Grade 8 Science - Jefferson Parish Public School System ...jpschools.org/wp-content/uploads/2015/10/8th-Grade-JPPSS... · Use data and information gathered to develop an explanation

Revised 2015 1

JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

GRADE 8 SCIENCE

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015 2

Instructions for use:

The book used in the 8th

grade Life Science curriculum are:

Name of Textbook: Pearson / Prentice Hall Interactive Science Copyright date: 2012 Cost: $75.97

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources:

Pearson: A school code is needed to register and can be requested from the www.Pearsonsuccessnet.com

*PS- Physical Science ^SI- Science as Inquiry

ÈSS- Earth and Space Science +SE- Science and the Environment

http://www.pearsonsuccessnet.com/

Revised 2015 3

Grade Level Expectations for Seventh Grade Science

Science as Inquiry

The Abilities Necessary to Do Scientific Inquiry

1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)

2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)

3. Use a variety of sources to answer questions (SI-M-A1)

4. Design, predict outcomes, and conduct experiments to answer guiding questions (SIM-A2)

5. Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment (SI-M-A2)

6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

7. Record observations using methods that complement investigations (e.g., journals, tables, charts) (SI-M-A3)

8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)

9. Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3)

10. Identify the difference between description and explanation (SI-M-A4)

11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line

graphs, diagrams, scatter plots, symbols) (SI-M-A4)

12. Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

13. Identify patterns in data to explain natural events (SI-M-A4)

14. Develop models to illustrate or explain conclusions reached through investigation (SI-M-A5)

15. Identify and explain the limitations of models used to represent the natural world (SIM-A5)

16. Use evidence to make inferences and predict trends (SI-M-A5)

17. Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and

predictions (SI-M-A6)

18. Identify faulty reasoning and statements that misinterpret or are not supported by the evidence (SI-M-A6)

19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports,

equations) (SI-M-A7)

20. Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations (SI-M-A7)

21. Distinguish between observations and inferences (SI-M-A7)

22. Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

23. Use relevant safety procedures and equipment to conduct scientific investigations(SI-M-A8)

24. Provide appropriate care and utilize safe practices and ethical treatment when animals are involved in scientific field and laboratory research (SI-

M-A8)

Revised 2015 4

Understanding Scientific Inquiry

25. Compare and critique scientific investigations (SI-M-B1)

26. Use and describe alternate methods for investigating different types of testable questions (SI-M-B1)

27. Recognize that science uses processes that involve a logical and empirical, but flexible, approach to problem solving (SI-M-B1)

28. Recognize that investigations generally begin with a review of the work of others (SIM-B2)

29. Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

30. Describe why all questions cannot be answered with present technologies (SI-M-B3)

31. Recognize that there is an acceptable range of variation in collected data (SI-M-B3)

32. Explain the use of statistical methods to confirm the significance of data (e.g., mean, median, mode, range) (SI-M-B3)

33. Evaluate models, identify problems in design, and make recommendations for improvement (SI-M-B4)

34. Recognize the importance of communication among scientists about investigations in progress and the work of others (SI-M-B5)

35. Explain how skepticism about accepted scientific explanations (i.e., hypotheses and theories) leads to new understanding (SI-M-B5)

36. Explain why an experiment must be verified through multiple investigations and yield consistent results before the findings are accepted (SI-M-

B5)

37. Critique and analyze their own inquiries and the inquiries of others (SI-M-B5)

38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)

39. Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA

fingerprinting) (SI-M-B7)

40. Evaluate the impact of research on scientific thought, society, and the environment(SI-M-B7)

Physical Science Properties and Changes of Properties in Matter

1. Determine that all atoms of the same element are similar to but different from atoms of other elements (PS-M-A2)

2. Recognize that elements with the same number of protons may or may not have the same charge (PS-M-A2)

3. Define ions and describe them in terms of the number of protons, electrons, and their charges (PS-M-A2)

Motions and Forces

4. Demonstrate that Earth has a magnetic field by using magnets and compasses (PS-M-B2)

5. Define gravity and describe the relationship among the force of gravity, the mass of objects, and the distance between objects (PS-M-B2)

6. Predict how the gravitational attraction between two masses will increase or decrease when changes are made in the masses or in the distance

between the objects (PS-M-B2)

7. Explain the relationships among force, mass, and acceleration (PS-M-B5)

Revised 2015 5

Earth and Space Science Structure of Earth

8. Identify and describe the four density layers of Earth (ESS-M-A1)

9. Explain the historical development of the theories of plate tectonics, including continental drift and sea-floor spreading (ESS-M-A2)

10. Illustrate the movement of convection currents (ESS-M-A2)

11. Illustrate the movements of lithospheric plates as stated in the plate tectonics theory (ESS-M-A2)

12. Identify the edges of plate boundaries as likely areas of earthquakes and volcanic action (ESS-M-A3)

13. Describe the processes responsible for earthquakes and volcanoes and identify the effects of these processes (e.g., faulting, folding) (ESS-M-A3)

14. Distinguish between chemical and mechanical (physical) weathering and identify the role of weathering agents (e.g., wind, water, ice, gravity)

(ESS-M-A4)

15. Illustrate the role of organic processes in soil formation (ESS-M-A4)

16. Compare the physical characteristics of rock and mineral specimens to observe that a rock is a mixture of minerals (ESS-M-A5)

17. Describe the properties of minerals (e.g., color, luster, hardness, streak) (ESS-M-A5)

18. Describe how sedimentary, igneous, and metamorphic rocks form and change in the rock cycle (ESS-M-A6)

19. Determine the results of constructive and destructive forces upon landform development with the aid of geologic maps of Louisiana (ESS-M-A7)

20. Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations (ESS-M-A8)

21. Read and interpret topographic maps (ESS-M-A9)

22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9)

23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle

(ESS-M-A10)

24. Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover) (ESS-

M-A10)

25. Explain and give examples of how climatic conditions on Earth are affected by the proximity of water (ESS-M-A11)

26. Describe and illustrate the layers of Earth’s atmosphere (ESS-M-A11)

27. Identify different air masses, jet streams, global wind patterns, and other atmospheric phenomena and describe how they relate to weather events,

such as El Niño and La Niña (ESS-M-A12)

28. Use historical data to plot the movement of hurricanes and explain events or conditions that affected their paths (ESS-M-A12)

29. Make predictions about future weather conditions based on collected weather data (ESS-M-A12)

Earth History

30. Interpret a geologic timeline (ESS-M-B1)

31. Compare fossils from different geologic eras and areas of Earth to show that life changes over time (ESS-M-B1)

32. Interpret a timeline starting with the birth of the solar system to the present day (ESS-M-B2)

33. Use historical data to draw conclusions about the age of Earth (e.g., half-life, rock strata) (ESS-M-B2)

34. Apply geological principles to determine the relative ages of rock layers (e.g., original horizontality, superposition, cross-cutting relationships)

(ESS-M-B3)

35. Describe how processes seen today are similar to those in the past (e.g., weathering, erosion, lithospheric plate movement) (ESS-M-B3)

Revised 2015 6

Earth in the Solar System

36. Describe the life cycle of a star and predict the next likely stage of the Sun (ESS-MC1)

37. Use a Hertzsprung-Russell diagram and other data to compare the approximate mass, size, luminosity, temperature, structure, and composition of

the Sun to other stars (ESS-M-C1)

38. Use data to compare the planets in terms of orbit, size, composition, density, rotation, revolution, and atmosphere (ESS-M-C2)

39. Relate Newton’s laws of gravity to the motions of celestial bodies and objects on Earth (ESS-M-C3)

40. Identify and illustrate the relative positions of Earth, the Moon, and the Sun during eclipses and phases of the Moon (ESS-M-C4)

41. Describe the effects of the Moon on tides (ESS-M-C4)

42. Interpret a scale model of the solar system (ESS-M-C5)

43. Identify the processes involved in the creation of land and sea breezes (ESS-M-C6)

44. Describe how unequal heating of Earth’s surface affects movement of air masses and water in the atmosphere and hydrosphere (ESS-M-C6)

45. Explain how seasonal changes are caused by the tilt of Earth as it rotates on its axis and revolves around the Sun (ESS-M-C7)

46. Illustrate and explain how the angle at which sunlight strikes Earth produces changes in the seasons and length of daylight (ESS-M-C7)

47. Compare the relative distances from Earth to the Sun on the first day of summer and the first day of winter (ESS-M-C7)

48. Communicate ways that information from space exploration and technological research have advanced understanding about Earth, the solar

system, and the universe (ESS-M-C8)

49. Identify practical applications of technological advances resulting from space exploration and scientific and technological research (ESS-M-C8)

Science and the Environment 50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem

(SE-M-A3)

51. Analyze the consequences of human activities on global Earth systems (SE-M-A4)

52. Describe the relationship between plant type and soil compatibility (SE-M-A9)

53. Distinguish among several examples of erosion (e.g., stream bank, topsoil, coastal) and describe common preventive measures (SE-M-A10)

Revised 2015 7

Eighth Grade Suggested Time Line

First Nine Weeks: Unit 1: Properties of Matter……………………..…..........................................................3 weeks

Unit 2: Earth’s Crust……..............................................................................................3 weeks

Unit 3: Geologic History of Earth………………..............................................................3 weeks

Second Nine Weeks: Unit 4: Landforms and Topography……………………..….…….......................................5 weeks

Unit 5: Factors that Affect Earth………………...……………….………...…………………3 weeks

Third Nine Weeks: Unit 5: Factors that Affect Earth.………………………...……………….………...………....3 weeks

Unit 6: Earth’s Forces………………………………………....….……...……………….…...2 weeks

Unit 7: Astronomy and Space Exploration……………………………………………………..3 weeks

Fourth Nine weeks: Unit 7: Astronomy and Space Exploration……………………………………………………..3 weeks

Unit 8: Pollution and Its Effects…………………………..…………………………………….3 weeks

NOTE: LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015 8

Unit 1:

Properties of Matter

Revised 2015 9

Benchmarks

GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Properties of Matter

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that

can be used to

design a

scientific

investigation

SI-M-A2

Designing and

conducting a

scientific

investigation.

SI-M-A3

Using

mathematics

and appropriate

tools and

techniques to

gather, analyze,

and interpret

data.

SI-1 Generate testable questions

about objects, organisms, and events

that can be answered through

scientific investigation.

SI-2 Identify problems, factors, and

questions that must be considered in

a scientific investigation.

SI-5 Identify independent variables,

dependent variables, and variables

that should be controlled in

designing an experiment

SI-6 elect and use appropriate

equipment, technology, tools, and

metric system units of measurement

to make observations

SI-8 Use consistency and precision

in data collection, analysis, and

reporting

SI-9 Use computers and/or

calculators to analyze and interpret

quantitative data.

►Activity 1-

Thinking Like a

Scientists

p. 3-4

►BLM:

>Consumer

Challenge One

and >Consumer

Challenge Two

>Consumer

Challenge Rubric

Activity

Specific

Assessment p. 9

Lab Zone: Chapter

1.1

Inquiry Warm-up How does a scientist

think?

Teacher Demo- Classifying Objects.

Quick Lab- Scientific

skills

Lab Zone: Chapter

1.2

Inquiry Warm-up- Develop a Theory.

Quick Lab Activities

of Science.

Teacher Demo: Objective and

Subjective Reasoning

Quick Lab- Scientific

Thinking

Quick lab- Science

and its methods.

Lab Zone: Chapter

1.3

Inquiry Warm-up- What’s the question?

Quick Lab- It Starts

with a Question.

Lab Investigation-

Become a learning

detective.

Differentiated

Instruction:

1.1-Making a

model pg 7.

1.2-Crow

research pg 13.

Coral Reefs pg

17.

1.3- At work in

the lab. pg 21.

Scientific

Research- pg 25.

Scientific

Explanations pg

27.

