science Process Water, Macromolecules, Enzymes Cell Theory
Biology? Develop. Health
Chemistry Measurement and Lab Skills Atomic Theory and Structure Electrons & Modern Atomic Theory
2015 10 11 12 13 14 15 16 17 18 (2016) 19 (2016)
Earth Space Weathering, Erosion, and Deposition The Ocean Weather Climate
Env. Humans and the
Evolution and Community Ecology Biomes and Aquatic Ecosystems
Science Environment
Cell
Biology Structure & Cell Membrane and Transport Photosynthesis and Respiration Cell Cycle, Mitosis, Meiosis
Function
Covalent Bonding &
Chemistry The Periodic Table Ionic Bonding & Nomenclature Chemical Composition
Nomenclature
2016 20 21 22 23 24 25 26 27 28
Earth Space Space Exploration Solar System Stars
Env.
Biodiversity Land Management Water Resources
Science
Evidence
Biology DNA and Protein Synthesis Genetics and Biotechnology Mechanisms of Change Taxonomy
Evolution
Chemistry Chemical Reactions Stoichiometry Energy Changes and Reaction Rates
2016 29 30 31 32 33 34 35 36 37
Earth Space Stars Origin of the Universe Evolution Review
Env. Non-Renewable and
Atmosphere and Climate Change Waste Management Review
Science Renewable Energy
Matter and Energy Administer PLC Choice
Biology Taxonomy Plants Human Impact Review EOC
Interdependence EOC Bridge Chem
Chemistry States of Matter Gas Laws Solutions and Equilibrium Acids and Bases Review
**Weeks 37-39 are set aside for course review and EOC administration.
Earth Space Curriculum Map Page 32015-2016
2015-2016 Instructional Calendar
Week Dates Days Quarter Week Dates Days Quarter
1 24 August - 28 August 5 Start 1st 20 18 January - 22 January 4 Start 3rd
2 31 August - 4 September 5 21 25 January - 29 January 5
3 7 September - 11 September 4 ↑ 22 1 February - 5 February 5
4 14 September - 18 September 5 9 23 8 February - 12 February 5 ↑
5 21 September - 25 September 4 Weeks 24 15 February - 19 February 4 9
6 28 September - 2 October 5 ↓ 25 22 February - 26 February 5 Weeks
7 5 October - 9 October 5 26 29 February - 4 March 5 ↓
8 12 October - 16 October 5 27 7 March - 11 March 5
9 19 October - 23 October 4 End 1st 28 14 March - 18 March 4 End 3rd
10 26 October - 30 October 5 Start 2nd 29 28 March - 1 April 5 Start 4th
11 2 November - 6 November 5 30 4 April - 8 April 5
12 9 November - 13 November 4 ↑ 31 11 April - 15 April 5
13 16 November - 20 November 5 10 32 18 April - 22 April 5
14 23 November - 24 November 2 Weeks 33 25 April - 29 April 5
15 30 November - 4 December 5 ↓ 34 2 May - 6 May 5 ↑
16 7 December - 11 December 5 35 9 May - 13 May 5 11
17 14 December - 18 December 5 36 16 May - 20 May 5 Weeks
18 4 January - 8 January 5 37 23 May - 27 May 5 ↓
19 11 January - 15 January 4 End 2nd
* See school-based testing schedule for the course EOC administration time Start Review and Administer EOC*
38 30 May – 3 June 4
39 6 June – 7 June 2 End 4th
Lab Information
Expectations: Safety Contract:
The National Science Teacher Association, NSTA, and the district science office http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
recommend that all students experience and participate in at least one hands-
on-based lab per week. At least one (1) lab per grading period should have a Safety, Cleanup, and Laws:
written lab report with analysis and conclusion. http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Earth Space Curriculum Map Page 42015-2016
Unit 1: The Nature of Science Week 1 – 2
Topics Learning Targets and Skills Standards Vocabulary
Students will: Observation
• describe science as both durable (long lasting) and robust (strongly supported by data through SC.912.N.2.4 Inference
experimentation) yet open to change Investigation
• understand scientific knowledge can change because it is often examined and reexamined by new Test variable
investigations and scientific argumentation (independent
Students will: variable)
• design a controlled experiment on an earth or space topic SC.912.N.1.1 Outcome variable
• use tools (this includes the use of measurement in metric, and also the generation and interpretation of (dependent
graphical representations of data, including data tables and graphs) variable)
• collect, analyze, and interpret data from the experiment to draw conclusions also Control group
• determine an experiment’s validity and justify its conclusions based on: SC.912.N.1.4 Empirical evidence
o control group, limiting variables and constants, multiple trials (repetition) or large sample sizes, Data analysis
bias, method of data collection, analysis, interpretation, and communication of results Qualitative data
• describe the difference between an observation and inference Quantitative data
• use appropriate evidence and reasoning to justify explanations to others Accuracy
Precision
Students will:
Nature of Science
Reliability
• describe how similar investigations conducted throughout the world arrived at similar conclusions (carbon SC.912.N.1.5
Validity
dioxide levels, ice core samples, global average temperature increase, etc.)
