Physical Science Curriculum Map 2015 2016
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2015 ‐ 2016 Volusia County Schools
Physical Science
Curriculum Map
Regular and Honors2015 – 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.
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
Physical Science Curriculum Map Page 22015 – 2016
High School Weekly Curriculum Trace
2015 1 2 3 4 5 6 7 8 9
Physical
Science and Graphing States of Matter Atomic Theory
Science
Physics Introduction to Physics Kinematics
What is Human Human
Biology Science Process Water, Macromolecules, Enzymes Cell Theory
Biology? Develop. Health
Chemistry Measurement and Lab Skills Atomic Theory and Structure Modern Atomic Theory
2015 10 11 12 13 14 15 16 17 18 (2016) 19 (2016)
Physical
Periodic Table Chemical Reaction Factors Gas Laws
Science
Physics Newton’s Laws
Cell Struct. & Photosynthesis and
Biology Cell Membrane and Transport Cell Cycle, Mitosis, Meiosis
Function Respiration
Chemistry Periodic Table Ionic Bonding Covalent Bonding Chemical Composition
2016 20 21 22 23 24 25 26 27 28
Physical
Energy Motion Forces
Science
Physics Conservation of Energy Thermodynamics Waves
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
Physical
Circuits Water Energy and Matter Cycles Review
Science
Physics Waves Electricity Review
Matter and Energy Administer PLC Choice
Biology Taxonomy Plants Human Impact Review EOC
Interdependence EOC Bridge Chem
Chemistry States of Matter Solutions and Equilibrium Acids and Bases Gas Laws Review
**Weeks 37‐39 are set aside for course review and EOC administration.
Physical Science 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 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
Physical Science Curriculum Map Page 42015 – 2016
Unit 1: The Nature of Science and Graphing Week 1 – 3
Topics Learning Targets and Skills Standards Vocabulary
Students will: Science
Non‐science
describe and explain what characterizes science and its methods SC.912.N.1.2 Pseudoscience
What is Science?
identify what is science, what clearly is not science, and what superficially resembles science (but fails SC.912.N.2.1 Reliability
to meet the criteria for science) Validity
identify which questions can be answered through science and which questions are outside the SC.912.N.2.2 Bias
boundaries of scientific investigation Peer review
identify examples of pseudoscience (such as astrology, phrenology) in society SC.912.N.2.3 Inference
weigh the merits of alternative strategies for solving a problem SC.912.N.4.1 Observation
Analysis
Interpretation
Students will:
Evidence
Scientific notation
Methods of Science and Graphing
pose questions about the natural world SC.912.N.1.7
Meniscus
write procedures that are clear and replicable SC.912.N.1.1
Independent variable
identify test (independent) variable, outcome (dependent) variable, and controls Dependent variable
collect and record observations using consistent methods Control variables
research topics using websites, books, and other sources of information Multiple trials
design and evaluate a scientific investigation Accuracy
use tools to gather, analyze, and interpret data (graphs and tables) SC.912.N.1.4
Precision
pose answers, explanations, and descriptions of events
use appropriate evidence and reasoning to justify these explanations to others
communicate results of scientific investigations
evaluate the merits of the explanations produced by others
Students will:
Theories, Laws, and
describe how scientific inferences are drawn from scientific observations SC.912.N.1.6
Hypotheses
explain that a scientific theory is the culmination of many scientific investigations drawing together all SC.912.N.3.1
the current evidence concerning a substantial range of phenomena
describe the role consensus plays in the historical development of a theory SC.912.N.3.2
explain why theories do not become laws and laws do not become theories SC.912.N.3.3
describe scientific knowledge as durable, robust and open to change SC.912.N.3.4
SC.912.N.2.4
Physical Science Curriculum Map Page 52015 – 2016
Unit 2: States of Matter Week 4 – 5
Learning Targets and Skills Standards Vocabulary
Students will: Volume
Compressibility
differentiate between the four states of matter in terms of SC.912.P.8.1 Density
o volume, shape, energy, particle motion, and phase transitions Conductivity
Malleability
Reactivity
Students will: Composition
Changes in Matter
Freezing point
identify the physical and chemical properties of a substance SC.912.P.8.2 Melting point
Boiling point
differentiate a chemical change from a physical change Heterogeneous
Homogenous
describe a chemical change as the rearrangement of atoms resulting in a new substance Mixtures
Distillation
describe a physical change as change in appearance of a substance only, for example: Filtration
o freezing, melting, condensing, boiling, etc. Evaporation
identify a mixture as homogeneous or heterogeneous and describe ways of separating their
