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1 Revision 1.1
Los Angeles Unified School DistrictScience Instructional Guide Grades 6, 7, 8
Table of ContentsPages
Acknowledgements .......................................................................................... 3 Foreword ........................................................................................................ 5Science Instructional Guide Overview.............................................................. 5Instructional Resources and Strategies ............................................................ 7Graphic Organizer of Science Instructional Guide ........................................ 10
Section I. Overview of Major District Initiatives
A. Secondary Literacy Plan ....................................................................1-1B. The Nine Principles of Learning ........................................................ 1-2C. Culturally Relevant Teaching Methods to Close the Achievement Gap .... 1-5D. Small Learning Communities ............................................................ 1-6E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) ..........1-7F. Mathematics and Science Partnership Grants
(MSP)-System-Wide Change for All Learners and Educators (S.C.A.L.E) ................................................ 1-7
G. Science and Health ............................................................................ 1-7
Section II. Overview of State of California Documents
A. California Content Standards ............................................................2-1B. Science Framework for California Public Schools ............................ 2-2C. California Standards for the Teaching Profession .............................. 2-2
Section III. Science Pedagogy
A. Instruction, Learning Transfer, Inquiry ................................................ 3-1B. Principles and Domains of Culturally Relevant and Responsive Pedagogy .... 3-4C. Science Disciplinary Literacy ............................................................ 3-5
Section IV. Overview of Assessment
A. Concepts for Assessments in Science .............................................. 4-1B. LAUSD Periodic Assessments in Science ........................................ 4-2C. Scoring of District Periodic Assessments .......................................... 4-5 D. Unit Reflection, Intervention, Enhancement ........................................ 4-5E. Sample Periodic Assessment Items .................................................. 4-5
Section V. Grade 6
A. Introduction to the 6th Grade Science Section ................................ 5-1B. 6th Grade Periodic Assessments Organizer ...................................... 5-3C. Graphic Organizer for 6th Grade ...................................................... 5-4D. Legend Key for Matrix Chart ............................................................ 5-5E. LAUSD-6th Grade Science Matrix Chart .......................................... 5-7
2 Revision 1.1
Los Angeles Unified School DistrictScience Instructional Guide Grades 6, 7, 8
Table of ContentsPages
Section VI. Overview - Immersion Unit for Grade 6
Section VII. Grade 7
A. Introduction to the 7th Grade Science Section .................................. 7-2B. 7th Grade Periodic Assessments Organizer ...................................... 7-3C. Graphic Organizer for 6th Grade ...................................................... 7-4D. Legend Key for Matrix Chart .............................................................. 7-5E. LAUSD-7th Grade Science Matrix Chart ............................................ 7-7
Section VIII. Overview - Immersion Unit for Grade 7
A. Unit Overview ..................................................................................... 8-3B. Unit Key Concepts ............................................................................. 8-3C. California Grade 7 Science Standards........................................ 8-4D. Implementation Timeline .................................................................... 8-5E. Getting Started with Fast Plants.......................................................... 8-7
Section IX. Grade 8
A. Introduction to the 8th Grade Science Section .................................. 9-2B. 8th Grade Periodic Assessment Organizer ........................................ 9-3C. Graphic Organizer for 8th Grade ...................................................... 9-4D. Legend Key for Matrix Chart .............................................................. 9-5E. LAUSD-8th Grade Science Matrix Chart ............................................ 9-7
Section X. Overview - Immersion Unit for Grade 8
Section XI. Appendices
A. References and Suggested Readings .............................................. 11-2B. Culturally Responsive Suggested Readings...................................... 11-4C. Mathematics Science Technology Center ........................................ 11-5D. District Secondary Science Personnel .............................................. 11-8E. Recommended Programs, Contacts, Science Standards
Covered and Grade Levels Addressed ............................................ 11-9F. Middle School Science Electives ...................................................... 11-6
a. Descriptions of Approved LAUSD Electives for Middle Schools........ 11-16
3 Revision 1.1
ACKNOWLEDGMENTS
This publication reflects the collaborative effort of the many educators. This revision ofPublication No. SC-863.19 (Revised 2001) is based on the Science Content Standards forCalifornia Public Schools, Kindergarten Through Grade 12. Appreciation is extended to thefollowing educators who worked on the past and present publications:
Local District PersonnelDistrict A: Robert Scott, Science Expert
District B: David Kukla, Science Specialist
District C: Luis Rodriguez, Science Expert
District D: Karen Jin, Science Expert
District E: Thomas W. Yee, Science Specialist
District F: Diane L.Watkins, Science Specialist
District G: Allison Leggett, Science Expert
District H: Myrna H. Estrada, Science Expert
District I: Gary Scott, Science Coordinator
District J: Pamela H. Williams, Science Expert
District K: Gilberto Samuel, Science Expert
Dale Vigil, Superintendent, Local District J
J.L. “Bud” Jacobs, Interim Asst. Superintendent
Shelly Weston, Director of Secondary Instruction, Local District J
Glynn Thompson, Director of Instruction,Local District J
Robert Scott, Science Expert, Local District A
Luis Rodriguez, Science Expert, Local District C
Karen Jin, Science Specialist, Local District D
Thomas W. Yee, Science Specialist, Local District E
Diane L. Watkins, Science Specialist, Local District F
Pamela H. Williams, Science Expert, Local District J
Gilberto Samuel, Science Expert, District K
Linda Guthrie, UTLA Vice President, Secondary Education
Mike Dreebin, Vice President, Elementary Education, UTLA
Mike O’Sullivan, President, AALA
Cheryl Z. Tibbals, Educational Consultant
Rona Cole, Health Department
District ARandi Tunick, Nobel Middle School
Conrad Ulpindo, Holmes Middle School
Barbara Scott, Henry Middle School
District BMelissa Ornelas, Olive Vista Middle School
Mark Greenbaum, Sun Valley Middle School
William Millerick, McClay Middle School
Science Advisory Panel
UTLA Approved Design Team
4 Revision 1.1
District CJon Fisher Madison Middle School Monica Tully Mulholland Middle School
District ERobert White LeConte Middle SchoolLizbeth Steinhart Pio Pico Middle SchoolTracy Cross Mt. Vernon Middle School
District GAngela C. Okwo Brett Harte Middle School Edozie "Che" Edoga John Muir Middle School
District IConnie Yu Markham Middle SchoolAyham Dahi Drew Middle School
District KFabiola Lara Wilmington Middle SchoolCarie Jackson White Middle SchoolMichelle Brownridge-Keller Curtis Middle School
District DKim Uchida Revere Middle SchoolRebecca Buschang Palms Middle SchoolWill Herrera Marina Del Rey Middle SchoolLauren Baker Bancoft Middle School
District FGeorge Jauregui Berendo Middle SchoolHannah Grossman El Sereno Middle School
District HSusan Munoz Stevenson Middle SchoolCarol Cho Hollenbeck Middle SchoolCarol Lara Stevenson Middle School
District JKathy Stevens Elizabeth Learning Ctr.Miguel Rodriguez Nimitz Middle SchoolChris Kyaw South Gate Middle School
William Tarr, IFL-Science Liason Patty McGruder, IFL- District Liason
IFL
Dr. Noma Le Moine, Director Carlos C. Barron, Instructional Specialist
Instructional Guide CoordinatorDon Kawano, Secondary Science Specialist
Instructional Guide ConsultantCheryl Z. Tibbals
LAUSD Central OfficeTodd Ullah, Ed.D
Director of ScienceDivision of Instructional Support Services
Liza G. Scruggs, PhD.Assistant Superintendent
Division of Instructional Support Services
APPROVED:MERLE PRICE
Deputy SuperintendentDivision of Instructional Support Services
AEMP
5 Revision 1.1
Los Angeles Unified School District
Foreword
Former New York Mayor Rudy Giuliani is well known for the simple two-wordsign on his desk, "I'm Responsible." This sign was strategically placed toremind both the mayor and visitors that true success comes from co-accountability and co-responsibility. In a coherent instructional system,everyone is responsible for student learning and student achievement. Thequestion we need to constantly ask ourselves is, "How are our studentsdoing?"
The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they arewell defined and clearly communicated to students, teachers, administrators,and parents. The focus of a standards-based education system is to providecommon goals and a shared vision of what it means to be educated. Thepurposes of a periodic assessment system are to diagnose student learningneeds, guide instruction and align professional development at all levels of thesystem.
The Los Angeles Unified School District is re-designing elementary andsecondary instruction. Putting Students First is our District's plan to improvethe academic achievement of all students.
The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the Science Content Standards for California PublicSchools.
I ask for your support in ensuring that this tool is utilized so students are ableto benefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, andassessment are tightly interwoven to support student learning and ensure ALLstudents have equal access to a rigorous curriculum.
We must all accept responsibility for closing the achievement gap andimproving student achievement for all of our students.
Roy Romer
6 Revison 1.1
The State of California established theStandardized Testing and Reporting (STAR)Program to evaluate programs anddetermine students' proficiency on thecontent standards for Language Arts,Mathematics, Science, and Social Studies.The STAR Program tests 5th Gradestudents with a California Standards Test(CST) in science that is aligned to thegrades 4 and 5 California standards.Specific California Standards Tests are alsogiven at the high school level for grades 9 -11.
The STAR Program is also used byCalifornia to meet some of therequirements of the No Child Left Behind(NCLB) Act (PL 107-110), signed into lawin January 2002. The Federal NCLBLegislation specifies a timeline that requiresstates to adopt either grade-level contentstandards, or grade-level content objectivesaligned to benchmarked standards, inEnglish, mathematics and science. Oncethese content standards or grade-levelcontent objectives are adopted, states mustphase-in assessments aligned to theiradopted content standards or objectives.The NCLB science requirement specifiesthat by the 2007-08 school year statesshould give standards-aligned assessmentsin science at least once in the grade spans3-5, 6-9, and 10-12. In 2006 there will be a
test in Grade 8 focused on the Grade 8content standards and in 2007 a test at10th focused on the Grade 6-8 Life Scienceand high school Biology/Life Sciencestandards. The 5th Grade CST will beused for both the STAR Program and theNCLB requirement. The results of theseassessments, as well as those in Englishand mathematics, are used in the states’accountability programs as one of severalindicators for schools’, districts’, andstates’ Adequate Yearly Progress (AYP).Schools, districts, and states that don’tmeet their AYP targets may face Federalsanctions under NCLB.
The purpose of this Instructional Guide andthe accompanying periodic assessments isto provide teachers with the supportneeded to ensure that students havereceived the science content specified bythe Science Content Standards forCalifornia Public Schools, and to providedirection for instruction or additionalresources that students may require inorder for to become proficient in science attheir particular grade level. This Guide isintended to be the foundation of astandards-based instructional program inscience, from which the local district,school and classroom will further enrichand expand based on the local expertiseand available resources.
Science Instructional Guide Overview
Background
The Science Instructional Guide for grades6, 7, and 8 provides a contextual map forteaching all of the California sciencestandards at middle school. The Guideprovides the foundation for building aclassroom curriculum and instructionalprogram that engages all students inrigorous and dynamic learning. Aligned tothe California science standards and theScience Framework for California Public
Schools, the instructional resources in thisGuide support District initiatives to closethe achievement gap and raise all studentsto “proficient” performance in science. TheScience Instructional Guide is one part of a“systemic” approach to the teaching ofscience that involves instruction,assessment, and professionaldevelopment.
7 Revison 1.1
The Instructional Guide is a foundationfor the teaching of science in Grades 6-8. The guide is designed to providesupport for teachers with instructionalresources to assist them in theirimplementation of a standards-basedprogram. The Guide is designed as aresource to support the implementationof a balanced (inquiry/text) instructionalprogram.
This Guide should be used at the localdistrict level as a foundation for thedevelopment of an instructional programthat best utilizes the expertise andresources within that local district. Inimplementing this Guide, it is suggestedthat teachers work together to select thebest combination of resources to meet
their instructional goals and the specificlearning needs of their students.Therefore, this Guide focuses on theefficient use of state-adopted textbooksas well as other resources found in manyLAUSD schools and those availablethrough many of the MathematicsScience Technology (MST) Centers.
The Role of this Guide is to also supportthe usage of periodic diagnosticassessments to ensure that studentshave access to the Science ContentStandards for California Public Schools.Proficiency of grades K - 8 sciencestandards will provide a strongfoundation upon which the student'sHigh School science experience will bebuilt.
The Science Instructional Guides forgrades 6 and 8 are organized into three“Instructional Components” that map outthe academic year. The InstructionalGuide for grade 7 is mapped into twoInstructional Components. Included ineach Instructional Component for grades6, 7, and 8 are the following:
• Standard Sets The Standard Sets lay the foundationfor each Instructional Componentand the Periodic Assessments. TheStandard Sets were determined byanalyzing the California sciencestandards for each grade level andorganizing the standards into logicalgroups for efficient and effectiveteaching.
• Content Standard GroupsWithin each Standards Set, thestandards are organized into smaller“Standards Groups” that provide aconceptual approach for teaching thestandards within each InstructionalComponent.
• Key ConceptsKey Concepts signify the “big idea”represented by each StandardsGroup.
• Analyzed StandardsThe detailed description of thecontent standards in the ScienceFramework for California PublicSchools: Kindergarten ThroughGrade Twelve (2003) was usedextensively in the development of theanalyzed standards. The bulk of thestandards all begin with "studentsknow" : These statements have beentranslated into statements of studentperformance that describes both theactivity and the "cognitive" demand tomeet those standards.
The Role of the Instructional Guide to Support Instruction
Organization of the Science Instructional Guide
8 Revision 1.1
• Instructional Resources
• Sample Performance Tasks, SampleScoring Criteria, and Some SuggestedConcepts and Skills to SupportStudent Success areinstructional/assessment tasks alignedto one or more of the AnalyzedStandards in a Standards Group.Teachers may want to adopt or adaptthese Performance Tasks for use intheir classroom instructional programs.Each Performance Task sets “clearexpectations” for student performanceand includes sample scoring criteriaand some suggested concepts andskills to support student success onthe task.
• Possible Standards-Aligned ResourcesTextbook References: Standards-Aligned Resources include textbookreferences from the LAUSD adoptedseries that have been correlated withthe Content Standard Group. Theseare provided to assist teachers inlocating selections from text that alignwith each of the Standards Groups.
Sample Activities Aligned to theStandards: Also included with thePossible Standards-Aligned Resourcesare activities that teachers may use forinstruction for the content standardgroup.
LAUSD teachers have access to oneof the following State adoptedtextbooks, Science Explorer (PrenticeHall 2001), Science and Technology(Holt 2001) or Science Voyages(Glencoe 2001), at their respectivemiddle school. Textbook referencesthat are aligned to the Science ContentStandards for California Public Schoolsin each textbook series are included inthe Instructional Guide.
The Full Option Science Series(FOSS), Science TechnologyConcepts (STC), AIMS, WisconsinFast Plants, GLOBE, GEMS, ProjectWet, Project Wild, Investigating Earth'sSystems (IES),and other supplementalresources are widely used in schoolsacross the LAUSD and are madeavailable through purchase or a check-out process through the DistrictMathematics Science TechnologyCenters. Although not all schools havethe same instructional kits andcurriculum guides, these curricula canbe shared across classrooms, schoolsand local districts. This Guide does notintend to reflect an exhaustive analysisof these curricula, citing only thoseactivities identified by the developmentteams to be substantially in alignmentwith the California Science ContentStandards for Grades 6 through 8.
The scientist is a practical man and his are practical (i.e.,practically attainable) aims. He does not seek the ultimate butthe proximate. He does not speak of the last analysis butrather of the next approximation. His are not those beautifulstructures so delicately designed that a single flaw may causethe collapse of the whole. The scientist builds slowly and with agross but solid foundations, he can replace that part withoutdamage to the remainder. On the whole he is satisfied with hiswork, for while science may never be wholly right it certainly isnever wholly wrong; and it seems to be improving from decadeto decade.
G.N. Lewis. Quoted in Stoichiometry by Leonard K. Nash.Addison-Wesley 1966. p. vii.).
9 Revison 1.1
• Immersion Units (extended science investigations)
Immersion units are extended scienceinvestigations (four weeks or more). Theuse of an immersion unit is an instructionalstrategy that brings together science,mathematics, engineering and technologylearning experiences to ensure that allstudents engage in an extended scientificinvestigation at least once per year.Immersion is also a strategy for increasingparticipation of traditionally underservedyouth in science courses with a goal ofincreasing enrollment in more advancedscience courses. The immersion projectswill provide all students with the opportunityto:
• Investigate a scientific topic in-depthover an extended period of time.
• Experience putting disparate bits ofknowledge into a systematic conjectureor hypothesis.
• Gather data that tests the hypothesis.
• Confront conflicting evidence.
• Draw conclusions and reflect onthose conclusions.
These immersion units are an ideal wayof deepening inquiry in science,supporting personalized learning and canbe used in Small Learning Communitysettings. These extended investigationsalso support culturally responsivepedagogy and all students to use bothdeductive and inductive reasoning to builtconcepts and make connections to priorexperience and cultures.
• Appendix
An Appendix with District contacts andother useful information is included at theend of this Instructional Guide.
The attempt should be made...to teach science as part of thetotal intellectual and historical process, of which , in fact, it hasalways been an important part. The students should gain thereby an insight into the principlesof science....The claim of General Education is that the history is science ispart of science.So are its philosophy, its great literature, and its social andintellectual context.The contribution of science instruction to the life of theuniversity and to society should include these elements, sincescience includes them...
Harvard committee on general education.
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1-1 Revison 1.1
I. Major District Initiatives
The Science Instructional Guide andPeriodic Assessments are part of the largerDistrict Periodic Assessment System thatwill support major Los Angeles UnifiedSchool District Initiatives: A. Secondary Literacy Plan, B. InstituteFor Learning (IFL)- Nine Principles ofLearning,
C. Closing the Achievement Gap:Improving Educational Outcomes forUnder-Achieving Students Initiative, D.Small Learning Communities, E. The LosAngeles Urban Systemic Program and F.the Mathematics Science Program forSystem-Wide Change for All Learnersand Educators (S.C.A.L.E.).
A. Excerpts from the Secondary Literacy Plan
The goal of the Los Angeles Unified SchoolDistrict's Secondary Literacy Plan is toenhance the District's efforts to providelearning opportunities and instruction toenable all middle and high school studentsto perform rigorous work and meet orexceed content standards in each contentarea. The plan is designed to addressstudent and teacher needs and overcomechallenges commonly faced in middle andhigh school today. The purposes of theplan include the following:
• To address literacy in all content areas.
• To help secondary teachers define their role in teaching reading andwriting in their content area.
• To help struggling students with basicreading and writing skills and providedifferentiated support.
• To train secondary content area(including science) in the use of literacyskills andstrategies toprovideadditional,differentiatedsupport forstudents wholack basicreading and writing skills.
• To change the institutional culture andschool structures of traditional middleand high schools that often isolateteachers and students and act asbarriers to learning and change.
To meet the challenges of the SecondaryLiteracy Plan some of the following actionsare to:
• Develop an instructional disciplinary literacy framework support standards-based instruction related to a specificcontent area.
• To communicate that content literacyaddresses the development of literacyand content knowledge simultaneously.
• Organize instruction at the secondary level to create and support learningconditions that will help all studentssucceed.
• Implement a coherent ongoingprofessional development plan that willprovide content area teachers withcontent specific knowledge andexpertise to meet the varied learningand literacy needs of all students.
• Structure an organizational design(literacy cadres and coaches) that will
enhance a school'scapacity toaddress theteaching ofstudents withdiverse learningneeds. Create an
infrastructure thatwill include instructional models tosupport expert teaching of contentaligned to the standards.
• Differentiate instructional programs tomeet the varied needs of all students,particularly those who need extensiveaccelerated instruction in decoding,encoding, and reading fluency.
Science is organized knowledge.
Herbert Spencer (1820-1903)English philosopher. Education
1-2 Revison 1.1
B. The Nine Principles of Learning
The Division of Instructional SupportServices is presently engaged in acomprehensive review of all interventionstrategies and programs. The office willbring forward recommendations that willbetter define our intervention programs andensure that all interventions are research-based, effective and correlated toclassroom instruction. The office willidentify specific interventions andrecommendations for grades K through 12including a comprehensive review of thepresent Summer School and Intercessionprograms. It is critical that as we implementstandards-based instruction and we havethe capacity to diagnose studentweaknesses and prescribe specificinterventions that will help correct thoseweaknesses. In accomplishing this goal,
we will need to: identify in-class strategies,extended day strategies and strategies thatcan be implemented in Summer Schooland Intersession Programs. ProfessionalDevelopment must be provided so that allteachers are taught instructionalapproaches that support success for allstudents.
Figure 1 illustrates an overview of theSecondary Literacy Plan Components andshows the "content connections" amongthe disciplines of Science, EnglishLanguage Arts, Mathematics, and SocialStudies. The interaction of the standards,professional development, assessment andevaluation combine to form an interactivesystem that promotes content literacy.
The Nine Principles of Learning from theInstitute for Learning provide the theoreticalfoundation of research-based instructionalpractices that provide the foundation forthe Secondary Redesign Comprehensive
Plan. These nine principles are imbeddedthroughout the Instructional Guide andunderscore the beliefs of the Los AngelesUnified School District.
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Figure 1
1-3 Revison 1.1
• Organizing for Effort
An effort-based school replaces theassumption that aptitude determines whatand how much students learn with theassumption that sustained and directedeffort can yield high achievement for allstudents. Everything is organized to evokeand support this effort, to send themessage that effort is expected and thattough problems yield to sustained work.High minimum standards are set andassessments are geared to the standards.All students are taught a rigorouscurriculum aligned to the standards, alongwith as much time and expert instruction asthey need to meet or exceed expectations.This principle is one of the guiding beliefscommon in every school in the Los AngelesUnified School District.
• Clear Expectations
If we expect all students to achieve at highlevels, then we need to define explicitlywhat we expect students to learn. Theseexpectations need to be communicatedclearly in ways that get them "into theheads" of school professionals, parents,school communities and, above all,students themselves. Descriptive criteriaand models of work that meets standardsshould be publicly displayed, and studentsshould refer to these displays to help themanalyze and discuss their work. With visibleaccomplishment targets to aim toward ateach stage of learning students canparticipate in evaluating their own work,and setting goals for their own efforts.
• Fair and Credible Evaluations
If we expect students to put forth sustainedeffort over time, we need to useassessments that students find fair, andthat parents, community, and employersfind credible. Fair evaluations are ones thatstudents can prepare for: therefore, tests,exams and classroom assessments as wellas the curriculum must be aligned to thestandards. Fair assessment also meansgrading against absolute standards ratherthan on a curve, so students clearly see the
results of their learning efforts.Assessments that meet these criteriaprovide parents, colleges, and employerswith credible evaluations of what individualstudents know and can do.
• Recognition of Accomplishment
If we expect students to put forth andsustain high levels of effort, we need tomotivate them by regularly recognizing theiraccomplishments. Clear recognition ofauthentic accomplishment is the hallmark ofan effort-based school. This recognitioncan take the form of celebrations of workthat meets standards or intermediateprogress benchmarks en route to thestandards. Progress points should bearticulated so that, regardless of enteringperformance level, every student can meetreal accomplishment criteria often enoughto be recognized frequently. Recognition ofaccomplishment can be tied to anopportunity to participate in events thatmatter to students and their families.Student accomplishment is also recognizedwhen student performance on standards-based assessments is related toopportunities at work and in highereducation.
• Academic Rigor in a Thinking Curriculum
Thinking and problem solving will be the "newbasics" of the 21st century, but the commonidea that we can teach thinking without asolid foundation of knowledge must beabandoned, so must the idea that we canteach knowledge without engaging studentsin thinking. Knowledge and thinking areintimately joined. This implies a curriculumorganized around major concepts thatstudents are expected to know deeply.Teaching must engage students in activereasoning about these concepts. In everysubject, at every grade level, instruction andlearning must include commitment to aknowledge core, high thinking demand, andactive use of knowledge.
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• Accountable Talk
Talking with others about ideas and work isfundamental to learning but not all talksustains learning. For classroom talk topromote learning it must be accountable tothe learning community, to accurate andappropriate knowledge, and to rigorousthinking. Accountable talk seriouslyresponds to and further develops whatothers in the group have said. It puts forthand demands knowledge that is accurateand relevant to the issue under discussion.Accountable talk uses evidence appropriateto the discipline (e.g., proofs inmathematics, data from investigations inscience, textual details in literature,documentary sources in history) andfollows established norms of goodreasoning. Teachers should intentionallycreate the norms and skills of accountabletalk in their classrooms.
• Socializing Intelligence
Intelligence is much more than an innateability to think quickly and stockpile bits ofknowledge. Intelligence is a set of problem-solving and reasoning capabilities alongwith the habits of mind that lead one to usethose capabilities regularly. Intelligence isequally a set of beliefs about one's rightand obligation to understand and makesense of the world, and one's capacity tofigure things out overtime. Intelligent habitsof mind are learnedthrough the dailyexpectations placed onthe learner by callingon students to use theskills of intelligentthinking, and byholding themresponsible for doing so, educators can"teach" intelligence. This is what teachersnormally do with students from whom theyexpect achievement; it should be standardpractice with all students.
• Self-management of Learning
If students are going to be responsible forthe quality of their thinking and learning,they need to develop and regularly use anarray of self-monitoring and self-management strategies. These meta-cognitive skills include noticing when onedoesn't understand something and takingsteps to remedy the situation, as well asformulating questions and inquiries that letone explore deep levels of meaning.Students also manage their own learningby evaluating the feedback they get fromothers; bringing their backgroundknowledge to bear on new learning;anticipating learning difficulties andapportioning their time accordingly andjudging their progress toward a learninggoal. These are strategies that goodlearners use spontaneously and that allstudents can learn through appropriateinstruction and socialization. Learningenvironments should be designed to modeland encourage the regular use of self-management strategies.
• Learning as Apprenticeship
For many centuries most people learned byworking alongside an expert who modeledskilled practice and guided novices as theycreated authentic products orperformances for interested and critical
audiences. This kind ofapprenticeship allowedlearners to acquirecomplexinterdisciplinaryknowledge, practicalabilities, andappropriate forms ofsocial behavior, Muchof the power of
apprenticeship learning can be brought Intoschooling by organizing learningenvironments so that complex thinking ismodeled and analyzed, and by providingmentoring and coaching as studentsundertake extended projects and developpresentations of finished work, both in andbeyond the classroom.
Science is the systematicclassification of experience.
George Henry Lewis(1817-78) English writer andcritic.
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C. Culturally Relevant Teaching Methods to Close the Achievement GapIn June of 2000, the LAUSD Board ofEducation approved a resolution thatcalled for an Action Plan to eliminate thedisparities in educational outcomes forAfrican American as well as otherstudent groups. Five major tenets, alongwith their recommendations, performancegoals, and evaluations are to beembedded into all District instructionalprograms. The Science InstructionalGuide for Middle School Grades 6-8supports these tenets that are:
• Tenet 1 -Students Opportunity to Learn
Comprehensive professionaldevelopment for administrators, teachers,counselors, and coaches on CulturallyResponsive and Culturally ContextualizedTeaching will ensure that instruction forAfrican American students is relevant andresponsive to their learning needs.
• Tenet 2 - Students' Opportunity to Learn (Adult-Focused)
The District willprovideprofessionaldevelopment inthe AcademicEnglish MasteryProgram (AEMP)to promotelanguageacquisition andimprove student achievement.
• Tenet 3 - Professional Development for Teachers and Staff Responsible for the Education of African
American Students.
The District will make every effort toensure that all staff (Central, LocalDistrict, and School Site) and all externalsupport providers are adequately trainedand have the pedagogical knowledgeand skill to effectively enhance the
academic achievement of AfricanAmerican students.
• Tenet 4 - Engage African American parents and community in education of African American students.
Parents should be given the opportunityand the tools to be effective educationaladvocates for their children. The Districtwill continue to support the efforts of itsschools to engage parents in theeducation of their children throughimproved communication among schools,teachers, and parents.
• Tenet 5 - Ongoing planning, systematic monitoring, and reporting
The disparities in educational outcomesfor African American as well as otherstudents will be systemically monitoredand ongoing reflection and planning willoccur at all levels in the District.
Culturally Relevant and ResponsiveMethods forincreasingachievementoutcomes forAfrican Americanand otherunderachievingstudents of Color.
The following arebasic assumptions
upon which culturally relevant andresponsive instruction and learning isbuilt.
Basic Assumptions
Comprehensible: Culturally ResponsiveTeaching teaches the whole child.Culturally Responsive teachers developintellectual, social emotional, and politicallearnings by using cultural references toimpart knowledge, skills, and attitudes.
Science is simply common sense atits best that is, rigidly accurate inobservation, and merciless to fallacyin logic.
Thomas Henry Huxley (1825-95)English biologist.
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D. Small Learning Communities
Multidimensional: Culturally ResponsiveTeaching encompasses content, learningcontext, classroom climate, student-teacher relationships, instructionaltechniques, and performanceassessments.
Empowering: Culturally ResponsiveTeaching enables students to be betterhuman beings and more successfullearners. Empowering translates intoacademic competence, personalconfidence, courage, and the will to act.
Transformative: Culturally ResponsiveTeaching defies conventions of traditionaleducational practices with respect to ethnicstudents of color. It uses the cultures andexperience of students of color as
worthwhile resources for teaching andlearning, recognizes the strengths of thesestudents and enhances them further in theinstructional process. Culturally ResponsiveTeaching transforms teachers andstudents. It is in the interactions withindividual educators that students are eitherempowered or alternately, disabled -personally and academically.
Emancipatory: Culturally ResponsiveTeaching is liberating. It makes authenticknowledge about different ethnic groupsaccessible to students and the validation,information, and pride it generates are bothpsychologically and intellectually liberating.