• explain how scientific knowledge and reasoning provide an empirically-based perspective to inform SC.912.N.4.1
society’s decision making
Students will:
• cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the SC.912.N.2.5
inferences and thus the explanations they make about observations of natural phenomenon:
o Wegener was a climatologist who contributed to the geological science, and Newton was a
physicist who 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
Honors: Honors:
1. Recognize that science is the systematic and organized inquiry that is derived from observations and SC.912.N.2.1
experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science SC.912.N.2.2
is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.) SC.912.N.2.3
2. 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).
3. Determine if the phenomenon (event) can be observed, measured, and tested through scientific
experimentation.
Earth Space Curriculum Map Page 52015-2016
Honors (cont.): Honors:
4. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, SC.912.N.1.3
which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to
explain the data presented.
5. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of SC.912.N.4.2
different costs and benefits, such as human, economic, and environmental.
Resources
Textbook The Nature of Science Chapters 1.1, 1.2
Project Earth Project Earth - Geology: Reading #5 (Careers in Geology)
Safari Montage - “The Eyes of Nye: Pseudoscience”
Safari Montage and
TED Talks: How simple ideas lead to scientific discoveries – Adam Savage
Videos
https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1
Page Keeley Volume 3 #12 (Doing Science)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook Activities 2. Students can download the textbook on MP3 CD or smart phone the entire student edition. Available in Spanish.
3. Student One Stop CD-ROM can be copied and given to students.
4. Unit Videos DVD includes Earth Science Topics, Geology Field Trip and images from around the world.
5. Chapter Resource Files contains worksheets.
6. Teaching Transparencies are online to project.
Websites Activities
EDMODO The following resources can be found on EDMODO in the The Nature of Science folder:
Activity- 1st Day Wake Up
Activity- M&M Lab
Earth Space Curriculum Map Page 62015-2016
Unit 2: Earth’s Layers Week 3 – 4
Learning Targets and Skills Standards Vocabulary
Students will: Crust
• differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction SC.912.E.6.1 Mantle
with other zones: Core
Lithosphere
Structural Zones (Physical Layers) Compositional Zones Mesosphere
Earth’s Layers
Lithosphere Crust Asthenosphere
Asthenosphere Mantle Magnetosphere
Mesosphere Core Electromagnetism
Outer core Gravity
Inner core Radioactive decay
Law of Gravitation
• describe how seismic data is used to infer the composition of Earth’s interior SC.912.P.10.20 Differentiation
• explain how heat transfers by means of convection currents in the mantle and how they interact with SC.912.P.10.4
the crust
Students will:
• describe how the four fundamental forces impact Earth systems: SC.912.P.10.10
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
Fundamental Forces
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 Earth’s magnetic field and its application to modern technology, such as: SC.912.P.10.16
Magnetic Field
o Earth’s magnetic field is attributed to circulating molten metal in Earth’s core SC.912.N.3.5
o electronic compass
• describe the function of models in science, and identify the wide range of models used in science.
Earth Space Curriculum Map Page 72015-2016
Resources
Textbook Earth’s Layers Chapter 2.1
Project Earth Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?), Activity 11 (Convection)
Safari Montage - “Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,” “Magnetic Storm”
Safari Montage and
Earth’s core and Magnetic Fields: The mystery of Earth’s Core Explained
Videos
https://www.youtube.com/watch?v=XXTEWQdu3aE
Page Keeley Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10 (Is it a Model?)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
websites Activities
EDMODO
The following resource can be found on EDMODO in the Earth’s Layers folder:
The Geological
Society of America Activity – Label The Earth Diagram
Earth Space Curriculum Map Page 82015-2016
Unit 3: Earth as a System Week 5 – 6
Learning Targets and Skills Standards Vocabulary
Students will: Atmosphere
• differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.3 Hydrosphere
Cryosphere
• explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each Geosphere
other, such as: Biosphere
o polar ice caps melting increases the ocean water levels. Biogeochemical
Earth’s Spheres
cycles
• predict how changes in one Earth system will impact the other systems , such as: Water cycle
o volcanic eruptions (geosphere) increase worldwide carbon dioxide levels (atmosphere) Carbon cycle
Open system
Students will: Closed system
• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and SC.912.E.7.8
can influence human behavior, both individually and collectively.