components (filtration, distillation, and evaporation)
Students will:
describe the temperature of an object as a measure of the average kinetic energy of its atoms or SC.912.P.10.5
molecules
Temperature
Students will:
explain how the average kinetic energy of a substance changes during a phase change SC.912.P.12.11
Physical Science Curriculum Map Page 62015 – 2016
Unit 3: Atomic Theory Week 6 – 9
Learning Targets and Skills Standards Vocabulary
Students will: Atom
Neutron
Subatomic Particles
identify the parts of an atom (proton, neutron, electron, electron cloud, nucleus) SC.912.P.8.4 Proton
Electron
differentiate the subatomic particles in terms of charge, mass, and location within an atom Electron cloud
Nucleus
Charge
Mass
Electromagnetic
Atomic theory
Students will: Models
Benefits
explain how the current atomic theory was developed including the use of the electromagnetic SC.912.P.10.18 Limitations
spectrum (emission of light from excited electrons, etc.) SC.912.N.2.5 Excited state
Ground state
describe the contribution made by the historical figures that led to the development of the atomic SC.912.N.3.5 Emission
theory, including: SC.912.N.1.3 Transmission
o Dalton, Rutherford, Thompson Wavelength
Development of Atomic Theory
Light
identify the benefits and limitations of the atomic theory
HONORS HONORS
1. describe the changes to the atomic model over time SC.912.P.8.3
2. explain why those changes were necessitated by experimental evidence
Physical Science Curriculum Map Page 72015 – 2016
Unit 4: Periodic Table Week 10 – 12
Learning Targets and Skills Standards Vocabulary
Students will: Periodic table
Periodicity
describe the periodic table as an arrangement of elements by their properties SC.912.P.8.5 Mass number
Atomic mass
identify patterns in the periodic table, such as: Average
Periodicity
o mass, number of protons, atomic radius, chemical properties, etc. Atomic radius
Metals
explain how the periodic table was organized by Mendeleev Nonmetals
Metalloids
Gases
Nobel gases
Alkali metals
Alkaline earth metals
Students will: Halogens
Compound
Molecule
identify the following compounds given the formula (and vice versa,) including: SC.912.P.8.7
Element
o Water, Carbon Dioxide, Sodium Chloride, Hydrogen Peroxide, Sodium Bicarbonate
Mixture
Formula
differentiate between ionic and covalent bonding
Ionic bonding
Covalent bonding
identify the type of bond between atoms in simple compounds
Bond
Electron pair
Bonding
identify the number and type of atoms given a simple chemical formula, such as:
Stable
o CO2, CH4, HCl, NaCl, etc.
Octet
Physical Science Curriculum Map Page 82015 – 2016
Unit 5: Chemical Reactions Week 13 – 15
Learning Targets and Skills Standards Vocabulary
Students will: Chemical reaction
describe a chemical reaction as a series of chemical changes Chemical change
SC.912.P.10.12 Physical change
describe a chemical equation as a model that shows the rearrangement of atoms in a chemical Products
reaction Reactants
Coefficients
identify the parts of a chemical equation, such as the products, reactants, coefficients, and state of SC.912.L.18.7 State of matter
Chemical Reactions
matter (precipitate, gas, aqueous, etc.) e.g. for photosynthesis Precipitate
Gas
describe a nuclear reaction as a change to the nucleus of an atom Aqueous
Photosynthesis
Students will: Synthesis
identify a reaction as synthesis, replacement (single displacement and double displacement,) Replacement
decomposition, or combustion SC.912.P.8.8 Displacement
Decomposition
HONORS HONORS Combustion
1. compare the process of nuclear reactions (radioactive decay, fission and fusion), the energy changes SC.912.P.10.11 Radioactive
associated with them and their associated safety issues Conservation
Rearrangement
2. explain how the law of conservation of matter and energy apply to chemical reactions SC.912.P.10.2 Change of state
Students will: Phase change
Endothermic
describe an endothermic change as absorbing energy and an exothermic change as releasing energy
Exothermic
SC.912.P.10.7
Chemical Reaction Factors
Matter
cite common examples of each change (melting is endothermic and burning is exothermic)
Absorb
Release
Temperature
Students will: SC.912.P.12.12 Concentration
explain how concentration, temperature, and catalyst affect the rate of a chemical reaction Catalyst
Rate of reaction
Potential energy
HONORS HONORS
diagram
1. create and interpret potential energy diagrams for chemical reactions SC.912.P.10.6
Physical Science Curriculum Map Page 92015 – 2016
Unit 6: Gas Laws Week 16 – 19
Learning Targets and Skills Standards Vocabulary
Students will: Gases
Indefinite
describe the properties of gases (indefinite shape and volume, compressibility, etc.) SC.912.P.12.10 Volume
Compressibility
explain how changing the pressure and/or temperature of a gas affects its volume (and vice versa) Temperature
Pressure
Kinetic Molecular
Theory
Ideal gas
STP
Kelvin