The Los Angeles Unified School District iscommitted to the learning of every child.That commitment demands that every childhas access to rich educational opportunitiesand supportive, personalized learningenvironments. That commitment demandsthat schools deliver a rich and rigorousacademic curriculum and that students meetrigorous academic standards.Correspondingly, the large, industrial modelschools typical of urban areas will bereconfigured and new schools will be builtand/or organized to accommodate SmallLearning Communities. These communitieswill be characterizedby:
• Personalizedinstruction
• Respectful andsupportive learningenvironments
• Focused curriculum
• Rigorous academicperformancestandards
• Continuity ofinstruction
• Continuity of student-teacherrelationships
• Community-based partnerships
• Joint use of facilities
• Accountability for students, parents, andteachers
• Increased communication andcollaboration
• Flexibility and innovation for students,parents, and teachers
The LAUSD is committed to the redesignof its schools. That commitment includes
the willingnessto treatstudents asindividuals andthe willingnessto allow eachschool to fulfillthe goals of theSmall LearningCommunityideals in theuniqueness ofits own setting.
Science is nothing but trained andorganized common sense differing fromthe latter only as a veteran may differfrom a raw recruit: and it’s methodsdiffer from those of common sense onlyas far as the guardsman’s cut andthrust differ from the manner in which asavage wields his club Thomas HenryHuxley (1825-95)
English biologist. “The Method ofZadig” in Collected Essays IV.
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F. Mathematics, Science, Partnership Grants - System-wide Change for All Learners and Educators (S.C.A.L.E)
The S.C.A.L.E. partnership is a five yearNSF grant program that brings togethermathematicians, scientists, socialscientists, engineers, technologists andeducation practitioners to build a wholenew approach to enhancing mathematicsand science education. The goal ofS.C.A.L.E. is to improve the mathematics
and science achievement of all students atall grade levels by engaging them in deepand authentic instructional experiences.One major component of the partnership isto have all students engaged in anextended (e.g., four weeks or more)scientific investigation at least once aschool year.
G. Science and Health
The Los Angeles Board of Education hasapproved a policy which requires onesemester of Science and one semester ofhealth in Grade 7 and a one-semestercourse in health in Grades 9-12 in thesenior high. Middle School students aretransitioning from childhood to adulthoodand need theknowledge and skillsprovided in health andscience to be healthy,educated, successfulindividuals. Grade 6Science and Health iscomposed of two semesters of which eachsemester is composed of 13 weeks ofscience and 6 weeks of health in a 19
week semester. Grade 7 Science is a onesemester class that focuses on life scienceand emphasizes Cell Biology, Genetics,Evolution, Earth and Life History (EarthScience), Structure and Function in LivingSystems, Physical Principles in LivingSystems (Physical Science) and
Investigation andExperimentation.Grade 7 HealthemphasizesPreventative Care andBehavior. Discretefacts do not change
behavior; therefore, applications in bothsubjects are crucial to the well-being andsuccess of our Middle School students.
E. The Los Angeles Urban Systemic Program (LAUSP)The Urban Systemic Program (USP) is anational initiative sponsored by the NationalScience Foundation (NSF). The grant isreviewed yearly by the NSF and will sunset2004-2005. The USP is built upon the foundation of the previousLA-SI (Los Angeles Urban SystemicInitiative) Program to improve Mathematics,Science, and Technology education.
The USP is focusing on enhancing thefollowing components: standards-basedcurriculum, instructional methods,instructional materials, assessment, andprofessional development. These goals arebeing addressed by:
• Evaluating the system's science andmathematics infrastructure, the needs ofthe workforce, workforce competencyand workforce capacity to deliver thecurriculum.
• Aligning curriculum to be standards-based for all students.
• Providing differentiated professionaldevelopment in content and pedagogy instandards-based curriculum .
• Encouraging enrollment in advancedmathematics and science courses.
[Science is] the literature of truth.Josh Billings (Henry WheelerShaw) (1815-85) U.S. humorist.
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The primary responsibility of the teacheris to teach his/her subject’s standardsand concepts. Below are some waysthat health topics could be connectedand cross-referenced for students in aGrade 7 Science class. Given thatscience has its own standards and timerestraints, the following are onlysuggestions. Creating your ownconnections to the instructional guideswill strengthen student retention andprovide for better understanding.
Suggestions of 7th Grade HealthConcepts from the California HealthFramework for Public Schools whichconnect and cross-reference with Grade7 Science Topics from the ScienceContent Standards for California PublicSchools
1. Science Topics:CELL BIOLOGY, STRUCTURE AND FUNCTION
Health Topics:Nutrition and Food Choices, Exercise,Asthma, Respiratory System, Allergies,Drugs, Cancer, *Reproduction (HealthConcepts 1, 2, 3, 7, 9)
2. Science Topic:GENETICS
Health Topics:*Human Reproduction, GeneticDiseases, Communicable and Non-Communicable Disease, Alcoholism,Mental Illness, Nutrition/Obesity (Health Concepts 1, 2, 7, 9)
*Human Reproduction Mandates andRequires a Parent Permission Slip
3. Science Topic:GENETICS
Health Topics:Human Reproduction, Inheritance,Physical and Mental Diseases,Preventing and Treating Diseases(Health Concepts 1, 2, 7)
4. Science Topic:EVOLUTION
Health Topics:Nutrition, Obesity, Exercise,Environmental Health, FamilyLifestyles, Human Development and
*Reproduction (Health Concepts 1,2, 4, 5, 6, 7, 8)
5. Science Topic:STRUCTURE AND FUNCTION INLIVING SYSTEMS
Health Topics:Nutrition, Hygiene, *Reproduction,Diseases, Growth and Development,Body Systems (Health Concepts 1,2, 3, 7)
6. Science Topic:STRUCTURE AND FUNCTION INLIVING SYSTEMS
Health Topics:Communicable and Non-Communicable Diseases, Infection,Universal Precautions, Hygiene,Environmental Health, ImmuneSystem, Immunizations,
Antibiotics, Medicine, Drugs (Health Concepts 1, 2, 3, 8)
7. Science Topic:STRUCTURE AND FUNCTION INLIVING SYSTEMS
Health Topics:Environmental Health, Molds – withregard to Health, Skin – Athlete’sFoot, Hygiene, Malaria, Diseases(Health Concepts 1, 2, 3, 4, 9)
• Human Reproduction Mandates andRequires a Parent Permission Slip
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8. Science Topics:CELL BIOLOGY, STRUCTUREAND FUNCTION
Health Topics:Nutrition, Digestion, *Reproduction(Health Concepts 1, 2, 7, 8)
9. Science Topic:STRUCTURE AND FUNCTION INLIVING THINGS
Health Topics:Nutrition, Skeletal System, DigestiveSystem, Circulatory System, NervousSystem
(Health Concepts 1, 2, 6, 7)
10. Science Topic: STRUCTUREAND FUNCTION IN LIVINGTHINGS
Health Topics: Skeletal System,First Aid, Nutrition (Health Concept3)
11. Science Topic: STRUCTUREAND FUNCTION IN LIVINGTHINGS
Health Topics:Exercise & Fitness, Heart Disease,Chronic Respiratory Diseases,Nutrition (Health Concept 1, 2)
12. Science Topic:STRUCTURE AND FUNCTION INLIVING THINGS
Health Topics:Central Nervous System, Drugs,Physical Activity, Diseases,Reproduction*, Nutrition
(Health Concepts 1, 2, 3, 9)
13. Science Topic:STRUCTURE AND FUNCTION INLIVING THINGS
Health Topics: Body Systems,Nutrition & Digestion, Communicable& Chronic Diseases, Wellness,Physical Activity, Drugs, Alcohol,Smoking (Health Concepts 1, 2, 3,4, 6)
* Human Reproduction Mandates andRequires a Parent Permission Slip
Now, my suspicion is that the universe is not only queerer than we suppose, butqueerer than we can suppose. I have read and heard many attempts at asystematic account of it, from materialism and theosophy to the Christian systemor that of Kant, and I have always felt that they were much too simple. I suspectthat there are more things in heaven and earth that are dreamed of, or can bedreamed of, in any philosophy. That is the reason why I have no philosophymyself, and must be my excuse for dreaming.
John Burden Sanderson Haldane (1892-1964) English geneticist. Possible Worlds and other Essays (1927) “Possible Worlds”
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The Science Instructional Guide forMiddle School Grades 6-8 is built upon theframework provided by the ScienceContent Standards for California PublicSchools©2000, the California Standards
for the Teaching Profession, and theScience Framework for California PublicSchools©2003. Each of these Californiadocuments has overarching implications forevery grade level from Pre-K to 12.
The Science Content Standards forCalifornia Public Schools, Kindergartenthrough Grade 12, represents the contentof science education and includes essentialskills and knowledge students will need tobe scientifically literate citizens in thetwenty-first century. The ScienceFramework for California Public Schools isa blueprint for reform of the sciencecurriculum, instruction, professionalpreparation and development, andinstructional materials in California. Thescience standards contain a precise
description of what to teach at specificgrade levels; the framework extends thoseguidelines by providing the scientificbackground and the classroom context forteachers to use as a guide. The frameworkis intended to (1) organize the body ofknowledge that student need to learnduring their elementary and secondaryschool years; and (2) illuminate skills thatwill be used to extend that knowledgeduring the students' lifetimes. Thesedocuments drive science instruction inCalifornia.
II. State of California Documents
The California content standards areorganized in each assessment period forinstructional purposes and continuity ofscientific concepts. They provide thefoundational contentthat each studentshould achieve.Simply dividing thestandards by thenumber ofinstructional daysand teaching eachstandard discretelyis neither efficientnor effective. TheFramework states,"effective science programs reflect abalanced, comprehensive approach thatincludes the teaching of investigation andexperimentation skills along with directinstruction and reading (p.11)." Teachingthem in the same sequence as written alsocontradicts the Framework which statesthat "Investigation and experimentation cutsacross all content areas…(p.11)"
The standards for grade 6 and 8 aremapped into 3 assessment or instructionalcomponents. The standards for grade 7are mapped into 2 assessment or
instructionalcomponents. Theteacher, student,administrator andpublic mustunderstand that thestandards reflect"the desiredcontent of sciencecurriculum…" andthey "should betaught so that
students have the opportunity to buildconnections that link science to technologyand societal impacts (Science ContentStandards, p. ix)." Thus, the standards arethe foundation for understanding societalissues such as the environment, communityhealth , natural resources , population andtechnological.
A. The California Content Standards
Science is nothing but developedperception, interpreted intent,common sense rounded out andminutely articulated.
George Santayana (1863-1952)U.S. philosopher and writer. The Lifeof Reason.
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The Science Framework for CaliforniaPublic Schools supports the CaliforniaScience Content Standards. TheFramework "establishes guiding principlesthat define attributes of a quality sciencecurriculum at all grade levels...(p v -vi) "
These principles of an effective scienceeducation program address the complexityof the science content and the methods bywhich science content is effectively taught.The guiding principles are discussed in thisInstructional Guide in the section entitled:“The Role of the Instructional Guide as aResource to Support Instruction.” Theseprinciples state that effective scienceprograms:
• Are based on standards and usestandards-based instructional materials.
• Develop students' command of theacademic language of science used in thecontent standards.
• Reflect a balanced, comprehensiveapproach that includes the teaching ofinvestigation and experimentation skillsalong with direct instruction and reading.
• Use multiple instructional strategies andprovide students with multipleopportunities to master content standards.
• Include continual assessment of students'knowledge and understanding withappropriate adjustments being madeduring the academic year.
B. Science Framework for California Public Schools
The California Standards for the TeachingProfession provides the foundation for theteaching profession. These standards offera common language and create a visionthat enables teachers to define and developtheir practice. Reflected in these standardsis a critical need for all teachers to beresponsive to the diverse cultural, linguistic,and socioeconomic backgrounds of theirstudents. These standards, which take aholistic view of teaching that recognizes itscomplexity, are based upon expert adviceand current research on the best teachingpractices. The California Standards for theTeaching Profession provides a frameworkof six standards with thirty-two key elementsthat represent a developmental, holisticview of teaching, and are intended to meetthe needs of diverse teachers and students.These standards are designed to helpeducators do the following:• Reflect about student learning and
practice;
• Formulate professional goals to improvetheir teaching practice and;
• Guide, monitor and assess the progressof a teacher's practice towardprofessional goals and professionallyaccepted benchmarks.
The teaching standards are summarized below.Further expansion and explanation of the keyelements are presented in the complete text,California Standards for the Teaching Profession,which can be obtained from the CaliforniaCommission on Teacher Credentialing at:http://www.ctc.ca.gov/reports/cstpreport.pdf
• Standard for Engaging and SupportingAll Students in Learning
Teachers build on students' prior knowledge,life experience, and interests to achievelearning goals for all students. Teachers use avariety of instructional strategies andresources that respond to students' diverseneeds. Teachers facilitate challenging learningexperiences for all students in environmentsthat promote autonomy, interaction andchoice.
Teachers actively engage all students inproblem solving and critical thinking within andacross subject matter areas. Concepts andskills are taught in ways that encouragestudents to apply them in real-life contexts thatmake subject matter meaningful. Teachersassist all students to become self-directedlearners who are able to demonstrate,articulate, and evaluate what they learn.
C. California Standards for the Teaching Profession
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• Standard for Creating and MaintainingEffective Environments for StudentLearning
Teachers create physical environments thatengage all students in purposeful learningactivities and encourage constructiveinteractions among students. Teachersmaintain safe learning environments in whichall students are treated fairly and respectfullyas they assume responsibility for themselvesand one another. Teachers encourage allstudents to participate in making decisionsand in working independently andcollaboratively. Expectation for studentbehavior are established early, clearlyunderstood, and consistently maintained.Teachers make effective use of instructionaltime as they implement class proceduresand routines.
• Standard for Understanding andOrganizing Subject Matter for StudentUnderstanding
Teachers exhibit strong working knowledgeof subject matter and student development.Teachers organize curriculum to facilitatestudents' understanding of the centralthemes, concepts, and skills in the subjectarea. Teachers interrelate ideas andinformation within and across curricularareas to extend students' understanding.Teachers use their knowledge of studentdevelopment, subject matter, instructionalresources and teaching strategies to makesubject matter accessible to all students.
• Standard for Planning Instruction andDesigning Learning Experiences for AllStudents
Teachers plan instruction that draws on andvalues students' backgrounds, priorknowledge, and interests. Teachersestablish challenging learning goals for allstudents based on student experience,language, development, and home andschool expectations, and include arepertoire of instructional strategies.Teachers use instructional activities thatpromote learning goals and connect with
student experiences and interests. Teachersmodify and adjust instructional plansaccording to student engagement andachievement.
• Standard for Assessing StudentLearning
Teachers establish and clearly communicatelearning goals for all students. Teacherscollect information about studentperformance from a variety of sources.Teachers involve students in assessing theirown learning. Teachers use informationfrom a variety of on-going assessments toplan and adjust learning opportunities thatpromote academic achievement andpersonal growth for all students. Teachersexchange information about student learningwith students, families, and supportpersonnel in ways that improveunderstanding and encourage furtheracademic progress.
• Standard for Developing as aProfessional Educator
Teachers reflect on their teaching practiceand actively engage in planning theirprofessional development. Teachersestablish professional learning goals, pursueopportunities to develop professionalknowledge and skill, and participate in theextended professional community. Teacherslearn about and work with local communitiesto improve their professional practice.Teachers communicate effectively withfamilies and involve them in student learningand the school community. Teacherscontribute to school activities, promoteschool goals and improve professionalpractice by working collegially with allschool staff. Teachers balance professionalresponsibilities and maintain motivation andcommitment to all students.
These Standards for the TeachingProfession along with the ContentStandards and the Science Frameworkprovide guidance for our District to achievethe objective that all students achieve a"high degree of scientific literacy."
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Webster's defines pedagogy as: "1. thefunction or work of the teacher; teaching,
2. the art or science of teaching;education: instructional methods."
III. Pedagogy for Science
By the time students enter middle schoolthey are required to make a shift from moreconcrete experiential based thinking thatelementary science learning focused on tomore abstract hypothetical thinkingrequired by the grades 6-8 Content andInvestigation and Experimentation (I&E)Standards described in the ScienceFramework for California Public Schools.For instance, in grade six the I&EStandards call for students to “Develop ahypothesis” and “Construct appropriategraphs from data and develop qualitativestatements about the relationships betweenvariables.” This emphasis is consistent withthe increased cognitive demand in middleschool mathematics: “By the end of gradeseven, students are adept at manipulatingnumbers and equations and understand thegeneral principles at work…They graphlinear functions and understand the idea ofslope and its relationship to ratio.”(Mathematics Framework for CaliforniaPublic Schools). By providing multipleopportunities for students to learn thescience content by designing experiments,generating hypotheses, collecting andorganizing data, representing data in tablesand graphs, analyzing the results andcommunicating the findings, students aredeveloping and applying mathematicalconcepts in multiple contexts. Thisprocess facilitates the development ofstudents’ hypothetical thinking operationsand provides the foundation for transfer oflearning not only between mathematics andscience but also to other disciplines andcreates the need to use these mathematicaland scientific tools in the students’everyday lives.
In learning the science content standards ingrade eight, as well as in grades six andseven, students will need multipleopportunities to “Plan and conduct ascientific investigation to test ahypothesis… Construct appropriate graphsfrom data and develop quantitativestatements about the relationships betweenvariables…apply simple mathematicrelationships to determine a missingquantity in a mathematic expression, giventhe two remaining terms…Distinguishbetween linear and nonlinear relationshipson a graph of data” as described in theStandards. Focusing instruction on theacquisition of these mathematical andscientific tools will ensure that“Students…are prepared to undertake thestudy of algebra… in grade eight… and willbe on the pathway for success in highschool science.” (Science Framework forCalifornia Public Schools)
To ensure that middle school students areprepared for the quantitative and abstractnature of high school science, there shouldbe a continued emphasis on the inquiry-based instructional model described in theDistrict’s Elementary Instructional Guide.This model includes many commonelements or phases gleaned from theresearch literature on how students bestlearn science concepts. The researchclearly points out that inquiry involvesasking a question, making observationsrelated to that question, planning aninvestigation, collecting relevant data,reflecting on the need to collect additionaldata, analyzing the data to constructplausible explanations, and thencommunicating findings to others.
A. Instruction, Learning Transfer, Inquiry
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Such a process is at the heart of theimmersion units (extended inquiry)described in both the elementary andsecondary instructional guides. To helpteachers plan and organize their immersionand other inquiry-based units the followingprocess can serve as a guide:
• Phase 1. Students are engaged by ascientific question, event, orphenomenon. A connection is made towhat they already know. Questions areposed in ways that motivate students tolearn more.
• Phase 2. Students explore ideas throughdirect, hands-on investigations thatemphasize observation, solve problems,formulate and test explanations, andcreate and discuss explanations for whatthey have observed.
• Phase 3. Students analyze and interpretdata they have collected, synthesize theirideas, and build concepts and newmodels with the support of their teacher.The interaction between teachers andstudents using other sources of scientificknowledge allows learners to clarifyconcepts and explanations that havebeen developed.
• Phase 4. Students apply their newunderstanding to new settings includingreal life situations to extend their newknowledge.
• Phase 5. Students, with their teacher,not only review and assess what theyhave learned, but also how they havelearned it.
There are many factors that should beincluded in such instructional models toensure the transfer of learning to newsettings. One such factor that affectstransfer of learning is the degree ofmastery of initial learning. Initial learning isinfluenced by the degree to which studentslearn with understanding rather thanmemorizing a set of facts or procedures.Students must be provided with enoughtime for them to process information.Attempts to cover too many topics too
quickly may inhibit later transfer becausestudents only remember isolated facts orare introduced to organizing concepts theycannot grasp because they do not haveenough specific information related to whatthey are learning.
Motivation is a factor that affects theamount of time students are willing tospend on science learning. Students whohave “choice and voice” in investigationsthey are conducting, who engage in novelexperiences, and who encounterunexpected outcomes usually develop theintrinsic motivation associated with long-term, sustainable intellectual growth thatcharacterizes effective learning transfer.Knowing that one is contributing somethingmeaningful to others (in cooperativegroups) is particularly motivating. Learnersare also motivated when they are able tosee the usefulness of learning and whenthey can use what they have learned to dosomething that has an impact on others.Examples include tutoring or helpingyounger students learn science orparticipatory science nights for parents,community members and other students.Seeing real life application of what studentshave learned creates the so-called “Aha”response when they fit concepts learned toactual situations. Such transfer can bevery motivating to students.
1. How People Learn, Expanded Edition; Bransford, John D; Chapter 3, Learningand Transfer; National Academy Press;Washinton D.C.; 2000.
A crucial element of learning transfer isrelated to the context of learning.Knowledge or concepts that are taught in asingle context are less likely to supporttransfer than is knowledge that is taughtand experienced in multiple contexts.Students exposed to several contexts aremore likely to abstract and intuit commonfeatures of experience and by so doingdevelop a more flexible representation ofknowledge. To accomplish all of this,teachers of science2:
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• Plan an inquiry-based science programfor their students
• Guide and facilitate learning• Use standards aligned texts and
supplemental materials• Engage in ongoing assessment of both
their teaching and student learning• Design and manage learning
environments that provide students withthe time, space, and resources neededfor learning science
• Develop communities of science learnersthat reflect the intellectual rigor of science
inquiry and the attitudes and social valuesconducive to science learning
• Actively participate in the ongoingplanning and development of the schoolscience program
The following chart provides a way togauge instructional transfer by monitoringstudent behavior or by using possibleteacher strategies. The chart is adaptedwith permission from BSCS (BiologicalScience Curriculum Study).
2. National Science Education Standards; Chapter 3, Science Teaching Standards;National Academy Press, Washington D.C.; 1996
Chart 1 - The 5 E Model (R. Bybee)
Stage of Inquiry in anInquiry-Based Science
Program
Possible StudentBehavior Possible Teacher Strategy
EngageAsks questions such as, Why did this happen?What do I already know about this? Whatcan I find out about this? How can I solvethis problem? Shows interest in the topic.
Creates interest. Generates curiosity. Raisesquestions and problems. Elicits responsesthat uncover student knowledge about theconcept/topic.
Explore
Thinks creatively within the limits of theactivity. Tests predictions and hypotheses.Forms new predictions and hypotheses. Triesalternatives to solve a problem and discussesthem with others. Records observations andideas. Suspends judgment. Tests idea
Encourages students to work together withoutdirect instruction from the teacher. Observesand listens to students as they interact. Asksprobing questions to redirect students'investigations when necessary. Provides timefor students to puzzle through problems. Actsas a consultant for students.
Explain
Explains their thinking, ideas and possiblesolutions or answers to other students.Listens critically to other students'explanations. Questions other students'explanations. Listens to and tries tocomprehend explanations offered by theteacher. Refers to previous activities. Usesrecorded data in explanations.
Encourages students to explain concepts anddefinitions in their own words. Asks forjustification (evidence) and clarification fromstudents. Formally provides definitions,explanations, and new vocabulary. Usesstudents' previous experiences as the basisfor explaining concepts.
Elaborate
Applies scientific concepts, labels, definitions,explanations, and skills in new, but similarsituations. Uses previous information to askquestions, propose solutions, make decisions,design experiments. Draws reasonableconclusions from evidence. Recordsobservations and explanations
Expects students to use vocabulary,definitions, and explanations providedpreviously in new context. Encouragesstudents to apply the concepts and skills innew situations. Reminds students ofalternative explanations. Refers students toalternative explanations.
Evaluate
Checks for understanding among peers.Answers open-ended questions by usingobservations, evidence, and previouslyaccepted explanations. Demonstrates anunderstanding or knowledge of the concept orskill. Evaluates his or her own progress andknowledge. Asks related questions that wouldencourage future investigations.
Refers students to existing data and evidenceand asks, What do you know? Why do youthink...? Observes students as they apply newconcepts and skills. Assesses students'knowledge and/or skills. Looks for evidencethat students have changed their thinking.Allows students to assess their learning andgroup process skills. Asks open-ended questionssuch as, Why do you think...? What evidence doyou have? What do you know about theproblem? How would you answer the question?
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B. Principles and Domains of Culturally Relevant and Responsive Pedagogy
1. Knowledge and Experience
a. Teachers must build their personalknowledge of cultures represented inthe classroom.
b. Teachers must identify culturalpractices aligned with specificlearning tasks
c. Teachers must engage students ininstructional conversations that drawon their language competenciesoutside the school to serve aslearning norms of reasoning withinthe academic subject matter.
2. Social and Emotional Elements
a. Teachers must begin the process ofbecoming more caring and culturallycompetent by acquiring a knowledgebase about ethnic and culturaldiversity in education.
b. Teachers must conduct a careful self-analysis of what they believe aboutthe relationship among culture,ethnicity, and intellectual ability.
c. Teachers must identify andunderstand attitudes and behaviorsthat can obstruct studentachievement.
3. Equity and Equality
a. Teachers must vary the format ofinstruction by incorporating multi-modality teaching that allowsstudents to demonstrate competencein different ways.
b. Teachers must acknowledge andaccept that students candemonstrate knowledge in non-traditional ways.
c. Teachers must build knowledge andunderstanding about culturalorientations related to preferredcognitive, interactive, and learningstyles.
4. Quality and Rigorous Instruction
a. Teachers must emphasize academicrigor at all times
b. Teachers must provide clearexpectations of student’saccomplishments.
c. Teachers must promote higher orderthinking skills
5. Instructional strategies
a. Teachers must use cooperativelearning, apprenticeship, and peercoaching strategies as instructionalstrategies.
b. Teachers must provide ampleopportunity for each student to read,write, and speak.
c. Teachers must use constructivistlearning approaches.
d. Teachers must teach through activeapplication of facts and skills byworking with other students, use ofcomputers, and other multi-media.
e. Teachers must provide continuousfeedback on students work
6. Pedagogical Approaches
a. Teachers must assist students to useinductive and deductive reasoning toconstruct meaning.
b. Teachers must scaffold and relatestudents’ everyday learning to theiraccumulative previous academicknowledge.
c. Teachers must modify curriculum-learning activities for diversestudents.
d. Teachers must believe thatintelligence is an effort-based ratherthan inherited phenomenon.
7. Assessment and Diagnosis
a. Teachers must use testingmeasurements for diagnosticpurposes.
3-5 Revison 1.1
C. Disciplinary Literacy
The District initiative to advance contentliteracy for all students is termed “DisciplinaryLiteracy.” Disciplinary Literacy can be defined"as the mastery of both the core ideas andconcepts and the habits of thinking" of thatparticular discipline. The driving idea is that"knowledge and thinking must go hand inhand." As one grows in content knowledge,
one needs to grow in the habits of thinking forthat discipline. The "work or function" of theteacher is to ensure that all students learn onthe diagonal. The chart below, adapted fromC. Giesler, Academic Literacy (1994),illustrates the District disciplinary literacy goalfor students to learn on the diagonal.
b. Teachers must apply periodicassessments to determine students’progress and adjust curriculum
c. Teachers must seek alternativeapproaches to fixed time tests toassess students’ progress.
d. Teachers must supplementcurriculum with more multi-culturaland rigorous tests.
e. Teachers must evaluate students ofdifferent backgrounds by standardsappropriate to them and theireducation and life experiences.
Figure 2 - Learning on the Diagonal
For students to learn onthe diagonal, it is ofutmost importance forour teachers to useinstructional methodsthat promote thatlearning.
The following chart,again after Giesler,illustrates how teachersgrow in their ability toteach learning on thediagonal.
Those who are not shocked whenthey first come across quantummechanics cannot possibly haveunderstood it.
Niels Henrik David Bohr(1885-1962) Danish physicist.
3-6 Revison 1.1
Figure 3 - Teaching on the Diagonal
Gro
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in C
onte
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xper
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Teach
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iagonal
Growth in Habits of Practice
Scaffolding is an instructional strategy thatis contingent, collaborative, and interactiveand takes place in a social context. Ineducation, scaffolding will usually havesome or all of the following features:
• continuity - tasks are repeated withvariations and connected to each other.
• contextual support - a safe supportiveenvironment encourages exploration.
• intersubjectivity - an environment ofmutual engagement and rapport.
• contingency - tasks are adjusted by theactions of the learners.
• handover/takeover - as the learnerincreases in skills and confidence thefacilitator allows the learner to increasetheir role in learning.
• flow - skills and challenges are in balancewith learners focused and working insync.
• The table below adapted from AidaWalqui (2002) shows differentscaffolding strategies to which will givestudents opportunities to engage inrigorous academic endeavors:
But are we of our oberservational facts? Scientific men are rather fond of sayingpontifically that one ought to be quite sure of one’s oberservational facts beforeembarking on theory. Fortunately those who give this advice do not practice whatthey preach. Observation and theory get on best when they are mixed together,both helping in another in the pursuit of truth. It is a good rule not to putovermuch confidence in a theory until it has been confirmed by observation. Ihope I shall not shock the experimental physicists too much if i add that it is alsoa good rule not to put overmuch confidence in the observational results that areput forward unit that have been confirmed by theory.
Sir Arthur Eddington (1822-1944) English astronomer and physicist.
3-7 Revison 1.1
4. Intelligence is socialized throughcommunity, class learning culture andinstructional routines.
• Students are encouraged to takerisks, to seek and offer help whenappropriate, to ask questions andinsist on understanding the answers,to analyze and solve problems;reflect on their learning, and learnfrom one another.
• Class routines build a learningculture that invites effort by treatingstudents as smart, capable,responsible learners.
• Teachers arrange environments, usetools, establish norms and routines.and communicate to all students howto become smarter in science.
5. Instruction is assessment-driven.
• Teachers use multiple forms of formaland informal assessment and data toguide instruction.
• Throughout the year, teachers assessstudents' grasp of science concepts,their habits of inquiring, investigating,problem-solving, and communication.
• Teachers use these assessments totailor instructional opportunities to theneeds of their learners.
• Students are also engaged in self-assessment to develop metacognitivedevelopment and the ability tomanage their own learning.
Some Strategies for Scaffolding
Table 1 - Some Strategies for Scaffolding
Modeling Provide examples of the new concept for thelearner to see and hear.
Bridging Connects the new learning to prior knowledge andunderstanding.