o Florida’s concerns and plans for sea-level rising
Students will:
• describe the path matter and energy take as they move through the water and carbon SC.912.E.7.1
biogeochemical cycles.
• 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’s Cycles
Earth Space Curriculum Map Page 92015-2016
Resources
Textbook Earth as a System Chapters 2.2, 15.1, 17.1, 19.1, 20.1,
Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle,
Project Earth
Safari Montage and
Safari Montage - “Earth’s System,” “Physical Systems”
Videos
Page Keeley Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come from?)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. Students should be able to identify the differences and commonalities between the different spheres
3. 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.
4. Students should be able to predict the next steps in any of the biogeochemical cycles.
Websites Activities
EDMODO
The following resources can be found on EDMODO in the Earth as a System folder:
Precipitation Activity – Connect the Spheres: Earth’s Systems Interaction
Education
Activity – Conservation of Mass-open-closed system
Earth Space Curriculum Map Page 102015-2016
Unit 4: Plate Tectonics Week 7 – 9
Learning Targets and Skills Standards Vocabulary
Students will: Theory of Plate
• describe the function of models in science, and identify the wide range of models used in science SC.912.N.3.5 Tectonics
Pangaea
• describe how scientific inferences are drawn from scientific observations or data, for example: SC.912.N.1.6 Continental drift
Models in Science
o Iceland continuing to split apart --> inference: sea-floor is spreading Sea-floor spreading
o Identical fossils on multiple continents --> inference: Pangaea reconstructed Convection currents
Convergent boundary
• describe the benefits and limitations of models used in science Divergent boundary
Transform
boundary/fault
Continental drift
Rift valley
Trench
Subduction zone
Students will: Mid-ocean ridge
• identify the major processes taking place in the Earth that are responsible for crustal plate SC.912.E.6.3 Paleomagnetism
movement, such as: Volcanic activity
o convection of material in the mantle Hot spots
o plate density (oceanic crust versus continental crust); ridge push and slab pull
• diagram the various types of plate boundaries and the surface features present at those locations.
Plate Tectonics
• 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, volcanoes, continental drift, etc.
SC.912.E.6.5
• explain the geologic development of present day ocean floor features using the Theory of Plate
Tectonics
End of 1st 9 weeks
Earth Space Curriculum Map Page 112015-2016
Resources
Textbook Plate Tectonics Chapters 10.1, 10.2, 10.3, 11.1, 11.2, 12.1, 13.1, 23.2
Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanoes and Hot Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping
Project Earth
the Seafloor)
Safari Montage and Safari Montage - “Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire”
Videos The Ocean Floor (short video clip)
Page Keeley Volume 4 #10 (Is it a Model)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. The Common Lab (CL) 1 should be completed at the end of the 1st 9 weeks.
3. The Volusia Literacy Task (VLT) 1 should be completed during the 1st 9 weeks.
Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
EDMODO
CL 1 – A Slice of Planet Earth Lab
Berkley Plate Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
Tectonics This common lab would be a great way to finish up the 1st 9 weeks.
Geology.com VLT 1 – The Quake That Shook Up Geology
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
This VLT should be completed during the 1st 9 weeks.
The following resource can be found on EDMODO in the Plate Tectonics folder:
Activity – Plate Tectonics Lab
Earth Space Curriculum Map Page 122015-2016
Unit 5: Weathering, Erosion, Deposition Week 10 – 12
Learning Targets and Skills Standards Vocabulary
Students will: Weathering
• describe the processes of weathering, erosion, and deposition and the agents responsible for them, SC.912.E.6.2 Chemical weathering
including: Mechanical
o weathering: chemical, grinding (pressure), freezing, etc. weathering
Weathering, Erosion, and Deposition
o erosion: water, wind, gravity, waves, glaciers, etc. Erosion
o deposition: water, wind, gravity, waves, glaciers, etc. 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 Appalachian Mountains.