Celsius
Gas Laws
Physical Science Curriculum Map Page 102015 – 2016
Unit 7: Energy Week 20 – 22
Learning Targets and Skills Standards Vocabulary
Students will: Heat
identify the various forms of energy, including: Electrical
o heat, electrical, electromagnetic, and mechanical, potential and kinetic energy SC.912.P.10.1 Mechanical
Electromagnetic
describe an energy transformation as a change of energy from one form to another Potential
Kinetic
cite examples of energy transformations Transformation
HONORS HONORS Transfer
1. explain how the law of conservation of energy applies to a scenario (loss of heat to friction, etc.) SC.912.P.10.2 Friction
Radiation
Energy
Students will: Convection
between radiation, convection, and conduction Conduction
SC.912.P.10.4 Heat
explain how the addition or removal of heat may cause a change in state Thermal energy
Equilibrium
explain how thermal energy is transferred from a region of higher temperature to a region of lower Heating curve
temperature until equilibrium is established Cooling curve
Phase transition
analyze a heating and cooling curve to identify phase transitions Spectrum
x‐ray
gamma
Students will: infrared
identify the different regions of the electromagnetic spectrum (infrared to gamma) Ultraviolet
SC.912.P.10.18 Visible
explain how frequency, wavelength, and energy are related Frequency
Wavelength
Light and Sound
identify various applications of the electromagnetic spectrum, such as: Doppler effect
o x‐rays, satellite imagery, cameras, observatories, radios, etc. Blue shift
Red shift
Source
Students will: Observer
identify the shift in frequency in sound or electromagnetic waves due to motion of the source or Specific heat
receiver as the Doppler effect SC.912.P.10.21 Latent heat
describe the ways in which the Doppler effect are used
Physical Science Curriculum Map Page 112015 – 2016
Unit 8: Motion Week 23 – 25
Learning Targets and Skills Standards Vocabulary
Students will: Inertia
Rest
describe Newton’s three laws of motion SC.912.P.12.3 Initial
Final
apply Newton’s three laws to a given scenario Acceleration
Position
Students will: Time
Displacement
differentiate between position, velocity, and acceleration SC.912.P.12.2 Speed
Distance
describe the change in position over time as velocity and recognize that nothing can exceed the SC.912.P.12.7 Rate
speed of light (c) Ratio
Velocity
Positive
describe the change in velocity over time as acceleration
Negative
Speed of light
use a graph of distance and velocity over time to analyze the motion of an object
Graph
Motion
Motion
solve problems about distance, velocity, speed, acceleration, and time given the appropriate formula
Force
Mass
Momentum
HONORS HONORS
1. distinguish between scalar and vector quantities and assess which should be used to describe an SC.912.P.12.1
event
2. apply the law of conservation of linear momentum to interactions, such as collisions between objects SC.912.P.12.5
3. apply the concept of angular momentum SC.912.P.12.6
4. create and interpret potential energy diagrams for orbits around a central body or the motion of a SC.912.P.10.6
pendulum
Physical Science Curriculum Map Page 122015 – 2016
Unit 9: Forces Week 26 – 28
Learning Targets and Skills Standards Vocabulary
Students will: Force
Work
describe work as a force through a distance SC.912.P.10.3 Power
Formula
describe power as the amount of work over time Gravity
Forces
Strong force
use the formulas for work and power to compare and contrast the concepts of work and power Weak force
Electromagnetic force
Fundamental
Gravitation
Attraction
Universe
Students will: Mass
Distance
identify which forces would have the greatest impact to a given scenario, i.e., SC.912.P.10.10 Superposition
o holding a planet in orbit (gravity)
o holding a nucleus together (strong)
o keeping atoms from moving into one another, i.e. superposition (electromagnetic)
list the four fundamental forces in order of magnitude from strongest to weakest in terms of
distance
Fundamental Forces
Students will:
describe Newton’s Law of Universal Gravitation as the force of attraction between all objects in SC.912.P.12.4
the universe
explain how a change in the mass or distance of two objects will impact the gravitational
attraction between them
Physical Science Curriculum Map Page 132015 – 2016
Unit 10: Circuits Week 29 – 31
Learning Targets and Skills Standards Vocabulary
Students will: Conductor
Semiconductor
differentiate among conductors, semiconductors, and insulators SC.912.P.10.14 Insulator
describe the properties of conductors, semiconductors, and insulators
Students will: Voltage
Resistance
explain the relationships between current, voltage, resistance, and power, such as: SC.912.P.10.15 Power
o current as how many electrons are moving Current
o voltage as how fast the electrons are moving Electron
o resistance as how much a material slows down moving electrons Circuit
o power as fast energy is converted to another form (e.g. electrical to heat)