Chapter 1-

Using

Science

Inquiry

Lessons1.1,

1.2,& 1.3

pgs. 4-27.

Chapter 2-

Mathematics

and Models

in Science

Chapter 1 –

Using

Science

Inquiry

Lessons 1.1,

1.2, & 1.3

pgs.4-27

Chapter 2-

Mathematics

and Models

in Science

Note: Same text is used for Regular and Honors. Information for Differentiated Instruction is given.

Revised 2015 10

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-B2

Communicating

that current

scientific

knowledge

guides scientific

investigations

PS – M – A2 –

Understanding

that all matter is

made up of

particles called

atoms and that

atoms of

different

elements are

different

*SI 28-Recognize that

investigations generally begin with

a review of the work of others

* PS 1 – Determine that all atoms

of the same element are similar to

but

different from atoms of other

elements.

*PS 2-Recognize that elements with

the same number of protons may or

may not have the same charge

^ SI 3

Activity 2 –

Atoms of

Elements and

Ions p. 4-6

►BLM:

>Vocabulary

Self-Awareness

Check

>Vocabulary

Cards

Literacy

Strategy-

>Vocabulary

Self-Awareness

Chart

Activity

Specific

Assessment p. 9

Lab Zone

Inquiry Warm-up-

What are the trends in

the Periodic Table?

Quick Lab- When

does 2+2 =1?

Teacher Demo- Observing Reactivity

of Alkaline Earth

Metals.

Differentiated

Instruction: Pg105 Valance and

Energy

Pg 109 Metalloids

Differentiated

Instruction:

Pg 105- Valence

Model

Pg. 109 Locating

Hydrogen

Chapter 3-

Atoms and

Bonding-

Lesson 3.1

pgs.102-109

Chapter 3

Atoms and

bonding-

lesson 3.1

pgs 102-109

Revised 2015 11

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

PS – M – A2 –

Understanding

that all matter

is made up of

particles called

atoms and that

atoms of

different

elements are

different

*PS 2 – Recognize that elements

with the same number of protons

may or may not have the same

charge.

*PS 3-Define ions and describe them

in terms of the number of protons,

electrons, and their charges

^ SI 3

Activity 3 – The

Atoms Family

pg. 6-8

►BLM:

>Word Grid

Answers

>Observation

Table

Literacy

Strategy-

>Word grid

Activity

Specific

Assessment p. 9

Lab Zone:

Inquiry Warm-Up-

How do Ions form?

Quick Lab- How do

you Write Ionic

Names and Formulas?

Teacher Demo-

High Melting Point of

an Ionic Compound.

Lab Investigation-

Shedding Light on

Ions

Differentiated

Instruction:

Pg. 115-Number Line

Pg 117 Melting Points

Differentiated

Instruction:

Pg.117 Visualize

Attractive Forces

Chapter 3 –

Atoms and

Bonding:

Lesson 3.2

pgs 110-115

Chapter 3-

Atoms and

Bonding:

Lesson 3.2

pgs 110-115

Revised 2015 12

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 1:Atoms and Ions

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that

can be used to

design a

scientific

investigation

PS – M – A2 –

Understanding

that all matter

is made up of

particles called

atoms and that

atoms of

different

elements are

different

*SI 3-Use a variety of sources to

answer questions

*PS 3 – Define ions and describe

them in terms of the number of

protons, electrons and their charges.

Activity 4 – It

all adds up

p. 8

Activity

Specific

Assessment p. 9

Lab Zone:

Inquiry Warm-Up-

How do Ions form?

Quick Lab- How do

you Write Ionic

Names and Formulas?

Teacher Demo-

High Melting Point of

an Ionic Compound.

Lab Investigation-

Shedding Light on

Ions

Differentiated

Instruction:

Pg. 115-Number Line

Pg 117 Melting Points

Differentiated

Instruction:

Pg.117 Visualize

Attractive Forces

Chapter 3 –

Atoms and

Bonding:

Lesson 3.2

pgs 110-117

Chapter 3 –

Atoms and

Bonding:

Lesson 3.3

pgs 118-125

Revised 2015 13

Unit 2:

Earth’s Crust

Revised 2015 14

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2 : Earth’s Crust

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying questions

that can be used to

design a scientific

investigation

SI-M-A2

Designing and

conducting a scientific

investigation.

SI-M-A3

Using mathematics and

appropriate tools and

techniques to gather,

analyze, and interpret

data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating

scientific procedures,

information, and

explanations

SI-M-A8

Utilizing safety

procedures during

scientific

investigations

SI-M-B5

Understanding that

scientific knowledge is

enhanced through per

review, alternative

explanations, and

constructive criticism

ESS - M - A5 -

Identifying the

characteristics and uses

of minerals and rocks

and recognizing the

rocks are mixtures or

minerals.

*SI 1- Generate testable questions about

objects, organisms, and events that can

be answered through scientific

investigation

*SI 4-Design, predict outcomes, and

conduct experiments to answer guiding

questions *SI 7- Record observations

using methods that complement

investigations (e.g., journals, tables,

charts)

*SI 11-Construct, use, and interpret

appropriate graphical representations to

collect, record, and report data (e.g.,

tables, charts, circle graphs, bar and line

graphs, diagrams, scatter plots, symbols)

*SI 22-Use evidence and observations

to explain and communicate the results

of investigations

*SI 23-Use relevant safety procedures

and equipment to conduct scientific

investigations

*SI 34-Recognize the importance of

communication among scientists about

investigations in progress and the work

of others

*SI 37Critique and analyze their own

inquiries and the inquiries of others

ÈSS 16 - Compare the physical

characteristics of rock and mineral

specimens to observe that a rock is a

mixture of minerals.

ÈSS 17-Describe the properties of

minerals (e.g., color, luster, hardness,

streak)

^SI-3,6,8

Activity 1–

Mineral

Identification

p. 13-15

Literacy

Strategy-

> Learning logs

Activity

Specific

Assessment p. 22

Lab Zone:

Inquiry Warm-

up-How does the

rate cooling affect

crystals?

Quick lab-

Classifying objects

as minerals.

Build Inquiry- Observe mineral

streak.

Quick Lab –

Identifying

minerals

Build Inquiry- Observe granite

and rhyolite

Quick lab- Crystal

Hands

Differentiated

Instruction: Hardest mineral

and Uses of

minerals

Chapter 6-

Minerals and

Rocks-

Lesson 6.1

pgs, 210-221

Chapter 6-

Minerals

and Rocks-

Lesson 6.1

pgs, 210-

221

Revised 2015 15

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A1

Identifying

questions that

can be used to

design a

scientific

investigation

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - A5 -

Identifying the

characteristics

and uses of

minerals and

rocks and

recognizing the

rocks are

mixtures or

minerals.

ESS – M – A6 –

explaining the

processes

involved in the

rock cycle.

SI 3-Use a variety of sources to

answer questions

SI 19-Communicate ideas in a

variety of ways (e.g., symbols,

illustrations, graphs, charts,

spreadsheets, concept maps, oral and

written reports, equations)

ÈSS 16 - Compare the physical

characteristics of rock and mineral

specimens to observe that a rock is a

mixture of minerals.

ÈSS 18 - Describe how

sedimentary, igneous, and

metamorphic rocks form and change

in the rock cycle.

^SI-1,3,14,19

Activity 2 –

Rocks and the

Rock Cycle

p 16-17

►BLM:

>Rock concept

map

Literacy

Strategy-

>Learning logs,

>Graphic

organizer

>Story chain

Lab Zone:

Inquiry Warm-up

How do Rocks

Compare?

Build Inquiry-

Identify the

Minerals in Granite.

Quick Lab-

Classify These

Rocks.

Inquiry Warm-up-

Recycling Rocks

Quick Lab- Which

came first?

Differentiated

Instruction:

Interpret sequence

Drawings

Differentiated

Instruction:

Making

Sequencing

Drawings

Chapter 6-

Minerals and

Rocks-

Lesson 6.2 &

6.3 pgs, 222-

229.

Chapter 6-

Minerals

and Rocks-

Lesson 6.2

& 6.3 pgs,

222-229.

Revised 2015 16

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS-M-A3

Investigating the

characteristics of

earthquakes and

volcanoes and

identifying

zones where

they may occur.




spreadsheets, concept maps, oral and


ÈSS 12-Identify the edges of plate

boundaries as likely areas of

earthquakes and volcanic action.

ÈSS 13-Describe the processes

responsible for earthquakes and

volcanoes and identify the effects of

these processes (e.g. faulting,

folding)

Activity 3:

Earthquakes and

Volcanoes

p. 17-18

Literacy

Strategy-

>SQPL

>Graphic

organizer

Activity

Specific

Assessment p. 22

Lab Zone:

Inquiry Warm-up-

How does stress

affect Earth’s crust?

Quick Lab- Effects

of Stress

Quick Lab- Modeling Faults

Teacher Demo-

Modeling Synclines

and Anticlines.

Quick Lab- Modeling Stress

Differentiated

Instruction: L1- Normal and Reverse

Fault

Differentiated

Instruction:

L3- Kaibab

Plateau

Chapter 5-

Lesson 4, 5

& 6: pgs.

180-199.

Chapter 5-

Lesson 4,5

& 6: pgs

180-199.

Revised 2015 17

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing

models and

predictions

using the

relationships

between data

and explanations

ESS-M-A1-

Understanding

that the Earth is

layered by

density with an

inner and outer

core, a mantle,

and a thin outer

crust.

SI 14-Develop models to illustrate or

explain conclusions reached through

investigation

ÈSS 8-Identify and describe the four

density layers of Earth.

^SI 15

Activity 4-

The Layers of Our

Earth

p. 18-19

Literacy

Strategy-

>Professor know-

it-all

Lab Zone-

Inquiry Warm-up. Earth’s Interior

Build Inquiry- Predict Movement

of Waves

Quick Lab- How

do Scientists Find

out What’s inside

Earth?

Differentiated

Instruction L1-

Draw Earth’s

Interior.

Interpret Diagrams

Differentiated

Instruction L3-

Prepare a display

Chapter 4

Introducing

Earth-Lesson

2: pgs 142-

149.

Chapter 4

Introducing

Earth-

Lesson 2:

pgs 142-

149.

Revised 2015 18

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using

mathematics and

appropriate tools

and techniques to

gather, analyze,

and interpret

data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS-M-A2-

Understanding

that the Earth’s

crust and solid

upper mantle are

dividing plates tat

move in response

to convection

currents (energy

transfers) in the

mantle.

SI 7-Record observations using

methods that complement

investigations (e.g., journals,

tables, charts)

SI 10-Identify the difference

between description and

explanation

SI 12-Use data and information

gathered to develop an explanation

of experimental results

SI 22-Use evidence and

observations to explain and

communicate the results of

investigations

ÈSS 10-Illustrate the movement of

convection currents.

^SI 23

Activity 5-

Convection

Currents

p. 20-21

►BLM:

>Scientific

Process Sheet

Literacy

Strategy-

>Learning logs

Lab Zone:

Inquiry Warm-up- Tracing Heat Flow

Quick Lab-

How Can Heat Cause

Motion in a Liquid?

Teacher Demo-

Predict the Effect of

Density

Lab Investigation-

Modeling Mantle

Convection Currents.

Differentiated

Instruction-

L1- Model

Convection Currents.

L2- Heat Transfer

Charades

Differentiated

Instruction-L3- Convection

Current Skit

Chapter 4

Introducing

Earth-

Lesson 3:

pgs 150-

153

Chapter 4

Introducing

Earth-

Lesson 3:

pgs 150-

153.

Revised 2015 19

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that

can be used to

design a

scientific

investigation

SI-M-A5

Developing

models and

predictions

using the

relationships

between data

and explanations

SI-M-B4

Using data and

logical

arguments to

propose, modify,

or elaborate on

principles and

models

ESS-M-A2-

Understanding

that the Earth’s

crust and solid

upper mantle are

dividing plates

tat move in

response to

convection

currents (energy

transfers) in the

mantle.