Students will:
• explain how Florida-specific features were created through various processes, such as: SC.912.E.6.4
o karst topography and natural springs created through chemical weathering
o beach and coastline erosion by wind and water
Florida Features
Earth Space Curriculum Map Page 132015-2016
Resources
Textbook Weathering , Erosion, and Deposition Chapters 6.1, 6.3, 14.1, 14.2, 14.4, 15.2, 15.3, 17.2, 18.1, 18.2, 18.3
Project Earth - Geology: Reading #1 (Plate Tectonics)
Project Earth Project Earth - Geology: Reading #2 (Volcanoes)
Project Earth - Geology: Reading #3 (Earthquakes)
Safari Montage and
Safari Montage - “Amazing Planet: Destruct Forces”, Erosion (short video clip)
Videos
Page Keeley Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. Textbook Quick Lab pg. 371 on Weathering and Erosion can be used as another option to the Weathering and Erosion Lab.
Websites Activities
EDMODO
The following resource can be found on EDMODO in the Weathering, Erosion, and Deposition folder:
Activity – Weathering and Erosion Lab
Earth Space Curriculum Map Page 142015-2016
Unit 6: The Ocean Week 13-14
Learning Targets and Skills Standards Vocabulary
Students will: Density
• explain how surface and deep-water circulation patterns impact energy transfer in the environment, SC.912.E.7.2 Temperature
including: Salinity
o Coriolis effect, La Niña, El Niño, Southern Oscillation, upwelling, ocean surface cooling, Turbidity
freshwater influx, and density differences El Niño
o Labrador Current (cold current) and Gulf Stream (warm current) La Niña
• 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
Ocean Currents
Students will: Crest
• diagram the parts of an ocean wave (crest, trough, height, wavelength) SC.912.P.10.20 Trough
Wave height
• calculate wave speed using wavelength and period Wavelength
Period
• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and SC.912.E.7.8
can influence human behavior, both individually and collectively.
o Florida’s appeal for its beaches, warm water, and recreational activities
Honors: Honors:
1. Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3– SC.912.E.7.9
and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change.
Earth Space Curriculum Map Page 152015-2016
Resources
Textbook The Ocean 25.1,25.2
Project Earth
Safari Montage and
Safari Montage - Ocean Currents (short clip), Surface Currents (short clip)
Videos
Page Keeley
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites Activities
EDMODO
The following resources can be found on EMDODO in the The Ocean folder:
DUCKIES Lost At Sea Activity - What can Rubber Duckies tell us about our oceans?
Resource – Printable Current Map
Earth Space Curriculum Map Page 162015-2016
Unit 7: Weather Week 15 – 17
Learning Targets and Skills Standards Vocabulary
Students will: Radiation
• explain how the Sun’s energy arrives and is absorbed or reflected by the Earth’s surface, bodies of SC.912.P.10.4 Absorption
Solar Radiation
water, and atmosphere Reflection
Atmosphere
• differentiate between conduction and convection in terms of how Earth’s systems are heated Insolation
(insolation, insulation, albedo) Insulation
Conduction
• explain how unequal heating creates air convection currents within the atmosphere (heat budget) Convection
Students will: Water cycle
• describe air masses and their properties, including: SC.912.E.7.5 Air masses
o temperature, humidity, air pressure, and wind speed Humidity
Fronts
• describe the various types of fronts created by the collision of different air masses, including: Coriolis effect
o warm front Hurricanes
o cold front Tornadoes
o stationary front Lightning
Thunderstorms
Weather
o occluded front
Cyclones
• explain how weather is created by the interaction of air masses along fronts Anti-cyclone
Heat budget
• predict future weather conditions based on present weather observations and conceptual models Albedo
Continental polar (cP)
• describe the limitations and uncertainties of weather predictions Maritime polar (mP)
Continental tropical
(cT)
Maritime tropical
(mT)
Students will: SC.912.E.7.6
Severe Weather
• 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 Page 172015-2016
Resources
Textbook Weather Chapters 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4
Project Earth
Safari Montage and Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)
Videos
Page Keeley Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites Activities
EDMODO
The following resources can be found on EDMODO in the Weather folder.