Circuits
investigate current, voltage, resistance, and power using simple circuits
calculate and label the voltage, current, and resistance on a circuit diagram
predict the change in the voltage with a change in current or resistance
predict the change in current with a change in voltage or resistance
predict the change in resistance with a change in voltage or current
Physical Science Curriculum Map Page 142015 – 2016
Unit 11: Water Week 32 – 33
Learning Targets and Skills Standards Vocabulary
Students will: Polarity
Water
explain how the polarity of the water molecule relates to its unique properties SC.912.L.18.12 Molecule
o cohesive and adhesive behavior Hydrogen bonding
o moderation of temperature Partial charge
Water
o expansion upon freezing Electronegativity
o universal solvent Cohesion
Adhesion
explain how the density of water changes as it freezes Universal solvent
Specific heat
Thermal moderator
Students will: Acids
Bases
identify common examples of acids and bases SC.912.P.8.11 Hydronium
Hydroxide
describe pH as a measure of the Hydronium (H3O+) or the Hydroxide (OH‐) ion concentration in Concentration
solution Measure
pH
explain why certain organisms have a specific pH range within which to live and survive range
solution
Acids and Bases
homogenous
mixture
Physical Science Curriculum Map Page 152015 – 2016
Unit 12: Energy Cycles Week 34 – 36
Learning Targets and Skills Standards Vocabulary
Students will: Water cycle
Carbon cycle
describe the water, carbon, and oxygen cycles in terms of matter and energy SC.912.E.7.1 Oxygen cycle
Matter
Energy
Transpiration
Evaporation
Percolation
Condensation
Precipitation
Energy and Matter Cycles
Students will: Photosynthesis
Aerobic
identify the reactants, products, and basic functions of photosynthesis SC.912.L.18.7 Anaerobic
o water + carbon dioxide ‐‐‐‐> glucose + oxygen Cellular respiration
SC.912.L.18.8 Carbon dioxide
Reactant
Product
identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration Light
o oxygen + glucose ‐‐‐> water + carbon dioxide Chlorophyll
Mitochondria
explain how photosynthesis and cellular respiration are related Chloroplasts
Sugar
Glucose
Combustion
Decomposition
Cell
Light energy
Physical Science Curriculum Map Page 162015 – 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.
Explore
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
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.
Physical Science Curriculum Map Page 172015 – 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 involving
outcome 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.
Physical Science Curriculum Map Page 182015 – 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
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in information and examples appropriate to the audience’s knowledge of
a text, including relationships among key terms (e.g., force, friction, reaction the topic.
force, energy.) c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed among ideas and concepts.
in words in a text into visual form (e.g., a table or chart) and translate d. Use precise language and domain‐specific vocabulary to manage the
information expressed visually or mathematical (e.g., in an equation) into complexity of the topic and convey a style appropriate to the discipline
words. and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / attending to the norms and conventions of the discipline in which they
technical texts in the grades 9 – 10 text complexity band independently and are writing.
proficiently. f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
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.
Physical Science Curriculum Map Page 192015 – 2016
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
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks; to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text. (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other b. Develop the topic thoroughly by selecting the most significant and
domain‐specific words and phrases as they are used in a specific scientific or relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics. other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video, sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem. among complex ideas and concepts.
d. Use precise language, domain‐specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and topic; convey a knowledgeable stance in a style that responds to the
proficiently. discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support supports the information or explanation provided (e.g., articulating
analysis, reflection, and research. implications or the significance of the topic).
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, displays.
and 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.
Physical Science Curriculum Map Page 202015 – 2016 Physical Science Curriculum Map Page 21
You can also read