SI 2- Identify problems,

factors, and questions that

must be considered in a

scientific investigation

SI 14-Develop models to

illustrate or explain

conclusions reached through

investigation

SI 15-Identify and explain

the limitations of models

used to represent the natural

world

SI 33-Evaluate models,

identify problems in design,

and make recommendations

for improvement

ÈSS 9-Explain the historical

development of the theories

of plate tectonics, including

continental drift and sea-floor

spreading)

ÈSS 11-Illustrate the

movement of lithospheric

plates as stated in the plate

tectonics theory.

^SI 1, 2, 3, 14, 15, 19, 33

Activity 6-

Plate Tectonics

p. 21-22

►BLM:

>Plate Tectonic

Summary Chart

>Plate Tectonics

Model Rubric

Activity

Specific

Assessment p. 23

Lab Zone-Lab Resources:

Inquiry Warm-up-How are

Earth’s continents linked

together.

Build Inquiry: Make

models of Continents

Teacher demo: Climate in

North America

Quick Lab-Moving the

Continents

Differentiated

Instruction: L3-Debate

Continental

Drift.

Chapter 5 Plate

Tectonics- Lesson

1, 2 & 3: pgs. 164-

179.

Chapter 5

Plate

Tectonics-

Lesson 1,

2 & 3:

pgs. 164-

179.

Revised 2015 20

Unit 3:

Geologic History of

Earth

Revised 2015 21

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3: Geologic History

of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations,

and using

graphs

ESS-M-B3

Understanding

that the earth

processes, such

as erosion and

weathering,

affect the Earth

today are

similar to those

which

occurred in the

past.

ESS - M - B1 -

Investigating

how fossils

show the

development

of life over

time.

SI 13-Identify patterns in

data to explain natural

events

ÈSS 31 - Compare

fossils from different

geologic eras and areas of

Earth to show that life

changes over time.

ESS 34-. Apply

geological principles to

determine the relative

ages of rock layers (e.g.,

original horizontality,

superposition, cross-

cutting relationships)

^SI 13,14,16

Activity 1 – It’s

Relative Dating,

Just Not your

Cousin p. 26

►BLM:

>Who’s on First

Random letters

>Who’s on First

Fossils

>Who’s on First

Fossils Key

Literacy

Strategy-

SQPL

Activity

Specific

Assessment p.

37

Lab Zone:

Inquiry Warm-up-

What’s in a Rock?

Quick Lab

Sweet Fossils

Teacher Demo- Model Petrified

Fossils

Build Inquiry-Model

Mold and Cast

Fossils.

Quick Lab- Modeling

Trace Fossils

Quick Lab- Modeling

the fossils.

Differentiated

Instruction-L1-

Compare and Contrast

Types of Fossils and

Summarize What the

Fossil Record shows.

Differentiated

Instruction L3- The La

Brea Tar Pits

Chapter 7-

Lessons 7.1, 7.2:

pgs. 240-251.

Lesson 7.6: pgs.

264-275.

Chapter 7-

Lessons 7.1,

7.2: pgs. 240-

251. Lesson

7.6: pgs. 264-

275.

Revised 2015 22

Benchmarks

GLEs

Grade Level

Expectation

Comprehensive

Curriculum

Unit 3: Geologic

History of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations,

and using

graphs

SI-M-A7

Communicating

scientific

procedures,

information,

and

explanations

ESS -M - B3 Understanding

that the earth

processes, such

as erosion and

weathering,

affect the Earth

today are

similar to those

which occurred

in the past.

SI 13-Identify

patterns in data to

explain natural events

SI 19-Communicate

ideas in a variety of

ways (e.g., symbols,

illustrations, graphs,

charts, spreadsheets,

concept maps, oral

and written reports,

equations)

ÈSS 34 – Apply

geological principles

to determine the

relative ages or rock

layers (e.g. original

horizontality,

superposition, cross-

cutting relationships)

ÈSS 35-Describe

how processes seen

today are similar to

those in the past (e.g.,

weathering, erosion,

lithospheric plate

movement)

^SI 14, 15, 16

Activity 2 –

Getting to the

Core of it P. 28

►BLM:

>Getting to the

Core of It

> Getting to the

Core of it

Answers.

Literacy

Strategy-

>Learning log

Lab Zone:

Inquiry Warm-up-

Which Layer is Oldest?

Build Inquiry Compare

Rock Samples.

Lab Investigation- Exploring Geologic Time

Through Core Samples.

Quick Lab-

How Did it Form?

Differentiated

Instruction- L1-Relative and

Absolute Ages

L1- Understanding

Causes of Uncomformities

Differentiated

Instruction: L3-

Indexes

Chapter 7-

Lesson 7.2: pgs.

246-251.

Chapter 7-

Lesson 7.2:

pgs. 246-251.

Revised 2015 23

Benchmarks

GLEs


Comprehensive

Curriculum


of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations,

and using graphs

SI-M-A5

Developing

models and

predictions using

the relationships

between data

and explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B6

Communicating

that scientific

investigations

can result in new

ideas, new

methods or

procedures, and

new

technologies

ESS - M - B1 -

Investigating

how fossils

show the

development of

life over time

SI 13-Identify patterns in


events



conclusions reached

through investigation

SI 16-Use evidence to

make inferences and

predict trends

SI 21-Distinguish between

observations and

inferences

SI 38-Explain that, through

the use of scientific

processes and knowledge,

people can solve problems,

make decisions, and form

new ideas

ESS 31-Compare fossils

from different geologic

eras and areas of Earth to

show that life changes over

time

Acivity 3:

Reconstructing

Gondwana

►BLM:

>Gondwana

Continents

>Gondwana

Student

Instructions

Literacy

Strategy-

>Student

Questions for

Purposeful

Learning

(SQPL)

>Science

learning logs

Activity

Specific

Assessment p.

37

Lab Zone:

Inquiry Warm-up- Dividing History.

Quick Lab- Graphing the Fossil

Record.

Build Inquiry- Develop Hypotheses

Materials

Quick Lab- Modeling Asteroid

Impact

Build Inquiry- Prehistoric Life

Forms

Differentiated

Instruction- L1-

Draw Pictures

21st Century

Learning –

Information Literacy

Differentiated

Instruction- L3-

Research Precambrian

Time

L3-

Compare

Archaeopteryx to

Present-Day Birds

L3- Illustrating Time

Periods

Chapter 7-

Lesson 7.1:

pgs.240-245 &

Lesson 7.6 pgs.

264-275.

Chapter 7-

Lesson 7.1:

pgs.240-245 &

Lesson 7.6 pgs.

264-275.

Revised 2015 24

Benchmarks

GLEs


Comprehensive

Curriculum


of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing

models and

predictions

using the

relationships

between data

and

explanations

ESS-M-B2

Devising a

model that

demonstrates

supporting

evidence that

the Earth has

existed for a

vast period of

time.

ESS - M - B1 -

Investigating

how fossils

show the

development of

life over time.

SI 15- Identify and explain

the limitations of models

used to represent the

natural world

ÈSS 30 - Interpret a

geologic time line.

ÈSS 31 - Compare fossils

from different geologic

eras and areas of Earth to

show that life changes over

time.

ESS 32-Interpret a timeline

starting with the birth of

the solar system to the

present day

^SI 6, 14

Activity 4 –

Earth’s

Timeline

p. 30-31

Lab Zone:

Inquiry warm-up

What’s in a rock?

Quick lab- Sweet Fossils

Quick lab- Modeling

fossil records.

Inquiry warm-up- This

is your life!

Quick lab- Going back in

time.

Inquiry warm-up-How

could a planet form in

space?

Build Inquiry-

Comparing and

contrasting atmospheric

gases.

Quick lab- Learning

form fossils


Quick Lab- Graphing the

Fossil Record.

Build Inquiry- Develop

Hypotheses Materials

Quick Lab- Modeling

Asteroid Impact

Build Inquiry- Prehistoric Life Forms

Differentiated

Instruction- L1-

Draw Pictures

Differentiated

Instruction- L3-

Lesson 4-Create a

timeline pg 259.

Differentiated

Instruction- L3-

Research Precambrian

Time

L3-

Compare

Archaeopteryx to

Present-Day Birds

L3- Illustrating Time

Periods

Chapter 7-

Lesson 7.1 pgs.

240-245, lessons

7.4, 7.5 & 7.6:

pgs. 256-275.

Chapter 7-

Lesson 7.1 pgs.

240-245,

lessons 7.4, 7.5

& 7.6: pgs.

256-275.

Revised 2015 25

Benchmarks

GLEs


Comprehensive

Curriculum


of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing

models and

predictions using

the relationships

between data and

explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B2

Communicating

that scientific

investigations can

result in new

ideas, new

methods or

procedures and

new technologies

ESS – M – B2 – Devising a model

that demonstrates

supporting

evidence that the

Earth has existed

for a vast period

of time.

SI 16- Use evidence to

make inferences and

predict trends




investigations

SI 28-Recognize that

investigations generally

begin with a review of the

work of others

ÈSS 33 – Use historical

data to draw conclusions

about the age of Earth (e.g,

half – life, rock strata)

^SI 16, 19, 21, 22, 27, 28

Activity 5 –

Half of What?

P. 31-33

►BLM:

>Radioactive

Timeline Key

>Radioactive

Material

>Paper Disks

Daughter

Material

Radioactive

>Decay/Half-

life Chart

Radioactive

timeline

Lab Zone:

Inquiry Warm-up- How long Till It’s

Gone?

Build Inquiry- Model Radioactive

Dating Materials.

Differential

Instruction:

L1- Dating the Moon

Rocks

Quick Lab- How Old

is It?

Chapter 7-

Lessons 7.3: pgs.

252-255.

Chapter 7

Lessons7.3:

pgs 252-255.

Revised 2015 26

Benchmarks

GLEs


Comprehensive

Curriculum


of Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing models

and predictions

using the

relationships

between data and

explanations

SI-M-B7

Understanding that

scientific

development/techn

ology is driven by

societal needs and

funding

ESS - M - B1

Investigating how

fossils show the

development of life

over time.

ESS-M-B2

Devising a model

that demonstrates

supporting evidence

that the Earth has

existed for a vast

period of time.

ESS - M - B3 -

Understanding that

earth processes

such as erosion and

weathering affect

the Earth today and

are similar to those

which occurred in

the past.

SI 16-Use evidence to

make inferences and

predict trends

SI 39-Identify areas in

which technology has

changed human lives (e.g.,

transportation,

communication,

geographic information

systems, DNA

fingerprinting)

SI 40-Evaluate the impact

of research on scientific

thought, society, and the

environment

ÈSS 30 Interpret a

geologic time line.

ÈSS 33- Use historical

data to draw conclusions

about the age of Earth

(e.g., half-life, rock strata)

ÈSS 35 Describe how

processes seen today are

similar to those in the past

(e.g., weathering, erosion,

lithospheric plate

movement)

^SI 3, 13

Activity 6 -

What Came

First?

P. 34-35

►BLM:

>Louisiana

Fossils

>Geologic

Timeline

Activity

Specific

Assessment p.

37

ANY OF THE

ABOVE

ACTIVITES THAT

TIME DID NOT

ALLOW YOU TO

COMPLETE CAN

BE EFFECTIVE IN

CONJUNCTION

WITH THIS

COMPREHENSIVE

ACTIVITY!

ANY OF THE

ABOVE

ACTIVITES THAT

TIME DID NOT

ALLOW YOU TO

COMPLETE CAN

BE EFFECTIVE IN

CONJUNCTION

WITH THIS

COMPREHENSIVE

ACTIVITY!