The Weather
Channel Activity – Gathering Weather Data
Weather Activity – Graphing Temperature
Underground
Earth Space Curriculum Map Page 182015-2016
Unit 8: Climate Week 18-19
Learning Targets and Skills Standards Vocabulary
Students will: Latitude
• differentiate between weather and climate SC.912.E.7.4 Longitude
Prevailing winds
• differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate Climate zones
those features to the region’s climate, such as: Tilt
o desert and arid climates are usually found within some proximity to mountain ranges because Wobble
Climate
of the rain shadow effect Precession
o rainforests are found along the equator and large bodies of water that moderate Topography
temperatures Proximity
Rain shadow
• describe the climate of a region in terms of average temperature and average precipitation Rainforest
Desert
• predict the climate of a region given its topography, latitude, and proximity to large bodies of water Savanna
Marine west coast
Students will: Steppe
• identify factors that contribute to global climate change, including: SC.912.E.7.7 Humid continental
o external factors: tilt of Earth, proximity to the Sun, solar energy output, Milankovitch cycles Human subtropical
o internal factors: pollution, global warming, geological, and oceanic events Mediterranean
Subarctic
• predict how changes to these factors will influence global climate over long time scales Tundra
Climate Change
Students will:
• describe how similar investigations (including carbon dioxide levels, ice core samples, global average SC.912.N.1.5
temperature increase, etc.) of climate change throughout the world arrived at similar conclusions
• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and SC.912.E.7.8
can influence human behavior, both individually and collectively.
End of 2nd 9 weeks
Earth Space Curriculum Map Page 192015-2016
Resources
Textbook Climate Chapter 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4 17.3, 22.1, 22.2, 22.3
Astronomy Reading #8 (Global Warming)
Project Earth Astronomy: Activity #8 (Green House Effect)
Astronomy: Reading #11 (The Coming Climate Crisis)
Safari Montage and Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)
Videos “Climates,” “Eyes of Nye: Global Climate Change”
Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)
Page Keeley
Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space
group.
2. The Common Lab (CL) 2 should be completed at the end of the 2nd 9 weeks during the Climate Unit.
3. The Volusia Literacy Task (VLT) 2 should be completed during the 2nd 9 weeks.
Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
EDMODO CL 2 – Making Climographs
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab would be a great way to finish up the second nine weeks.
CNN
VLT 2 – Climate’s Troublesome Kids
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task
Climate Central (VLT) folder.
This VLT should be completed during the 2nd 9 weeks.
The following resource can be found at EDMODO in the Climate folder:
NASA Climate Activity - Climate Change WebQuest
Activity- Climate Models – Internet Activity in book, pg. 616
Earth Space Curriculum Map Page 202015-2016
Unit 9: Space Exploration Week 20 – 22
Learning Targets and Skills Standards Vocabulary
Students will: Astronomical unit
• describe instances in which scientists’ varied backgrounds, talents, interests, and goals influence the SC.912.N.2.5 (AU)
inferences and thus the explanations that they make about observations of natural phenomena Light year
Space History
Parallax
Students will: Parsec
• relate the history of space exploration to the economy and culture of Florida SC.912.E.5.9 Period
o the privatization of the space industry (Space X) Speed of light
• identify the major events in space exploration history, such as:
Mercury, Gemini, Apollo, Space Shuttle, etc.
Students will:
• distinguish the various methods of measuring astronomical distance and apply each in appropriate SC.912.E.5.11
Distances in Space
situations.
• 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: Crest
• diagram the crest, trough, height, and wavelength for a wave SC.912.P.10.20 Electromagnetic
spectrum
EM Spectrum
• predict how wave speed will change as it propagates through different media SC.912.P.10.18 Electromagnetism
Trough
• differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and Wave height
energy Wavelength
• explain observed natural phenomena in terms of waves, such as:
o red shift, blue shift, Doppler effect, and cosmic background radiation
Honors: Honors:
1. Identify examples of historical space exploration (e.g. telescopes, high altitude balloons, lunar landers, SC.912.E.5.7
deep-space probes, space station) that had significant impact on current space exploration and recognize the
importance of continued exploration in space.
2. Discuss how scientists determine the location of constellations, celestial spheres, and sky maps. SC.912.E.5.10
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 Page 212015-2016
Resources
Textbook Space Exploration 26.1
Astronomy Activity #4 (The Speed of Light)
Project Earth
Astronomy Read #1 What is a Light Year, #3 Hubble Space Telescope
Safari Montage
Safari Montage - “Electromagnetic Spectrum,” “400 Years of Telescopes”
and Videos
Page Keeley Volume 1 #2 (Apple in the Dark), #3 (Birthday Candles)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. The Volusia Literacy Task (VLT) 3 should be completed during the third nine weeks.