Contextualizing Connects the new learning to real-life situations
Text Re-Presentation Changes the format of the information into anothergenre (i.e. a musical, a play, a song).
Schema Building Provides an organization of information (i.e. graphicorganizers, outlines).
Metacognitive Development Provide students knowledge about and reflection ontheir own thinking.
Science is facts; just as houses are made of stone, so isscience made of facts; but a pile of stones is not a house, anda collection of facts is not necessarily science.
Jules Henri Poincaré (1854-1912) French mathematician.
4-1 Revison 1.1
IV. Overview of Assessment
The District initiative to advance contentliteracy for all students is termed “DisciplinaryLiteracy.” Disciplinary Literacy can be defined"as the mastery of both the core ideas andconcepts and the habits of thinking" of thatparticular discipline. The driving idea is that"knowledge and thinking must go hand inhand." As one grows in content knowledge,
one needs to grow in the habits of thinking forthat discipline. The "work or function" of theteacher is to ensure that all students learn onthe diagonal. The chart below, adapted fromC. Giesler, Academic Literacy (1994),illustrates the District disciplinary literacy goalfor students to learn on the diagonal.
A. Concepts for Assessment in Science
Instruction in our district is assessment-driven. The Framework states "that effectivescience programs include continualassessment of student's knowledge andunderstanding, with appropriate adjustmentsbeing made during the academic year(p.11)."1 Assessments can be on demand or
over a long period of time. The chart below, adapted from A Guide forTeaching and Learning, NRC (2000), givessome examples of on demand and over timeassessment.
Grant Wiggins and Jay McTighe state that:"The continuum of assessment methodsincludes checks of understanding (such asoral questions,observations, andinformal dialogues);traditional quizzes,tests, and openended prompts; andperformance tasksand projects. Theyvary in scope (fromsimple to complex),time frame (from short-term to long-term),setting (from decontextualized to authentic
contexts), and structure (from highly tounstructured). Because understandingdevelops as a result of ongoing inquiry and
rethinking, theassessment ofunderstandingshould be thoughtof in terms of acollection ofevidence over timeinstead of an event-a single moment-in-time test at the end
of instruction-as so often happens in currentpractice.2
Chart 1 - Assessment Examples
On Demand Over Time
answeringquestionsmultiple choicetrue false matching
constructed response,essays
investigations, immersion projects research reports projects
portfolios,journalslab notebooks
Science is the great antidote to thepoison of enthusiasm and superstition.
Adam Smith (1723-90) Scottisheconomist. The Wealth of Nations,1776
4-2 Revison 1.1
B. LAUSD Periodic Assessments in ScienceAs an integral element of the SecondaryPeriodic Assessment Program, the Grades 6,7, and 8 science assessments are designedto measure teaching and learning. The intentof these Periodic Assessments is to provideteachers and the LAUSD with the diagnosticinformation needed to ensure that studentshave received instruction in the sciencecontent specified by the California AcademicContent Standards, and to provide directionfor instruction or additional resources thatstudents may require in order for students tobecome proficient in science at theirparticular grade level. They are specificallydesigned to:
• focus classroom instruction on theCalifornia content standards;
• ensure that all students are provided accessto the content in the Standards;
• provide a coherent system for connectingthe assessment of content with districtprograms and adopted materials;
• be administered to all students on aperiodic basis;
• guide instruction by providing frequentfeedback that will help teachers target thespecific standards-based knowledge andskills that students need to acquire;
• assist teachers in determining appropriateextensions and interventions;
• motivate students to be responsible for theirown learning;
• provide useful information to parentsregarding student progress towardproficiency of the standards; and
• connect professional development tostandards-specificstudentachievement data.
Results from thePeriodicAssessments shouldbe used to specifyimmediate
adjustments and guide modifications ininstruction to assist all students in meeting orexceeding the State’s science contentstandards.
Each instructional module provides sampleperformance tasks that can be used tomonitor student progress. These classroomlevel assessments, along with other teacherdesigned tests, student evaluations, andstudent and teacher reflections, can be usedto create a complete classroom assessmentplan.
Results from classroom assessments and thePeriodic Assessments provide administrators,teachers and students with immediate anduseful information on progress towardachievement of the standards. With resultsand reflection, administrators, teachers andstudents can make informed decisions aboutinstruction.
At the conclusion of each InstructionalModule, students will take a PeriodicAssessment that will be scored electronically.These diagnostic assessments are a moreformal assessment of the student’saccomplishment of the standards within thescience discipline but should not beconsidered the sole method of assessingstudents’ content knowledge. Theassessment is designed to measure a rangeof skills and knowledge.
Each Periodic Assessment will consist ofmultiple-choice questions and one shortconstructed response questions. Eachassessment will be scheduled within a testing
window atapproximately 10-week intervals.Science testbooklets will beavailable in bothEnglish andSpanish.
Science is what you know. Philosophyis what you don’t know.
Bertrand Russell (1872-1970) Englishphilosopher, mathematician.
4-3 Revison 1.1
Proposed Calendar for Science Periodic AssessmentsGrades 6 & 8 2006-2007
CalendarParent
ConferenceDates
Science PeriodicAssessment
Window
85% of SchoolYear for STAR
Testing *
Single TrackNovember ____
March ____June ____
November 13-28March 12 –23
April 23- May 4
~ May 7
Year-Round (4-Track) 90/30
Track AOctober ____March ____June ____
Oct. 23-Nov. 3March 12-23
April 30 – May11*~ May 21
Track B
September _____January ____February ____June ____
September 11-22Jan. 21 - Feb. 2
March 12- 23*~ May 21
Track C
October ____January____February ____June ____
Oct. 23- Nov. 3Jan. 22-Feb. 2
April 16–27*~ May 21
Track D
September ____January ____February ____
May____
September 11-22Jan. 22- Feb.122/26-3/2,3/12-16*
~March 19
Year-Round (3-Track) Concept 6
Track ANovember ____
April ____June ____
November 6-20March 19-30 April 16- 27*
~ May 14
Track BNovember ____February ____
June ____
November 6-20Jan. 2 -16Feb. 12-26*
~ May 14
Track CSeptember ____February ____
April ____
Aug. 28-Sept. 11Jan. 22- Feb. 2Feb.21-26 orMarch 1-9
~ March 12
*The STAR testing period is traditionally a 3 week window that includes the date bywhich 85% of the school year has been completed. Depending on the windowdecided by the district, the last Periodic Assessment date may need to be adjusted. **Grade 7 assessment dates are 1 for each term course is offered.
4-4 Revison 1.1
Proposed Calendar for Science Periodic AssessmentsFor Grade 7 2006-2007
CalendarParent
ConferenceDates
Science PeriodicAssessment
Window
85% of SchoolYear for STAR
Testing *
Single TrackNovember ____
March ____June ____
Nov.20-Dec. 4*April 23-May 4**
~ May 7
Year-Round (4-Track) 90/30
Track AOctober ____March ____June ____
Oct.30-Nov. 3*
Apr.30-May11**
~ May 21
Track B
September ____January ____February ____June ____
September 11-22* Feb. 12-26**
~ May 21
Track C
October ____January ____February ____June ____
Oct. 23-Nov. 3*April 16-27**
~ May 21
Track D
September____January ____February____
May ____
September 11-22*Feb. 26-March 2**
orMarch 12-16**
~March 19
Year-Round (3-Track) Concept 6
Track ANovember ____
April ____June ____
November 6-20*
April 16-27**~ May14
Track BNovember ____February ____
June _____
November 6-20* February 12-26**
~ May 14
Track CSeptember ____February ____
April ____
September 11-22* Feb. 22-26**
or March 1-9**
~ March 12
*First Semester Life Science**Second Semester Life Science+The STAR testing period is traditionally a 3 week window that includes the date bywhich 85% of the school year has been completed. Depending on the windowdecided by the district, the last Periodic Assessment date may need to be adjusted.
4-5 Revison 1.1
C. Scoring of District Periodic AssessmentsThe multiple-choice sections of each periodic assessment will be scored electronically at theschool site by each teacher. A short constructed response section will be scored by theteacher using a four point rubric aligned to the standards.
D. Unit Reflection, Intervention, EnhancementReflection and intervention is a part of dailyclassroom instruction and unit planning.Decisions to simply review or to incorporateresearch-based practices to assist students inachieving the complextasks identified in theScience ContentStandards are madeeach day as teachersassess studentunderstanding. Inaddition, followingeach periodicassessment, time isset aside forreflection, intervention,and lesson planningas students andteachers reviewassessment scoresand strategicallyestablish a course ofaction before moving on to the nextInstructional Component. To aid in post-assessment discussion, each teacher will
receive with each form of the assessment adetailed answer key and answer rationaledocument that can be used for reflection anddiscussion of the standards.
Using the answerrationale documentwith the explanation ofthe distracters foreach standards-aligned test item,teachers can discusscommonmisconceptions andbeliefs related to eachitem with theirstudents. It must benoted that at thepresent, 4 days areset aside for formalintervention and/orenhancement of theassessed Instructional
Component. To enhance post assessmentdialogue, a professional development modulewill be provided for each component.
E. Sample Periodic Assessment Items
Grade 6 – Assessment Set 1 (PlateTectonics)
Standard group 1:
Standard 1a – Students know evidence ofplate tectonics is derived from the fit of thecontinents, the location of earthquakes,volcanoes, and midocean ridges; and thedistribution of fossils, rock types, and ancientclimactic zones.
Which of the following evidence is used tosupport the theory of plate tectonics? (A)
A. The shape of coastlines, the distributionof similar fossils in geographically isolatedareas, and the location of earthquakes,volcanoes and midocean ridges.
B. The shape of coastlines, the presence ofextinct mammal fossils found ingeographically isolated areas, and thedistribution of ancient towns and cities.
C. The presence of modern plant and animalspecies, the types of rocks on differentcontinents, and the coastal sea level.
D. The location of similar fossils on differentcontinents, patterns of tidal movement,and distribution of ancient climacticzones.
The mind likes a strange idea aslittle as the body likes a strangeprotein and resists it with similarenergy. It would not perhaps betoo fanciful to say that a new idea isthe most quickly acting antigenknown to science. If we watchourselves honestly we shall oftenfind that we have begun to argueagainst a new idea even before ithas been completely stated.
Wilfred Batten Lewis Trotter(1872-1939) English surgeon.
4-6 Revison 1.1
Standard 4c – Students know heat fromEarth’s interior reaches the surface primarilythrough convection.
Which of the following diagrams correctlyshows the convection currents in the mantleof the Earth? (C)
Standard group 2:
Standard 1g – Students know how todetermine the epicenter of an earthquake andknow that the effects of an earthquake on anyregion vary, depending on the size of theearthquake, the distance of the region from theepicenter, the local geology, and the type ofconstruction in the region.
The epicenter of an earthquake is determinedby ____ (A)
A. using at least three seismographs,measure the difference between whenthe p-waves and s-waves arrive andtriangulate.
B. using no more than one seismograph,measure the amplitude of the p-wavesto determine how far you are from theepicenter.
C. using at least two seismographs,measure the amplitude of the s-wavesto determine how far you are from theepicenter.
D. using at least two seismographs,measure the speed of the p-wavesand plot the epicenter exactly betweenthe two recording stations.
Group 1 (Optics)
Standard 6c – Students know light travels instraight lines if the medium it travels throughdoes not change.
When navigators need accurate underwatercharts of coral reefs, they have teams measurethe reef locations using underwater soundwaves (SONAR). Why don't navigators usephotographs of the reef taken from the deck ofa ship? (C)
A. Photographs cannot be used as anofficial navigational record.
B. Photographs cannot be takenunderwater.
C. The photograph would show the reefsto be in a different place that theyreally are because light is reflected.
D. The depth of the water will makeobjects on the reef a different color.
Grade 7 – Assessment Period 1 (CellBiology, Genetics, Structure and Function inLiving Systems, Physical Principles in LivingSystems, Investigation and Experimentation)
Group 2 (Cell Biology)Standard 1b – Students know thecharacteristics that distinguish plant cells fromanimal cells, including chloroplasts and cellwalls.
Which of the following organelles exist in plantcells, but not in animal cells? (D)
A. chloroplast and cytoskeletonB. central vacuole and mitochondriaC. cytoskeleton and cell wallD. cell wall and chloroplast
A. C.
B. D.
4-7 Revison 1.1
Group 4 (Genetics)Standard 2e – Students know DNA(deoxyribonucleic acid) is the geneticmaterial of living organisms and is locatedin the chromosomes of each cell.
Where is deoxyribonucleic acid located in aliving cell that has a nucleus? (D)
A. ribosomesB. cell wallC. cytoplasm D. chromosomes
Group 5 (Reproduction)Standard 5e – Students know the functionof the umbilicus and placenta duringpregnancy.
Which of the following allows for theexchange of oxygen and waste materialbetween the fetus and the mother? (A)
A. placenta.B. heart.C. uterus.D. lungs.
Group 7 (Genetics)Standard 2c – Students know an inheritedtrait can be determined by one or moregenes.
Recently, scientists have engaged inresearch to map human genes in order todetermine: ___ (D)
A. traits which are not expressed bygenes.
B. traits which are inherited fromparents and which are not.
C. genes which are inherited fromparents and which are not.
D. gene or combination of genes thatare responsible for a specific trait.
Grade 7 – Assessment Period 2Group 1 (system interaction)Standard 5b – Students know organsystems function because of thecontributions of individual organs, tissues,and cells. The failure of any part can affectthe entire system.
Which of the following would most likelyresult in the failure of an entire adult humansystem? (B)
A. a broken bone.B. loss of total blood volume.C. removal of the adult placenta.D. retinal degeneration.
Group 3 (Skeletal and Muscular System)Standard 5c – Students know how bonesand muscles work together to provide astructural framework for movement.
Why do physical fitness trainersrecommend that a fitness program includeexercises that work opposing musclegroups in a carefully coordinated effort? (A)
A. To control motion and protect jointsfrom strong contractions.
B. To decrease flexibility and protecttendons from flexion and extension.
C. To decrease muscle mass andprotect joints from compaction.
D. To alternate upper and lower bodytension and flexibility.
Group 4 (blood pressure)Standard 6j – Students know thatcontractions of the heart generate bloodpressure and that heart valves preventbackflow of blood in the circulatory system.
Blood pressure in a normal healthy humanis generated by ____ (D)
A. the amount of blood in the body.B. the stress a person is under.C. the number of valves in the heart.D. the contractions of the heart.
Group 5 (evolution)Standard 3e – Students know that extinction ofa species occurs when the environmentchanges and that the adaptive characteristics ofa species are insufficient for its survival.
The United States has laws to protectendangered species. How do these laws protectanimals from extinction? (A)
4-8 Revison 1.1
A. It protects the organism’s environmentfrom change caused by humans.
B. It protects the organism so that it canadapt to a changing environment.
C. It tells scientists to help organismsaccommodate to a changingenvironment.
D. It tells people where to findendangered organisms so they can beput into zoos.
Group 6 (Earth’s History)Standard 4e – Students know fossils provideevidence of how life and environmentalconditions have changed.
Scientists are able to hypothesize about howthe types of life and environmental conditionshave changed over time by ___ (C)
A. examining the location and position offossils in relationship to moderntopography.
B. examining the location and position offossils in relationship to continentaldrift theory.
C. comparing fossils with modernorganisms for features that areenvironmentally dependent.
D. comparing fossils with modernorganisms for features that areenvironmentally independent.
Group 7 (Evolution)Standard 3c – Students know howindependent lines of evidence from geology,fossils, and comparative anatomy provide thebases for the theory of evolution.
Scientists use which of the followingprocesses to provide evidence for the theoryof evolution? (A)
A. Radioactive dating and theidentification of fossils in sedimentaryrock
B. Comparative anatomy between plantsand animals
C. Climate charts and maps ofearthquake locations
D. Tide tables and the location of fossils
Grade 8 – Assessment Set 1 (Motion,Forces, Density and Buoyancy)
Standard group 1: Standard 1a – Students know position isdefined in relation to some choice of astandard reference point and a set ofreference directions.
A student is standing -5m to the left of theorigin (reference point). If the student walks12m in a straight line toward the origin andstops, the student is now ____ (D)
A. +17 m from the origin.B. -17 m from the origin.C. -7 m from the origin.D. +7 m from the origin.
Standard 1b – Students know that averagespeed is the total distance traveled divided bythe total time elapsed and that the speed of anobject along the path traveled can vary.
Marine science students on a field trip went toa beach 30 km from their school and the triptook 45 minutes. When they returned home atthe end of the day, the same trip took 1 hourand 15 minutes. At times, the bus wasstopped in traffic, and at other times the busreached a speed of 60 km/hr. What was thestudents’ average speed of travel to and fromthe beach? (C)
A. 15 km/hrB. 24 km/hrC. 30 km/hrD. 40 km/hr
Standard 1e – Students know changes invelocity may be due to changes in speed,direction, or both.
As the International Space Station orbits theEarth, it remains approximately 250 milesabove the surface at a speed of approximately17 000 mph. What is the best way to describeits velocity? (A)
A. Its velocity is always changingbecause its direction is changingaround the Earth.
B. Its velocity remains constant becauseits speed and distance remainconstant.
C. Its velocity only changes when itspeeds up.
D. Its velocity only changes when itslows down.
5-1 Revison 1.1
5-2 Revison 1.1
V. Grade 6
A. Introduction to the 6th Grade Science Section
District Course Name: Science and Health: 6
Thumbnail Description: Annual Course–Consists of a 13-week science module and a6-week health module (19-week semester) tobe implemented in each semester of Grade 6.
Course Code Number and Abbreviation:
36-01-01 Sci/Hlth 6A (41-26-07 Sci/Hlth 6A(Students with disabilities served in SDC) 36-01-02 Sci/Hlth 6B (41-26-08 Sci/Hlth 6B(Students with disabilities served in SDC)
Brief Course Description:
The major purpose of this course is toprovide all students with standards-basedscience and health concepts that build uponthe students’ K–5 experience. Emphasisshould be placed on Investigation andExperimentation and the Science Standardswhich will prepare students to leadsuccessful and productive lives and preparethem for future science courses. The middleschool teacher uses an balanced (inquiry/text)approach and establishes connectionsbetween the various disciplines ofEarth/Space Science, Physical Science andLife Science, with a focus on Earth Sciencein this introductory secondary science course.36-01-01 is to be composed of 13 weeks ofscience instruction and 6 weeks of healthinstruction. 36-01-02 is also to be composed
of 13 weeks of science instruction and 6weeks of health instruction. Teacher maychoose when science or health will be taughtwith the understanding that they areresponsible to cover the science standards inthe appropriate instructional component.Inter-connections with other curricular areasshould also be made. Content of this Section:
• 6th Grade Periodic Assessments Organizer- A place for you to write down the 5 daywindow for your assessment.
• Science Instructional Guide GraphicOrganizer Overview for 6th Grade -Provides the user with the ContentStandards for the 3 Periodic DiagnosticAssessments.
• Legend Key for Matrix Chart - Provides akey that explains the Matrix Chart
• LAUSD - 6th Grade Science Matrix Chart -Contains the Content Standards, thestandards grouped in Content StandardGroups, the Standards Analyzed, andInstructional Resources with SamplePerformance Tasks, Sample ScoringCriteria, Some Suggested Concepts andSkills to Support Student Success on theSample Performance Task, and PossibleStandards Aligned Resources.
The dispassionate intellect, the open mind, the unprejudicedobserver, exist in an exact sense only in a sort of intellectualistfolk-lore; states even approaching them cannot be reachedwithout a moral and emotional effort most of us cannot or willnot make.
Wilfred Batten Lewis Trotter (1882-1939) Englishsurgeon.
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dIn
terv
entio
n
App
endi
x•
Dis
tric
t Con
tact
s an
d ot
her
usef
ul in
form
atio
n
Inst
ruct
iona
lC
ompo
nent
1
Sta
ndar
d S
et I
(1a,
1c,
1e,
1b,
3c,
4c),
(1d
, 1f,
3a, 1
g,2d
), (
7a, 7
b, 7
c, 7
d,7e
, 7f.
7g, 7
h)•
Con
tent
Sta
ndar
dG
roup
• A
naly
zed
Sta
ndar
ds•
Inst
ruct
iona
l
Res
ourc
es:
• S
ampl
ePe
rform
ance
Task
s•
Sam
ple
Sco
ring
Crit
eria
• S
ome
Sug
gest
edC
once
pts
and
Ski
lls to
Sup
port
Stu
dent
Suc
cess
on
the
Sam
ple
Perfo
rman
ce•
Poss
ible
S
tand
ards
Alig
ned
Res
ourc
es
Inst
ruct
iona
lC
ompo
nent
2
Sta
ndar
d S
et II
(4a,
4b,
4d,
4e,
3a,
3d),
(2a
, 2b,
2c,
2d)
, (7
a, 7
b, 7
c, 7
d, 7
e,7f
, 7g,
7h)
• C
onte
nt S
tand
ard
Gro
up•
Ana
lyze
d S
tand
ards
• In
stru
ctio
nal
R
esou
rces
:•
Sam
ple
Perfo
rman
ceTa
sks
• S
ampl
e S
corin
g C
riter
ia•
Som
e S
ugge
sted
Con
cept
s an
d S
kills
to S
uppo
rt S
tude
nt S
ucce
ss
on th
e S
ampl
e Pe
rform
ance
• Po
ssib
le
Sta
ndar
dsAl
igne
dR
esou
rces
Sci
ence
Per
iodi
cA
sses
smen
t 1
Sci
ence
Per
iodi
cA
sses
smen
t 2
Sci
ence
Per
iodi
cA
sses
smen
t 3
Inst
ruct
iona
lC
ompo
nent
3
Sta
ndar
d S
et II
I (5
a, 5
b, 5
c, 5
d, 5
e),
(6a,
6b
6c, 2
d, 3
b),
(7a,
7b,
7c,
7d,
7e
7f, 7
g, 7
h)•
Con
tent
Sta
ndar
dG
roup
• A
naly
zed
Sta
ndar
ds•
Inst
ruct
iona
l
Res
ourc
es:
• S
ampl
ePe
rform
ance
Task
s•
Sam
ple
Sco
ring
Crit
eria
• S
ome
Sug
gest
edC
once
pts
and
Ski
lls to
Sup
port
Stu
dent
Suc
cess
on
the
Sam
ple
Perfo
rman
ce•
Poss
ible
S
tand
ards
Alig
ned
Res
ourc
es
Ove
rarc
hing
Inst
ruct
iona
lC
ompo
nent
s•
Rev
iew
and
R
e-te
ach
• R
evie
w r
esul
tsof
Per
iodi
cA
sses
smen
ts•
Ext
ende
dLe
arni
ngIn
terv
entio
ns•
Stu
dent
/teac
her
refle
ctio
n on
stud
ent w
ork
•E
nd o
f uni
tas
sess
men
ts•
Use
of d
ata
5-4
R
evis
on 1
.1
5-5
Rev
ison
1.1
LAU
SD
- M
iddl
e S
choo
l Ins
truc
tiona
l Gui
deLE
GE
ND
for
Mat
rix C
hart
NO
TE:
The
Inst
ruct
ion
al G
uid
e M
atri
x th
at f
ollo
ws
lays
ou
t an
“in
stru
ctio
nal
pat
hw
ay”
that
tea
cher
s m
ay u
se a
sa
gu
ide
for
teac
hin
g t
he
Sta
nd
ard
s S
et f
or
each
In
stru
ctio
nal
Co
mp
on
ent.
E
xpla
nat
ion
s w
ith
in e
ach
bo
x o
rco
lum
n o
f th
e Le
gen
d o
n t
his
pag
e d
escr
ibe
the
info
rmat
ion
th
at a
tea
cher
will
fin
d i
n t
he
bo
xes
and
co
lum
ns
of
the
mat
rix
that
fo
llow
s th
is L
egen
d. S
tan
dar
ds
for
Inst
ruct
ion
al C
om
po
nen
t
The
Sta
ndar
d S
ets
lays
the
foun
datio
n fo
r ea
ch In
stru
ctio
nal C
ompo
nent
. The
sta
ndar
ds to
be
lear
ned
durin
g th
is In
stru
ctio
nal C
ompo
nent
are
liste
d nu
mer
ical
ly a
nd a
lpha
betic
ally
for
easy
ref
eren
ce a
nd d
o no
t int
end
to s
ugge
st a
ny o
rder
of t
each
ing
the
stan
dard
s.
Co
nte
nt
Sta
nd
ard
Gro
up
:
The
stan
dard
s w
ithin
eac
h S
tand
ard
Set
are
org
aniz
ed in
to s
mal
ler
“Sta
ndar
d G
roup
s” th
at p
rovi
de a
con
cept
ual a
ppro
ach
for
teac
hing
the
stan
dard
s w
ithin
eac
h In
stru
ctio
nal C
ompo
nent
.
Key
Co
nce
pt
for
the
Co
nte
nt
Sta
nd
ard
Gro
up
:The
Key
Con
cept
s si
gnify
the
“big
idea
” re
pres
ente
d by
eac
h S
tand
ards
Gro
up.
Co
nte
nt
Sta
nd
ard
Gro
up
:
The
Sta
ndar
ds g
roup
edhe
re c
over
the
Key
Con
cept
.
An
alyz
ed S
tan
dar
ds
Ana
lyze
d S
tand
ards
are
atr
ansl
atio
n of
the
Sta
te's
cont
ent s
tand
ards
(th
at b
egin
with
stu
dent
s kn
ow)
into
stat
emen
ts o
f stu
dent
perf
orm
ance
that
des
crib
esbo
th th
e ac
tivity
and
the
"cog
nitiv
e" d
eman
d pl
aced
on
the
stud
ents
. Th
e
Co
nte
nt
Sta
nd
ard
Gro
up
:
Sam
ple
Per
form
ance
Tas
k
The
Per
form
ance
Tas
ks a
re in
stru
ctio
nal/a
sses
smen
t tas
ks a
ligne
d to
one
of
mor
e of
the
Ana
lyze
d S
tand
ards
in a
Sta
ndar
ds G
roup
. Tea
cher
s m
ay w
ant
to a
dopt
or
adap
t the
se P
erfo
rman
ce T
asks
for
use
in th
eir
clas
sroo
min
stru
ctio
nal p
rogr
ams.
E
ach
Per
form
ance
Tas
k se
ts “
clea
r ex
pect
atio
ns”
for
stud
ent p
erfo
rman
ce, e
ngag
es th
e st
uden
ts in
aca
dem
ical
ly r
igor
ous
lear
ning
activ
ities
, and
pro
vide
s op
port
uniti
es fo
r co
ncep
tual
dev
elop
men
t thr
ough
acco
unta
ble
talk
if th
e ta
sk is
don
e in
gro
ups.
5-6
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
: A
nal
yzed
Sta
nd
ard
s
deta
iled
desc
riptio
n of
the
cont
ent s
tand
ards
in th
eS
cien
ce F
ram
ewor
k fo
rC
alifo
rnia
Pub
lic S
choo
ls:
Kin
derg
arte
n Th
roug
hG
rade
Tw
elve
(20
03)
was
used
ext
ensi
vely
in th
ede
velo
pmen
t of t
hean
alyz
ed s
tand
ards
.
Co
nte
nt
Sta
nd
ard
Gro
up
:
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
k
Sco
ring
crite
ria th
at te
ache
rs m
ight
use
to s
core
the
sam
ple
perf
orm
ance
task
.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”
Thes
e ar
e “s
caffo
ldin
g” s
trat
egie
s th
at te
ache
rs m
ight
use
in d
esig
ning
inst
ruct
ion
that
will
pro
vide
stu
dent
s w
ith th
e sk
ills,
kno
wle
dge,
and
con
cept
ual
unde
rsta
ndin
g to
per
form
suc
cess
fully
on
the
task
.
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Text
book
ref
eren
ces
from
LA
US
D a
dopt
ed s
erie
s th
at h
ave
been
cor
rela
ted
with
the
Con
tent
Sta
ndar
d G
roup
. (Th
e st
anda
rd(s
) fo
r ea
ch r
efer
ence
are
inpa
rent
hesi
s be
fore
the
page
num
bers
.)
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
LEG
EN
D C
ON
TNU
ED
5-7
R
evis
on 1
.1
LAU
SD
- S
ixth
Gra
de
Sci
ence
Mat
rix
Ch
art
Inst
ruct
ion
al C
om
po
nen
t 1
- P
late
Tec
ton
ics
and
Ear
th's
Str
uct
ure
, Sh
apin
g E
arth
's S
urf
ace,
Hea
t, E
ner
gy
in t
he
Ear
th S
yste
m, I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n:
Sta
nd
ard
Set
s 1,
2, 3
, 4, a
nd
7
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
1S
tan
dar
d S
et 1
Pla
te T
ecto
nic
s an
d E
arth
’s S
tru
ctu
re-
Pla
te te
cton
ics
acco
unts
for
impo
rtan
t fea
ture
s of
Ear
th's
sur
face
and
maj
orge
olog
ical
eve
nts.
A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:1a
. Stu
dent
s kn
ow e
vide
nce
of p
late
tect
onic
s is
der
ived
from
the
fit o
f the
con
tinen
ts, t
he lo
catio
n of
ear
thqu
akes
, vol
cano
es, a
nd m
idoc
ean
ridge
s; a
nd th
e di
strib
utio
n of
foss
ils, r
ock
type
s, a
nd a
ncie
nt c
limat
ic z
ones
.1b
. Stu
dent
s kn
ow E
arth
is c
ompo
sed
of s
ever
al la
yers
: a c
old,
brit
tle li
thos
pher
e; a
hot
, con
vect
ing
man
tle; a
nd a
den
se, m
etal
lic c
ore.
1c. S
tude
nts
know
lith
osph
eric
pla
tes
the
size
of c
ontin
ents
and
oce
ans
mov
e at
rat
es o
f cen
timet
ers
per
year
in r
espo
nse
to m
ovem
ents
inth
e m
antle
.1d
. Stu
dent
s kn
ow th
at e
arth
quak
es a
re s
udde
n m
otio
ns a
long
bre
aks
in th
e cr
ust c
alle
d fa
ults
and
that
vol
cano
es a
nd fi
ssur
es a
re lo
catio
nsw
here
mag
ma
reac
hes
the
surf
ace.