THE

READINGS

FROM ABOVE

WILL AID IN

YOUR

FACILITATION

OF THIS

ACTIVITY!

THE

READINGS

FROM

ABOVE WILL

AID IN YOUR

FACILITATIO

N OF THIS

ACTIVITY!

Revised 2015 27

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 3: Geologic History of

Earth

Activities

From

Comprehensi

ve

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-B5

Understanding that

scientific knowledge

is enhanced through

peer review,

alternative

explanations, and


SI-M-B6

Communicating that

scientific

investigations can

result in new ideas,

new methods or

procedures, and new

technologies

SI-M-B7

Understanding that

scientific

development/technolo

gy is driven by

societal needs and

funding

ESS – M – C8 –

Understanding that

space exploration is

an active area of

scientific and

technological

research and

development

SI 35-Explain how skepticism

about accepted scientific

explanations (i.e., hypotheses

and theories) leads to new

understanding

SI 38-Explain that, through the

use of scientific processes and

knowledge, people can solve

problems, make decisions, and

form new ideas

SI 39-Identify areas in which

technology has changed human

lives (e.g., transportation,

communication, geographic

information systems, DNA

fingerprinting)

SI 40-Evaluate the impact of

research on scientific thought,

society, and the environment

ESS 48- Communicate ways

that information from space

exploration and technological

research have advanced

understanding about Earth, the

solar system, and the universe

ESS 49-. Identify practical

applications of

technological advances

resulting from space

exploration and scientific

and technological research

SI 8,14, 19, 28

Activity 7:

Technology

and Today’s

Understandin

gs of Earth

p. 35-36

Lab Zone:

Quick Lab Humans in

Space.

Lab Zone:

Which Tool

Would You Use

in Space?

Make a Chart:

Compare and

contrast shuttles,

stations, and

probes.

Teacher’s

addition Pg 571.

Lab Zone: Communicate

Knowledge about the

international space

station.

Design a Mural

Teacher’s addition pg

571.

Chapter 16-

Lessons 16.2,

16.3.pgs 564-

579.

Chapter 16-

Lessons 16.2 &

16.3 pgs. 564-

579.

Revised 2015 28

Unit 4:

Landforms and

Topography

Revised 2015 29

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4: Landforms and

Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors SI-M-A4

Developing descriptions,

explanations, and using

graphs

SI-M-A5

Developing models and

predictions using the

relationships between

data and explanations

ESS - M – A7 –

Modeling how

landforms result from

the interaction of

constructive and

destructive forces

ESS – M – A8 –

Identifying the

manmade and natural

causes of coastal erosion

and the steps taken to

combat it.

ESS – M – A12 –

Predicting weather

patterns through the use

of a weather map

SE - M - A10 -

Identifying types of soil

erosion and preventive

measures

SI 13-Identify patterns in data

to explain natural events

SI 15-Identify and explain the

limitations of models used to

represent the natural world

ÈSS 19 - Determine the result

of constructive and destructive

forces upon landform

development with the aid of

geologic maps of Louisiana.

ESS 20- Describe how

humans’ actions and natural

processes have modified

coastal regions in Louisiana

and other locations

ESS 28-Use historical data to

plot the movement of

hurricanes and explain events

or conditions that affected

their paths

SE: 53-Distinguish among

several examples of erosion

(e.g., stream bank, topsoil,

coastal) and describe common

preventive measures

^SI-19, 23

Activity 1 –

Shaping the

Land:

Constructive and

Destructive

Forces

p. 41-44

Activity

Specific

Assessment p.

56

Chapter 8-Lab Zone:

Inquiry Warm-up-What is the

Land Like around your School?

Quick Lab-Surface Features

Build Inquiry- Classify Landforms

Quick Lab-Modeling Landforms.

Chapter 10- Lab Zone:

10.1-Inquiry warm-up How does

gravity affect materials on a slope?

Quick lab- Weathering and Erosion

Lab Investigation- Sand Hills

10.2 Inquiry Warm-up

How does moving water wear away

rocks?

Quick Lab- Raindrops falling

Build Inquiry- Compare and

contrast deltas

Build Inquiry- Illustrate river

environments

Quick Lab- Erosion Cure

10.3 Inquiry Warm-up How do

Glaciers change land?

Quick Lab- Surging Glaciers

Quick Lab- Modeling Valleys

10.4-Inquiry Warm-up

What is sand made of?

Quick Lab- Shaping a coastline

10.5-Inquiry Warm-up How does

moving air affect sediment?

10.6-Inquiry Warm-Up How can

you change land

Quick lab-Humans and Erosion

Quick lab- Controlling Erosion

Chapter 13.5 Lab Zone- Inquiry

Warm up-Can You Make a

Tornado?

Quick Lab- Where do Hurricanes

come from?

Chapter 10-

Differentiated

Instruction:

10.1-Make

Dioramas

10.2-Urban

planning pg

351

Locate River

Features pg

353

10.3- Ice Age

pg 361.

Glacier

Charades pg

363.

10.4-

Investigating

beach Erosion

pg 367.

10.5- Wind

Erosion skit pg

371.

Chapter 8-

Lesson 8.1:

pgs 286-

291,

Chapter

10-Lessons

10.1, 10.2,

10.3, 10.4,

10.5, 10.6

pgs. 344-

377.

Chapter

13.5- Read

pages 480-

489.

Chapter 8-

Lesson 8.1:

pgs 286-291,

Chapter 9-

Lessons: 9.1

pgs.314-319,

9.3 pgs 330-

333.

Chapter 10-

Lessons 10.1,

10.2, 10.3,

10.4, 10.5,

10.6 pgs. 344-

377.

Revised 2015 30

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensiv

e Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1


that can be used to

design a scientific

investigation

SI-M-A5





SI-M-A7

Communicating


information, and

explanations

SI-M-B4

Using data and logical

arguments to propose,

modify, or elaborate on

principles and models

ESS - M – A7 Modeling

how landforms result

from the interaction of

constructive and

destructive forces

ESS – M – A8 Identifying the

manmade and natural

causes of coastal erosion

and the steps taken to

combat it.

SE-M-A4-Understnding

that human actions can

create risks and

consequences in the

environment.


answer questions


illustrate or explain conclusions

reached through investigation







spreadsheets, concept maps, oral

and written reports, equations

SI 33-Evaluate models, identify

problems in design, and make

recommendations for

improvement

ÈSS 19 - Determine the result

of constructive and destructive

forces upon landform

development with the aid of

geologic maps of Louisiana.

ÈSS 20 – Describe how

humans/ actions and natural

processes have modified coastal

regions in Louisiana and other

locations.

+SE 51 – Analyze the

consequences of human

activities on global Earth

systems

Activity 2 –

Water Impact

p. 45

Chapter 10- Lab Zone:







rocks?


Build Inquiry- Compare and contrast

deltas


environments


10.3 Inquiry Warm-up How do

Glaciers change land?








10.6-Inquiry Warm-Up How can you

change land



Chapter 19.4 Lab Zone- Inquiry

Warm-up-What is the Greenhouse

Effect?

Quick-lab Greenhouse gases and

Global Warming

Chapter

10-Lesson

10.2: pgs.

348-357 &

10.4: pgs.

364-367 &

lesson

10.6: pgs.

372-377.

Chapter

19.4 Read

pages 678-

683.

Chapter 10-

Lesson 10.2:

pgs. 348-357

& 10.4: pgs.

364-367 &

lesson 10.6:

pgs. 372-377.

Revised 2015 31

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehens

ive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics

and appropriate tools

and techniques to

gather, analyze, and

interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating


information, and

explanations

SI-M-A8

Utilizing safety

procedures during

scientific

investigations

ESS-M-A4-

Investigating how

soils are formed from

weathered rock and

decomposed organic

material.

SI 6-Select and use appropriate


metric system units of measurement





charts)

SI 8-Use consistency and precision

in data collection, analysis, and

reporting

SI 11-Construct, use, and interpret

appropriate graphical

representations to collect, record,

and report data (e.g., tables, charts,

circle graphs, bar and line graphs,

diagrams, scatter plots, symbols)







investigations

SI 23-Use relevant safety

procedures and equipment to

conduct scientific investigations

ÈSS 14-Distinguish between

chemical and mechanical (physical)

weathering and identify the role of

weathering agents (e.g. wind, water,

ice, gravity).

Activity 4–

Whether It

Weathers –

Chemically?

p. 47-48

►BLM:

>Chemical

Weathering

Table

Chapter 9-Lab Zone- Inquiry Warm

up: How Fast Can It Fizz?

Quick Lab: Freezing and Thawing

Teacher Demo-Mechanical Weathering

Quick Lab- Rusting away

Quick Lab-

It’s all on the surface.

Chapter 10- Lab Zone: Chapter 10- Lab Zone:

10.1-Inquiry warm-up How does gravity

affect materials on a slope?





rocks?



deltas


environments


10.3 Inquiry Warm-up How do Glaciers

change land?









change land



Differentiated Instruction-

L1-Weathering flashcards. pg 317

Model surface area.

Differentiat

ed

Instruction

: Analyze

Visuals: pg

317.

Classify

Weathering

pg 319

Chapter 9-

Lesson 9.1:

pgs. 314-

321.

Chapter

10-Lessons

10.1, 10.2,

10.3, 10.4,

10.5, 10.6

pgs. 344-

377.

Chapter 9-

Lesson 9.1:

pgs 314-321.

Chapter 10-

Lessons 10.1,

10.2, 10.3,

10.4, 10.5,

10.6 pgs. 344-

377.

Revised 2015 32

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A5

Developing

models and

predictions using

the relationships

between data and

explanations

ESS - M – A7 –

Modeling how

landforms result

from the

interaction of

constructive and

destructive forces






investigation




ÈSS 19 - Determine the

result of constructive and

destructive forces upon

landform development with

the aid of geologic maps of

Louisiana.

^SI-19, 23

ESS 20

Activity 3 –

Wind Impact

p. 45-46

►BLM:

> Wind

Erosion Table

Activity

Specific

Assessment

p. 56

Lab Zone- Inquiry Warm-

Up-How does moving air

affect sediments?

Quick Lab- Desert

Pavement

Teacher’s

manual: Wind

Erosion Skit. Pg

371.

Chapter

10- Lesson

10.5: pgs

368-371.

Chapter 10-

lesson 10.5:

pgs 368-371.

Revised 2015 33

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics


and techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A5

Developing models

and predictions using

the relationships

between data and

explanations

ESS - M - A4 -

Investigating how

soils are formed when

weathered rock and

decomposed organic

material

SE-M-A4-

Understnding that

human actions can

create risks and

consequences in the

environment

.SE - M - A10 -

Identifying types of

soil erosion and

preventive measures




tables, charts)

SI 10-Identify the difference

between description and

explanation

SI 16-Use evidence to make

inferences and predict trends

ÈSS 14-Distinguish between

chemical and mechanical

(physical) weathering and

identify the role of weathering

agents (e.g. wing, water, ice,

gravity).

+SE-51-Analyze the



systems

+SE 53- Distinguish among




preventive measures

Activity 5-

Weather or

Not??

Pg 48-50

►BLM-

Vocabulary

Card from Unit

1, Erosion

Project, Erosion

Project Rubric

Literacy

Strategy-

>Vocabulary

cards

Activity

Specific

Assessment p.

56

Chapter 9-Lab Zone- Inquiry Warm

up: How Fast Can It Fizz?

Quick Lab: Freezing and Thawing

Teacher Demo-Mechanical Weathering

Quick Lab- Rusting away

Quick Lab-

It’s all on the surface








rocks?



deltas


environments


10.3 Inquiry Warm-up How do Glaciers

change land?









change land




L1-Weathering flashcards. pg 317

Model surface area.

(Same as

reg.)