3. Internet Activity, pg 727 (Space Spinoff) – in Earth Space Teacher Edition only.
Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
EDMODO VLT 3 – What Is the Electromagnetic Spectrum?
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
This VLT should be completed during the 3rd 9 weeks during the Space Exploration unit.
The following resource can be found on EDMODO in the Space Exploration folder:
NASA
Activity – Measurement Scenerios
Activity – Timeline Research Project
Earth Space Curriculum Map Page 222015-2016
Unit 10: Solar System Week 23 – 26
Learning Targets and Skills Standards Vocabulary
Students will: Scientific law
• describe the speed as the change in position over time SC.912.P.12.2 Orbit
Motion
Kepler’s Laws of
• analyze the motion of objects in space in terms of position, velocity, and acceleration as function Planetary Motion
of time Ellipse
Students will: Aphelion
• analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of SC.912.E.5.6 Perihelion
Motion, including: Newton’s Laws of
o Earth’s orbit around the Sun (using Kepler’s Laws) Motion
o the Moon’s orbit around the Earth (using Newton’s Laws of Motion) Gravity
Tidal bulge
• explain why we see different phases of the moon by diagraming the positions of the Earth, Spring tides
Neap tides
Earth, Moon, and Sun System
Moon, and Sun at various locations
Apogee
• explain why an eclipse occurs using the motion of the Earth, Moon, and Sun Perigee
Speed
• explain how the seasons change because of the Earth’s tilted axis and orbit around the sun Position
Students will: Frame of reference
• describe how the gravitational force between two objects depends on their masses and the SC.912.P.12.4 Velocity
distance between them, including: Acceleration
o the effect the moon has on the Earth because of gravity (tidal bulge) Mass vs. Weight
Solar eclipse
Lunar eclipse
• 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 sun’s mass exerts a gravitational force on Earth, in addition to its inertia, keeping it in
orbit
Students will: Nebula
Solar System Formation
• explain how planetary systems form using current knowledge and theories, such as: SC.912.E.5.5 Terrestrial
o The Nebular Hypothesis Nebular Hypothesis
Exoplanet
• apply this knowledge to determine how newly discovered planetary systems and exoplanets are Differentiation
formed
Earth Space Curriculum Map Page 232015-2016
Resources
Textbook Solar System 25.3, 26.2, 28.2, 27.1
Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon)
Project Earth
Astronomy: Activity #3 (Solar System Scale), Activity #6 (Formation of the Solar System)
Safari Montage and
Safari Montage - “Do We Really Need the Moon,” “Wonders of the Solar System,” “Order out of Chaos”
Videos
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 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites Activities
EDMODO The following resource can be found on EDMODO in the Solar System folder:
Activity – Crater Lab
Nine Planets
Earth Space Curriculum Map Page 242015-2016
Unit 11: Stars Week 27 – 31
Learning Targets and Skills Standards Vocabulary
Students will: Sunspots
• describe the layers of the Sun (including the core, radiative zone, convective zone, photosphere, SC.912.E.5.4 Solar flares
chromosphere, and corona) in terms of density, temperature and composition Corona
Photosphere
• compare and contrast the general composition, temperature, apparent magnitude, and size of Thermal energy
the Sun to other stars Magnetosphere
Aurora Borealis/Australis
• explain how the rotation and magnetosphere of the sun are directly tied to the formation of
sunspots, solar flares, prominences, and coronal mass ejections
The Sun
• predict how solar phenomena such as solar flares and coronal mass ejections can impact the
Earth’s systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and
power grids
• describe the transfer (heat) of thermal energy through the Sun’s layers SC.912.P.10.4
Students will: Chromospheres
• classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram SC.912.E.5.3 Prominences
Coronal mass ejection
Life Cycle of Stars
• explain why the life cycle of a star is determined by its initial mass, for example: Dwarf star
o very massive stars have more gravity which causes increased fusion rates and thus a Neutron star
shorter life Black hole
• 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
End of 3rd 9 weeks
Earth Space Curriculum Map Page 252015-2016
Resources
Textbook Stars 26.1, 29.1, 29.2, 30.1, 30.2
Project Earth Astronomy: Activity #7 (Habitable Zone)
Safari Montage and Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the
Videos Sun”
Page Keeley Volume 4 #25 (Solar Eclipse)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. The Common Lab (CL) 3 should be completed at the end of the 3rd 9 weeks.