1e. S
tude
nts
know
maj
or g
eolo
gic
even
ts, s
uch
as e
arth
quak
es, v
olca
nic
erup
tions
, and
mou
ntai
n bu
ildin
g, r
esul
t fro
m p
late
mot
ions
.1f
. S
tude
nts
know
how
to e
xpla
in m
ajor
feat
ures
of C
alifo
rnia
geo
logy
(in
clud
ing
mou
ntai
ns, f
aults
, vol
cano
es)
in te
rms
of p
late
tect
onic
s.1g
. Stu
dent
s kn
ow h
ow to
det
erm
ine
the
epic
ente
r of
an
eart
hqua
ke a
nd k
now
that
the
effe
cts
of a
n ea
rthq
uake
on
any
regi
on v
ary,
depe
ndin
g on
the
size
of t
he e
arth
quak
e, th
e di
stan
ce o
f the
reg
ion
from
the
epic
ente
r, th
e lo
cal g
eolo
gy, a
nd th
e ty
pe o
f con
stru
ctio
n in
the
regi
on.
Sta
nd
ard
Set
2: S
hap
ing
Ear
th’s
Su
rfac
e- T
opog
raph
y is
res
hape
d by
the
wea
ther
ing
of r
ock
and
soil
and
by th
e tr
ansp
orta
tion
and
depo
sitio
n of
sed
imen
t. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:2d
. Stu
dent
s kn
ow e
arth
quak
es, v
olca
nic
erup
tions
, lan
dslid
es, a
nd fl
oods
cha
nge
hum
an a
nd w
ildlif
e ha
bita
ts.
Sta
nd
ard
Set
3: H
eat
(Th
erm
al E
ner
gy)
-H
eat m
oves
in a
pre
dict
able
flow
from
war
mer
obj
ects
to c
oole
r ob
ject
s un
til a
ll th
e ob
ject
s ar
eat
the
sam
e te
mpe
ratu
re. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:3a
. Stu
dent
s kn
ow e
nerg
y ca
n be
car
ried
from
one
pla
ce to
ano
ther
by
heat
flow
or
by w
aves
, inc
ludi
ng w
ater
, lig
ht a
nd s
ound
wav
es, o
r by
mov
ing
obje
cts.
3c. S
tude
nts
know
hea
t flo
ws
in s
olid
s by
con
duct
ion
(whi
ch in
volv
es n
o flo
w o
f mat
ter)
and
in fl
uids
by
cond
uctio
n an
d by
con
vect
ion
(whi
ch in
volv
es fl
ow o
f mat
ter)
.
5-8
R
evis
on 1
.1
6th
Gra
de
Inst
ruct
ion
al C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
1
Sta
nd
ard
Set
4: E
ner
gy
in t
he
Ear
th S
yste
m-
Man
y ph
enom
ena
on E
arth
’s s
urfa
ce a
re a
ffect
ed b
y th
e tr
ansf
er o
f ene
rgy
thro
ugh
radi
atio
n an
d co
nvec
tion
curr
ents
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
4c. S
tude
nts
know
hea
t fro
m E
arth
’s in
terio
r re
ache
s th
e su
rfac
e pr
imar
ily th
roug
h co
nvec
tion.
Sta
nd
ard
Set
7: I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n-
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
nd c
ondu
ctin
gca
refu
l inv
estig
atio
ns. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
e st
rand
s, s
tude
nts
shou
ldde
velo
p th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns. S
tude
nts
will
:7a
. Dev
elop
a h
ypot
hesi
s.7b
. Sel
ect a
nd u
se a
ppro
pria
te to
ols
and
tech
nolo
gy (
incl
udin
g ca
lcul
ator
s, c
ompu
ters
, bal
ance
s, s
prin
g sc
ales
, mic
rosc
opes
, and
bino
cula
rs)
to p
erfo
rm te
sts,
col
lect
dat
a, a
nd d
ispl
ay d
ata.
7c. C
onst
ruct
app
ropr
iate
gra
phs
from
dat
a an
d de
velo
p qu
alita
tive
stat
emen
ts a
bout
the
rela
tions
hips
bet
wee
n va
riabl
es.
7d. C
omm
unic
ate
the
step
s an
d re
sults
from
an
inve
stig
atio
n in
writ
ten
repo
rts
and
oral
pre
sent
atio
ns.
7e. R
ecog
nize
whe
ther
evi
denc
e is
con
sist
ent w
ith a
pro
pose
d ex
plan
atio
n.7f
. R
ead
a to
pogr
aphi
c m
ap a
nd a
geo
logi
c m
ap fo
r ev
iden
ce p
rovi
ded
on th
e m
aps
and
cons
truc
t and
inte
rpre
t a s
impl
e sc
ale
map
.7g
. Int
erpr
et e
vent
s by
seq
uenc
e an
d tim
e fr
om n
atur
al p
heno
men
a (e
.g.,
the
rela
tive
ages
of r
ocks
and
intr
usio
ns).
7h. I
dent
ify c
hang
es in
nat
ural
phe
nom
ena
over
tim
e w
ithou
t man
ipul
atin
g th
e ph
enom
ena
(e.g
., a
tree
lim
b, a
gro
ve o
f tre
es, a
str
eam
, a h
illsl
ope)
.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
11a
. Stu
dent
s kn
ow e
vide
nce
of p
late
tect
onic
s is
der
ived
from
the
fit o
f the
con
tinen
ts, t
he lo
catio
n of
ear
thqu
akes
, vol
cano
es, a
nd m
idoc
ean
ridge
s; a
nd th
e di
strib
utio
n of
foss
ils, r
ock
type
s, a
nd a
ncie
nt c
limat
ic z
ones
.1c
. Stu
dent
s kn
ow li
thos
pher
ic p
late
s th
e si
ze o
f con
tinen
ts a
nd o
cean
s m
ove
at r
ates
of c
entim
eter
s pe
r ye
ar in
res
pons
e to
mov
emen
ts in
the
man
tle.
1e. S
tude
nts
know
maj
or g
eolo
gic
even
ts, s
uch
as e
arth
quak
es, v
olca
nic
erup
tions
, and
mou
ntai
n bu
ildin
g, r
esul
t fro
m p
late
mot
ions
.1b
. Stu
dent
s kn
ow E
arth
is c
ompo
sed
of s
ever
al la
yers
: a c
old,
brit
tle li
thos
pher
e; a
hot
, con
vect
ing
man
tle; a
nd a
den
se, m
etal
lic c
ore.
3c. S
tude
nts
know
hea
t flo
ws
in s
olid
s by
con
duct
ion
(whi
ch in
volv
es n
o flo
w o
f mat
ter)
and
in fl
uids
by
cond
uctio
n an
d by
con
vect
ion
(whi
ch in
volv
es fl
ow o
f mat
ter)
.4c
. Stu
dent
s kn
ow h
eat f
rom
Ear
th’s
inte
rior
reac
hes
the
surf
ace
prim
arily
thro
ugh
conv
ectio
n.
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 1
: The
mod
el o
f the
Ear
th’s
str
uctu
re r
efle
cts
the
dyna
mic
cha
nges
occ
urrin
g on
the
surf
ace.
5-9
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
1a, 1
c, 1
e, 1
b, 3
c, 4
c
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dete
rmin
e ho
wth
e fit
of t
he c
ontin
ents
,th
e lo
catio
n of
eart
hqua
kes,
vol
cano
es,
and
mid
ocea
n rid
ges;
and
the
dist
ribut
ion
of fo
ssils
,ro
ck ty
pes,
and
anc
ient
clim
atic
zon
es p
rovi
deev
iden
ce o
f pla
tete
cton
ics
(1a)
• S
tude
nts
expl
ain
how
litho
sphe
ric p
late
s th
e si
zeof
con
tinen
ts a
nd o
cean
s,m
ove
at r
ates
of
cent
imet
ers
per
year
inre
spon
se to
mov
emen
ts in
the
man
tle. (
1c)
• S
tude
nts
expl
ain
how
maj
or g
eolo
gic
even
ts,
such
as
eart
hqua
kes,
volc
anic
eru
ptio
ns, a
ndm
ount
ain
build
ing,
res
ult
from
pla
te m
otio
ns. (
1e)
• S
tude
nts
will
iden
tify
the
laye
rs o
f the
Ear
th o
n a
diag
ram
and
exp
lain
the
rela
tions
hip
amon
g th
ela
yers
. (1b
)
Co
nte
nt
Sta
nd
ard
Gro
up
Sam
ple
Per
form
ance
Tas
kS
tude
nt c
reat
es a
pos
ter
or e
lect
roni
c pr
esen
tatio
n of
a c
utaw
ay v
iew
of E
arth
show
ing
how
hea
t fro
m E
arth
’s c
ore
crea
tes
conv
ectio
n ce
ll(s)
in E
arth
’s m
antle
,ca
usin
g sl
ow li
thos
pher
ic p
late
mov
emen
t whi
ch r
esul
ts in
the
follo
win
g m
ajor
geol
ogic
eve
nts:
ear
thqu
akes
, vol
cani
c er
uptio
ns, a
nd m
ount
ain
build
ing.
Be
sure
to la
bel t
he E
arth
's c
ore
man
tle a
nd li
thos
pher
e (c
rust
), in
clud
e co
nvec
tion
cell(
s) in
man
tle, r
isin
g in
res
pons
e to
hea
t fro
m th
e co
re, m
ovin
g ho
rizon
tally
inco
ntac
t with
the
litho
sphe
re (
crus
t) a
nd th
en s
inki
ng, h
oriz
onta
l cru
st m
ovem
ent
with
man
tle, a
nd r
esul
ting
surf
ace
feat
ure
or e
vent
. (
1b, 1
c, 1
e, 3
c, 4
c, 7
e, 7
g)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve th
e fo
llow
ing
labe
led
char
acte
ristic
s: E
arth
’s c
ore,
man
tle, a
nd li
thos
pher
e in
pro
per
vert
ical
seq
uenc
e, c
onve
ctio
n ce
ll(s)
in m
antle
risin
g in
res
pons
e to
hea
t fro
m th
e co
re, m
ovin
g la
tera
lly in
con
tact
with
the
litho
sphe
re (
crus
t) a
nd th
en s
inki
ng, l
ater
al c
rust
mov
emen
t with
man
tle, a
ndre
sulti
ng g
eolo
gic
even
ts m
ount
ain
build
ing,
ear
thqu
akes
, vol
cani
c er
uptio
ns,
etc.
).
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Ear
th’s
laye
rs, c
onve
ctio
n, c
ondu
ctio
n, li
thos
pher
ic (
crus
t) p
late
s, th
eir
mov
emen
t and
inte
ract
ions
(e.
g., c
onve
rgen
t, di
verg
ent b
ound
arie
s,su
bduc
tion,
etc
.)•
Loca
tions
of v
ario
us s
urfa
ce fe
atur
es o
f Ear
th in
rel
atio
n to
lith
osph
eric
plat
e lo
catio
n, m
ovem
ent,
and
inte
ract
ion
• E
xper
ienc
e us
ing
elec
tron
ic p
rese
ntat
ion
softw
are
and
grap
hics
, if u
sed.
Po
ssib
le R
eso
urc
es A
lign
ed t
o S
tan
dar
ds
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ksH
olt
6th
Gra
de
Inst
ruct
ion
al C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
1
5-10
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
• S
tude
nts
com
pare
/con
tras
tco
nduc
tion
(whi
chin
volv
es n
o flo
w o
f mat
ter)
and
conv
ectio
n (w
hich
invo
lves
flow
of m
atte
r).
(3c)
• S
tude
nts
expl
ain
how
hea
tfr
om E
arth
's in
terio
rre
ache
s th
e su
rfac
epr
imar
ily th
roug
hco
nvec
tion.
(4c
)
Co
nte
nt
Sta
nd
ard
Gro
up
(1a)
pp.
143
-50,
156
-57,
160
-63,
201
-05,
208
-09,
360
-61
(1c)
pp.
140
, 150
, 161
, 204
, 209
, 361
(1
e) p
p. 9
6-98
, 151
-57,
160
-62,
166
-69,
201
-05,
208
-209
, 378
-79,
473
(1
b) p
p. 1
36-1
39, 1
42, 1
60-6
1, 1
86-8
7, 2
00-0
3 (3
c) p
p. 2
21-2
3, 2
25, 2
40-4
1, 4
18-1
9 (4
c) p
p. 1
47, 1
50, 1
93, 2
03
Pre
ntic
e(1
a) p
p. 1
0, 1
8-22
, 23-
31, 3
2-38
, 79-
80, 1
58-5
9 (1
b) p
p. 9
-13,
17,
32-
37
(1c)
pp.
17,
32-
37
(1e)
pp.
24-
31, 3
2-37
, 44-
53, 7
9-82
(3
c) p
p. 1
6-17
, 475
-77
(4c)
pp.
17,
78-
81, 8
3-89
Gle
ncoe
(1a)
Lev
el R
ed p
. CA
2-3,
p.3
28-5
0 (1
b) L
evel
Red
p. 2
82-8
3 (1
c) L
evel
Red
p. C
A3,
330
-45
(4c)
Lev
el R
ed p
. CA
19
(1e)
Lev
el R
ed p
. CA
4, 2
70-7
4, 3
00-0
3 (1
c) L
evel
Red
p. C
A14
-15,
106
-07,
344
-45
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
dsA
ctiv
ities
for
STC
Kit
Cat
astr
ophi
c E
vent
s:13
.1 P
lotti
ng E
arth
quak
es to
Iden
tify
Pat
tern
s (1
a, 1
e, 7
f, 7b
)14
.1 E
xam
inin
g th
e E
arth
’s In
terio
r (1
b, 1
a, 7
e)15
.1 U
sing
a S
impl
e M
odel
of P
late
Mov
emen
t (1c
, 1e,
1a,
1f,
7e, 7
g)15
.2 U
sing
the
Mov
ing
Pla
tes
Mod
el
1a, 1
c, 1
f, 1e
, 7e,
7g)
19.1
Inve
stig
atin
g M
agm
a an
d N
ew L
andf
orm
s (
1f, 1
a, 1
e, 7
a-e)
19
.2 In
vest
igat
ing
Lava
and
New
Lan
dfor
ms
(1f,
1a, 1
e, 7
a-e)
Wal
k th
roug
h th
e E
arth
(S
calin
g th
e E
arth
’s la
yers
) (
1b, 1
a, 7
e)14
.1 E
xam
inin
g th
e E
arth
’s In
terio
r (1
b, 1
a, 7
e)16
.1 C
E M
odel
ing
Con
vect
ion
in th
e M
antle
( 4
c, 1
c, 3
c, 7
e)
6th
Gra
de
Inst
ruct
ion
al C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
1
Co
nte
nt
Sta
nd
ard
Gro
up
1d, 1
f, 3a
, 1g,
2d
An
alyz
ed S
tan
dar
ds
• S
tude
nts
expl
ain
the
caus
es o
f ear
thqu
akes
and
volc
anoe
s. (
1d)
• S
tude
nts
expl
ain
maj
orfe
atur
es o
f Cal
iforn
iage
olog
y (in
clud
ing
mou
ntai
ns, f
aults
,vo
lcan
oes)
in te
rms
ofpl
ate
tect
onic
s. (
1f)
• S
tude
nts
expl
ain
the
mec
hani
sm o
f ene
rgy
tran
sfer
. (3a
)•
Stu
dent
s de
term
ine
the
epic
ente
r of
an
eart
hqua
ke a
nd e
xpla
inho
w th
e ef
fect
s of
the
eart
hqua
ke d
epen
d on
seve
ral v
aria
bles
. (1g
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt d
escr
ibes
how
to lo
cate
an
eart
hqua
ke e
pice
nter
, and
then
loca
tes
an e
arth
quak
e ep
icen
ter
on a
map
. Usi
ng P
and
S w
ave
data
and
a P
and
S w
ave
time-
trav
el g
raph
ava
ilabl
e in
thei
r te
xtbo
ok, s
tude
ntde
term
ines
the
dist
ance
s fr
om th
e ep
icen
ter
of a
n ea
rthq
uake
to th
ree
diffe
rent
sei
smog
raph
sta
tions
in th
ree
diffe
rent
citi
es. S
tude
nt u
ses
thes
edi
stan
ces
to g
ener
ate
scal
e di
stan
ces,
usi
ng th
e sc
ale
give
n in
the
map
inth
e te
xtbo
ok. U
sing
thes
e sc
ale
dist
ance
s as
rad
ii, s
tude
nt d
raw
s th
ree
circ
les
on th
e m
ap fr
om th
e te
xtbo
ok; w
ith e
ach
city
in th
e ce
nter
of a
circ
le, a
nd th
e ra
dius
of t
he c
ircle
is th
e sc
ale
dist
ance
to th
e ep
icen
ter.
The
thre
e ci
rcle
s in
ters
ect a
t the
loca
tion
of th
e ep
icen
ter.
Writ
e a
desc
riptio
n of
the
epic
ente
r lo
catio
n. (
1g, 7
b, 7
c, 7
d, 7
f; N
ote:
sta
ndar
d1g
als
o in
clud
es e
arth
quak
e ef
fect
s an
d bu
ildin
g st
ruct
ure,
soi
l typ
e, e
tc.
that
wou
ld r
equi
re a
n ad
ditio
nal p
erfo
rman
ce ta
sk to
dem
onst
rate
mas
tery
of th
e en
tire
stan
dard
)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
des
crip
tion
of th
e pr
oced
ure
used
toob
tain
and
pro
cess
dat
a, d
ata
tabl
e w
ith d
ata
and
dist
ance
inte
rpol
atio
n,ca
lcul
atio
n re
sults
for
P-S
wav
e la
g tim
e (if
nec
essa
ry),
acc
urat
ely
draw
n
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 2
1d. S
tude
nts
know
that
ear
thqu
akes
are
sud
den
mot
ions
alo
ng b
reak
s in
the
crus
t cal
led
faul
ts a
nd th
at v
olca
noes
and
fiss
ures
are
loca
tions
whe
rem
agm
a re
ache
s th
e su
rface
.1f
. S
tude
nts
know
how
to e
xpla
in m
ajor
feat
ures
of C
alifo
rnia
geo
logy
(in
clud
ing
mou
ntai
ns, f
aults
, vol
cano
es)
in te
rms
of p
late
tect
onic
s.3a
. Stu
dent
s kn
ow e
nerg
y ca
n be
car
ried
from
one
pla
ce to
ano
ther
by
heat
flow
or
by w
aves
, inc
ludi
ng w
ater
, lig
ht a
nd s
ound
wav
es, o
r by
mov
ing
obje
cts.
1g. S
tude
nts
know
how
to d
eter
min
e th
e ep
icen
ter
of a
n ea
rthqu
ake
and
know
that
the
effe
cts
of a
n ea
rthqu
ake
on a
ny r
egio
n va
ry, d
epen
ding
on
the
size
of t
he e
arth
quak
e, th
e di
stan
ce o
f the
reg
ion
from
the
epic
ente
r, th
e lo
cal g
eolo
gy, a
nd th
e ty
pe o
f con
stru
ctio
n in
the
regi
on.
2d. S
tude
nts
know
ear
thqu
akes
, vol
cani
c er
uptio
ns, l
ands
lides
, and
floo
ds c
hang
e hu
man
and
wild
life
habi
tats
.K
ey C
onc
ept
for
Co
mpo
nent
1 S
tand
ard
Gro
up 2
:Ear
thqu
akes
occ
ur a
nd v
olca
noes
eru
pt b
ecau
se o
f fac
tors
bel
ow th
e Ea
rth's
sur
face
.
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 2
5-11
Rev
ison
1.1
5-12
Rev
ison
1.1
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 2
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
• S
tude
nts
eval
uate
the
effe
cts
of e
arth
quak
es,
volc
anic
eru
ptio
ns,
land
slid
es, a
nd fl
oods
on
hum
an a
nd w
ildlif
eha
bita
ts. (
2d)
Inst
ruct
ion
al R
eso
urc
es
circ
les
that
inte
rsec
t at t
he e
pice
nter
of t
he e
arth
quak
e, a
nd a
writ
ten
iden
tific
atio
n of
the
epic
ente
r lo
catio
n.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Ear
thqu
ake
char
acte
ristic
s; e
pice
nter
, P a
nd S
wav
es, s
eism
ogra
phs
and
seis
mog
ram
s•
Sca
le m
odel
ing,
com
pass
use
, and
map
rea
ding
ski
lls
Po
ssib
le R
eso
urc
es A
lign
ed t
o S
tan
dar
ds
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ksH
olt
(1d)
pp.
88,
90,
166
-71,
186
-87,
192
-204
, 208
-09
(1f)
pp. 1
50, 1
54, 1
60, 1
77
(3a)
pp.
96,
142
, 216
, 219
-30,
232
-33,
240
-41,
276
-77,
300
-301
, 338
, 398
-401
(1
g) p
p. 1
68-6
9, 1
72-7
4, 1
77-7
8, 1
81, 1
86-8
7, 2
40
(2d)
pp.
171
, 174
, 177
-80,
186
-187
, 192
-93,
195
-99,
208
-09,
295
-298
, 300
-01,
386
Pre
ntic
e(1
d) p
p. 4
4-48
, 53,
54-
56, 7
8-81
, 83-
92, 9
3-95
(1
f) p
p. 3
3-37
, 46-
49, 7
9-82
, 94
(3a)
pp.
15-
17, 5
4-61
, 252
, 357
-60,
366
-69,
373
, 468
-73,
474
-77
(1g)
pp.
54-
61, 6
2-67
, 68-
72, A
ppen
dix
C
(2d)
pp.
62-
67, 7
0-71
, 78,
90-
92, 9
3-97
, 224
-27,
230
-37,
294
-304
, 521
-24
Gle
ncoe
(1d)
Lev
el R
ed p
. CA
3, 2
70-9
5, 3
00-1
7 (1
f) L
evel
Red
p. C
A4,
263
, 275
, 277
, 287
, 292
, 313
, 318
, 349
, 352
, 356
(3
a) L
evel
Red
p. C
A13
, 90-
108
(1g)
Lev
el R
ed p
. CA
4-5,
256
, 297
(2
d) L
evel
Red
p. C
A10
, 287
, 290
, 303
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
5-13
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
Cat
astr
ophi
c E
vent
s S
TC K
it (C
E)
CE
15.
1 U
sing
a S
impl
e M
odel
of P
late
Mov
emen
t (1c
, 1e,
1a,
1f,
7e, 7
g)C
E 1
5.2
Usi
ng th
e M
ovin
g P
late
s M
odel
(1
a, 1
c, 1
f, 1e
, 7e,
7g)
CE
16.
3 M
odel
ing
Con
vect
ion
in th
e M
antle
(4
c, 1
c, 3
c, 7
e)C
E 1
3.1
Plo
tting
Ear
thqu
akes
to Id
entif
y P
atte
rns
(1a,
1e,
7f,
7b)
CE
15.
1 U
sing
a S
impl
e M
odel
of P
late
Mov
emen
t (1c
, 1e,
1a,
1f,
7e, 7
g)C
E 1
5.2
Usi
ng th
e M
ovin
g P
late
s M
odel
(1
a, 1
c, 1
f, 1e
, 7e,
7g)
CE
19.
1 In
vest
igat
ing
Mag
ma
and
New
Lan
dfor
ms
(1f
, 1a,
1e,
7a-
e)C
E 1
9.2
Inve
stig
atin
g La
va a
nd N
ew L
andf
orm
s 1f
, 1a,
1e,
7a-
e C
E 2
0.1
Inve
stig
atin
g C
E 1
5.2
Inve
stig
atin
g fa
ults
with
Mod
els
(1d
, 7a-
e)C
E 1
5.1
Usi
ng a
Sim
ple
Mod
el o
f Pla
te M
ovem
ent (
1c, 1
e, 1
a, 1
f, 7e
, 7g)
CE
15.
2 U
sing
the
Mov
ing
Pla
tes
Mod
el
(1a,
1c,
1f,
1e, 7
e, 7
g)C
E 1
9.1
Inve
stig
atin
g M
agm
a an
d N
ew L
andf
orm
s (
1f, 1
a, 1
e, 7
a-e)
CE
19.
2 In
vest
igat
ing
Lava
and
New
Lan
dfor
ms
(1f,
1a, 1
e, 7
a-e)
CE
20.
1 In
vest
igat
ing
Vis
cosi
ty a
nd V
olca
no T
ype
(1e
, 1f,
7a-e
)C
E 1
1.2
Des
igni
ng a
nd b
uild
ing
an E
arth
quak
e R
esis
tant
Hou
se (
2d, 1
g, 7
b)C
E 1
2.1
Rec
ordi
ng V
ibra
tions
(1g
, 7b)
CE
12.
2 R
eadi
ng a
Sei
smog
ram
(1g
, 7b,
7c)
CE
12.
3 Lo
catin
g th
e E
pice
nter
of a
n E
arth
quak
e (
1g, 7
b, 7
c, 7
e, 7
g)C
E 1
0.1
Thin
king
abo
ut E
arth
quak
es (
2d)
CE
11.
2 D
esig
ning
and
bui
ldin
g an
Ear
thqu
ake
Res
ista
nt H
ouse
(2d
, 1g,
7b)
CE
18.
1 Th
inki
ng a
bout
Vol
cano
es (
2d, 7
h)C
E 2
3.1
Inve
stig
atin
g P
rope
rtie
s of
Vol
cani
c A
sh (
2d, 7
e)C
E 2
4.1
Inve
stig
atin
g A
sh F
all (
2d, 7
e, 7
c)C
E 1
2.3,
(3a
, 7e,
7d)
CE
11.
1 Te
stin
g th
e M
otio
n of
Wav
es (
3a, 7
b, 7
d)
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 2
5-14
Rev
ison
1.1
LAU
SD
- S
ixth
Gra
de
Sci
ence
Mat
rix
Ch
art
Inst
ruct
ion
al C
om
po
nen
t 2
- S
hap
ing
Ear
th's
Su
rfac
e, H
eat,
En
erg
y in
th
e E
arth
Sys
tem
, In
vest
igat
ion
an
dE
xper
imen
tati
on
:S
tan
dar
d S
ets
2, 3
, 4, a
nd
7
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
2S
tan
dar
d S
et 2
: S
hap
ing
Ear
th's
Su
rfac
e- T
opog
raph
y is
res
hape
d by
the
wea
ther
ing
of r
ock
and
soil
and
by th
e tr
ansp
orta
tion
and
depo
sitio
n of
sed
imen
t. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:2a
. Stu
dent
s kn
ow w
ater
run
ning
dow
nhill
is th
e do
min
ant p
roce
ss in
sha
ping
the
land
scap
e, in
clud
ing
Cal
iforn
ia’s
land
scap
e.2b
. Stu
dent
s kn
ow r
iver
s an
d st
ream
s ar
e dy
nam
ic s
yste
ms
that
ero
de, t
rans
port
sed
imen
t, ch
ange
cou
rse,
and
floo
d th
eir
bank
s in
nat
ural
and
recu
rrin
g pa
ttern
s.2c
. Stu
dent
s kn
ow b
each
es a
re d
ynam
ic s
yste
ms
in w
hich
the
sand
is s
uppl
ied
by r
iver
s an
d m
oved
alo
ng th
e co
ast b
y th
e ac
tion
of w
aves
.2d
. Stu
dent
s kn
ow e
arth
quak
es, v
olca
nic
erup
tions
, lan
dslid
es, a
nd fl
oods
cha
nge
hum
an a
nd w
ildlif
e ha
bita
ts.
Sta
nd
ard
Set
3:
Hea
t- H
eat m
oves
in a
pre
dict
able
flow
from
war
mer
obj
ects
to c
oole
r ob
ject
s un
til a
ll th
e ob
ject
s ar
e at
the
sam
ete
mpe
ratu
re. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:3a
. Stu
dent
s kn
ow e
nerg
y ca
n be
car
ried
from
one
pla
ce to
ano
ther
by
heat
flow
or
by w
aves
, inc
ludi
ng w
ater
, lig
ht a
nd s
ound
wav
es, o
r by
mov
ing
obje
cts.
3c. S
tude
nts
know
hea
t flo
ws
in s
olid
s by
con
duct
ion
(whi
ch in
volv
es n
o flo
w o
f mat
ter)
and
in fl
uids
by
cond
uctio
n an
d by
con
vect
ion
(whi
ch in
volv
es fl
ow o
f mat
ter)
.3d
. Stu
dent
s kn
ow h
eat e
nerg
y is
als
o tr
ansf
erre
d be
twee
n ob
ject
s by
rad
iatio
n (r
adia
tion
can
trav
el th
roug
h sp
ace)
.S
tan
dar
d S
et 4
: E
ner
gy
in t
he
Ear
th S
yste
m-
Man
y ph
enom
ena
on E
arth
’s s
urfa
ce a
re a
ffect
ed b
y th
e tr
ansf
er o
f ene
rgy
thro
ugh
radi
atio
n an
d co
nvec
tion
curr
ents
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
4b. S
tude
nts
know
sol
ar e
nerg
y re
ache
s E
arth
thro
ugh
radi
atio
n, m
ostly
in th
e fo
rm o
f vis
ible
ligh
t.4d
. Stu
dent
s kn
ow c
onve
ctio
n cu
rren
ts d
istr
ibut
e he
at in
the
atm
osph
ere
and
ocea
ns.
4e. S
tude
nts
know
diff
eren
ces
in p
ress
ure,
hea
t, ai
r m
ovem
ent,
and
hum
idity
res
ult i
n ch
ange
s of
wea
ther
.S
tan
dar
d S
et 7
: In
vest
igat
ion
an
d E
xper
imen
tati
on
- S
cien
tific
pro
gres
s is
mad
e by
ask
ing
mea
ning
ful q
uest
ions
and
con
duct
ing
care
ful i
nves
tigat
ions
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt a
nd a
ddre
ssin
g th
e co
nten
t in
the
othe
r th
ree
stra
nds,
stu
dent
s sh
ould
deve
lop
thei
r ow
n qu
estio
ns a
nd p
erfo
rm in
vest
igat
ions
. Stu
dent
s w
ill:
7a. D
evel
op a
hyp
othe
sis.