Chapter 9

– Lesson

9.1: pgs

314-321 &

Lesson 9.3:

pgs. 330-

333.

Chapter 10

– Lessons

10.1-10.6

pgs 344-

377.

Chapter 9 –

Lesson 9.1:

pgs 314-321 &

Lesson 9.3:

pgs. 330- 333.

Chapter 10 –

Lessons 10.1-

10.6 pgs 344-

377.

Revised 2015 34

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying questions that

can be used to design a


SI-M-A2

Designing and conducting

a scientific investigation.

SI-M-A3





data.

SI-M-A7

Communicating scientific

procedures, information,

and explanations

SI-M-B1-recognizing that

different kinds of

questions guide different

kinds of scientific

investigations

SI-M-B3-understand that

mathematics, technology,

and scientific techniques

used in an experiment can

limit or enhance the

accuracy of scientific

knowledge

ESS - M - A4 - Investigating

how soils are formed when

weathered rock and

decomposed organic material

SE - M - A9 - Demonstrating relationships of

characteristics of soil types to

agricultural practices and productivity

SI 2-Identify problems, factors, and

questions that must be considered in a


SI 3-Use a variety of sources to answer

questions

SI 5-Identify independent variables,

dependent variables, and variables that

should be controlled in designing an

experiment



metric system units of measurement to

make observations




charts)

SI 19-Communicate ideas in a variety

of ways (e.g., symbols, illustrations,

graphs, charts, spreadsheets, concept

maps, oral and written reports,

equations)

SI 20-Write clear, step-by-step

instructions that others can follow to

carry out procedures or conduct

investigations

SI 25-Compare and critique

scientific investigations

SI 31-Recognize that there is an

acceptable range of variation in

collected data (

ÈSS 15 - Illustrate the role of

organic processes in soil formation.

+SE-52 – Describe the relationship

between plant type and soil

compatibility.

^SI 11, 13, 34, 36

Activity 6 – Soil

Characteristics

p. 50-52

►BLM-

>Science

Learning logs

>Soil pH and

Plants.

>Soil Texture

>Dichotomous

Key

Literacy

Strategy-

Science learning

log

Lab Zone –Lab

Resources: Inquiry

Warm Up

What is Soil?

Lab Zone-Build Inquiry:

Compare types of soil.

Teacher’s

Manual-

Research Soil

Classifications

pg 325.

Chapter 9-

Lesson 9.2

& 9.3:

pgs. 322-

333.

Chapter 9-

Lesson 9.2-9.3:

pgs 322-333.

Revised 2015 35

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing

models and

predictions using

the relationships

between data and

explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS – M – A9 –

Compare and

Contrast

topographic

features of the

ocean floor to

those formed

above sea level




investigation

SI 19-Communicate ideas in

a variety of ways (e.g.,

symbols, illustrations,

graphs, charts, spreadsheets,

concept maps, oral and


ÈSS 21 – Read and Interpret

Topographic Maps

^SI-13

Activity 7 –

Ooh, What a

Relief It Is

p. 53-54

Activity

Specific

Assessment p.

56

Lab Zone:

Inquiry Warm-up-What is

the Land Like around your

School?

Quick Lab-Surface

Features

Build Inquiry- Classify

Landforms

Quick Lab-Modeling

Landforms

Lab Zone- Inquiry Warm-

up –Can a Map Show

Relief?

Lab Investigation: Zone-

A map in a pan.

Teacher Manual:

Make a

topographic map

pg 303.

Chapter

8- Lesson

8.3 pgs

300-303.

Chapter 8-

Lesson 8.3 pgs.

300-303.

Revised 2015 36

Benchmarks

GLEs


Comprehensive

Curriculum


Topography

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

ESS – M – A9 –

Compare and

Contrast

topographic

features of the

ocean floor to

those formed

above sea level

SI 11-Construct, use, and

interpret appropriate

graphical representations to

collect, record, and report

data (e.g., tables, charts,

circle graphs, bar and line

graphs, diagrams, scatter

plots, symbols

ÈSS 22 – Compare ocean

floor topography to

continental topography by

using topographic maps

^SI-3,13,14,19

Activity 8 –

Ocean Floor p.

54-55

►BLM-

>KWL Chart

>Ocean Depth

Data Sheet

Lab Zone Inquiry Warm-

up: What can You Learn

without Seeing?

Quick Lab- Ocean

Conditions.

Quick lab- The Shape of

the Ocean Floor

Teacher Edition:

1) Describe the

ocean floor.

Pg 397.

2) Research

Guyots pg 399

Chapter 11.1

Differentiated

Instruction: Investigate

Submersibles

And Describe the

Ocean

Chapter

11-

Lesson

11.2: pgs

394-399.

Chapter 11-

Lesson 11.2:

pgs 394-399.

Revised 2015 37

Unit 5:

Factors that Affect Earth

Revised 2015 38

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Factors that

Affect the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS – M – A10-

Explaining

(illustrating) how

water circulates –

on and through the

crust, in the oceans,

and in the

atmosphere – in the

water cycle.

ESS - M - C6 -

Modeling and

describing how

radiant energy from

the sun affects

phenomena on the

Earth’s surface,

such as winds,

ocean currents, and

the water cycle.

SI 19-Communicate ideas

in a variety of ways (e.g.,

symbols, illustrations,

graphs, charts,

spreadsheets, concept

maps, oral and written

reports, equations)

ÈSS 23 – Explain the

processes of evaporation,

condensation, precipitation,

infiltration, transpiration,

and sublimation as they

relate to the water cycle.


unequal heating of Earth’s

surface affects movement

of air masses and water in

the atmosphere and

hydrosphere.

^SI-33

ESS 43

Activity 1 –

Water Cycle

Details

p. 51-52

►BLM-

>Water Cycle

Story Chain

Rubric

>Water Cycle

Story Chain

Example

Literacy

Strategy-

>Graphic

organizer

>Story Chain

Activity

Specific

Assessment

p.71

Chapter 11.1

Lab Zone:

Inquiry Warm-up- Where Does the Water

Come From?

Quick Lab- Water,

Water, Everywhere.

Lab Investigation- Water

From Trees.

Chapter 12.6

Lab Zone:

Inquiry Warm-up

Does the Wind Turn?

Quick Lab: Build a Wind

Vane

Chapter 13.1

Lab Zone:

Inquiry Warm-up

Where Did the Water Go?

Quick Lab- Water in the

Air.

Quick Lab-Measuring to

find the dew point.

Chapter 11.1

Differentiated

Instruction: Your

community’s

water source.

And Drinking

Ancient Water

Chapter 11-

Lessons 11.1

pgs. 388-393.

Chapter 12-

Lesson12.6

pgs.442-449.

Chapter 13-

Lesson 13.1 pgs.

460-463. &

Lesson 13.4 pgs.

472-479.

Chapter 11-

Lessons 11.1 &

11.2.pgs. 388-

399.

Chapter 12-

Lesson12.6

pgs.442-449.

Chapter 13-

Lesson 13.1

pgs. 460-463.

& Lesson 13.4

pgs. 472-479.

Revised 2015 39

Benchmarks

GLEs


Comprehensive

Curriculum


Affect the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1


that can be used to

design a scientific

investigation

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating


information, and

explanations

SI-M-B2

Communicating that

scientific

investigations can


new methods or

procedures and new

technologies

ESS – M – A10-

Explaining

(illustrating) how

water circulates – on

and through the crust,

in the oceans, and in

the atmosphere – in

the water cycle.

SI 2-Identify problems,



scientific investigation (SI-

M-A1)

SI 13- Identify patterns in


events (SI-M-A4)




investigations (SI-M-A7)




work of others (SI-M-B2)

ÈSS 24 – Investigate and

explain how given factors

affect the rate of water

movement in the water

cycle (e.g. climate, type of

rock, ground cover)

^SI 4,19, 21

ESS 44

Activity 2 – Rate

of Water

Movement in the

Water Cycle

p. 62-63

►BLM

>NASA Article

– NASA Predicts

More Tropical

Rain in a

Warmer World

Literacy

Strategy- >Directed

Reading-

Thinking

Activity (DR-

TA)

Chapter 11.1

Lab Zone:

Inquiry Warm-Up-

Where Does Water

Come From?

Quick Lab-Water,

Water, Everywhere.

Chapter 11.3

Lab Zone-

Inquiry Warm-up- Bottom to Top

Lab Investigation- Modeling Ocean

Currents

Quick Lab- Deep

Currents

Chapter 11.3 News Article on

El Nino or La

Nina.

Chapter 11.1

pages 388-393.

And Chapter

11.3 pages 400-

405.

Chapter 11.1

pages 388-393.

And Chapter

11.3 pages

400-401.

Revised 2015 40

Benchmarks

GLEs


Comprehensive

Curriculum


Affect the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1


that can be used to

design a scientific

investigation

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-B2

Communicating that

scientific

investigations can


new methods or

procedures and new

technologies

SI-M-B3-understand

that mathematics,

technology, and

scientific techniques

used in an experiment

can limit or enhance

the accuracy of


ESS – M – A11 –

Understanding that

the atmosphere

interacts with the

hydrosphere to affect

weather and climate

conditions

SI 3-Use a variety of

sources to answer

questions


interpret appropriate

graphical representations

to collect, record, and

report data (e.g., tables,

charts, circle graphs, bar

and line graphs, diagrams,

scatter plots, symbols)




work of others

SI 31-Recognize that there

is an acceptable range of

variation in collected data

SI 32-Explain the use of

statistical methods to

confirm the significance of

data (e.g., mean, median,

mode, range)

ESS 25 – Explain and

give examples of how

climatic conditions on

Earth are affected by the

proximity of water

^SI 7,16, 21

Activity3 –

Climates

p. 64-66

►BLM:

>World Climate

Data Table

Literacy

Strategy- >Opinionaire

Chapter 11.3

Lab Zone-

Inquiry Warm-up- Bottom to Top

Lab Investigation- Modeling Ocean

Currents

Quick Lab- Deep

Currents

Chapter 19.3

Lab Zone-

Inquiry Warm-up How does Latitude

affect Climate?

Teacher Demo- Air

Temperature and

Altitude materials

Building Inquiry- Comparing water and

soil.

Lab Investigation- Sunny rays and angles

Quick Lab- Inferring

United States

precipitation patterns.

Differentiated

Instruction:

Chapter 11.3

News Article on

El Nino or La

Nina.

Chapter 19.3 Temperature

Zones pg 673

Comparing

Hemispheres pg

675.

Chapter 11.3

Pages 400-405

Chapter 19.3

Read pgs 670-

677.

Chapter 11.3

Pages 400-405

Chapter 19.3

Read pgs 670-

677.

Revised 2015 41

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Factors that Affect

the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics

and appropriate

tools and techniques

to gather, analyze,

and interpret data.

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - C7 -

Modeling and

explaining how

seasons result from

variations in

amount of the sun’s

energy hitting the

surface due to the

tilt of Earth’s

rotation on its axis

and the length of

day.

SI 6-Select and use

appropriate equipment,

technology, tools, and metric

system units of measurement


SI 9-Use computers and/or

calculators to analyze and

interpret quantitative data




spreadsheets, concept maps,

oral and written reports,

equations)

ÈSS 45 – Explain how

seasonal changes are caused

by the tilt of Earth as it rotates

on its axis and revolves around

the Sun.

ÈSS 46 – Illustrate and

explain how the angle at which

sunlight strikes Earth produces

changes in the seasons and

length of daylight.

ÈSS 47 – Compare the

relative distances from Earth

to the Sun on the first day of

summer and the first day of

winter.

^SI 1, 4

Activity 4:

‘Tis the Season

pg. 65-66

►BLM-

>Tis the Season

>‘Tis the Season

Key

Lab Zone:

Inquiry warm up- What Causes Day

and Night?