3. SOHO Online Research Activity, pg 830 in text book
Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
EDMODO
CL 3 – The Glowstick Lab
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab would be a great way to finish up the 3rd 9 weeks.
The following resource can be found on EDMODO in the Stars folder:
NOVA Labs
Activity – Sunspots Lab
Earth Space Curriculum Map Page 262015-2016
Unit 10: Stars (cont.) Week 27 – 31
Learning Targets and Skills Standards Vocabulary
Students will: Apparent magnitude
• describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium: SC.912.P.10.10 Absolute magnitude
o Gravity’s role as it relates to separation of layers and pressure Solar storms
Fundamental Forces in Space
o Electromagnetism as it relates to the magnetic field Solar cycle
o The weak force in terms of radioactive decay Magnetosphere
o The strong force in terms of holding atoms together Radioactive decay
Law of Gravitation
• compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but SC.912.P.10.11 Dynamic equilibrium
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: Electromagnetic
• explain that all objects emit and absorb electromagnetic radiation. SC.912.P.10.19 radiation
Blackbody radiators
• Distinguish between objects that are good and poor blackbody radiators. albedo
EM Radiation
Honors: Honors:
1. Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that SC.912.E.5.8
spectroscopy is used to detect and interpret information from electromagnetic radiation sources.
Earth Space Curriculum Map Page 272015-2016
Resources
Textbook Stars 26.1, 29.1, 29.2, 30.1, 30.2
Project Earth Astronomy: Activity #7 (Habitable Zone)
Safari Montage and Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the
Videos Sun”
Page Keeley Volume 4 #25 (Solar Eclipse)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. SOHO Online Research Activity, pg 830 in text book
Websites Activities
EDMODO
The following resources can be found on EDMODO in the Stars folder:
SUN Lab Activity – Sunspots Lab
Dark Energy, Dark
Activity – Dark Energy, Dark Matter (Web Based Activity)
Matter
The EM Spectrum
Earth Space Curriculum Map Page 282015-2016
Unit 12: Origin of the Universe Week 32 – 34
Learning Targets and Skills Standards Vocabulary
Students will: Big Bang Theory
• cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such SC.912.E.5.1 Hubble Constant
as: Cosmic Background
o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc. Radiation (CBR)
Red Shift
• describe a scientific theory as the culmination of many scientific investigations, such as: SC.912.N.3.1 Space-time
o Acceleration of the expansion of Universe by independent investigations of cosmic Expansion
background radiation, large scale structure, age of the universe, and measurement of The Big Crunch
super novae characteristics The Big Chill
SC.912.E.5.2 Inflation
• identify patterns in the organization and distribution of matter in the universe and the forces Singularity
(gravity and non-homogeneity) that determine them, such as:
o Planetary systems, Star Clusters, Galaxies, Galactic Clusters
Origin of the Universe
Earth Space Curriculum Map Page 292015-2016
Resources
Textbook Origin of the Universe 30.3, 30.4
Project Earth
Safari Montage and
Safari Montage - “Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the Beginning,” “Creations of the Universe”
Videos
Uncovering Student Ideas in Astronomy: #44 Expanding Universe,
Page Keeley
#45 Is the Big Bang “Just a Theory”
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. The Volusia Literacy Task (VLT) 4 should be completed during the fourth nine weeks.
3. Quick Lab: pg 865 in book – The Expanding Universe
Websites Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
EDMODO VLT 4 – The Big Bang: What Really Happened At Our Universe’s Birth?
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
National This VLT will be completed during the fourth nine weeks during the Origin of The Universe unit.
Geographic
NSF CL 4 – The Expanding Universe Lab
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab will be completed during the Origin of The Universe unit.