7b. S
elec
t and
use
app
ropr
iate
tool
s an
d te
chno
logy
(in
clud
ing
calc
ulat
ors,
com
pute
rs, b
alan
ces,
spr
ing
scal
es, m
icro
scop
es, a
ndbi
nocu
lars
) to
per
form
test
s, c
olle
ct d
ata,
and
dis
play
dat
a.
5-15
Rev
ison
1.1
7c. C
onst
ruct
app
ropr
iate
gra
phs
from
dat
a an
d de
velo
p qu
alita
tive
stat
emen
ts a
bout
the
rela
tions
hips
bet
wee
n va
riabl
es.
7d. C
omm
unic
ate
the
step
s an
d re
sults
from
an
inve
stig
atio
n in
writ
ten
repo
rts
and
oral
pre
sent
atio
ns.
7e. R
ecog
nize
whe
ther
evi
denc
e is
con
sist
ent w
ith a
pro
pose
d ex
plan
atio
n.7f
. Rea
d a
topo
grap
hic
map
and
a g
eolo
gic
map
for
evid
ence
pro
vide
d on
the
map
s an
d co
nstr
uct a
nd in
terp
ret a
sim
ple
scal
em
ap.
7g. I
nter
pret
eve
nts
by s
eque
nce
and
time
from
nat
ural
phe
nom
ena
(e.g
., th
e re
lativ
e ag
es o
f roc
ks a
nd in
trus
ions
).7h
. Ide
ntify
cha
nges
in n
atur
al p
heno
men
a ov
er ti
me
with
out m
anip
ulat
ing
the
phen
omen
a (e
.g.,
a tr
ee li
mb,
a g
rove
of t
rees
, ast
ream
, a h
ill s
lope
).
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 1
:4a
. Stu
dent
s kn
ow th
e su
n is
the
maj
or s
ourc
e of
ene
rgy
for
phen
omen
a on
Ear
th’s
sur
face
; it p
ower
s w
inds
, oce
an c
urre
nts,
and
the
wat
er c
ycle
. [Fr
amew
ork:
p 9
5]4b
. Stu
dent
s kn
ow s
olar
ene
rgy
reac
hes
Earth
thro
ugh
radi
atio
n, m
ostly
in th
e fo
rm o
f vis
ible
ligh
t. [F
ram
ewor
k: p
95]
4d. S
tude
nts
know
con
vect
ion
curr
ents
dis
tribu
te h
eat i
n th
e at
mos
pher
e an
d oc
eans
. [Fr
amew
ork:
p 9
6]4e
. Stu
dent
s kn
ow d
iffer
ence
s in
pre
ssur
e, h
eat,
air
mov
emen
t, an
d hu
mid
ity r
esul
t in
chan
ges
of w
eath
er.
3a. S
tude
nts
know
ene
rgy
can
be c
arrie
d fro
m o
ne p
lace
to a
noth
er b
y he
at fl
ow o
r by
wav
es, i
nclu
ding
wat
er, l
ight
and
sou
nd w
aves
, or
by m
ovin
g ob
ject
s. [
Fram
ewor
k: p
92]
3d. S
tude
nts
know
hea
t ene
rgy
is a
lso
trans
ferr
ed b
etw
een
obje
cts
by r
adia
tion
(rad
iatio
n ca
n tra
vel t
hrou
gh s
pace
). [F
ram
ewor
k: p
94]
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
1:
The
dyna
mic
sys
tem
s on
Ear
th a
re a
ffect
ed b
y th
e S
un's
ene
rgy.
An
alyz
ed S
tan
dar
ds
•S
tude
nts
iden
tify
the
sun
as th
e m
ajor
sou
rce
of e
nerg
y fo
rph
enom
ena
on E
arth
’ssu
rfac
e (t
he p
heno
men
abe
ing
the
win
ds, o
cean
curr
ents
, and
the
wat
ercy
cle)
(4a
)•
Stu
dent
s ex
plai
n ho
wso
lar
ener
gy r
each
es
Co
nten
t S
tand
ard
Gro
up
4a, 4
b, 4
d, 4
e 3a
, 3d
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt m
akes
a la
bele
d di
agra
m o
f a c
onve
ctio
n cu
rren
t in
a w
eath
er s
yste
m(e
.g.,
afte
rnoo
n on
shor
e lo
cal w
ind
at a
bea
ch)
that
incl
udes
the
role
of t
heS
un in
hea
ting
the
surf
ace
of th
e E
arth
, and
the
tran
sfer
of h
eat b
y co
nduc
tion
from
the
land
sur
face
to th
e lo
wer
atm
osph
ere.
A
lso
incl
ude
the
upw
ard
mov
emen
t of w
arm
ed a
ir w
ithin
the
syst
em, t
he c
oolin
g of
the
air
as it
rea
ches
the
uppe
r at
mos
pher
e an
d tr
ansf
ers
heat
to th
e su
rrou
ndin
g ai
r, th
esu
bseq
uent
dow
nwar
d m
ovem
ent o
f coo
led
air
over
the
ocea
n, a
ndth
e ho
rizon
tal o
nsho
re w
ind
mov
emen
t fro
m o
ver
the
sea
to o
ver
the
land
. (4a
,4d
, 4e,
7e,
7g
5-16
Rev
ison
1.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
the
Ear
th th
roug
hra
diat
ion,
mos
tly in
the
form
of v
isib
le li
ght.
(4b)
• S
tude
nts
appl
y pr
ior
know
ledg
e of
conv
ectio
n (f
rom
Sta
ndar
d 4c
) as
itap
plie
s to
the
heat
dist
ribut
ion
in th
eat
mos
pher
e an
doc
eans
. (4d
)•
Stu
dent
s di
ffere
ntia
teth
e di
ffere
ntco
mpo
nent
s of
wea
ther
and
anal
yze
thei
rin
tera
ctio
ns th
at r
esul
t in
chan
ges
in w
eath
er.
(4e)
•
Stu
dent
s an
alyz
e ho
wen
ergy
is tr
ansf
erre
d in
diffe
rent
form
s. (
3a)
• S
tude
nts
diffe
rent
iate
betw
een
the
form
s of
heat
ene
rgy
tran
sfer
s,ra
diat
ion,
con
vect
ion
and
cond
uctio
n. (
3d)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Sco
ring
Cri
teri
a fo
r P
erfo
rman
ce T
ask
Stu
dent
pro
duct
sho
uld
depi
ct s
olar
rad
iatio
n st
rikin
g th
e Ea
rth’s
land
sur
face
, the
trans
fer
of h
eat b
y co
nduc
tion
from
Ear
th’s
sur
face
to th
e ai
r at
the
surfa
ce, t
heup
war
d m
ovem
ent o
f war
med
air,
the
cool
ing
of a
ir in
the
uppe
r at
mos
pher
e, th
edo
wnw
ard
mov
emen
t of c
oole
d ai
r, an
d th
e ho
rizon
tal m
ovem
ent o
f air
from
the
sea
to th
e la
nd.
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• Th
e ro
le o
f rad
iatio
n fro
m th
e S
un in
hea
ting
the
Earth
, and
the
trans
fer
ofhe
at b
y co
nduc
tion
and
conv
ectio
n•
The
stru
ctur
e of
a lo
cal w
ind
syst
em, o
r ot
her
conv
ectiv
e w
eath
er s
yste
ms
used
for
the
diag
ram
(e.
g., h
urric
ane,
glo
bal w
ind
syst
em, t
hund
erst
orm
, etc
.)•
Stu
dent
s sh
ould
hav
e an
opp
ortu
nity
to o
bser
ve a
con
vect
ion
curr
ent (
e.g.
, agl
ass
pan
of w
ater
, with
food
col
or d
ropp
ed in
, and
hea
ted
belo
w o
ne e
nd o
fth
e pa
n)
Po
ssib
le R
eso
urce
s A
ligne
d t
o S
tand
ard
sA
. R
efer
ence
s fro
m S
tate
-Ado
pted
Tex
tboo
ksH
olt
(4a)
pp.
400
-409
(4
b) p
p. 3
96-4
04
(4d)
pp.
405
-09
(4e)
pp,
372
- 73,
403
, 425
-441
, 448
-49,
454
, 457
, 466
, 478
(3
a) p
p. 2
19-3
0, 3
98-4
01
(3d)
pp.
219
-230
, 398
-401
Pre
ntic
e H
all
(4a)
pp.
284
-87,
387
, 468
-73,
478
-86,
544
-47
(4b)
pp.
468
-73,
474
-77
(4d)
pp.
285
, 387
-90,
476
-77,
479
-86,
505
-08,
510
-17,
541
(4
e) p
p. 4
74-7
7, 4
78-8
6, 4
87-9
2, 4
93-9
5, 5
02-0
8, 5
09-1
9 (3
a) p
p. 1
5-17
, 54-
61, 2
52, 3
57-6
0, 3
66-6
9, 4
68-7
3, 4
74-7
7 (3
d) p
p. 1
5, 4
86-
73, 4
75
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
5-17
Rev
ison
1.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
sIn
stru
ctio
nal
Res
ou
rces
Gle
ncoe
(4a)
Lev
el R
ed p
. CA
18, 2
04-2
67(4
b) L
evel
Red
p. C
A18
-19,
374
-78
(4d)
Lev
el R
ed p
. CA
19-2
0, 3
77, 4
58-6
4(4
e) L
evel
Red
p. C
A19
, 342
-45
(3a)
Lev
el R
ed p
. CA
13, 1
01-1
08(3
d) L
evel
Red
p. C
A15
, 103
, 375
-78
B. S
ampl
e A
ctiv
ities
Alig
ned
to th
e S
tand
ards
C
atas
trop
hic
Eve
nts,
123
(3a,
7e,
7d)
Labs
from
Cat
astr
ophi
c E
vent
s3.
1 D
iffer
entia
l Hea
ting
and
Coo
ling
of s
oil a
nd w
ater
(4
b, 4
a, 3
d, 7
a-e)
4.1
Inve
stig
atin
g Te
mpe
ratu
re o
f air
(3d
7a-
e)4.
2 In
vest
igat
ing
How
War
m A
ir an
d C
ool A
ir M
ove
(4a,
7a-
e)5.
1 In
vest
igat
ing
Effe
cts
of C
ollid
ing
Air
Mas
ses
(4d,
4e,
7a-
e)6.
1 O
bser
ving
Eva
pora
tion
and
Con
dens
atio
n (4
a, 7
a, 7
d)6.
2 M
odel
ing
the
effe
cts
of a
ir pr
essu
re o
n cl
oud
form
atio
n (4
e, 7
a, 7
d)6.
3 R
eadi
ng W
eath
er M
aps
(4e,
7f,
7b)
7.1
Inve
stig
atin
g E
ffect
of T
empe
ratu
re o
n O
cean
Cur
rent
s (4
a, 4
d, 7
a-e)
7.2
Inve
stig
atin
g S
urfa
ce C
urre
nts,
(4a
, 4d,
7f)
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
2:
2a.S
tude
nts
know
wat
er r
unni
ng d
ownh
ill is
the
dom
inan
t pro
cess
in s
hapi
ng th
e la
ndsc
ape,
incl
udin
g C
alifo
rnia
's la
ndsc
ape.
2b. S
tude
nts
know
riv
ers
and
stre
ams
are
dyna
mic
sys
tem
s th
at e
rode
, tra
nspo
rt se
dim
ent,
chan
ge c
ours
e, a
nd fl
ood
thei
r ba
nks
in n
atur
alan
d re
curr
ing
patte
rns.
2c. S
tude
nts
know
bea
ches
are
dyn
amic
sys
tem
s in
whi
ch th
e sa
nd is
sup
plie
d by
riv
ers
and
mov
ed a
long
the
coas
t by
the
actio
n of
wav
es.
2d. S
tude
nts
know
ear
thqu
akes
, vol
cani
c er
uptio
ns, l
ands
lides
, and
floo
ds c
hang
e hu
man
and
wild
life
habi
tats
.
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 2
:H
uman
pop
ulat
ions
are
affe
cted
by
flood
ing,
ear
thqu
akes
and
vol
cano
es.
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
5-18
Rev
ison
1.1
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
Co
nte
nt
Sta
nd
ard
Gro
up
2a, 2
b, 2
c, 2
d
An
alyz
ed S
tan
dar
ds
•S
tude
nts
iden
tify
that
wat
er r
unni
ng d
ownh
illis
the
dom
inan
t pro
cess
in s
hapi
ng C
alifo
rnia
’sla
ndsc
ape.
(2a
)•
Stu
dent
s ex
plai
n ho
wbe
ache
s ar
e fo
rmed
.(2
b)•
Stu
dent
s an
alyz
e riv
ers
and
stre
ams
syst
ems
that
ero
de, t
rans
port
sedi
men
t, ch
ange
cour
se a
nd fl
ood,
ther
eby
dete
rmin
ing
thei
r pa
ttern
s. (
2c)
• S
tude
nts
eval
uate
the
dam
ages
cau
sed
byea
rthq
uake
s, v
olca
nic
erup
tions
, lan
dslid
esan
d flo
ods
and
how
they
cha
nge
hum
anw
ildlif
e ha
bita
ts. (
2d)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt, u
sing
a la
b tr
ay w
ith a
laye
r of
fine
san
d or
cla
y in
the
botto
m a
s a
stre
amta
ble,
cre
ates
a s
mal
l str
eam
bed
with
a s
mal
l vol
ume
of w
ater
in a
mea
sure
d am
ount
of
time.
Afte
r m
easu
ring
the
wid
th o
f the
res
ultin
g st
ream
bed
and
notin
g th
e am
ount
of
sedi
men
t at t
he b
otto
m e
nd o
f the
str
eam
, stu
dent
mak
es a
labe
led
draw
ing
of th
est
ream
bed.
Stu
dent
then
hyp
othe
size
s ho
w a
larg
er v
olum
e of
wat
er (
in th
e sa
me
amou
nt o
f tim
e as
the
first
flow
) w
ould
cha
nge
the
stre
ambe
d. S
tude
nt n
ext u
ses
ala
rger
vol
ume
of w
ater
to fl
ood
the
stre
ambe
d, o
verf
low
ing
the
bank
s. S
tude
ntm
easu
res
the
wid
th o
f the
res
ultin
g ch
ange
d st
ream
bed,
mak
es a
labe
led
draw
ing
of it
,an
d w
rites
an
illus
trat
ed e
xpla
natio
n of
how
wat
er fl
ow c
an c
hang
e a
stre
ambe
d. B
esu
re to
incl
ude
two
labe
led
(e.g
., “F
irst s
trea
m, w
idth
, am
ount
of w
ater
use
d”, e
tc.)
illus
trat
ions
of t
he tw
o st
ream
s, a
nd w
ritte
n de
scrip
tions
of w
hat t
he tw
o st
ream
beds
wer
e lik
e an
d ho
w th
ey a
re d
iffer
ent f
rom
eac
h ot
her.
Incl
ude
obse
rvat
ions
of t
here
lativ
e am
ount
of s
edim
ent a
t the
bot
tom
end
of t
he s
trea
m fl
ows.
Incl
ude
a di
scus
sion
of h
ow r
unni
ng w
ater
cha
nges
land
scap
es (
e.g.
, cre
ates
val
leys
, san
dbar
s, lo
wer
mou
ntai
ns, e
tc.)
Stu
dent
pre
sent
s fin
ding
s to
cla
ss. (
2a, 2
b, 7
a, 7
d, 7
e, 7
g)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct h
as tw
o la
bele
d (e
.g.,
“Firs
t str
eam
, wid
th, a
mou
nt o
f wat
er u
sed”
,et
c.)
illus
trat
ions
of t
he tw
o st
ream
s, a
nd w
ritte
n de
scrip
tions
of w
hat t
he tw
ost
ream
beds
wer
e lik
e an
d ho
w th
ey a
re d
iffer
ent f
rom
eac
h ot
her.
Incl
ude
obse
rvat
ions
of th
e re
lativ
e am
ount
of s
edim
ent a
t the
bot
tom
end
of t
he s
trea
m fl
ows.
Incl
ude
disc
ussi
on o
f how
run
ning
wat
er c
hang
es la
ndsc
apes
.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• R
elev
ant g
eolo
gica
l for
mat
ions
and
term
s (m
ount
ains
, val
leys
, sed
imen
t, et
c.)
• M
easu
ring
with
a r
uler
• Te
ache
r sh
ould
giv
e ex
plic
it in
stru
ctio
ns fo
r co
mpo
nent
s of
writ
ten
expl
anat
ion.
5-19
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
Po
ssib
le R
eso
urc
es A
lign
ed t
o S
tan
dar
ds
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ks
Hol
t(2
a) p
p. 2
47-5
4, 2
57, 2
70-7
1, 2
87, 2
89, 2
92
(2b)
pp.
82,
94,
247
-48,
250
-57,
270
-71,
273
, 278
, 292
, 334
(2
c) p
p. 1
87, 2
56, 2
70, 2
73, 2
75-7
9, 2
81, 3
00-3
01, 3
03, 3
76-7
7, 3
83, 3
86-8
7 (2
d) p
p. 1
71, 1
74, 1
77-8
0, 1
86-8
7, 1
89, 1
92-9
3, 1
95-9
9, 2
02, 2
05, 2
08-2
09,
257,
295
-98,
300
-301
, 375
, 379
, 386
, 420
Pre
ntic
e (2
a) p
p. 1
98-2
05, 2
25-2
7, 2
30-4
2, 2
43-5
1, 2
97-3
02
(2b)
pp.
230
-41,
243
-46,
294
-304
, 521
-24
(2c)
pp.
252
-55,
369
-72
(2d)
pp.
62-
67, 7
0-71
, 78,
90-
92, 9
3-97
, 224
-27,
230
-37,
294
-304
, 521
-524
Gle
ncoe
(2a)
Lev
el R
ed p
. CA
8, 2
36-2
51(2
b) L
evel
Red
p. C
A9,
242
-251
, 582
-83
(2c)
Lev
el R
ed p
. CA
9-10
, 258
-262
(2d)
Lev
el R
ed p
. CA
10
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
5-20
Rev
ison
1.1
LAU
SD
- S
ixth
Gra
de
Sci
ence
Mat
rix
Ch
art
Inst
ruct
ion
al C
om
po
nen
t 3
-E
colo
gy,
Res
ou
rces
, Sh
apin
g E
arth
's S
urf
ace,
Hea
t, I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n:
Sta
nd
ard
Set
s 5,
6, 2
, 3, a
nd
7
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
3S
tan
dar
d S
et 5
: E
colo
gy-
Org
anis
ms
in e
cosy
stem
s ex
chan
ge e
nerg
y an
d nu
trie
nts
amon
g th
emse
lves
and
with
the
envi
ronm
ent.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
5a. S
tude
nts
know
ene
rgy
ente
ring
ecos
yste
ms
as s
unlig
ht is
tran
sfer
red
by p
rodu
cers
into
che
mic
al e
nerg
y th
roug
hph
otos
ynth
esis
and
then
from
org
anis
m to
org
anis
m th
roug
h fo
od w
ebs.
5b. S
tude
nts
know
mat
ter
is tr
ansf
erre
d ov
er ti
me
from
one
org
anis
m to
oth
ers
in th
e fo
od w
eb a
nd b
etw
een
orga
nism
s an
d th
eph
ysic
al e
nviro
nmen
t.5c
. Stu
dent
s kn
ow p
opul
atio
ns o
f org
anis
ms
can
be c
ateg
oriz
ed b
y th
e fu
nctio
ns th
ey s
erve
in a
n ec
osys
tem
.5d
. Stu
dent
s kn
ow d
iffer
ent k
inds
of o
rgan
ism
s m
ay p
lay
sim
ilar
ecol
ogic
al r
oles
in s
imila
r bi
omes
.5e
. Stu
dent
s kn
ow th
e nu
mbe
r an
d ty
pes
of o
rgan
ism
s an
eco
syst
em c
an s
uppo
rt d
epen
ds o
n th
e re
sour
ces
avai
labl
e an
d on
abio
tic fa
ctor
s, s
uch
as q
uant
ities
of l
ight
and
wat
er, a
ran
ge o
f tem
pera
ture
s, a
nd s
oil c
ompo
sitio
n.S
tan
dar
d S
et 6
: R
eso
urc
es-
Sou
rces
of e
nerg
y an
d m
ater
ials
diff
er in
am
ount
s, d
istr
ibut
ion,
use
fuln
ess,
and
the
time
requ
ired
for
thei
r fo
rmat
ion.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
6a. S
tude
nts
know
the
utili
ty o
f ene
rgy
sour
ces
is d
eter
min
ed b
y fa
ctor
s th
at a
re in
volv
ed in
con
vert
ing
thes
e so
urce
s to
use
ful
form
s an
d th
e co
nseq
uenc
es o
f the
con
vers
ion
proc
ess.
6b. S
tude
nts
know
diff
eren
t nat
ural
ene
rgy
and
mat
eria
l res
ourc
es, i
nclu
ding
air,
soi
l, ro
cks,
min
eral
s, p
etro
leum
, fre
sh w
ater
,w
ildlif
e, a
nd fo
rest
s, a
nd k
now
how
to c
lass
ify th
em a
s re
new
able
or
nonr
enew
able
.6c
. Stu
dent
s kn
ow th
e na
tura
l orig
in o
f the
mat
eria
ls u
sed
to m
ake
com
mon
obj
ects
.S
tan
dar
d S
et 2
:Sha
ping
Ear
th's
Sur
face
- To
pogr
aphy
is r
esha
ped
by th
e w
eath
erin
g of
roc
k an
d so
il an
d by
the
tran
spor
tatio
nan
d de
posi
tion
of s
edim
ent.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
2d. S
tude
nts
know
ear
thqu
akes
, vol
cani
c er
uptio
ns, l
ands
lides
, and
floo
ds c
hang
e hu
man
and
wild
life
habi
tats
.S
tan
dar
d S
et 3
:Hea
t- H
eat m
oves
in a
pre
dict
able
flow
from
war
mer
obj
ects
to c
oole
r ob
ject
s un
til a
ll th
e ob
ject
s ar
e at
the
sam
e te
mpe
ratu
re. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:b.
Stu
dent
s kn
ow th
at w
hen
fuel
is c
onsu
med
, mos
t of t
he e
nerg
y re
leas
ed b
ecom
es h
eat e
nerg
y.S
tan
dar
d S
et 7
:In
vest
igat
ion
and
Exp
erim
enta
tion-
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
ndco
nduc
ting
care
ful i
nves
tigat
ions
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt a
nd a
ddre
ssin
g th
e co
nten
t in
the
othe
r th
ree
stra
nds,
stu
dent
s sh
ould
dev
elop
thei
r ow
n qu
estio
ns a
nd p
erfo
rm in
vest
igat
ions
. Stu
dent
s w
ill:
5-21
Rev
ison
1.1
7a. D
evel
op a
hyp
othe
sis.
7b. S
elec
t and
use
app
ropr
iate
tool
s an
d te
chno
logy
(in
clud
ing
calc
ulat
ors,
com
pute
rs, b
alan
ces,
spr
ing
scal
es, m
icro
scop
es, a
ndbi
nocu
lars
) to
per
form
test
s, c
olle
ct d
ata,
and
dis
play
dat
a.7c
. Con
stru
ct a
ppro
pria
te g
raph
s fro
m d
ata
and
deve
lop
qual
itativ
e st
atem
ents
abo
ut th
e re
latio
nshi
ps b
etw
een
varia
bles
.7d
. Com
mun
icat
e th
e st
eps
and
resu
lts fr
om a
n in
vest
igat
ion
in w
ritte
n re
ports
and
ora
l pre
sent
atio
ns.
7e. R
ecog
nize
whe
ther
evi
denc
e is
con
sist
ent w
ith a
pro
pose
d ex
plan
atio
n.7f
. Rea
d a
topo
grap
hic
map
and
a g
eolo
gic
map
for
evid
ence
pro
vide
d on
the
map
s an
d co
nstru
ct a
nd in
terp
ret a
sim
ple
scal
e m
ap.
7g. I
nter
pret
eve
nts
by s
eque
nce
and
time
from
nat
ural
phe
nom
ena
(e.g
., th
e re
lativ
e ag
es o
f roc
ks a
nd in
trusi
ons)
.7h
. Ide
ntify
cha
nges
in n
atur
al p
heno
men
a ov
er ti
me
with
out m
anip
ulat
ing
the
phen
omen
a (e
.g.,
a tre
e lim
b, a
gro
ve o
f tre
es, a
stre
am,
a hi
llslo
pe).
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 1
Sta
ndar
ds fo
r Com
pone
nt 3
Sta
ndar
d G
roup
1:
5a. S
tude
nts
know
ene
rgy
ente
ring
ecos
yste
ms
as s
unlig
ht is
tran
sfer
red
by p
rodu
cers
into
che
mic
al e
nerg
y th
roug
h ph
otos
ynth
esis
and
then
from
org
anis
m to
org
anis
m th
roug
h fo
od w
ebs.
5b. S
tude
nts
know
mat
ter i
s tra
nsfe
rred
ove
r tim
e fro
m o
ne o
rgan
ism
to o
ther
s in
the
food
web
and
bet
wee
n or
gani
sms
and
the
phys
ical
envir
onm
ent.
5c. S
tude
nts
know
pop
ulat
ions
Stu
dent
s de
mon
stra
te a
con
cept
ual u
nder
stan
ding
of p
opul
atio
n an
d ec
osys
tem
s, s
uch
as th
e ro
les
of p
rodu
cers
,co
nsum
ers,
and
dec
ompo
sers
in a
food
web
: and
the
effe
cts
of re
sour
ces
and
ener
gy tr
ansf
er o
n po
pula
tions
by
crea
ting
a fo
od p
yram
id.
of o
rgan
ism
s ca
n be
cat
egor
ized
by th
e fu
nctio
ns th
ey s
erve
in a
n ec
osys
tem
.5d
. Stu
dent
s kn
ow d
iffer
ent k
inds
of o
rgan
ism
s m
ay p
lay
sim
ilar e
colo
gica
l rol
es in
sim
ilar b
iom
es.
5e. S
tude
nts
know
the
num
ber a
nd ty
pes
of o
rgan
ism
s an
eco
syst
em c
an s
uppo
rt de
pend
s on
the
reso
urce
s av
aila
ble
and
on a
biot
ic fa
ctor
s,su
ch a
s qu
antit
ies
of li
ght a
nd w
ater
, a ra
nge
of te
mpe
ratu
res,
and
soi
l com
posi
tion.
Key
Con
cept
for C
ompo
nent
3 S
tand
ard
Gro
up 1
: Ene
rgy
and
mat
ter i
s ex
chan
ged
in a
n ec
osys
tem
.
An
alyz
ed S
tan
dar
ds
• S
tude
nts
map
the
ener
gyen
terin
g ec
osys
tem
s as
sun
light
is tr
ansf
erre
d by
pro
duce
rs in
toch
emic
al e
nerg
y th
roug
hph
otos
ynth
esis
and
then
from
orga
nism
to o
rgan
ism
thro
ugh
food
web
s. (
5a)
Sta
ndar
dG
roup
s
5a, 5
b, 5
c, 5
d, 5
e
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k
Giv
en a
list
of o
rgan
ism
s in
an
ecos
yste
m, s
tude
nt d
esig
ns a
n ec
osys
tem
res
taur
ant
men
u th
at d
epic
ts th
e ec
olog
ical
rel
atio
nshi
ps th
at tr
ansf
er e
nerg
y an
d m
atte
r fr
omor
gani
sms
to o
ther
org
anis
ms
in th
e ec
osys
tem
. Des
crip
tions
of m
enu
item
s(o
rgan
ism
s) s
houl
d in
clud
e th
e na
me
of th
e or
gani
sm, i
ndic
ate
thei
r tro
phic
leve
l(p
rodu
cer,
prim
ary,
sec
onda
ry, t
ertia
ry c
onsu
mer
, dec
ompo
ser)
5-22
Rev
ison
1.1
Sta
ndar
dG
roup
sA
nal
yzed
Sta
nd
ard
s
• S
tude
nts
illus
trat
e ho
wm
atte
r is
tran
sfer
red
over
time
from
one
org
anis
m to
othe
rs in
the
food
web
and
betw
een
orga
nism
s an
d th
eph
ysic
al e
nviro
nmen
t. (5
b)•
Stu
dent
s cl
assi
fy p
opul
atio
nsof
org
anis
ms
by th
efu
nctio
ns th
ey s
erve
in th
eec
osys
tem
. (5c
)•
Stu
dent
s co
mpa
re a
ndco
ntra
st d
iffer
ent k
inds
of
orga
nism
s an
d th
e si
mila
rec
olog
ical
rol
es th
ey p
lay
insi
mila
r bi
omes
. (5d
)•
Stu
dent
s ex
plai
n th
e nu
mbe
ran
d ty
pes
of o
rgan
ism
s an
ecos
yste
m c
an s
uppo
rtde
pend
s on
the
reso
urce
sav
aila
ble
and
on a
biot
icfa
ctor
s, s
uch
as q
uant
ities
of
light
and
wat
er, a
ran
gete
mpe
ratu
res,
and
soi
lco
mpo
sitio
n. (
5e)
Inst
ruct
ion
al R
eso
urc
es
alon
g w
ith o
ther
app
ropr
iate
des
crip
tors
(e.g
., om
nivo
re, c
arni
vore
, her
bivo
re),
and
who
a
likel
y “c
usto
mer
” w
ould
be
(and
a d
escr
iptio
n of
thei
r tro
phic
leve
l). B
e su
re to
incl
ude
atle
ast o
ne p
rodu
cer,
one
prim
ary
cons
umer
, one
sec
onda
ry c
onsu
mer
, one
top-
leve
lca
rniv
ore
(terti
ary
cons
umer
), an
d on
e de
com
pose
r. S
tude
nts
pres
ent e
cosy
stem
men
us to
the
clas
s, a
nd c
lass
cla
ssifi
es m
enu
item
org
anis
ms
from
eac
h ot
her's
men
us in
to s
imila
rec
olog
ical
rol
es, f
rom
diff
eren
t eco
syst
ems.