Teacher Demo- Model Rotation

Quick Lab- Sun

Shadows


Contrast Angles of

Sunlight.

Lab Investigation- Reasons for the

Seasons.

Differentiated

Instruction: L3

Page533-

Calculate Earth’s

Movement.

Page 537- Write

and Model

Chapter 15-

Lessons 15.1

Read pages

530-537.

Chapter 15-

Lessons 15.1

Read pages

530-537.

Revised 2015 42

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Factors that Affect the

Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that can

be used to design a

scientific

investigation

SI-M-A3

Using mathematics

and appropriate

tools and

techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A6-

comparing

alternative

explanations and

predictions

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - A12 -

Predicting weather

patterns through use

of a weather map.

SI 2-Identify problems, factors, and

questions that must be considered in a




metric system units of measurement to

make observations




charts)

SI 8-Use consistency and precision in

data collection, analysis, and reporting


appropriate graphical representations

to collect, record, and report data (e.g.,

tables, charts, circle graphs, bar and

line graphs, diagrams, scatter plots,

symbols)


gathered to develop an explanation of

experimental results

SI 17-ecognize that there may be more

than one way to interpret a given set of

data, which can result in alternative

scientific explanations and predictions

SI 22-Use evidence and observations

to explain and communicate the results

of investigations

ÈSS 29 – Make predictions about

future weather conditions based on

collected weather data.

^SI 9,27,30,39,40

Activity 5 –

Weather

Predicting

p. 66-67.

►BLM

>Reciprocal

Teaching Guide

>Daily Weather

Observation Log

>Daily Weather

Discussion guide

>Weather Station

Symbols

Literacy

Strategy- >Reciprocal

Teaching

>Learning Log

Activity

Specific

Assessment p.

71

Lab Zone

Inquiry Warm-

up-How do

Fluids of

Different

Densities Move?

Quick Lab- Tracking Air

Masses.

Teacher Demo- Modeling Front

Formation

Materials

Quick Lab-

Weather Fronts

Differentiated

Instruction-

page 475-The

Jet Stream

And page 477-

Weather

Forecast.

Chapter 13

Lesson 13.4

Read pages

472-479.

Chapter 13

Lesson 13.4

Read pages

472-479.

Revised 2015 43

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Factors that Affect the

Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing

models and

predictions using

the relationships

between data and

explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS-M-A11

Understanding

that the

atmosphere

interacts with the

hydrosphere to

affect weather and

climate conditions

SI 14-Develop models to illustrate

or explain conclusions reached


SI 15-dentify and explain the







and written reports, equations)

ESS 26 –Describe and illustrate the

layers of Earth’s atmosphere

Activity 6 :

Layers of the

Atmosphere

►BLM-

>Atmosphere

Layers,

>Atmosphere

Layers analysis

> Atmosphere

Layers Rubric

Activity

Specific

Assessment p.

71

Chapter 12.1

Lab Zone:

Inquiry Warm-up How

long will the Candle Burn?

Quick Lab- Breathe in,

Breathe Out.

Quick Lab- What is the

source of Earth’s Energy?

Chapter 12. 2

Lab Zone:

Inquiry Warm up- Does

Air Have Mass?

Teacher Demo- Density

Quick Lab- Properties of

Air

Quick Lab- Effects of

Altitude on the Atmosphere.

Chapter 12.3.

Lab Zone:

Inquiry Warm-up- Is Air

There?

Quick Lab- Layers of the

Atmosphere.

Quick Lab- Calculating

Temperature Changes.

(same as

reg.)

Chapter 12-

Lessons 12.1,

12.2, and 12.3.

Read pages

416- 431.

Chapter 12-

Lessons 12.1,

12.2, and 12.3.

Read pages

416- 431.

Revised 2015 44

Benchmarks

GLEs


Comprehensive

Curriculum


the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B2

Communicating

that scientific

investigations can

result in new

ideas, new

methods or

procedures and

new technologies

ESS – M – A12 –

Predicting

weather patterns

through the use of

a weather map.

ESS – M – C6 –

Modeling and

describing how

radiant energy

from the sun

affects

phenomena, such

as winds, ocean

currents, and the

water cycle.




investigations


investigations generally begin

with a review of the work of

others

ÈSS 27 – identify different air

masses, jet streams, global wind

patterns, and other atmospheric

phenomena and describe how

they relate to weather events,

such as El Nino and La Nina

ÈSS 43 – Identify the

processes involved in the

creation of land and sea breezes


unequal heating of Earth’s

surface affects movement of air

masses and water in the

atmosphere and hydrosphere

^SI 11, 14, 15, 16, 19

Activity 7 – Air

Masses

p. 68-69

Literacy

Strategy-

>Learning logs &

>Graphic

organizers

Chapter 12.4

Lab Zone-

Inquiry Warm- up-Does

a Plastic Bag Trap Heat?

Quick Lab- How Does

the Sun’s Energy Reach

Earth?

Lab Investigation- Heating Earth’s Surface.

Differential

instruction:

12.1- page 419

Composition of

Air

12.2-Page 425

High-Altitude

Living.

Chapter 12

Lessons

12.4, 12.5,

and 12.6

Read pages

432-453.

Chapter 12

Lessons 12.4,

12.5, and

12.6 Read

pages 432-

453.

Revised 2015 45

Benchmarks

GLEs


Comprehensive

Curriculum


the Earth

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B3-

Understanding

that mathematics,

technology, and

scientific

techniques used in

an experiment can

limit or enhance

the accuracy of

scientific

knowledge

SI-M-B7-

Understanding

that scientific

development/tech

nology is driven

by societal needs

and funding

ESS - M - A12 -

Predicting

weather patterns

through use of a

weather map.


variety of ways (e.g.,

symbols, illustrations, graphs,

charts, spreadsheets, concept

maps, oral and written reports,

equations)

SI 29-Explain how

technology can expand the

senses and contribute to the

increase and/or modification

of scientific knowledge

SI 30-Describe why all

questions cannot be answered

with present technologies

SI 39-Identify areas in which

technology has changed

human lives (e.g.,

transportation,

communication, geographic

information systems, DNA

fingerprinting)

ESS 27-Identify different air

masses, jet streams, global

wind patterns, and other

atmospheric phenomena and

describe how they relate to

weather events, such as El

Niño and La Niña (ESS-M-

A12)

^SI 12, 38, ESS 28, 44

Activity 8 –

Hurricanes

p. 69-70

►BLM-

>Raft Writing

Literacy

Strategy-

>RAFTed writing

Lab Zone:

Chapter 12.1-

Inquiry Warm-up- How long

will a candle?

Quick Lab- Breathe in, Breathe

Out.

Quick Lab- What is the source

of Earth’s energy?

Chap 12.2-

Inquiry Warm-up- Does Air

Have Mass?

Teacher Demo- Density

Quick Lab- Properties of Air.

Quick Lab- Soda Bottle

Barometer

Quick Lab- Effects of Altitude

on the Atmosphere.

Chap 12.4- Inquiry Warm-up Does a Plastic Bag Trap Heat?

Quick Lab- How Does the

Sun’s Energy Reach Earth?

Lab Investigation- Heating

Earth’s surface.

Chap 12.5- Inquiry-Warm-up What happens when air is

heated?

Quick Lab- Measuring

Temperature.

Quick Lab- Temperature and

Height

Chap 12.6- Inquiry Warm-up-

Does the Wind Turn?

Quick lab- Modeling Global

Wind Belts.

Differential

instruction:

12.4- Page 435

Heating Your

Home.

12.5- page 441

Heating

systems

12.6-page 445

Wind Vanes

Page 447-

Winds and

Airplanes.

Page 449- Names of the

Global winds

Chapter 12 –

Lessons 1, 2,

4 5, 6 – Read

pages 416-

425 & 432-

453.

Chapter 12

– Lessons

1, 2, 4 5, 6

– Read

pages 416-

425 & 432-

453

Revised 2015 46

Unit 6:

Earth’s Forces

Revised 2015 47

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 6: Earth’s Force-

Magnetism and Gravity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that can

be used to design a

scientific

investigation

SI-M-A2

Designing and

conducting a

scientific

investigation.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

PS – M – B2 –

Recognizing

different forces

and describing

their effects

(gravity, electrical,

magnetic)

SI 1-Generate testable questions

about objects, organisms, and

events that can be answered

through scientific investigation

SI 2-Identify problems, factors,

and questions that must be

considered in a scientific

investigation

SI 4-Design, predict outcomes, and

conduct experiments to answer

guiding questions

SI 13-Identify patterns in data to


SI 22-se evidence and observations

to explain and communicate the

results of investigations

*PS 4-Demonstrate that Earth has

a magnetic field by using magnets

and compasses.

^SI 7, 11, 12, 19, 23

Activity 1-

Magnetism

p. 75-77

Literacy

Strategy-

Split-page

notes

Activity Specific

Assessment P.84

Teacher’s Lab

Resource-Force and

Energy.

Lab Zone:

Inquiry Warm-up- Predict the Field. pg.

193.

Quick Lab- Spinning in Circles

pg. 194.

Quick Lab- Earth’s

Magnetic Field pg.

195.

Differentiated

Instruction: Create a

Magnetic

Game. pg 519.

Chapter 14.3

Earth’s

Magnetic

Field- Read

pages 516-

519.

Chapter

14.3 Earth’s

Magnetic

Field- Read

pages 516-

519.

Revised 2015 48

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that can

be used to design a

scientific

investigation

SI-M-A2

Designing and

conducting a

scientific

investigation.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

PS-M-B2-

Recognizing

different forces and

describing their

effects (gravity,

electrical, magnetic)

PS-M-B5-

Understanding that

unbalanced forces

will cause changes

in the speed or

direction of an

object’s motion.




investigation


answer questions

SI 4-Design, predict outcomes,

and conduct experiments to

answer guiding questions


appropriate graphical

representations to collect, record,

and report data (e.g., tables, charts,

circle graphs, bar and line graphs,

diagrams, scatter plots, symbols)

*PS 5-Define gravity and describe

the relationship among the force of

gravity, the mass of objects and

the distance between objects.

*PS 7-Expalin the relationships

among force, mass, and

acceleration.

^SI 1, 5, 6, 10, 12, 13, 21, 22

Activity 2-Gravity p.

77-80

►BLM-

>Vocabulary Self-

Awareness Chart

Literacy

Strategy-

>Opinionaire

>Self- Awareness

Teacher’s Manual-

Lab Zone:

Inquiry Warm-up:

Describing Forces

and Motion. pg.

Teacher’s Lab

Resource- Forces

and Energy:

Lab Zone:

How Pushy is a

straw? pg 55.

Differentiated

instruction: pg

509- Action-

Reaction Pairs.

Chapter

14.1 and

14.2. Read

pages 506-

515.

Chapter

14.1 and

14.2. Read

pages 506-

515.

Revised 2015 49

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B1-

recognizing that

different kinds of

questions guide

different kinds of

scientific

investigations

SI-M-B2

Communicating

that scientific

investigations can


new methods or

procedures and new

technologies

PS-M-B2-

Recognizing


describing their

effects (gravity,

electrical,

magnetic)

SI 19- Communicate ideas in a





SI 25-Compare and critique

scientific investigations

SI 27-Recognize that science uses

processes that involve a logical

and empirical, but flexible,

approach to problem solving


investigations generally begin with

a review of the work of others




the distance between objects

*PS 6-Predict how the

gravitational attraction between

two masses will increase or

decrease when changes are made

in the masses or in the distance

between the objects

^SI 2, 12, 34

Activity 3-

Newton’s Law of

Universal Gravitation

p. 80-81

Literacy

Strategy->Graphic

organizer

Activity Specific

Assessment p. 84

Teacher’s Lab

Resource: Lab

Zone- Astronomy

and Space science

Inquiry Warm-up-

What factors affect

Gravity?