Earth Space Curriculum Map Page 302015-2016
Unit 13: Evolution Week 35 – 37
Learning Targets and Skills Standards Vocabulary
Students will: Evolution
• describe that a fossil is formed through mineralization over long time scales SC.912.L.15.1 Fossil
Homologous structure
Evolution
• investigate floral and faunal succession through stratigraphy using index fossils Vestigial structure
Analogous structure
• explain how the scientific theory of evolution is supported by the fossil record, comparative Embryology
anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary Biogeography
change Stratigraphy
Students will: Endosymbiotic Theory
Origin of Life
• describe the scientific explanation of and the conditions contributing to the origin of life on Earth SC.912.L.15.8
Students will: Domain
• describe how and why organisms are hierarchically classified and based on evolutionary SC.912.L.15.4 Kingdom
relationship. Phylum
Class
Classification
Order
Family
Genus
Species
Binomial nomenclature
Scientific name
Dichotomous key
Students will: biodiversity
• describe how biodiversity declines due to catastrophic events, climate changes, human activity SC.912.L.17.8
and the introduction of invasive and non-native species
Human Impact
• 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
End of 4th 9 weeks
Earth Space Curriculum Map Page 312015-2016
Resources
Textbook Evolution Chapter 8.1, 8.2, 8.3, 9.1, 9.2
Geology: Activity #15 (Study Your Sandwich)
Project Earth
Astronomy: Activity #9 (Creature Feature)
Safari Montage and
Videos
Page Keeley Volume 2 #22 (Mountain Top Fossils)
Teacher Hints 1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
And Textbook
Activities 2. Skills lab pg. 246-247
3. Maps in Action pg. 248
Websites Activities
EDMODO
Berkeley
Earth Space Curriculum Map Page 322015-2016
Volusia County Science 5E Instructional Model
Description Implementation
Learners engage with an activity that captures their attention, stimulates The diagram below shows how the elements of the 5E model are
their thinking, and helps them access prior knowledge. A successful interrelated. Although the 5E model can be used in linear order (engage,
engagement activity will reveal existing misconceptions to the teacher and explore, explain, elaborate and evaluate), the model is most effective when it
Engage
leave the learner wanting to know more about how the problem or issue is used as a cycle of learning.
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
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.
Explore
investigations, labs…)
Engage Explore
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners Discuss
use science terminology to connect their explanations to the experiences
Explain
they had in the engage and explore phases. (e.g. Lecture, ISN-notes, and
Research, Close-reading, reading to learn, videos, websites…) Evaluate
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Elaborate
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
Elaborate Explain
web-quest, presentations, debate, discussion, ISN-reflection…)
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
Evaluate
Each lesson begins with an engagement activity, but evaluation occurs
progress, and after the completion of a unit to assess comprehension. (i.e.
throughout the learning cycle. Teachers should adjust their instruction
formatives and summatives) 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 332015-2016
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 This category involves more flexible thinking and This category makes heavy demands on student
recognition of previously learned concepts and choice among alternatives than low complexity thinking. Students must engage in more abstract
principles. Items typically specify what the student items. They require a response that goes beyond reasoning, planning, analysis, judgment, and
is to do, which is often to carry out some the habitual, is not specified, and ordinarily has creative thought. The items require that the
procedure that can be performed mechanically. It more than a single step or thought process. The student think in an abstract and sophisticated way
is not left to the student to come up with an student is expected to decide what to do—using often involving multiple steps.
original method or solution. formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
Students will: Students will: Students will:
• retrieve information from a chart, table, • interpret data from a chart, table, or simple • analyze data from an investigation or
diagram, or graph graph experiment and formulate a conclusion
• recognize a standard scientific representation • determine the best way to organize or present • develop a generalization from multiple data
of a simple phenomenon data from observations, an investigation, or sources
• complete a familiar single-step procedure or experiment • analyze and evaluate an experiment with
equation using a reference sheet • describe examples and non-examples of multiple variables
scientific processes or concepts • analyze an investigation or experiment to
• specify or explain relationships among different identify a flaw and propose a method for
groups, facts, properties, or variables correcting it
• differentiate structure and functions of different • analyze a problem, situation, or system and
organisms or systems make long-term predictions
• predict or determine the logical next step or • interpret, explain, or solve a problem
outcome involving complex spatial relationships
• apply and use concepts from a standard
scientific model or theory
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
Earth Space Curriculum Map Page 342015-2016
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
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when narration of historical events, scientific procedures/ experiments, or technical
carrying out experiments, taking measurements, or performing technical tasks, processes.
attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g.,
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other headings), graphics (e.g., figures, tables), and multimedia when useful
domain-specific words and phrases as they are used in a specific scientific or to aiding comprehension.
technical context relevant to grades 9 – 10 texts and topics. b. Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in and examples appropriate to the audience’s knowledge of the topic.
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
technical texts in the grades 9 – 10 text complexity band independently and supports the information or explanation presented (e.g., articulating
proficiently. implications or the significance of the topic).
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.
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