(5a,
5b,
5c,
5d)
Sam
ple
Sco
ring
Cri
teri
a fo
r P
erfo
rman
ce T
ask
Item
s on
the
men
u sh
ould
incl
ude
appr
opria
te o
rgan
ism
s in
the
follo
win
g ca
tego
ries:
aph
otos
ynth
etic
pla
nt o
r cy
anob
acte
rium
(pro
duce
r) th
at u
ses
sunl
ight
for
its e
nerg
y, a
prim
ary
cons
umer
(her
bivo
re o
r om
nivo
re) a
nim
al o
r pr
otis
t tha
t eat
s th
e pl
ant f
or it
sen
ergy
, a s
econ
dary
con
sum
er (c
arni
vore
or
omni
vore
) tha
t eat
s th
e pr
imar
y co
nsum
er fo
rits
ene
rgy,
a te
rtiar
y co
nsum
er (t
op-le
vel p
reda
tor)
that
eat
s th
e se
cond
ary
cons
umer
for
itsen
ergy
, and
a d
ecom
pose
r (fu
ngus
or
mon
eran
) tha
t eat
s th
e to
p pr
edat
or fo
r its
ene
rgy.
Som
e S
ugge
sted
Con
cept
s an
d S
kills
to
Sup
port
Stu
dent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
oldi
ng S
trat
egie
s”•
Food
cha
ins,
web
s, a
nd r
oles
with
in th
em, a
nd e
nerg
y py
ram
ids
• R
esta
uran
t men
u fo
rmat
Pos
sibl
e R
esou
rces
Alig
ned
to S
tand
ards
A. R
efer
ence
s fro
m S
tate
-Ado
pted
Tex
tboo
ksH
olt
(5a)
pp.
306
, 308
-13,
315
, 317
, 321
, 324
-25
(5b)
pp.
305
-06,
309
-15,
317
-18,
321
, 324
-25,
389
(5
c) p
p. 3
07, 3
09-2
1, 3
24-2
5, 3
44
(5d)
pp.
310
-11,
315
-16,
318
, 325
, 344
, 460
-68
(5e)
pp.
273
, 305
, 308
, 314
-17,
319
, 321
, 324
-25,
344
-47,
373
, 468
Pre
ntic
e (5
a) p
p. 6
06-1
2
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 1
5-23
Rev
ison
1.1
Sta
ndar
dG
roup
s A
nal
yzed
Sta
nd
ard
s In
stru
ctio
nal
Res
ou
rces
(5b)
pp.
606
-12,
613
-17
(5c)
pp.
606
-12
(5d)
pp.
618
-21
(5e)
pp.
408
-13
Gle
ncoe
(5a)
Lev
el R
ed p
. CA
23, 5
50-5
6 (5
b) L
evel
Red
p. C
A23
-24,
550
-56
(5c)
Lev
el R
ed p
. CA
24-2
5, 5
35-4
0 (5
d) L
evel
Red
p. C
A25
, CA
26-2
7 54
0-56
(5
e) L
evel
Red
p. C
A25
, CA
26-2
7, 5
40-5
6
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Pop
ulat
ion
Expl
osio
n Fa
st P
lant
sM
ini-E
cosy
stem
s Fo
ss: P
opul
atio
ns a
nd E
cosy
stem
sM
ono
Lake
Fos
s: P
opul
atio
ns a
nd E
co-S
yste
ms
Find
ing
Ener
gy F
oss:
Pop
ulat
ions
and
Eco
-Sys
tem
sS
ortin
g ou
t Life
Fos
s: P
opul
atio
ns a
nd E
co-S
yste
ms
Ecos
cena
rios
Foss
: Pop
ulat
ions
and
Eco
syst
ems
Gro
w Y
our
Ow
n K
elp
Fore
st P
assp
ort t
o th
e P
acifi
c: A
quar
ium
of t
he P
acifi
c. p
. 20
(5a
,5b
, 5c,
5d,
5e)
Bio
accu
mul
atio
n –
Pas
spor
t to
the
Pac
ific:
Aqu
ariu
m o
f the
Pac
ific.
p. 1
02 (
5b.)
Fish
y S
hape
s P
assp
ort t
o th
e P
acifi
c: A
quar
ium
of t
he P
acifi
c.pp
. 22-
23
(5c,
5d)
Pro
duce
r’s O
n La
nd S
ea S
earc
her’s
Han
dboo
k: M
onte
rey
Bay
Aqu
ariu
mp6
6 (5
c, 5
d)A
dapt
atio
ns T
he O
cean
Boo
kpp
58-6
4 (5
c, 5
d)S
urvi
vor:
Cal
iforn
ia W
aves
, Wet
land
s, a
nd W
ater
shed
spp
. 97-
101
(2d
, 5e)
A H
abita
t is
a H
ome
Sea
Sea
rche
r’s H
andb
ook:
Mon
tere
y B
ay A
quar
ium
pp. 5
-13
(5a
,5b
, 5c,
5d,
5e)
Rel
atio
nshi
ps in
Com
mun
ities
Und
erst
andi
ng B
asic
Eco
logi
cal C
once
pts
pp. 4
9-67
(5a
,5b
, 5c,
5d,
5e)
Tide
pool
in a
Buc
ket F
ores
t P
assp
ort t
o th
e P
acifi
c: A
quar
ium
of t
he P
acifi
c.p5
3 (5
e,7c
, 7h)
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 1
Gra
de
6 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 2
STA
ND
AR
DS
FO
RC
OM
PO
NE
NT
3 S
TAN
DA
RD
GR
OU
P2
6a. S
tude
nts
know
the
utilit
y of
ene
rgy
sour
ces
is d
eter
min
ed b
y fa
ctor
s th
at a
re in
volv
ed in
con
verti
ng th
ese
sour
ces
to u
sefu
l for
ms
and
the
cons
eque
nces
of t
he c
onve
rsio
n pr
oces
s.6b
. Stu
dent
s kn
owdi
ffere
nt n
atur
al e
nerg
y an
d m
ater
ial r
esou
rces
, inc
ludi
ng a
ir, s
oil,
rock
s, m
iner
als,
pet
role
um, f
resh
wat
er, w
ildlif
e, a
ndfo
rest
s, a
nd k
now
how
to c
lass
ify th
em a
s re
new
able
or
nonr
enew
able
.6c
. Stu
dent
s kn
owth
e na
tura
l orig
in o
f the
mat
eria
ls u
sed
to m
ake
com
mon
obj
ects
.2d
. Stu
dent
s kn
owea
rthqu
akes
, vol
cani
c er
uptio
ns, l
ands
lides
, and
floo
ds c
hang
e hu
man
and
wild
life
habi
tats
.3b
. Stu
dent
s kn
owth
at w
hen
fuel
is c
onsu
med
, mos
t of t
he e
nerg
y re
leas
ed b
ecom
es h
eat e
nerg
y.
Key
Co
ncep
t fo
r C
om
pone
nt 3
Sta
ndar
d G
roup
2:R
enew
able
and
non
rene
wab
le a
re re
sour
ces
impo
rtant
to th
e ec
onom
y of
Cal
iforn
ia.
An
alyz
ed S
tan
dar
ds
• S
tude
nts
eval
uate
the
utili
ty o
fen
ergy
sou
rces
is d
eter
min
edby
fact
ors
that
are
invo
lved
in
Co
nten
tS
tand
ard
Gro
up
6a, 6
b, 6
c, 2
d,3b
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt w
ill r
esea
rch
and
writ
e a
repo
rt th
at p
ropo
ses
and
defe
nds
an a
ltern
ativ
eso
urce
of e
nerg
y th
at c
ould
be
deve
lope
d an
d us
ed b
y C
alifo
rnia
ns to
hel
p av
oid
Inst
ruct
ion
al R
eso
urc
es
Rai
sin
Pop
ulat
ion
Fore
st
Pas
spor
t to
the
Pac
ific:
Aqu
ariu
m o
f the
Pac
ific.
p52
(5e)
The
Oce
an?
No
Sw
eat!
How
the
Oce
an’s
Affe
ct T
empe
ratu
res
The
Oce
an B
ook
pp24
-25
(5e)
Tide
pool
s Th
e O
cean
Boo
k 71
(5e
)E
stua
ry 3
D B
oard
The
Oce
an B
ook
pp73
-75
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[image courtesy NASA]
6th Grade Earth Science Immersion Unit
Exploring Earth: Plate Tectonics
6-1
Draft Version 1.1
This draft document is the result of several months of writing and discussion as part of the SCALE Math and Science Partnership. It is a living document open to change based on feedback from pilot testing and input. It is intended to be circulated for consultation to the SCALE community and other interested parties. A final version will be made available near the end of the SCALE project in 2007. To check on the latest version or to offer comments/suggestions, please contact your Local District Science Personnel or MST Center Science Personnel.
Exploring Earth: Plate Tectonics
This Grade 6 Immersion Unit is being developed in partnership with the Los Angeles Unified School District and is being tested and revised by teachers, scientists, and curriculum developers associated with the NSF-funded Math/Science Partnership, System-wide Change for All Learners and Educators (SCALE) and the DOE-funded Quality Educator Development (QED) project at the California State University – Dominguez Hills.
Immersion Units provide a coherent series of lessons designed to guide students in developing deep conceptual understanding that is aligned with the standards and key concepts in science. In Immersion Units, students learn academic content by working like scientists: making observations, asking questions, doing further investigations to explore and explain natural phenomena, and communi-cating their results based on evidence.
The preparation of this report was supported by a grant from the National Science Foundation to the University of Wisconsin–Madison (EHR 0227016). At UW–Madison, the SCALE project is housed at the Wisconsin Center for Education Research. The other partners are the University of Pittsburgh, where the SCALE project is housed within the Learning Research and Development Center’s Institute for Learning; California State University at Dominguez Hills and Northridge; Los Angeles Unified School District; Denver Public School District; Providence Public School District; and Madison Metropolitan School District. Any opinions, findings, or conclusions are those of the author and do not necessarily reflect the view of the supporting agency.
Draft Version 1.1 6-3
A view of Earth from space is a familiar sight, thanks to photographs taken by Apollo astronauts. As familiar as it is, this is just a snapshot in Earth’s long history. Earth is an active planet, changing visibly in the course of our lifetime and changing enormously in the course of geologic time.
This unit provides students with the opportunity to discover, test, and use one of the most fundamental principles in Earth Science, the theory of plate tectonics. This relatively recent idea was presented with convincing evidence in the mid-twentieth century. It has proven to be a powerful tool in understanding the changing features of Earth’s surface, the generation and disappearance of rock on the ocean floors, and catastrophic events such as earthquakes and volcanic eruptions. It is an area of vigorous ongoing research.
Exploring Earth: Plate Tectonics focuses on the overarching question: How does the theory of Plate Tectonics explain the movement and structure of Earth’s surface?
This Immersion Unit offers an in-depth, student directed investigation. Students use knowledge and evidence they gain through guided inquiry steps to design, build, evaluate, and revise a physical model that accurately explains the tectonic processes responsible for the landforms in a particular world region.
Nine regions are featured in this unit to give both a local and world view of plate tectonics. The unit is designed to challenge
students to build and repeatedly evaluate and refine a physical model for an assigned region. To do this, students engage in the unit’s lessons about the structure and processes that shape Earth’s surface, then use what they learn to revise their model.
The unit begins with dramatic images of changes to Earth’s surface resulting from earthquakes, volcanic eruptions, and tsunamis to remind students of evidence that Earth’s surface is dynamic. Students plot seismic data for the location and timing of these events, look for patterns, and find that they occur along plate boundaries. Students then analyze GPS data to discover that Earth’s surface changes not only during sudden events but also moves slowly all the time. They learn of the existence of major plates and make connections back to patterns they described during the seismic data plotting exercise. Moving into a geologic time frame, students examine the fit of continents and distribution of fossil data to explain how the surface has changed as plates move over long periods of time.
Next, students are guided to learn about Earth’s inner structure and how it relates to tectonic processes. Students are challenged to consider
what makes up the interior of Earth. Activities and readings provide content knowledge and scientific skills for understanding the layers of Earth and convection currents that result in plate movement.
Unit Overview
Unit Key Concepts• Plate tectonics explains the landforms,
changing features, and catastrophic events of Earth’s surface.
• Major geological features of California, including mountains and locations of earthquakes and volcanoes, can be explained using plate tectonics.
Exploring Earth: Plate Tectonics Draft Version 1.1 6-4
Then, students use evidence from the age of rocks relative to seafloor spreading centers to discover an important concept: Rock is recycled from spreading centers to subduction zones. Students also learn that volcanic activity is often found at subduction zones. Throughout the guided inquiry steps, students capture the key concepts in their science notebooks and apply this knowledge to the evaluation and modification of their regional models.
Finally, students present their models and
Unit Standards(including mountains, faults, volcanoes) in terms of plate tectonics.
g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.
Shaping Earth’s Surface 2d. Students know earthquakes, volcanic
eruptions, landslides, and floods change human and wildlife habitats.
Heat (Thermal Energy) (Physical Science) 3c. Students know heat flows in solids by
conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
Energy in the Earth System 4c. Students know heat from Earth’s interior
reaches the surface primarily through convection.
Investigation and Experimentation 7. Scientific progress is made by asking
meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop
explanations for tectonic processes responsible for the landforms in their assigned region. From those examples, students then analyze two California features, the Sierra Nevada mountain range and the San Andreas Fault, and use evidence from the region models to explain their formation and behavior, respectively. In this unit, students move from regional to world views to look for patterns and then apply their understanding to develop explanations for prominent local geologic features.
This Immersion Unit supports the following California science content standards:
Plate Tectonics and Earth’s Structure1. Plate tectonics accounts for important
features of Earth’s surface and major geologic events. As a basis for understanding this concept:
a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.
b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.
d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
f. Students know how to explain major features of California geology
Draft Version 1.1 Unit Overview 6-5
their own questions and perform investigations. Students will:
a. Develop a hypothesis. b. Select and use appropriate tools and
technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.
d. Communicate the steps and results from an investigation in written reports and
oral presentations. e. Recognize whether evidence is
consistent with a proposed explanation. f. Read a topographic map and a geologic
map for evidence provided on the maps and construct and interpret a simple scale map.
g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).
Unit TimelineStep Lesson Time Key Concepts
Step 1 Earth-Shattering Events 45 min
• Earthquakes and volcanic eruptions provide evidence that Earth’s surface changes.
• Earthquakes and volcanic eruptions are sudden, local events but may affect large areas.
• Changes to Earth’s surface are sometimes caused by secondary events such as tsunamis.
Step 2Examining Earth’s Surface 45 min
• Regions of the world have diverse landforms—we can learn about them by studying maps and photographs and making observations.
• Scientific models are based on evidence.Begin Modeling Investigation 45 min • Scientific models are based on evidence.
Step 3
Exploring Seismic Waves 40 min
• Scientists use seismometers to study seismic waves which are produced by earthquakes.
• Magnitude refers to the absolute size of an earthquake whereas intensity is a relative value and depends on an observer’s location.
Analyzing Seismic Data 45 min
• Earthquakes and volcanic eruptions do not occur in random places, but in a pattern near specific locations
• Volcanic eruptions often occur in regions that also have earthquakes.
Revising Regional Models 30 min • Scientists revise their models and explanations based
on new information.
Unit Standards (continued)
Exploring Earth: Plate Tectonics Draft Version 1.1 6-6
Step Lesson Time Key Concepts
Step 4
Tracking Slow Movements—GPS 30 min
• The surface of Earth moves slowly and continuously, not just during catastrophic events.
• GPS provides direct observation of slow surface movement.
• Different areas of Earth’s surface move in different directions.
Discovering Plates 40 min
• Areas moving as a unit are outlined in a pattern similar to the location of earthquakes and volcanoes.
• Scientists have discovered that Earth’s surface is broken into large segments, called plates, that move slowly and continuously.
Revising Regional Models 20 min • Scientists revise their models and explanations based
on new information.
Step 5 Geologic Time 50 min
• Continents used to be in different positions compared to present-day.
• The shapes of the continents and the locations of fossils are two important pieces of evidence that contribute to plate tectonics.
Step 6
The Earth’s Crust 35 min • Plates are sections of Earth’s outer layer, the crust.
Inside Earth 35 min
• Earthquakes occur along fractures in the crust called faults.
• The Earth’s interior is made of layers with different properties.
• Convection currents beneath Earth’s surface cause plates to move.
Revising Regional Models 20 min • Scientists revise their models based on new evidence.
Step 7
Divergent Plate Boundaries 40 min • New rocks form at mid-ocean ridges and displace
older rocks.Evidence for subduction 45 min • Subduction occurs where an oceanic plate converges
with a continental plate.Revising Regional Models 20 min • Scientists revise their models based on new evidence.
Step 8
Unit Evaluate Part I:Model Showcase 50 min • Plate tectonics explains the landforms, changing
features and catastrophic events of Earth’s surface.• Major features of California geology (including
mountains, faults, and volcanoes) can be understood in terms of plate tectonics.
Unit Evaluate Part II:Explaining Mountains 50 min
Unit Evaluate Part III:California on the Move 50 min
Draft Version 1.1 Unit Overview 6-7
Unit Investigation, Scientific Modeling, and Science NotebooksThe Unit Investigation is a student-directed inquiry to meet this challenge: How can you explain land formations and processes that formed them in one region of the world using a physical model?
Students develop a model for the surface structures, plates, plate interactions, and Earth’s layers in a particular region of the world. They develop the model in cycles, changing it as lessons in the unit reveal evidence for new concepts. For each version of the model, students report their rationale, the ideas they want to convey and their evidence. In the end, the class shares the models as students collect observations and look for global patterns of plate behavior.
What students build in this investigation is more than a display. A physical model is a tool in the scientific process of asking questions, using evidence to test ideas, and modifying explanations. Students will go through several cycles of collecting evidence, forming ideas, and building a model to communicate their ideas. The initial model will be simple, mostly showing only surface features. As students gain knowledge about plate tectonics, they re-evaluate their model and modify it to reflect how those features came about. The design plan and the legend displayed with each version of the model are your clues to check for conceptual understanding.
The student’s ability to state the strengths and limitations of a model are as important as the model itself.
What is a scientific model and why use one in teaching?Models are often thought of as static, prefabricated, physical representations of some structure, such as the human heart or the solar system. However, there are many types of models, and they are important scientific tools. Scientists use evidence to design and use models for specific processes. Models provide a way to work out
relationships that may not be feasible through direct observations. Models can be static or dynamic, physical, or mathematical.
As students learn how scientists think and work, it is useful for them to share the experience of model design and construction. In this unit, the model’s development is used to support students in developing an understanding of the often abstract concepts associated with tectonic processes and Earth’s structure. As students have the chance to use evidence to evaluate and modify their models, they interact with these concepts by applying them to a real region of the world that they are modeling.
Students’ models may or may not have moving parts to represent the tectonic movements when they are introduced. While the type of model that moves in response to changing conditions would allow students to pose interesting questions about the model’s accuracy, it may not be feasible to develop with the time and materials available. Instead, students are guided in this unit to include a legend and written explanation with each model revision to show their understanding of the dynamic processes. In this way, the model provides a concrete example for students to interact with and apply their understanding of new evidence to as it is introduced throughout the unit.
How will you help students achieve success with the investigation?The key to success with the model inquiry in this unit is to allow the model to begin simple and change over time to become more complex. The first model will likely show only surface features like mountain ranges and valleys. Then, as students learn about plate boundaries, they can revise the models to include where those are located in their region. Similarly, when they learn about Earth’s structure, they can include cross-section information that explains how convection currents cause the plates in their region to move.
Allow students to make choices in model construction that may require significant revision when additional evidence is learned. Prompt students to ask questions of their model: Does it
Exploring Earth: Plate Tectonics Draft Version 1.1 6-8
accurately explain the evidence for Earth’s surface features and processes in that region? If so, how? If not, what are some limitations to the model?
The cycle of learning about new evidence for landform development and then inquiring if the model accounts for the new evidence is repeated as students develop a rich understanding of plate tectonics. This continues in parallel with the guided inquiry. Eventually, students develop scientifically-oriented explanations for the patterns of plate behavior around the world. In this way, students have time to acquire and use this content knowledge in-depth as they improve their critical thinking skills.
Science NotebooksOne way that scientists keep a record of their observations, data, explanations, and ideas is by recording them in a notebook. The use of science notebooks for each student is strongly encouraged for this unit. Where appropriate, directions are given in the implementation guide to include the use of science notebooks in various activities. Science notebooks can serve not only as an organizing tool, but also as a valuable source of formative feedback throughout the unit.
Unit Formative and Summative AssessmentDiscussion questions are included as a wrap-up for each lesson. They are referred to as the “REAP Questions.” REAP refers to the verbs recall,
extend, analyze, and predict—representing four different cognitive levels of understanding. The REAP discussion appears at the bottom of the Snapshot page. These questions can be used in a think-pair-share discussion format, as questions you pose to small groups, or as individually written reflections.
Recall questions are designed to assess students’ recollection of basic facts related to the lesson’s concepts. Extend and analyze questions provide opportunities to formatively assess students’ understanding of the key lesson concepts. A predict question is provided for the teacher to learn about students’ prior conceptions about the concepts in lessons that follow and pique students’ interest in what is to come.
The worksheets included in the lessons also provide many opportunities for assessment as the students work through the key concepts of the unit. The worksheets should be collected, reviewed, and used as benchmarks for student understanding.
The main summative and performance assessment piece of this unit occurs when students present all the regional models. They first record their observations during a presentation of the models. Then, students use evidence from the key tectonic patterns represented by the regional models to explain the formation and behavior of two California features, the Sierra Nevada Range and the San Andreas Fault, respectively.
7-1 Revison 1.1
7-2 Revison 1.1
VII. Grade 7
A. Introduction to the 7th Grade Science Section
District Course Name: Science 7
Thumbnail Description:Semester Course—Grade 7, NoPrerequisite
Course Code Number and Abbreviation:
36-01-03 Science 7 (41-36-09 Sci 7(Students with disabilities served inSDC)
Brief Course Description:The major purpose of this course is toprovide all students with scienceconcepts and ideas that build upon thestudents’ K–6 experience. Emphasisshould be placed on Investigation andExperimentation and the ScienceStandards which will prepare students tolead successful and productive lives andprepare them for future science courses.The middle school teacher uses anbalanced (inquiry/text) approach andestablishes connections between thevarious disciplines of Earth/SpaceScience, Physical Science and LifeScience, with a focus on Life Science inthis introductory secondary sciencecourse. Inter-connections with othercurricular areas are also made. This is aone semester course with the othersemester to be health.
Content of this Section:
• 7th Grade Periodic AssessmentsOrganizer - A place for you to writedown the 5 day window for yourassessment.
• Science Instructional Guide GraphicOrganizer Overview for 7th Grade -Provides the user with the ContentStandards for the 2 PeriodicDiagnostic Assessments.
• Legend Key for Matrix Chart -Provides a key that explains the MatrixChart.
• LAUSD - 7th Grade Science MatrixChart - Contains the ContentStandards, the standards grouped inContent Standard Groups, theStandards Analyzed, and InstructionalResources with Sample PerformanceTasks, Sample Scoring Criteria, SomeSuggested Concepts and Skills toSupport Student Success on theSample Performance Task, andPossible Standards AlignedResources.
I believe there is no philosophical high-road in science,with epistemological signposts. No, we are in a jungleand find our way by trial and error, building our roadbehind us as we proceed.
Max Born (1882-1961) U. S. physicist, Nobel Prize,1946.
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nce
for
you.
P
leas
e fil
l in
your
app
ropr
iate
trac
k pe
riodi
c as
sess
men
t dat
es.
Als
o fil
l in
the
date
s fo
r4
days
of r
efle
ctio
n, in
terv
entio
n, a
nd e
nric
hmen
t fol
low
ing
the
first
per
iodi
c as
sess
men
ts.
Gra
de 7
Per
iodi
cA
sses
smen
t
Ass
essm
ent
Win
dow
Sin
gle
Trac
k
Ass
essm
ent
Win
dow
Thr
eeTr
acks
Ass
essm
ent
Win
dow
Fou
rTr
acks
Per
iodi
cA
sses
smen
t I4
day
Ref
lect
ion,
Inte
rven
tion,
Enr
ichm
ent
Per
iodi
cA
sses
smen
t II
Ref
lect
ion,
Inte
rven
tion,
Enr
ichm
ent
7-4
R
evis
on 1
.1
Sci
ence
Inst
ruct
iona
l Gui
de G
raph
ic O
rgan
izer
Ove
rvie
w F
or G
rade
7S
cien
ce In
stru
ctio
nal G
uide
Ove
rvie
w
I. M
ajor
Dis
tric
t Ini
tiativ
es•
Sec
onda
ry L
itera
cy P
lan
• IF
L N
ine
Prin
cipl
es o
fLe
arni
ng•
Cul
tura
lly R
elev
ant
Teac
hing
Met
hods
toC
lose
the
Ach
ieve
men
tG
ap•
Sm
all L
earn
ing
Com
mun
ities
• LA
US
P•
MS
P-S
CA
LE
II. S
tate
of C
alifo
rnia
Doc
umen
t•
The
Cal
iforn
ia c
onte
ntst
anda
rds
• S
cien
ce F
ram
ewor
k fo
rC
alifo
rnia
Pub
licS
choo
ls•
Cal
iforn
ia S
tand
ards
for
the
Teac
hing
Pro
fess
ion
III. S
cien
ce P
edag
ogy
IV.
Ass
essm
ent
• P
erio
dic
Ass
essm
ent
• S
corin
g of
Per
iodi
cA
sses
smen
ts
• U
nit R
efle
ctio
n an
dIn
terv
entio
n
App
endi
x•
Dis
tric
t Con
tact
s an
dot
her
usef
ul in
form
atio
n
Inst
ruct
iona
lC
ompo
nent
1S
tand
ard
Set
I(6
a, 6
c, 6
d, 6
f, 6g
),(6
d, 1
a, 1
b, 1
c, 1
f),
(1d)
, (1e
, 2e)
, (5d
, 5e,
2b
), (2
a, 5
f, 2b
), (2
c, 2
d)(7
a, 7
b, 7
c, 7
d, 7
e)•
Con
tent
Sta
ndar
dG
roup
• A
naly
zed
Sta
ndar
d•
Inst
ruct
iona
l
Res
ourc
es:
• S
ampl
eP
erfo
rman
ce T
asks
• S
ampl
e S
corin
g C
riter
ia•
Som
e S
ugge
sted
Con
cept
s an
d S
kills
to S
uppo
rt S
tude
nt S
ucce
ss
on th
e S
ampl
e P
erfo
rman
ce•
Pos
sibl
e S
tand
ards
Alig
ned
Res
ourc
es
Inst
ruct
iona
lC
ompo
nent
2S
tand
ard
Set
II
(5a,
5b)
, (5g
, 6e,
6b)
(6h,
5c,
6i),
(6j
), (3
a,3e
, 3b,
4f),
(4e
, 4g
4b),
(4c,
4a,
4d,
3c,
3d)
(7a,
7b,
7c,
7d,
7e)
• C
onte
nt S
tand
ard
Gro
up•
Ana
lyze
d S
tand
ard
• In
stru
ctio
nal
R
esou
rces
:•
Sam
ple
Per
form
ance
Tas
ks•
Sam
ple
Sco
ring
Crit
eria
• S
ome
Sug
gest
edC
once
pts
and
Ski
lls to
Sup
port
Stu
dent
Suc
cess
on
the
Sam
ple
Per
form
ance
• P
ossi
ble
Sta
ndar
ds A
ligne
dR
esou
rces
Sci
ence
Per
iodi
cA
sses
smen
t 1
Sci
ence
Per
iodi
cA
sses
smen
t 2
Ove
rarc
hing
Inst
ruct
iona
lC
ompo
nent
s•
Rev
iew
and
Re-
teac
h•
Rev
iew
res
ults
of P
erio
dic
Ass
essm
ents
• E
xten
ded
Lear
ning
Inte
rven
tions
• S
tude
nt/t
each
erre
flect
ion
onst
uden
t wor
k•
End
of u
nit
asse
ssm
ents
• U
se o
f dat
a
7-5
R
evis
on 1
.1
NO
TE:
The
Inst
ruct
ion
al G
uid
e M
atri
x th
at f
ollo
ws
lays
ou
t an
“in
stru
ctio
nal
pat
hw
ay”
that
tea
cher
s m
ay u
se a
sa
gu
ide
for
teac
hin
g t
he
Sta
nd
ard
s S
et f
or
each
In
stru
ctio
nal
Co
mp
on
ent.
E
xpla
nat
ion
s w
ith
in e
ach
bo
x o
rco
lum
n o
f th
e Le
gen
d o
n t
his
pag
e d
escr
ibe
the
info
rmat
ion
th
at a
tea
cher
will
fin
d i
n t
he
bo
xes
and
co
lum
ns
of
the
mat
rix
that
fo
llow
s th
is L
egen
d.LA
US
D -
Mid
dle
Sch
oo
l In
stru
ctio
nal
Gu
ide
Leg
end
fo
r M
atri
x C
har
t
Sta
ndar
ds
for
Inst
ruct
iona
l Co
mpo
nent
The
Sta
ndar
d S
ets
lay
the
foun
datio
n fo
r ea
ch In
stru
ctio
nal C
ompo
nent
. The
sta
ndar
ds to
be
lear
ned
durin
g th
is In
stru
ctio
nal C
ompo
nent
are
liste
d nu
mer
ical
ly a
nd a
lpha
betic
ally
for
easy
ref
eren
ce a
nd d
o no
t int
end
to s
ugge
st a
ny o
rder
of t
each
ing
the
stan
dard
s.