Quick Lab-Weight

and the Force of

Gravity

Teacher

demonstration-

Demonstrate inertia

Quick lab- Around

and Around We Go

Design an

investigation-

Students use

everyday

things design

an experiment

demonstrating

inertia.

Chapter

14.2 Read

pgs. 510-

515.

Chapter

14.2 Read

pgs. 510-

515.

Revised 2015 50

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 6: Earth’s Force- Magnetism and

Gravity

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A2

Designing and

conducting a scientific

investigation.

SI-M-A3





data.

SI-M-A4

Developing

descriptions,


graphs

SI-M-A5





SI-M-A7

Communicating


information, and

explanations

PS-M-B2-Recognizing


describing their effects

(gravity, electrical,

magnetic)

PS-M-B5-

Understanding that

unbalanced forces will

cause changes in the

speed or direction of an

object’s motion.

ESS-M-C3-

Investigating the force

of gravity and the ways

gravity governs motion

in the solar system and

objects on Earth.

SI 4-Design, predict outcomes,

and conduct experiments to

answer guiding questions



metric system units of

measurement to make observations





explain natural events)




SI 22- Use evidence and



investigations




the distance between objects

*PS 7- Explain the relationships

among force, mass, and

acceleration

ÈSS GLE 39-Relate Newton’s

laws of gravity to the motions of

celestial bodies and objects on

Earth.

^SI 4, 6, 12, 13, 14, 20, 22

Activity 4-

Modeling Laws of

Motion

p. 81-84

►BLM-

>Teaching notes,

>Reciprocal

Teaching, &

>Discussion Guide

Literacy

Strategy->Reciprocal

teaching

Activity Specific

Assessment p. 84

Teacher’s Lab

Resource: Lab

Zone- Astronomy

and Space science

Inquiry Warm-up-

What factors affect

Gravity?

Quick Lab-Weight

and the Force of

Gravity

Teacher

demonstration-

Demonstrate inertia

Quick lab- Around

and Around We Go

Design an

investigation-

Students use

everyday

things design

an experiment

demonstrating

inertia.

Chapter

14.2 Read

pages 510-

515.

Chapter

16.1, 2 & 3.

Read 558-

579.

Revised 2015 51

Unit 7:

Astronomy and Space

Exploration

Revised 2015 52

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 7: Astronomy and Space

Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that can

be used to design

a scientific

investigation

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B6-

Communicating

that scientific

investigations can

result in new

ideas, new

methods or

procedures, and

new technologies.

ESS-M-B2

Devising a model

that demonstrates

supporting

evidence that the

Earth has existed

for a vast period

of time.


answer questions





and written reports, equations))

SI 38-Explain that, through the

use of scientific processes and


problems, make decisions, and

form new ideas

‘ESS 32- Interpret a timeline

starting with the birth of the solar

system to present day.

^SI 14, 29,40

Activity 1- In This Little

Corner

Pg 89-90

►BLM –

>This little Corner

Rubric

>Vocabulary self-

awareness chart

Literacy

Strategy- >Vocabulary self-

awareness chart

>Graphic

organizer.

Lab Zone:

Inquiry warm-up-

This is your life!

Quick lab- Going back

in time.

Inquiry warm-up-

How could a planet

form in space?

Build Inquiry-

Comparing and

contrasting atmospheric

gases.

Quick lab- Learning

form fossils


Quick Lab- Graphing

the Fossil Record.

Build Inquiry- Develop Hypotheses

Materials

Quick Lab- Modeling

Asteroid Impact

Build Inquiry- Prehistoric Life Forms

Differentiated

Instruction- L1-

Draw Pictures

Differentiated

instruction- Create a Timeline

pg 259

Lesson 6- Draw

pictures. pg 267.

Chapter 7-

lessons 7.4,

7.5 & 7.6:

pgs. 256-275.

Chapter 7-

lessons 7.4,

7.5 & 7.6:

pgs. 256-

275.

Revised 2015 53

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing models

and predictions

using the

relationships

between data and

explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B4-Using

data and logical

arguments to

propose, modify, or

elaborate on

principles and

models

ESS - M - C2-

Comparing and

contrasting the

celestial bodies in

our solar system

ESS - M - C5 -

Modeling the

position of the

Earth in relationship

to other objects in

the solar system.












SI 33-Evaluate models, identify


recommendations for

improvement

ÈSS 38 – Use data to compare the

planets in terms of orbit, size,

composition, density, rotation,

revolution, and atmosphere.

ÈSS 42 – Interpret a scale model

of the solar system.

^SI 13

Activity 2 – Scale

Model of the Solar

System

p.90-92

►BLM-

>Word Grid

Example,

>Word Grid

Example with

Answers

Literacy

Strategy-

>Word Grid

Activity

Specific

Assessment p.

102

Lab Resources:

Lab Zone Inquiry

warm-up-How big

is Earth?

Quick Lab-

Clumping Planets.

Inquiry Warm-up-

Ring around the

Sun.

Quick Lab-

Characteristics of

the inner planets.

Build Inquiry: Observe Mercury

Inquiry Warm-up-

How big are the

planets?

Quick lab- Density

Mystery

Teacher Demo- Model the great red

spot.

Quick Lab- Make

a Model of Saturn

Lab

Investigation:

Speeding around

the Sun.

Differentiated

Instruction:

Photo research

Chapter 17-

lessons 17.2,

17.3, &17.4

Read pages

594-615.

Chapter 17-

lessons

17.2, 17.3,

&17.4 Read

pages 594-

615.

Revised 2015 54

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using

mathematics and

appropriate tools

and techniques to

gather, analyze,

and interpret data.

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - C2-

Comparing and

contrasting the

celestial bodies in

our solar system




tables, charts)

SI 8-Use consistency and

precision in data collection,

analysis, and reporting






ÈSS 38 – Use data to compare the

planets in terms of orbit, size,

composition, density, rotation,

revolution, and atmosphere.

^SI 38

Activity 3 –

Planetary

Comparison p.92-

93

►BLM-

>Mission/ Project

Rubric

>Science Learning

Log

Literacy

Strategy-

>Learning logs

Activity

Specific

Assessment P.

102

Lab Resources:

Lab Zone Inquiry

warm-up-How big

is Earth?

Quick Lab-

Clumping Planets.

Inquiry Warm-up-

Ring around the

Sun.

Quick Lab-

Characteristics of

the inner planets.

Build Inquiry: Observe Mercury

Inquiry Warm-up-

How big are the

planets?

Quick lab- Density

Mystery

Teacher Demo- Model the great red

spot.

Quick Lab- Make

a Model of Saturn

Lab

Investigation:

Speeding around

the Sun.

Differentiated

Instruction:

Photo research

Chapter 17-

lessons 17.2,

17.3, &17.4

Read pages

594-615.

Chapter 17-

lessons

17.2, 17.3,

&17.4 Read

pages 594-

615.

Revised 2015 55

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics


and techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

ESS - M - C3 -

Investigating the force

of gravity and the

ways gravity governs

motion in solar

system and objects on

Earth.




measurement to make

observations

SI 13- Identify patterns in data to


ÈSS 39 – Relate Newton’s laws

of gravity to the motions of

celestial bodies and objects on

Earth.

^SI 15

Activity 4 –

Planetary Orbits p.

94

►BLM-

>Ellipse

Teacher’s Lab

Resource: Lab

Zone- Astronomy

and Space science

Inquiry Warm-up-

What factors affect

Gravity?

Quick Lab-Weight

and the Force of

Gravity

Teacher

demonstration-

Demonstrate inertia

Quick lab- Around

and Around We Go

Design an

investigation-

Students use

everyday things

design an

experiment

demonstrating

inertia.

Chapter 14.2

Read pages

510-515.

Chapter

14.2 Read

pages 510-

515.

Chapter

16.1, 2 & 3.

Read 558-

579.

Revised 2015 56

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing models

and predictions using

the relationships

between data and

explanations

ESS - M - C4 -

Modeling the motions

of the Earth - moon -

sun systems to

explain day and night,

a year, eclipses, moon

phases, and tides.







ÈSS 40 – Identify and illustrate

the relative positions of Earth,

Moon, and the Sun during eclipses

and phases of the moon.

^SI 13, 19, 33

Activity 5 –

Phases of the

Moon and Eclipses

p. 95-96

Literacy

Strategy-

>Science learning

log

Activity

Specific

Assessment p.102

Lab Resources: Lab

Zone-

Inquiry Warm-up- What causes day and

night?

Teacher Demo- Model Rotation

Quick Lab- Sun

Shadows


angles of sunlight

Lab Investigation- Reasons for the

seasons

Inquiry Warm-up- How does the moon

move?

Quick Lab- Moon

phases

Differentiated

Instruction- -Calculate Earth’s

Movements pg

533

Write and Model

pg 537

Identify How Full

Moons were

named pg 541

Chapter 15.1

and 15.2.

Read pages

530 -543.

Chapter

15.1 and

15.2. Read

pages 530-

543.

Revised 2015 57

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A5

Developing

models and

predictions using

the relationships

between data and

explanations

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - C4 -

Modeling the

motions of the

Earth - moon - sun

systems to explain

day and night, a

year, eclipses,

moon phases, and

tides














ÈSS 41 – Describe the effects of

the Moon on tides.

^SI 33

Activity 6 – Tides:

What’s the Moon

got to do With It?

p. 96-97

Lab Resources:

Lab Zone- Inquiry

Warm-up When is

High Tide?

Quick Lab- Modeling the

Moon’s Pull of

Gravity

Differentiated

Instruction:

Track the tides.

pg 547.

Chapter

15.3- read

pages 544-

547.

Chapter

15.3- read

pages 544-

547.

Revised 2015 58

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A5

Developing models

and predictions

using the

relationships

between data and

explanations

SI-M-B4-Using

data and logical

arguments to

propose, modify, or

elaborate on

principles and

models

ESS - M - C1 -

Identifying the

characteristics of

the sun and other

stars.

SI 15- Identify and explain the



SI 33- Evaluate models, identify


recommendations for improvement

ÈSS 37 – Use a Hertzprung -

Russell diagram and other data to

compare the approximate mass,

size, luminosity, temperature,

structure, and composition of the

Sun to other stars

^SI 6, 14, 15, 33

Activity 7 - Star

Colors and

Temperatures

p. 97-98

►BLM-

>Vocabulary Self-

awareness

Chart

Lab Resource:

Lab Zone- Inquiry

Warm-up- How

does Distance

affect an image?

Quick lab-

Observing a

continuous

spectrum.

Teacher demo-

Modeling light

Pollution

Lab Investigation- Design and build a

telescope.

Inquiry Warm-up How stars differ?

Quick Lab- Star

Bright

Quick Lab-

Interpreting The H-

R Diagram

Differentiated

instruction-

Galileo VS

Newton pg 631.

Supernovas pg

637.

Chapter

18.1, and 2

Read pages

626-637.

Chapter

18.1, and 2

Read pages

626-637.

Revised 2015 59

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics


and techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

ESS - M - C1 -

Identifying the

characteristics of the

sun and other stars

.

SI 6-` Select and use appropriate



measurement to make observations



ESS 37 – Use a Hertzprung -





Sun to other stars

Activity 8 -

Fingerprints of the

Stars

p. 63

Lab Resource:

Lab Zone- Inquiry

Warm-up- How

does Distance

affect an image?

Quick lab-

Observing a

continuous

spectrum.

Teacher demo-

Modeling light

Pollution

Lab Investigation- Design and build a

telescope.

Inquiry Warm-up How stars differ?

Quick Lab- Star

Bright

Quick Lab-

Interpreting The H-

R Diagram

Differentiated

instruction-

Galileo VS

Newton pg 631.

Supernovas pg

637.

Chapter

18.1, and 2

Read pages

626-637.