Co
nten
t S
tand
ard
Gro
up:
The
stan
dard
s w
ithin
eac
h S
tand
ard
Set
are
org
aniz
ed in
to s
mal
ler
“Sta
ndar
d G
roup
s” th
at p
rovi
de a
con
cept
ual a
ppro
ach
for
teac
hing
the
stan
dard
s w
ithin
eac
h In
stru
ctio
nal C
ompo
nent
.
Key
Co
ncep
t fo
r th
e C
ont
ent
Sta
ndar
d G
roup
:The
Key
Con
cept
sig
nifie
s th
e “b
ig id
ea”
repr
esen
ted
by e
ach
Sta
ndar
ds G
roup
.
An
alyz
ed S
tan
dar
ds
Ana
lyze
d S
tand
ards
are
atr
ansl
atio
n of
the
Sta
te's
cont
ent s
tand
ards
(th
atbe
gin
with
stu
dent
skn
ow)
into
sta
tem
ents
of s
tude
ntpe
rfor
man
ce th
atde
scrib
es b
oth
the
activ
ity a
nd th
e"c
ogni
tive"
dem
and
plac
ed o
n th
e st
uden
ts.
Co
nten
tS
tand
ard
Gro
up
The
Sta
ndar
dsgr
oupe
d he
reco
ver
the
Key
Con
cept
.
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k
The
Per
form
ance
Tas
ks a
re in
stru
ctio
nal/a
sses
smen
t tas
ks a
ligne
d to
one
of m
ore
ofth
e A
naly
zed
Sta
ndar
ds in
a S
tand
ards
Gro
up. T
each
ers
may
wan
t to
adop
t or
adap
tth
ese
Per
form
ance
Tas
ks fo
r us
e in
thei
r cl
assr
oom
inst
ruct
iona
l pro
gram
s.
Eac
hP
erfo
rman
ce T
ask
sets
“cl
ear
expe
ctat
ions
” fo
r st
uden
t per
form
ance
, eng
ages
the
stud
ents
in a
cade
mic
ally
rig
orou
s le
arni
ng a
ctiv
ities
, and
pro
vide
s op
port
uniti
es fo
rco
ncep
tual
dev
elop
men
t thr
ough
acc
ount
able
talk
if th
e ta
sk is
don
e in
gro
ups.
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
k
Sco
ring
crite
ria th
at te
ache
rs m
ight
use
to s
core
the
sam
ple
perf
orm
ance
task
.
7-6
R
evis
on 1
.1
Co
nten
tS
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
The
deta
iled
desc
riptio
nof
the
cont
ent s
tand
ards
in th
e S
cien
ceF
ram
ewor
k fo
r C
alifo
rnia
Pub
lic S
choo
ls:
Kin
derg
arte
n Th
roug
hG
rade
Tw
elve
(20
03)
was
use
d ex
tens
ivel
y in
the
deve
lopm
ent o
f the
anal
yzed
sta
ndar
ds.
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
Thes
e ar
e “s
caffo
ldin
g” s
trat
egie
s th
at te
ache
rs m
ight
use
in d
esig
ning
inst
ruct
ion
that
will
pro
vide
stu
dent
s w
ith th
e sk
ills,
kno
wle
dge,
and
con
cept
ual u
nder
stan
ding
tope
rfor
m s
ucce
ssfu
lly o
n th
e ta
sk.
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Text
book
ref
eren
ces
from
LA
US
D a
dopt
ed s
erie
s th
at h
ave
been
cor
rela
ted
with
the
Con
tent
Sta
ndar
d G
roup
. (Th
e st
anda
rd(s
) fo
r ea
ch r
efer
ence
are
in p
aren
thes
is b
efor
eth
e pa
ge n
umbe
rs.)
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
7-7
R
evis
on 1
.1
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eS
even
th G
rad
e S
cien
ceIn
stru
ctio
nal
Co
mp
on
ent
1 -
Cel
l B
iolo
gy,
Gen
etic
s, S
tru
ctu
re a
nd
Fu
nct
ion
in
Liv
ing
Sys
tem
s, P
hys
ical
Pri
nci
pal
s in
Livi
ng
Sys
tem
s, I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n: S
tan
dar
d S
ets
1, 2
, 5, 6
, an
d 7
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
1S
tan
dar
d S
et 1
: C
ell
Bio
log
y- A
ll liv
ing
orga
nism
s ar
e co
mpo
sed
of c
ells
, fro
m ju
st o
ne to
man
y tr
illio
ns, w
hose
det
ails
usua
lly a
re v
isib
le o
nly
thro
ugh
a m
icro
scop
e.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
1a. S
tude
nts
know
cel
ls fu
nctio
n si
mila
rly in
all
livin
g or
gani
sms.
1b. S
tude
nts
know
the
char
acte
ristic
s th
at d
istin
guis
h pl
ant c
ells
from
ani
mal
cel
ls, i
nclu
ding
chl
orop
last
s an
d ce
ll w
alls
.1c
. Stu
dent
s kn
ow th
e nu
cleu
s is
the
repo
sito
ry fo
r ge
netic
info
rmat
ion
in p
lant
and
ani
mal
cel
ls.
1d. S
tude
nts
know
that
mito
chon
dria
libe
rate
ene
rgy
for
the
wor
k th
at c
ells
do
and
that
chl
orop
last
s ca
ptur
e su
nlig
ht e
nerg
y fo
rph
otos
ynth
esis
.1e
. Stu
dent
s kn
ow c
ells
div
ide
to in
crea
se th
eir
num
bers
thro
ugh
a pr
oces
s of
mito
sis,
whi
ch r
esul
ts in
two
daug
hter
cel
ls w
ithid
entic
al s
ets
of c
hrom
osom
es.
1f. S
tude
nts
know
that
as
mul
ticel
lula
r or
gani
sms
deve
lop,
thei
r ce
lls d
iffer
entia
te.
Sta
nd
ard
Set
2:
Gen
etic
s-
A ty
pica
l cel
l of a
ny o
rgan
ism
con
tain
s ge
netic
inst
ruct
ions
that
spe
cify
its
trai
ts.
Thos
e tr
aits
may
be m
odifi
ed b
y en
viro
nmen
tal i
nflu
ence
s.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
2a. S
tude
nts
know
the
diffe
renc
es b
etw
een
the
life
cycl
es a
nd r
epro
duct
ion
met
hods
of s
exua
l and
ase
xual
org
anis
ms.
2b. S
tude
nts
know
sex
ual r
epro
duct
ion
prod
uces
offs
prin
g th
at in
herit
hal
f the
ir ge
nes
from
eac
h pa
rent
.2c
. Stu
dent
s kn
ow a
n in
herit
ed tr
ait c
an b
e de
term
ined
by
one
or m
ore
gene
s.2d
. Stu
dent
s kn
ow p
lant
and
ani
mal
cel
ls c
onta
in m
any
thou
sand
s of
diff
eren
t gen
es a
nd ty
pica
lly h
ave
two
copi
es o
f eve
ry g
ene.
The
two
copi
es (o
r al
lele
s) o
f the
gen
e m
ay o
r m
ay n
ot b
e id
entic
al, a
nd o
ne m
ay b
e do
min
ant i
n de
term
inin
g th
e ph
enot
ype
whi
le th
e ot
her
isre
cess
ive.
2e. S
tude
nts
know
DN
A (d
eoxy
ribon
ucle
ic a
cid)
is th
e ge
netic
mat
eria
l of l
ivin
g or
gani
sms
and
is lo
cate
d in
the
chro
mos
omes
of e
ach
cell.
Sta
nd
ard
Set
5:
Str
uct
ure
an
d F
un
ctio
n i
n L
ivin
g S
yste
ms
( *N
ote
Par
ent p
erm
issi
on is
nec
essa
ry to
teac
h th
ese
stan
dard
s, th
ey m
ight
be
addr
esse
d in
Hea
lth)
- Th
e an
atom
y an
d ph
ysio
logy
of p
lant
s an
d an
imal
s ill
ustr
ate
the
com
plem
enta
ryna
ture
of s
truc
ture
and
func
tion.
A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:*5
d. S
tude
nts
know
how
the
repr
oduc
tive
orga
ns o
f the
hum
an fe
mal
e an
d m
ale
gene
rate
egg
s an
d sp
erm
and
how
sex
ual
activ
ity m
ay le
ad to
fert
iliza
tion
and
preg
nanc
y.
*5e.
Stu
dent
s kn
ow th
e fu
nctio
n of
the
umbi
licus
and
pla
cent
a du
ring
preg
nanc
y.5f
. Stu
dent
s kn
ow th
e st
ruct
ures
and
pro
cess
es b
y w
hich
flow
erin
g pl
ants
gen
erat
e po
llen,
ovu
les,
see
ds, a
nd fr
uit.
7-8
R
evis
on 1
.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
Sta
nd
ard
Set
6:
Ph
ysic
al P
rin
cip
les
in L
ivin
g S
yste
ms
- P
hys
ical
pri
nci
ple
s u
nd
erlie
bio
log
ical
str
uct
ure
s an
dfu
nct
ion
s. A
s a
bas
is f
or
un
der
stan
din
g t
his
co
nce
pt:
6a. S
tude
nts
know
vis
ible
ligh
t is
a sm
all b
and
with
in a
ver
y br
oad
elec
trom
agne
tic s
pect
rum
.6c
. Stu
dent
s kn
ow li
ght t
rave
ls in
str
aigh
t lin
es if
the
med
ium
it tr
avel
s th
roug
h do
es n
ot c
hang
e.
6d. S
tude
nts
know
how
sim
ple
lens
es a
re u
sed
in a
mag
nify
ing
glas
s, th
e ey
e, a
cam
era,
a te
lesc
ope,
and
a m
icro
scop
e.6f
. S
tude
nts
know
ligh
t can
be
refle
cted
, ref
ract
ed, t
rans
mitt
ed, a
nd a
bsor
bed
by m
atte
r6g
. Stu
dent
s kn
ow th
e an
gle
of r
efle
ctio
n of
a li
ght b
eam
is e
qual
to th
e an
gle
of in
cide
nce.
6d
. Stu
dent
s kn
ow h
ow s
impl
ele
nses
are
use
d in
a m
agni
fyin
g gl
ass,
the
eye,
a c
amer
a, a
tele
scop
e, a
nd a
mic
rosc
ope.
Sta
nd
ard
Set
7:
Inve
stig
atio
n a
nd
Exp
erim
enta
tio
n-
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
ndco
nduc
ting
care
ful i
nves
tigat
ions
. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
est
rand
s, s
tude
nts
shou
ld d
evel
op th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns.
Stu
dent
s w
ill:
7a. S
elec
t and
use
app
ropr
iate
tool
s an
d te
chno
logy
(in
clud
ing
calc
ulat
ors,
com
pute
rs, b
alan
ces,
spr
ing
scal
es, m
icro
scop
es,
and
bino
cula
rs)
to p
erfo
rm te
sts,
col
lect
dat
a an
d di
spla
y da
ta.
7b. U
se a
var
iety
of p
rint a
nd e
lect
roni
c re
sour
ces
(incl
udin
g th
e W
orld
Wid
e W
eb)
to c
olle
ct in
form
atio
n an
d ev
iden
ce a
s pa
rt o
fa
rese
arch
pro
ject
.7c
. Com
mun
icat
e th
e lo
gica
l con
nect
ion
amon
g hy
poth
eses
, sci
ence
con
cept
s, te
sts
cond
ucte
d, d
ata
colle
cted
, and
conc
lusi
ons
draw
n fr
om th
e sc
ient
ific
evid
ence
.7d
. Con
stru
ct s
cale
mod
els,
map
s, a
nd a
ppro
pria
tely
labe
led
diag
ram
s to
com
mun
icat
e sc
ient
ific
know
ledg
e (e
.g. m
otio
n of
Ear
th’s
pla
tes
and
cell
stru
ctur
e).
7e. C
omm
unic
ate
the
step
s an
d re
sults
from
an
inve
stig
atio
n in
writ
ten
repo
rts
and
oral
pre
sent
atio
ns.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
1:
6a. S
tude
nts
know
vis
ible
ligh
t is
a sm
all b
and
with
in a
ver
y br
oad
elec
trom
agne
tic s
pect
rum
.6c
. Stu
dent
s kn
ow li
ght t
rave
ls in
str
aigh
t lin
es if
the
med
ium
it tr
avel
s th
roug
h do
es n
ot c
hang
e.6d
. Stu
dent
s kn
ow h
ow s
impl
e le
nses
are
use
d in
a m
agni
fyin
g gl
ass,
the
eye,
a c
amer
a, a
tele
scop
e, a
nd a
mic
rosc
ope.
6f.
Stu
dent
s kn
ow li
ght c
an b
e re
flect
ed, r
efra
cted
, tra
nsm
itted
, and
abs
orbe
d by
mat
ter.
6g. S
tude
nts
know
the
angl
e of
ref
lect
ion
of a
ligh
t bea
m is
equ
al to
the
angl
e of
inci
denc
e.
Key
Co
nce
pt
for
the
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 1
: Th
e pr
oper
ties
of li
ght e
xpla
in h
ow im
ages
are
per
ceiv
ed a
s lig
htm
oves
thro
ugh
diffe
rent
med
ia a
nd in
to th
e ey
e.
7-9
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
6a, 6
c, 6
d, 6
f,6g
An
alyz
ed S
tan
dar
ds
•S
tude
nts
diffe
rent
iate
the
com
pone
nts
ofth
e el
ectr
omag
netic
spec
trum
. (6a
)
•S
tude
nts
anal
yze
the
path
way
s lig
ht tr
avel
sth
roug
h on
e or
mor
em
edia
. (6c
)
•S
tude
nts
cate
goriz
eho
w li
ght i
nter
acts
with
diff
eren
t typ
es o
fm
edia
. (6f
)
•S
tude
nts
dete
rmin
eth
e an
gle
of r
efle
ctio
nba
sed
on th
e an
gle
ofin
cide
nce.
(6g
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill c
onst
ruct
dia
gram
s (b
luep
rints
) of
a p
inho
le c
amer
a (n
o le
ns),
a c
ompo
und
mic
rosc
ope,
and
a te
lesc
ope
that
dem
onst
rate
the
corr
ect p
athw
ay th
at li
ght w
ill tr
avel
and
focu
s in
ord
er to
pro
duce
an
imag
e.
The
stud
ent w
ill a
lso
prov
ide
a w
ritte
nex
plan
atio
n fo
r ea
ch d
iagr
am. (
6a, 6
c, 6
g, I&
E 7
a, 7
b, 7
c)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt d
iagr
ams
shou
ld in
clud
e ac
cura
tely
labe
led
diag
ram
s th
at c
lear
ly a
nd c
orre
ctly
dem
onst
rate
how
ligh
t tra
vels
to m
ake
a fo
cuse
d im
age
thro
ugh
a pi
nhol
e ca
mer
a (n
o le
ns),
a co
mpo
und
mic
rosc
ope,
and
a te
lesc
ope.
The
writ
ten
expl
anat
ion
shou
ld in
clud
e an
accu
rate
des
crip
tion
how
eac
h in
stru
men
ts fo
cuse
s lig
ht to
pro
duce
an
imag
e.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• D
iagr
ams
show
ing
light
ref
lect
ing
and
refr
actin
g th
roug
h co
nvex
and
con
cave
lens
es•
Ligh
t beh
avio
r th
roug
h di
ffere
nt m
edia
suc
h ha
s ai
r, gl
ass,
wat
er•
Dia
gram
s sh
owin
g ho
w in
stru
men
ts s
uch
as a
pin
hole
cam
era,
mic
rosc
ope
and
tele
scop
e w
ork
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (6
a, c
, d, f
) 53
, 54,
56-
58, 6
3
Pre
ntic
e (6
a, c
, d, f
)698
-701
, 310
Gle
ncoe
(6
a) 7
86-7
98(6
c) 8
00-8
01(6
d) 8
01-8
03, 8
06-8
10(6
e) 7
93-7
98, 8
00-8
03
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
7-10
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
6d, 1
a, 1
b, 1
c,1f
An
alyz
ed S
tan
dar
ds
• S
tude
nts
corr
elat
e th
est
ruct
ure
of a
lens
with
its
func
tion.
(6d
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill c
reat
e a
Venn
Dia
gram
to c
ompa
re c
hara
cter
istic
s of
pla
ntce
lls to
ani
mal
cel
ls. S
tude
nt s
houl
d m
ake
sure
that
the
char
acte
ristic
sth
at a
re h
eld
in c
omm
on a
re in
the
shar
ed s
pace
and
that
thos
e th
at a
reun
ique
are
in th
e pr
oper
out
er a
reas
of t
he V
enn
Dia
gram
. (1b
, I&
E 7
d)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
shou
ld in
clud
e th
e fo
llow
ing
(fro
m th
e C
AF
ram
ewor
k):
Pla
nt c
ell o
uter
are
a of
Ven
n D
iagr
am: c
hlor
opla
st, l
arge
cen
tral
vac
uole
,ce
ll w
all d
eter
min
es s
hape
of
cel
l. A
nim
al c
ell o
uter
are
a of
Ven
n D
iagr
am: c
ytos
kele
ton
dete
rmin
essh
ape
of c
ell.
Sha
red
area
of V
enn
Dia
gram
: cel
l mem
bran
e, n
ucle
us,
mito
chon
dria
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• pl
ant c
ell p
arts
from
CA
Fra
mew
ork
• an
imal
cel
l par
ts fr
om C
A F
ram
ewor
k•
Venn
Dia
gram
usa
ge
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
2:
6d. S
tude
nts
know
how
sim
ple
lens
es a
re u
sed
in a
mag
nify
ing
glas
s, th
e ey
e, a
cam
era,
a te
lesc
ope,
and
a m
icro
scop
e.1a
. Stu
dent
s kn
ow c
ells
func
tion
sim
ilarly
in a
ll liv
ing
orga
nism
s.1b
. Stu
dent
s kn
ow th
e ch
arac
teris
tics
that
dis
tingu
ish
plan
t cel
ls fr
om a
nim
al c
ells
, inc
ludi
ng c
hlor
opla
sts
and
cell
wal
ls.
1c. S
tude
nts
know
the
nucl
eus
is th
e re
posi
tory
for
gene
tic in
form
atio
n in
pla
nt a
nd a
nim
al c
ells
.1f
. Stu
dent
s kn
ow th
at a
s m
ultic
ellu
lar
orga
nism
s de
velo
p, th
eir
cells
diff
eren
tiate
.
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 2
: Th
e de
velo
pmen
t of l
ense
s an
d m
icro
scop
es le
d to
the
disc
over
y of
cel
ls a
nd th
eir
func
tions
.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 2
7-11
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
•S
tude
nts
expl
ain
the
effe
ct o
fus
ing
mul
tiple
lens
es. (
6d)
• S
tude
nts
com
pare
the
func
tions
of c
ells
in d
iffer
ent
livin
g or
gani
sms.
(1a)
• S
tude
nts
exam
ine
the
stru
ctur
e of
oga
nelle
s to
desc
ribe
thei
r fun
ctio
nsin
side
of t
he c
ell.
(1a)
•S
tude
nts
diffe
rent
iate
betw
een
plan
t and
ani
mal
cells
. (1b
)
•S
tude
nts
iden
tify
nucl
ei in
prep
ared
slid
es. (
1b)
•S
tude
nts
expl
ain
the
func
tion
of n
ucle
us. (
1b)
•S
tude
nts
expl
ain
that
the
gene
tic m
ater
ial f
or th
e ce
ll is
foun
d in
the
nucl
eus
in b
oth
plan
ts a
nd a
nim
als.
(1c)
•S
tude
nts
cons
truct
a ti
mel
ine
of th
e de
velo
pmen
t of a
mul
ticel
lula
r org
anis
m th
atre
flect
cel
l diff
eren
tiatio
n. (1
f)
•S
tude
nts
com
pare
diff
eren
tty
pes
of c
ells
in a
mul
ticel
lula
r org
anis
m. (
1f)
•S
tude
nts
diag
ram
the
vario
usle
vels
of o
rgan
izatio
n in
am
ultic
ellu
lar o
rgan
ism
. (1f
)
Inst
ruct
ion
al R
eso
urc
es
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (6
d) 6
6-69
, 519
(1a)
36,
80-
81, 8
5, 8
7, 9
0-91
, 98-
99, 1
04:
(1b)
92-
93, 9
5, 9
7-98
, 112
(1c)
90-
91, 9
3, 9
8-99
(1f)
36,
82-
84, 8
9, 9
1
Pre
ntic
e (6
d) 8
-9, 1
1, 7
03-7
05(1
a) 1
0, 1
3-15
, 16-
17, 1
8-21
(1
b) 1
6-17
(1c)
4-7
, 10:
(1f)
208
, 735
-739
Gle
ncoe
(6
d) 8
01-8
03, 8
06-8
10(1
a) 4
8-56
(1b)
50,
55,
57
(1c)
96-
100
(1f)
56
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Exp
lore
with
mag
nify
ing
glas
s an
d m
icro
scop
e (
7a, 7
, c, 7
d):
• P
repa
red
slid
es•
Look
ing
at c
ells
• P
lant
• R
ed O
nion
• A
nim
al•
Gol
dfis
h ta
ils•
Pre
pare
d sl
ides
of r
oot c
ells
)F
ast p
lant
s (7
a-7e
)
7-12
Rev
ison
1.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 3
STA
ND
AR
D F
OR
CO
MP
ON
EN
T 1
STA
ND
AR
D G
RO
UP
3:
1d. S
tude
nts
know
that
mito
chon
dria
libe
rate
ene
rgy
for t
he w
ork
that
cel
ls d
o an
d th
at c
hlor
opla
sts
capt
ure
sunl
ight
ene
rgy
for p
hoto
synt
hesi
s.
Key
Co
ncep
t fo
r C
om
pone
nt 1
Sta
ndar
d G
roup
3:
Chl
orop
last
s ca
ptur
e so
lar
ener
gy in
the
form
of g
luco
se th
at is
use
d by
mito
chon
dria
to li
bera
te e
nerg
y fo
r th
e w
ork
that
cel
ls d
o.
An
alyz
ed S
tan
dar
ds
•S
tude
nts
com
pare
how
plan
ts a
nd a
nim
als
obta
inan
d us
e en
ergy
. (1d
)
•S
tude
nts
diag
ram
the
rela
tions
hip
betw
een
phot
osyn
thes
is a
ndre
spira
tion.
(1d
)
Co
nten
tS
tand
ard
Gro
up
1d
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt w
ill c
reat
e a
pict
ure
book
to e
xpla
in h
ow e
nerg
y av
aila
ble
for
hum
anm
ovem
ent i
s ob
tain
ed fr
om th
e en
ergy
cap
ture
d by
pla
nts
from
the
Sun
. In
clud
eph
otos
ynth
esis
and
res
pira
tion
and
the
rela
tions
hip
betw
een
phot
osyn
thes
is a
ndre
spira
tion,
dia
gram
s, s
impl
e ch
emic
al e
quat
ions
, lab
eled
pic
ture
s w
ith m
itoch
ondr
ia,
chlo
ropl
asts
. B
e su
re to
exp
lain
the
prop
er s
eque
nce
of e
vent
s in
all
pict
ures
and
diag
ram
s st
artin
g w
ith e
nerg
y fr
om th
e S
un.
Info
rmat
ion
shou
ld b
e ga
ther
ed fr
om a
varie
ty o
f prin
t and
Inte
rnet
res
ourc
es. (
1d, I
&E
7b,
7d)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
shou
ld in
clud
e th
e fo
llow
ing
(from
the
CA
Fra
mew
ork)
:R
ole
of c
hlor
opla
sts
(incl
ude
disc
ussi
on o
f pig
men
t) in
pho
tosy
nthe
sis
to c
aptu
re e
nerg
yfro
m s
unlig
ht; s
impl
e co
rrec
t che
mic
al fo
rmul
ae: c
hem
ical
ene
rgy
trans
fer
from
pla
nts
toan
imal
s; r
ole
of m
itoch
ondr
ia in
res
pira
tion
in li
bera
ting
ener
gy fo
r w
ork
in c
ells
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• w
ays
in w
hich
pla
nts
and
anim
als
obta
in e
nerg
y•
part
s of
a c
hem
ical
equ
atio
n –
reac
tant
s an
d pr
oduc
ts•
chem
ical
equ
atio
ns fo
r re
spira
tion
and
phot
osyn
thes
is•
flow
-cha
rts
of e
nerg
y tr
ansf
er to
pla
nts
and
to a
nim
als
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (1
d) 1
12-1
14, 2
84-2
86
Pre
ntic
e(1
d) 4
6-48
Gle
ncoe
(1d)
51,
55
7-13
Rev
ison
1.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 4
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 4
:
1e. S
tude
nts
know
cel
ls d
ivid
e to
incr
ease
thei
r nu
mbe
rs th
roug
h a
proc
ess
of m
itosi
s, w
hich
res
ults
in tw
o da
ught
er c
ells
with
iden
tical
sets
of c
hrom
osom
es.
2e. S
tude
nts
know
DN
A (d
eoxy
ribon
ucle
ic a
cid)
is th
e ge
netic
mat
eria
l of l
ivin
g or
gani
sms
and
is lo
cate
d in
the
chro
mos
omes
of e
ach
cell.
Key
Co
ncep
t fo
r C
om
pone
nt 1
Sta
ndar
d G
roup
4:
The
proc
ess
of m
itosi
s pa
sses
DN
A, t
he g
enet
ic m
ater
ial,
to e
very
new
cel
l in
an o
rgan
ism
.
An
alyz
ed S
tan
dar
ds
•S
tude
nts
illus
trat
e th
ese
quen
ce o
f eve
nts
in th
epr
oces
s of
mito
sis.
(1e
)
•S
tude
nts
cons
truc
t a m
odel
of D
NA
. (2e
)
Co
nten
tS
tand
ard
Gro
up
1e, 2
e
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill c
reat
e a
“mito
sis
mob
ile."
The
mob
ile s
houl
d re
pres
ent t
he m
othe
rce
ll at
the
top
and
show
all
the
in-b
etw
een
stag
es le
adin
g up
to th
e tw
ore
sulti
ng d
augh
ter
cells
. A
ppro
pria
te la
bels
and
exp
lana
tions
of e
ach
of th
ese
stag
es o
f the
mito
tic d
ivis
ion
shou
ld b
e do
cum
ente
d an
d in
clud
ed. (
1e, 2
e,I&
E: 7
d, 7
e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt m
obile
sho
uld
cont
ain
the
follo
win
g: m
odel
s or
illu
stra
tions
repr
esen
ting
each
ste
p in
mito
sis;
a c
lear
seq
uenc
e of
eve
nts
lead
ing
from
mot
her
cell
to th
e tw
o da
ught
er c
ells
; det
aile
d ex
plan
atio
ns o
f eac
h of
thes
est
ages
.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• m
itosi
s st
ages
and
des
crip
tions
of s
tage
s •
cons
truc
t a s
impl
e m
obile
• gr
aph
the
cell
cycl
e•
rese
arch
mito
sis
from
sta
ndar
ds-a
ligne
d re
sour
ces
• gr
aph
bact
eria
l gro
wth
thro
ugh
text
book
or
cut-a
nd-p
aste
act
ivity
• vi
ew ti
me-
laps
e se
quen
ce o
f mito
sis
to o
bser
ve c
hrom
osom
e se
greg
atio
n vi
ain
tern
et, D
VD
, VH
S, o
r ot
her
med
ia s
ourc
e
7-14
Rev
ison
1.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s In
stru
ctio
nal
Res
ou
rces
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (1
e) 1
16-1
19:
(2e)
90,
91,
152
-157
Pre
ntic
e(1
e) 5
3-56
(2e)
57-
58
Gle
ncoe
(1e)
97-
100,
105
-106
(2e)
100
, 110
-111
B.
Sam
ple
Act
ivit
ies
Alig
ned
to
th
e S
tan
dar
ds
Tiki
the
peng
uin
http
://w
ww
.one
wor
ld.n
et/p
engu
in(7
a, 7
b, 7
c, 7
e)
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 4
7-15
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
5d, 5
e, 2
b
An
alyz
ed S
tan
dar
ds
OB
TAIN
PA
RE
NT
PE
RM
ISS
ION
•
Stu
dent
s di
agra
m th
em
ale
and
fem
ale
hum
anre
prod
uctiv
e or
gans
. (5d
)
•S
tude
nts
desc
ribe
the
sequ
ence
of e
vent
s th
atm
ay le
ad to
fert
iliza
tion.
(5d)
•S
tude
nts
expl
ain
how
the
umbi
licus
and
pla
cent
asu
ppor
t the
fetu
s du
ring
gest
atio
n. (
5e)
•S
tude
nts
desc
ribe
the
tran
smis
sion
of m
ater
ials
acro
ss th
e pl
acen
ta. (
5e)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill d
raft
a pe
rsua
sive
lette
r as
king
a p
regn
ant m
othe
r to
sto
psm
okin
g or
usi
ng d
rugs
. Le
tters
sho
uld
be in
a m
odifi
ed b
lock
-sty
lefo
rmat
and
incl
ude
obje
ctiv
e as
wel
l as
subj
ectiv
e ar
gum
ents
with
supp
ortin
g de
tails
from
res
earc
h. (
5e, I
&E
7b,
7d,
7e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt le
tter
shou
ld in
clud
e th
e fo
llow
ing;
blo
ck s
tyle
bus
ines
s le
tter
form
at; a
bal
ance
d ar
gum
ent o
f the
pro
s an
d co
ns o
f sm
okin
g an
d dr
ugus
age
base
d on
cur
rent
res
earc
h fin
ding
s;
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• di
agra
m a
nd s
tudy
the
uter
us o
f a p
regn
ant w
oman
• di
agra
m th
e flo
w o
f mat
eria
ls a
cros
s th
e pl
acen
ta a
nd id
entif
y th
est
ruct
ures
invo
lved
in th
e pr
oces
s•
disc
uss
how
a fe
tus
gets
nut
rient
s an
d el
imin
ates
(ge
ts r
id o
f ) w
aste
s•
rese
arch
and
rev
iew
art
icle
s on
“dr
ug-b
abie
s”•
revi
ew e
xam
ples
of l
ette
rs a
nd r
evie
w th
e bl
ock
styl
e fo
rmat
and
cont
ent
• cr
eate
a r
ubric
for
a pe
rsua
sive
lette
r
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
5:
5d. S
tude
nts
know
how
the
repr
oduc
tive
orga
ns o
f the
hum
an fe
mal
e an
d m
ale
gene
rate
egg
s an
d sp
erm
and
how
sex
ual a
ctiv
ity m
ay le
adto
fert
iliza
tion
and
preg
nanc
y.5e
. Stu
dent
s kn
ow th
e fu
nctio
n of
the
umbi
licus
and
pla
cent
a du
ring
preg
nanc
y.2b
. Stu
dent
s kn
ow s
exua
l rep
rodu
ctio
n pr
oduc
es o
ffspr
ing
that
inhe
rit h
alf t
heir
gene
s fr
om e
ach
pare
nt.