Chapter

18.1, and 2

Read pages

626-637.

Revised 2015 60

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

ESS - M - C1 -

Identifying the

characteristics of

the sun and other

stars











ÈSS 36 – Describe the life cycle

of a star and predict the next likely

stage of the Sun.

ÈSS 37 – Use a Hertzprung -





Sun to other stars

Activity 9 –

Hertzsprung –

Russell Diagram

p.99-109

►BLM-

>HR Diagram,

>HR Star Data

>HR Diagram

Simulation

Activity

Specific

Assessment P.

102

Lab Resource:

Lab Zone- Inquiry

Warm-up- How

stars differ?

Quick Lab- Star

Bright

Quick Lab-

Interpreting The H-

R Diagram

Quick Lab- What

determines How

Long Stars Live?

Teacher Demo- Squeezing matter

into a smaller

space.

Quick Lab- Life

cycle of stars.

Differentiated

instruction-

Galileo VS

Newton pg 631.

Supernovas pg

637.

Our sun a Red

Giant pg 641

Science Fiction

pg 643.

Chapter 18.

2 and 3 Read

pages 632-

645.

Chapter

18.1, and 2

Read pages

632-645.

Revised 2015 61

Benchmarks

GLEs


Comprehensive

Curriculum


Exploration

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

ESS - M - C8 -

Understanding

that space

exploration is an

active area of

scientific and

technological

research and

development

ÈSS 48 – Communicate ways

that information from space

exploration and technological

research have advanced

understanding about Earth, the

solar system and the universe.

ÈSS 49 – Identify practical

applications of technological

advances resulting from space

exploration and scientific

technological research.

^SI 18, 35, 38, 39, 40

Activity 10 –

Space Technology

p. 100-101

►BLM-

>Split-Page Notes

Literacy

Strategy-

>Graphic

Organizer

>Split-page

notetaking

Lab Resources: Lab

Zone-

Inquiry Warm-up

Where on the moon did

the astronauts land?

Build Inquiry-Apply the

concept of moon

exploration materials.

Build Inquiry-

Communicate knowledge

about the international

space station.

Quick Lab- Which tool

would you use in space?

Build Inquiry -Space

probes verses crewed

missions.

Quick Lab- Remote

control

Inquiry Warm-up- Using space science

Quick Lab- What do you

need to survive in space?

Lab Investigation-Space

spinoffs

Quick Lab- Useful

satellites

Differentiated

instruction- Communicate

the First Moon

Landing. pg 569

Design a Mural

pg 571.

Write a News

Report pg 573.

Research

spinoffs pg 577.

Design a Lab pg

579.

Chapter 16

Lessons 16.2

and 16.3.

Read pages

564-579.

Chapter 16

Lessons

16.2 and

16.3. Read

pages 564-

579.

Revised 2015 62

Unit 8:

Pollution and Its

Effects

Revised 2015 63

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 8: Pollution and Its

Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-B5

Understanding that


is enhanced through

peer review,

alternative

explanations, and


SI-M-B7-

Understanding that

scientific

development/technolo

gy is driven by

societal needs and

funding

SE - M - A9 -

Demonstrating

relationships of

characteristics of soil

types to agricultural

practices and

productivity

SE - M - A10 -

Identifying types of

soil erosion and

preventive measures

SI 37-Critique and analyze

their own inquiries and the

inquiries of others)


research on scientific

thought, society, and the

environment

+ SE 52 - Describe the

relationship between plant

type and soil compatibility.

^SI – 1, 4, 5, 6, 8, 38, 39

Activity 1– Soil

Sleuths p. 107-

108.

Literacy

Strategy-

>Learning log

Lab Zone –Lab

Resources: Inquiry

Warm Up

What is Soil?

Lab Zone-Build

Inquiry: Compare

types of soil.

Teacher’s

Manual-

Research Soil

Classifications

pg 325.

Chapter 9-

Lesson 9.2 &

9.3: pgs.

322-333.

Chapter 9-

Lesson 9.2-

9.3: pgs

322-333.

Revised 2015 64

Benchmarks

GLEs


Comprehensive

Curriculum


Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1


that can be used to

design a scientific

investigation

SI-M-A3

Using mathematics


and techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SE - M - A3 -

Demonstrating

knowledge that an

ecosystem includes

living and nonliving

factors and that

humans are an

integral part of the

ecosystem.

SI 2-Identify problems,





interpret appropriate graphical

representations to collect,

record, and report data (e.g.,

tables, charts, circle graphs,

bar and line graphs, diagrams,


+ SE 50 - Illustrate possible

point and non-point source

contributions to pollution and

natural or human-induced

pathways of a pollutant in an

ecosystem

^SI – 8, 27

SE-51

Activity 2 –

Where does Water

Run?

p. 110-111

Literacy

Strategy-

> Learning log

Lab Resources: Lab

Zone- Inquiry

Warm-up- What can

you do to protect land

and soil near your

school?

Quick Lab- Which

type of pollution is

worst?

Quick Lab- What can

you do to reduce land

pollution.

Inquiry Warm-up How does the water

change?

Quick lab- Where’s

the water?

Quick Lab-Cleaning

up oil spills

Differentiated

Instruction:

Solid Waste

Report pg 659

Reducing Land

Pollution pg 661.

Thermal

Pollution pg 665.

Historic Oil spills

pg 667.

Chapter 19.1

and 19.2.

Read pages

656-669.

Chapter 19.

1 and 19.2.

Read pages

656-669.

Revised 2015 65

Benchmarks

GLEs


Comprehensive

Curriculum


Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1


that can be used to

design a scientific

investigation

SI-M-A3

Using mathematics


and techniques to


interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SE - M - A3 -

Demonstrating

knowledge that an

ecosystem includes

living and nonliving

factors and that

humans are an

integral part of

ecosystem.

SI 3-Use a variety of sources

to answer questions

SI 7-Record observations

using methods that

complement investigations

(e.g., journals, tables, charts)


interpret appropriate graphical

representations to collect,

record, and report data (e.g.,

tables, charts, circle graphs,

bar and line graphs, diagrams,




+ SE 50 - Illustrate possible

point and non-point source

contributions to pollution and

natural or human-induced

pathways of a pollutant in an

ecosystem

SI 19

Activity 3 –

Campus Pollution

Patrol p. 112-113

►BLM-

>Pollution Walk

>Word Grid

Literacy

Strategy-

>Word Grid,

>Science learning

log

Activity

Specific

Assessment p.

118

Lab Resources: Lab

Zone- Inquiry

Warm-up- What can

you do to protect land

and soil near your

school?

Quick Lab- Which

type of pollution is

worst?

Quick Lab- What can

you do to reduce land

pollution.

Inquiry Warm-up How does the water

change?

Quick lab- Where’s

the water?

Quick Lab-Cleaning

up oil spills

Differentiated

Instruction:

Solid Waste

Report pg 659

Reducing Land

Pollution pg 661.

Thermal Pollution

pg 665.

Historic Oil spills

pg 667.

Chapter

19.1 and

19.2. Read

pages 656-

669.

Chapter 19.

1 and 19.2.

Read pages

656-669.

Revised 2015 66

Benchmarks

GLEs


Comprehensive

Curriculum


Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors SI-M-A3




analyze, and interpret data.

SI-M-A4

Developing descriptions,


graphs

SI-M-A5



relationships between data

and explanations

SI-M-A7

Communicating scientific

procedures, information,

and explanations

SI-M-B1-recognizing that

different kinds of

questions guide different

kinds of scientific

investigations

SE - M - A9 -

Demonstrating

relationships of

characteristics of soil types

to agricultural practices

and productivity

SE - M - A10 - Identifying

types of soil erosion and

preventive measures


using methods that



SI 12-Use data and

information gathered to

develop an explanation of

experimental results




investigation




SI 20-Write clear, step-by-step

instructions that others can

follow to carry out procedures

or conduct investigations

SI 26-Use and describe

alternate methods for

investigating different types of

testable questions

+ SE 53 - Distinguish among




preventive measures

^SI – 25, 33, 34, 35

Activity 4 –

Erosion

Prevention

p. 113-114.

Literacy

Strategy-

>Science

learning log

Activity

Specific

Assessment p.

118


10.1-Inquiry warm-up How

does gravity affect materials on

a slope?

Quick lab- Weathering and

Erosion



How does moving water wear

away rocks?



contrast deltas


environments


10.3 Inquiry Warm-up How

do Glaciers change land?





Quick Lab- Shaping a

coastline

10.5-Inquiry Warm-up How

does moving air affect

sediment?

10.6-Inquiry Warm-Up How

can you change land

Quick lab-Humans and

Erosion



L1-Weathering flashcards. pg

317

Model surface area.

Chapter 10-

Differentiated

Instruction:

10.1-Make

Dioramas

10.2-Urban

planning pg 351

Locate River

Features pg 353

10.3- Ice Age pg

361.

Glacier Charades

pg 363.

10.4-

Investigating

beach Erosion pg

367.

10.5- Wind

Erosion skit pg

371.

Chapter 8-

Lesson 8.1:

pgs 286-

291,

Chapter

10-Lessons

10.1, 10.2,

10.3, 10.4,

10.5, 10.6

pgs. 344-

377.

Chapter

13.5- Read

pages 480-

489.

Chapter 8-

Lesson 8.1:

pgs 286-

291,

Chapter 9-

Lessons: 9.1

pgs.314-

319, 9.3 pgs

330-333.

Chapter 10-

Lessons

10.1, 10.2,

10.3, 10.4,

10.5, 10.6

pgs. 344-

377.

Revised 2015 67

Benchmarks

GLEs


Comprehensive

Curriculum


Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI-M-A3

Using mathematics

and appropriate

tools and techniques

to gather, analyze,

and interpret data.

SI-M-A4

Developing

descriptions,

explanations, and

using graphs

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SE - M - A4 -

Understanding that

human actions can

create risks and

consequences in the

environment.


using methods that





SI 22- Use evidence and



investigations

+SE 51 - Analyze the



systems

Activity 5 – Every Drop

Counts p.114-

115

Literacy

Strategy-

>Science

Learning Log

Activity

Specific

Assessment p.

118

Lab Zone-

Inquiry Warm-up-What

is the greenhouse effect?

Quick Lab-Greenhouse

gases and global warming.

Differentiated

Instruction- Photographic

evidence pg 683.

Chapter

19-lesson 4

pages 678-

683.

Chapter 19-

lesson 4

pages 678-

683.

Revised 2015 68

Benchmarks

GLEs


Comprehensive

Curriculum


Effects

Activities

From

Comprehensive

Curriculum

Activities

From

Textbook

Regular Honors

Readings

From

Textbook

Regular Honors

SI –M-A1

Identifying

questions that can

be used to design

a scientific

investigation

SI-M-A7

Communicating

scientific

procedures,

information, and

explanations

SI-M-B6-

Communicating

that scientific

investigations can

result in new

ideas, new

methods or

procedures, and

new technologies.

SE-M-A4-

Understnding that

human actions

can create risks

and consequences

in the

environment.




investigation


answer questions SI 19-Communicate ideas in a





SI 38- Explain that, through the use

of scientific processes and


problems, make decisions, and form

new ideas (SI-M-B6)


research on scientific thought,

society, and the environment (SI-

M-B7)

+SE 51 - Analyze the

consequences of human activities

on global Earth systems

SI 39

Activity 6 – Can

We Fix It

p 116-117

►BLM-

>Likert Scale

Example

>Human

Impacts/Activities

Rubric

>Human Impacts/

Activities Links

Lab Zone-

Inquiry Warm-up-What

is the greenhouse effect?

Quick Lab-Greenhouse

gases and global

warming.

Differentiated

Instruction- Photographic

evidence pg 683.

Chapter 19-

lesson 4

pages 678-

683.

Chapter 19-

lesson 4

pages 678-

683.

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