Key
Con
cept
for
Com
pone
nt 2
Sta
ndar
d G
roup
5: S
exua
l Rep
rodu
ctio
n in
hum
ans
requ
ires
the
com
bina
tion
of a
n eg
g an
d a
sper
m.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 5
7-16
Rev
ison
1.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (5
d) 3
98, 4
08, 5
43, 5
47-5
50B
(P
aren
t per
mis
sion
slip
s ne
eded
)(5
e) 2
58-2
59, 2
61-2
63, 2
70-2
71, 2
80-2
83, 5
98(2
b) 1
16-1
17, 3
33-3
34, 3
65-3
66: 3
8-39
, 130
-132
, 134
, 135
-139
, 142
-143
, 152
,57
8
Pre
ntic
e (5
d) 3
46-3
50(5
e) 2
49-2
50, 3
06-3
07, 3
42-3
44, 3
48-3
49(2
b) 8
7-90
Gle
ncoe
(5
d) 4
48-4
51(5
e) 5
82-5
85, 6
05, 6
10(2
b) 1
04-1
09, 1
10-1
14, 1
16
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Fas
t Pla
nts
(7a-
7e)
War
ds –
was
ps la
b (7
a-7e
)
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 5
7-17
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
2a, 5
f, 2b
An
alyz
ed S
tan
dar
ds
•S
tude
nts
sum
mar
ize
the
sequ
ence
of e
vent
s in
the
life
cycl
es o
f org
anis
ms
that
repr
oduc
e se
xual
ly a
ndas
exua
lly. (
2a)
•S
tude
nts
com
pare
sex
ual
repr
oduc
tion
and
asex
ual
repr
oduc
tion.
(2a
)
•S
tude
nts
illust
rate
the
repr
oduc
tive
proc
ess
offlo
wer
ing
plan
ts. (
5f)
•S
tude
nts
disc
uss
how
the
dipl
oid
num
ber
ofch
rom
osom
es is
mai
ntai
ned
in h
uman
s. (
2b)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill u
se a
gra
phic
org
aniz
er (
Venn
Dia
gram
) to
com
pare
sex
ual t
oas
exua
l rep
rodu
ctio
n in
org
anis
ms.
Stu
dent
sho
uld
incl
ude
herm
aphr
oditi
c or
gani
sms
in th
eir
diag
ram
. In
clud
e at
leas
t thr
ee it
ems
inea
ch a
rea
of th
e di
agra
m.
The
oute
r ar
eas
shou
ld b
e se
xual
and
ase
xual
repr
oduc
tion,
with
the
cent
er s
hare
d ar
ea s
how
ing
the
shar
edch
arac
teris
tics
(2a,
5f;
I&E
: 7d)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
will
incl
ude
the
follo
win
g: V
enn
Dia
gram
with
at
leas
t thr
ee it
ems/
char
acte
ristic
s of
org
anis
ms
that
rep
rodu
ce s
exua
lly a
ndas
exua
lly; f
or e
xam
ple,
in th
e ou
ter
area
for
sexu
al r
epro
duct
ion,
sepa
rate
mal
e an
d fe
mal
e re
prod
uctiv
e or
gans
, mei
osis
, int
erna
lfe
rtili
zatio
n; fo
r th
e ou
ter
area
for
asex
ual r
epro
duct
ion,
sim
ple
mito
sis,
budd
ing,
spo
re p
rodu
ctio
n; fo
r th
e sh
ared
are
a, o
ffspr
ing,
tran
smis
sion
of
trai
ts, a
nd c
ontin
uatio
n of
gen
e po
ol.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
utili
ze m
ultim
edia
to s
tudy
life
cyc
les
of o
rgan
ism
s th
at r
epro
duce
sex
ually
and
asex
ually
•
revi
ew fe
rtili
zatio
n in
var
ious
org
anis
ms
• ou
tline
the
char
acte
ristic
s of
org
anis
ms
that
rep
rodu
ce s
exua
lly
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
6:
2a. S
tude
nts
know
the
diffe
renc
es b
etw
een
the
life
cycl
es a
nd r
epro
duct
ion
met
hods
of s
exua
l and
ase
xual
org
anis
ms.
5f. S
tude
nts
know
the
stru
ctur
es a
nd p
roce
sses
by
whi
ch fl
ower
ing
plan
ts g
ener
ate
polle
n, o
vule
s, s
eeds
, and
frui
t.2b
. Stu
dent
s kn
ow s
exua
l rep
rodu
ctio
n pr
oduc
es o
ffspr
ing
that
inhe
rit h
alf t
heir
gene
s fr
om e
ach
pare
nt.
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 6
:Th
ere
are
two
type
s of
rep
rodu
ctio
n in
mul
ticel
lula
r or
gani
sms.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 6
7-18
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
• ou
tline
the
char
acte
ristic
s of
org
anis
ms
that
rep
rodu
ce a
sexu
ally
• us
e se
man
tic a
naly
sis
(com
paris
on c
hart
usi
ng p
luss
es a
nd m
inus
es)
for
the
com
paris
on o
f the
cha
ract
eris
tics
of o
rgan
ism
s th
at r
epro
duce
sex
ually
and
asex
ually
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(2
a) 3
98, 4
08, 5
43, 5
47-5
50B
. P
aren
t per
mis
sion
slip
s ne
eded
.(5
f) 2
58-2
59, 2
61-2
63, 2
70-2
71, 2
80-2
83, 5
98(2
b) 1
16-1
17, 3
33-3
34, 3
65-3
66
Pre
ntic
e (2
a) 3
46-3
50, 3
52-3
53(5
f) 2
49-2
50, 3
06-3
07, 3
42-3
44, 3
48-3
49(2
b) 8
7-90
Gle
ncoe
(2a)
104
-108
, 116
, 122
-127
, 579
, 580
, 594
(5f)
132
-138
, 147
, 285
-286
, 300
-304
, 307
(2b)
104
-109
, 110
-114
, 116
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Fas
t Pla
nts
(7a-
7e)
War
ds –
was
ps la
b (7
a-7e
)
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 6
7-19
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
2c, 2
d
An
alyz
ed S
tan
dar
ds
•S
tude
nts
corr
elat
e th
ege
nes
of a
n or
gani
sm to
its in
herit
ed tr
aits
. (2c
, 2d)
•S
tude
nts
disc
uss
the
rela
tions
hip
betw
een
geno
type
and
phe
noty
pe.
(2c)
•S
tude
nts
pred
ict
phen
otyp
es o
f pot
entia
lof
fspr
ings
bas
ed o
n an
unde
rsta
ndin
g of
dom
inan
tan
d re
cess
ive
alle
les.
(2c
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill c
reat
e a
disp
lay
of a
t lea
st tw
o dr
awin
gs o
f cha
ract
eris
tics
that
illu
stra
te th
e re
latio
nshi
p be
twee
n ge
noty
pe a
nd p
heno
type
. A
nex
plan
atio
n of
dom
inan
t and
rec
essi
ve a
llele
s as
wel
l as
mul
tiple
gen
ein
herit
ance
mus
t be
incl
uded
. (2c
, 2d,
I&E
: 7b,
7d,
)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kTh
e di
spla
y sh
ould
incl
ude
the
follo
win
g: a
brie
f exp
lana
tion
of th
ere
latio
nshi
p be
twee
n ph
enot
ype
and
geno
type
; a c
lear
des
crip
tion
ofdo
min
ant a
nd r
eces
sive
alle
les;
at l
east
one
exa
mpl
e of
mul
tiple
-gen
ein
here
nce;
a m
inim
um o
f tw
o ill
ustr
atio
ns s
how
ing
char
acte
ristic
sdo
min
ant,
rece
ssiv
e an
d m
ultip
le-g
ene
alle
les.
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• re
view
how
to c
reat
e po
ster
s an
d ch
arts
and
how
to o
rgan
ize
info
rmat
ion
for
visu
al im
pact
/effe
ctiv
enes
s (
post
er, c
hart
)•
disc
uss
and
iden
tify
cert
ain
trai
ts o
f sev
eral
org
anis
ms
and
incl
ude
the
term
s do
min
ant a
nd r
eces
sive
alle
les/
trai
ts in
you
r di
scus
sion
• re
sear
ch a
nd d
iscu
ss e
xam
ples
of o
rgan
ism
s ex
hibi
ting
mul
tiple
gen
ein
herit
ance
• cr
eate
a fi
ctiti
ous
livin
g or
gani
sm w
ith s
peci
fic d
omin
ant a
nd r
eces
sive
trai
ts a
nd th
en u
se a
pun
net s
quar
e to
indi
cate
a p
ossi
ble
cros
s
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
7:
2c. S
tude
nts
know
an
inhe
rited
trai
t can
be
dete
rmin
ed b
y on
e or
mor
e ge
nes.
2d. S
tude
nts
know
pla
nt a
nd a
nim
al c
ells
con
tain
man
y th
ousa
nds
of d
iffer
ent g
enes
and
typi
cally
hav
e tw
o co
pies
of e
very
gen
e. T
he tw
oco
pies
(or
alle
les)
of t
he g
ene
may
or
may
not
be
iden
tical
, and
one
may
be
dom
inan
t in
dete
rmin
ing
the
phen
otyp
e w
hile
the
othe
r is
rece
ssiv
e.
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 7
: Inh
erite
d tr
aits
are
det
erm
ined
by
gene
s.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 7
7-20
R
evis
on 1
.1
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eS
even
th G
rad
e S
cien
ceIn
stru
ctio
nal
Co
mp
on
ent
2 -
Evo
luti
on
, Ear
th a
nd
Lif
e H
isto
ry, S
tru
ctu
re a
nd
Fu
nct
ion
in
Liv
ing
Sys
tem
s, P
hys
ical
Pri
nci
ple
s in
Liv
ing
Sys
tem
s, I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n: S
tan
dar
d S
ets
3, 4
, 5, 6
, an
d 7
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
2S
tan
dar
d S
et 3
:E
volu
tio
n-
Bio
logi
cal e
volu
tion
acco
unts
for
the
dive
rsity
of s
peci
es d
evel
oped
thro
ugh
grad
ual p
roce
sses
over
man
y ge
nera
tions
. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:3a
. Stu
dent
s kn
ow b
oth
gene
tic v
aria
tion
and
envi
ronm
enta
l fac
tors
are
cau
ses
of e
volu
tion
and
dive
rsity
of o
rgan
ism
s.3b
. Stu
dent
s kn
ow th
e re
ason
ing
used
by
Cha
rles
Dar
win
in r
each
ing
his
conc
lusi
on th
at n
atur
al s
elec
tion
is th
e m
echa
nism
of
evol
utio
n.3c
. Stu
dent
s kn
ow h
ow in
depe
nden
t lin
es o
f evi
denc
e fr
om g
eolo
gy, f
ossi
ls, a
nd c
ompa
rativ
e an
atom
y pr
ovid
e th
e ba
sis
for
the
theo
ry o
f evo
lutio
n.
3d. S
tude
nts
know
how
to c
onst
ruct
a s
impl
e br
anch
ing
diag
ram
to c
lass
ify li
ving
gro
ups
of o
rgan
ism
s by
sha
red
deriv
edch
arac
teris
tics
and
how
to e
xpan
d th
e di
agra
m to
incl
ude
foss
il or
gani
sms.
3e. S
tude
nts
know
that
ext
inct
ion
of a
spe
cies
occ
urs
whe
n th
e en
viro
nmen
t cha
nges
and
that
the
adap
tive
char
acte
ristic
s of
asp
ecie
s ar
e in
suffi
cien
t for
its
surv
ival
Sta
nd
ard
Set
4:
Ear
th a
nd
Lif
e H
isto
ry-
Evi
denc
e fr
om r
ocks
allo
ws
us to
und
erst
and
the
evol
utio
n of
life
. Bio
logi
cal
evol
utio
n ac
coun
ts fo
r th
e di
vers
ity o
f spe
cies
dev
elop
ed th
roug
h gr
adua
l pro
cess
es o
ver
man
y ge
nera
tions
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
4a. S
tude
nts
know
Ear
th p
roce
sses
toda
y ar
e si
mila
r to
thos
e th
at o
ccur
red
in th
e pa
st a
nd s
low
geo
logi
c pr
oces
ses
have
larg
ecu
mul
ativ
e ef
fect
s ov
er lo
ng p
erio
ds o
f tim
e.4b
. Stu
dent
s kn
ow th
e hi
stor
y of
life
on
Ear
th h
as b
een
disr
upte
d by
maj
or c
atas
trop
hic
even
ts, s
uch
as m
ajor
vol
cani
c er
uptio
nsor
the
impa
cts
of a
ster
oids
.4c
. Stu
dent
s kn
ow th
at th
e ro
ck c
ycle
incl
udes
the
form
atio
n of
new
sed
imen
t and
roc
ks a
nd th
at r
ocks
are
ofte
n fo
und
in la
yers
,w
ith th
e ol
dest
gen
eral
ly o
n th
e bo
ttom
.4d
. Stu
dent
s kn
ow th
at e
vide
nce
from
geo
logi
c la
yers
and
rad
ioac
tive
datin
g in
dica
tes
Ear
th is
app
roxi
mat
ely
4.6
billi
on y
ears
old
and
that
life
on
this
pla
net h
as e
xist
ed fo
r m
ore
than
3 b
illio
n ye
ars.
4e. S
tude
nts
know
foss
ils p
rovi
de e
vide
nce
of h
ow li
fe a
nd e
nviro
nmen
tal c
ondi
tions
hav
e ch
ange
d4f
. Stu
dent
s kn
ow h
ow m
ovem
ents
of E
arth
’s c
ontin
enta
l and
oce
anic
pla
tes
thro
ugh
time,
with
ass
ocia
ted
chan
ges
in c
limat
ean
d ge
ogra
phic
con
nect
ions
, hav
e af
fect
ed th
e pa
st a
nd p
rese
nt d
istr
ibut
ion
of o
rgan
ism
s.4g
. Stu
dent
s kn
ow h
ow to
exp
lain
sig
nific
ant d
evel
opm
ents
and
ext
inct
ions
of p
lant
and
ani
mal
life
on
the
geol
ogic
tim
e sc
ale.
7-21
R
evis
on 1
.1
Sta
nd
ard
Set
5: S
tru
ctu
re a
nd
Fu
nct
ion
in
Liv
ing
Sys
tem
s-
The
anat
omy
and
phys
iolo
gy o
f pla
nts
and
anim
als
illus
trat
eth
e co
mpl
emen
tary
nat
ure
of s
truc
ture
and
func
tion.
Phy
sica
l prin
cipl
es u
nder
lie b
iolo
gica
l str
uctu
res
and
func
tions
. As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
5a. S
tude
nts
know
pla
nts
and
anim
als
have
leve
ls o
f org
aniz
atio
n fo
r st
ruct
ure
and
func
tion,
incl
udin
g ce
lls, t
issu
es, o
rgan
s,or
gan
syst
ems,
and
the
who
le o
rgan
ism
.5b
. Stu
dent
s kn
ow o
rgan
sys
tem
s fu
nctio
n be
caus
e of
the
cont
ribut
ions
of i
ndiv
idua
l org
ans,
tiss
ues,
and
cel
ls. T
he fa
ilure
of a
nypa
rt c
an a
ffect
the
entir
e sy
stem
. 5c
. Stu
dent
s kn
ow h
ow b
ones
and
mus
cles
wor
k to
geth
er to
pro
vide
a s
truc
tura
l fra
mew
ork
for
mov
emen
t. 5g
. Stu
dent
s kn
ow h
ow to
rel
ate
the
stru
ctur
es o
f the
eye
and
ear
to th
eir
func
tions
.
Sta
nd
ard
Set
6:
Ph
ysic
al P
rin
cip
les
in L
ivin
g S
yste
ms
- P
hysi
cal p
rinci
ples
und
erlie
bio
logi
cal s
truc
ture
s an
d fu
nctio
ns.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
6b. S
tude
nts
know
that
for
an o
bjec
t to
be s
een,
ligh
t em
itted
by
or s
catte
red
from
it m
ust b
e de
tect
ed b
y th
e ey
e.6e
. Stu
dent
s kn
ow th
at w
hite
ligh
t is
a m
ixtu
re o
f man
y w
avel
engt
hs (
colo
rs)
and
that
ret
inal
cel
ls r
eact
diff
eren
tly to
diff
eren
tw
avel
engt
hs.
6h. S
tude
nts
know
how
to c
ompa
re jo
ints
in th
e bo
dy (
wris
t, sh
ould
er, t
high
) w
ith s
truc
ture
s us
ed in
mac
hine
s an
d si
mpl
ede
vice
s (h
inge
, bal
l-and
-soc
ket,
and
slid
ing
join
ts).
6i. S
tude
nts
know
how
leve
rs c
onfe
r m
echa
nica
l adv
anta
ge a
nd h
ow th
e ap
plic
atio
n of
this
prin
cipl
e ap
plie
s to
the
mus
culo
skel
etal
sys
tem
.6j
. Stu
dent
s kn
ow th
at c
ontr
actio
ns o
f the
hea
rt g
ener
ate
bloo
d pr
essu
re a
nd th
at h
eart
val
ves
prev
ent b
ackf
low
of b
lood
in th
eci
rcul
ator
y sy
stem
.
Sta
nd
ard
Set
7:
Inve
stig
atio
n a
nd
Exp
erim
enta
tio
n-
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
ndco
nduc
ting
care
ful i
nves
tigat
ions
. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
est
rand
s, s
tude
nts
shou
ld d
evel
op th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns.
Stu
dent
s w
ill:
7a. S
elec
t and
use
app
ropr
iate
tool
s an
d te
chno
logy
(in
clud
ing
calc
ulat
ors,
com
pute
rs, b
alan
ces,
spr
ing
scal
es, m
icro
scop
es,
and
bino
cula
rs)
to p
erfo
rm te
sts,
col
lect
dat
a an
d di
spla
y da
ta.
7b. U
se a
var
iety
of p
rint a
nd e
lect
roni
c re
sour
ces
(incl
udin
g th
e W
orld
Wid
e W
eb)
to c
olle
ct in
form
atio
n an
d ev
iden
ce a
s pa
rt o
fa
rese
arch
pro
ject
.7c
. Com
mun
icat
e th
e lo
gica
l con
nect
ion
amon
g hy
poth
eses
, sci
ence
con
cept
s, te
sts
cond
ucte
d, d
ata
colle
cted
, and
conc
lusi
ons
draw
n fr
om th
e sc
ient
ific
evid
ence
.7d
. Con
stru
ct s
cale
mod
els,
map
s, a
nd a
ppro
pria
tely
labe
led
diag
ram
s to
com
mun
icat
e sc
ient
ific
know
ledg
e (e
.g. m
otio
n of
Ear
th’s
pla
tes
and
cell
stru
ctur
e).
7e. C
omm
unic
ate
the
step
s an
d re
sults
from
an
inve
stig
atio
n in
writ
ten
repo
rts
and
oral
pre
sent
atio
ns.
7-22
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
5a, 5
b
An
alyz
ed S
tan
dar
ds
• S
tude
nts
com
pare
the
leve
ls o
f org
aniz
atio
nal
stru
ctur
e an
d fu
nctio
n in
plan
ts a
nd a
nim
als.
(5a
)
• S
tude
nts
expl
ain
how
orga
ns, t
issu
es, a
nd c
ells
wor
k to
geth
er to
kee
p an
orga
nism
aliv
e. (
5b)
• G
iven
a s
yste
m a
nd fa
ilure
of a
n or
gan
or p
art i
n th
atsy
stem
, pre
dict
the
effe
ct.
(5b)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt u
ses
a T
grap
h to
cha
rt fi
ve le
vels
of o
rgan
izat
ion
in b
oth
plan
tst
ruct
ure
and
hum
an b
ody
and
rank
them
in o
rder
of c
ompl
exity
sta
rtin
gfr
om th
e ce
ll an
d m
ovin
g to
the
mor
e co
mpl
ex. S
tude
nt s
houl
d ex
plai
nw
ith d
etai
ls th
e re
latio
nshi
p am
ong
the
orga
niza
tiona
l lev
els
in th
e gr
aph.
(5a,
5b,
I&E
: 7d,
7e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
shou
ld in
clud
e a
com
plet
ed T
gra
ph s
how
ing
the
follo
win
g: a
t lea
st fi
ve le
vels
of o
rgan
izat
ion
in p
lant
s an
d an
imal
s ra
nked
from
sim
ples
t to
the
mos
t com
plex
, a d
etai
led
and
com
plet
e ex
plan
atio
nof
the
rela
tions
hip
of th
e or
gani
zatio
nal l
evel
s. (
5a, 5
b)
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• us
e m
ultim
edia
res
ourc
es to
rev
iew
the
orga
niza
tion
leve
ls in
bot
hpl
ants
and
ani
mal
s•
desc
ribe
basi
c ty
pes
and
func
tions
of t
issu
es in
bot
h pl
ants
and
ani
mal
s•
outli
ne e
xam
ples
of r
elat
ions
hips
that
exi
st a
mon
g th
e di
ffere
nt le
vels
of
orga
niza
tion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ks
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
1:
5a. S
tude
nts
know
pla
nts
and
anim
als
have
leve
ls o
f org
aniz
atio
n fo
r st
ruct
ure
and
func
tion,
incl
udin
g ce
lls, t
issu
es, o
rgan
s, o
rgan
sys
tem
s,an
d th
e w
hole
org
anis
m.
5b. S
tude
nts
know
org
an s
yste
ms
func
tion
beca
use
of th
e co
ntrib
utio
ns o
f ind
ivid
ual o
rgan
s, ti
ssue
s, a
nd c
ells
. The
failu
re o
f any
par
t can
affe
ct th
e en
tire
syst
em.
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 1
: Li
ving
thin
gs h
ave
leve
ls o
f org
aniz
atio
n th
at a
re s
peci
fic, y
et a
ll le
vels
wor
kto
geth
er in
that
livi
ng th
ing.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
7-23
R
evis
on 1
.1
Hol
t (5
a &
5b)
80-
83, 8
9, 3
06, 4
60, 4
64-4
68, 4
72, 4
76P
rent
ice
(5a)
Ch.
16-
1, p
. 510
, Ch.
16-
1, p
p. 5
11-5
16(5
b) C
h. 1
6-2,
pp.
512
-514
Gle
ncoe
(5a)
54-
57,2
56(5
b) 4
93-4
95, 4
99-5
00
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Pre
ntic
e U
nit 4
Res
ourc
es
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 2
:5g
. Stu
dent
s kn
ow h
ow to
rel
ate
the
stru
ctur
es o
f the
eye
and
ear
to th
eir
func
tions
.6e
. Stu
dent
s kn
ow th
at w
hite
ligh
t is
a m
ixtur
e of
man
y w
avel
engt
hs (
colo
rs)
and
that
ret
inal
cel
ls r
eact
diff
eren
tly to
diff
eren
t wav
elen
gths
.6b
. Stu
dent
s kn
ow th
at fo
r an
obj
ect t
o be
see
n, li
ght e
mitt
ed b
y or
sca
ttere
d fro
m it
mus
t be
dete
cted
by
the
eye.
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
2 T
he e
ye a
nd th
e ea
r ha
ve s
peci
fic s
truct
ures
whi
ch fu
nctio
n in
spe
cific
way
s so
sigh
t and
hea
ring
are
poss
ible
. An
alyz
ed S
tan
dar
ds
•S
tude
nts
iden
tify
the
stru
ctur
es/f
unct
ions
of t
heea
r an
d ey
e an
d ex
plai
nho
w th
e pa
rts
wor
kto
geth
er. (
5g)
Co
nten
t S
tand
ard
Gro
up
5g, 6
e, 6
b
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt d
iagr
ams
the
path
of l
ight
ray
s as
they
mov
e th
roug
h th
e ne
arsi
ghte
d ey
e,id
entif
ying
eac
h pa
rt of
the
eye
and
expl
aini
ng w
hat h
appe
ns to
the
light
ray
s.S
tude
nt r
epea
ts th
e sa
me
proc
edur
e fo
r th
e fa
rsig
hted
eye
. (5g
, I&
E: 7
d, 7
c)
Stu
dent
dia
gram
s th
e pa
th o
f a s
ound
wav
e as
it p
asse
s fr
om th
e ex
tern
al to
the
mid
dle
and
inne
r ea
r id
entif
ying
eac
h pa
rt o
f the
ear
and
exp
lain
ing
wha
t hap
pens
to th
e so
und
wav
e as
it r
each
es th
e ea
rdru
m.
(5g,
I&G
: 7g,
7e)
7-24
R
evis
on 1
.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
•S
tude
nts
reca
ll th
atth
e re
tinal
cel
ls r
eact
diffe
rent
ly to
diff
eren
tw
avel
engt
hs. (
5g)
•S
tude
nts
disc
uss
that
whi
te li
ght i
s a
mix
ture
of
diffe
rent
wav
elen
gths
. (6e
)
• S
tude
nts
com
pare
and
cont
rast
the
diff
eren
cebe
twee
n lig
ht a
ndpi
gmen
t. (6
e)
• S
tude
nts
diag
ram
the
path
way
of l
ight
for
obje
cts
to b
e se
en. (
6b)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
shou
ld in
clud
e th
e fo
llow
ing:
the
maj
or a
nato
mic
al p
arts
of b
oth
the
eye
and
the
ear
incl
udin
g th
e le
ns, r
etin
a (w
ith it
s co
nes
and
rods
), iri
s, p
upil,
the
oute
r ea
r, th
e m
iddl
e ea
r an
d its
cor
resp
ondi
ng p
arts
(ea
rdru
m o
r ty
mpa
nic
mem
bran
e, m
alle
us, i
ncus
, sta
pes,
) a
nd th
e in
ner
ear
shou
ld b
e la
bele
d. T
he e
yedi
agra
m s
houl
d co
rrec
tly s
how
the
diffe
rent
foca
l poi
nts
for
the
fars
ight
ed a
ndne
arsi
ghte
d ey
e. T
he e
ar d
iagr
am s
houl
d co
rrec
tly s
how
the
path
of t
he s
ound
wav
es a
nd h
ave
the
corr
ect d
escr
iptio
n of
wha
t the
maj
or p
arts
of t
he e
ar d
o.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”
• R
evie
w th
e fo
llow
ing
topi
cs: v
ibra
tions
, sou
nd w
aves
, con
cave
and
con
vex
lens
es,
near
sigh
tedn
ess
and
fars
ight
edne
ss•
Look
up
info
rmat
ion
to a
nsw
er th
e fo
llow
ing
ques
tions
for
a te
ache
r-le
d cl
ass
disc
ussi
on: H
ow d
o yo
u se
e? H
ow d
oes
light
trav
el?
How
doe
s lig
ht e
nter
the
eye?
How
is li
ght f
ocus
ed?
How
do
the
maj
or p
arts
of t
he e
ye a
nd e
ar fu
nctio
n?
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (5
g) 5
9, 6
5, 6
7, 3
32, 3
40-3
41, 3
84, 1
59, 5
18-5
20, 5
28-5
29(6
e) 5
3, 6
1-64
(6b)
61,
65,
518
, 530
Pre
ntic
e (5
g) C
h. 2
2-4,
p. 7
02(6
e) C
h. 2
2-3,
p. 6
99, C
h. 2
2-4,
p. 7
04(6
b) C
h. 2
2-4,
p.7
04
Gle
ncoe
(6
h) C
h. 1
6-1
444-
445
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds P
aper
eye
mod
el: A
ncho
rac
tiviti
es (
I&E
7d)
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
7-25
R
evis
on 1
.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 3
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 3
6h. S
tude
nts
know
how
to c
ompa
re jo
ints
in th
e bo
dy (w
rist,
shou
lder
, thi
gh) w
ith s
truct
ures
use
d in
mac
hine
s an
d si
mpl
e de
vice
s (h
inge
,ba
ll-an
d-so
cket
, and
slid
ing
join
ts).
5c. S
tude
nts
know
how
bon
es a
nd m
uscl
es w
ork
toge
ther
to p
rovi
de a
stru
ctur
al fr
amew
ork
for
mov
emen
t.6i
. Stu
dent
s kn
ow h
ow le
vers
con
fer
mec
hani
cal a
dvan
tage
and
how
the
appl
icat
ion
of th
is p
rinci
ple
appl
ies
to th
e m
uscu
losk
elet
al s
yste
m.
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
3:
Mus
cles
, bon
es, a
nd jo
ints
wor
k in
spe
cific
way
s so
mov
emen
t is
poss
ible
.
Ana
lyze
d S
tand
ard
s
• S
tude
nts
com
pare
join
tsin
the
body
with
stru
ctur
es u
sed
inm
achi
nes
and
sim
ple
devic
es. (
6h)
• S
tude
nts
anal
yze
the
inte
ract
ions
bet
wee
nbo
nes,
mus
cles
and
join
ts to
allo
w fo
rm
ovem
ent i
n a
parti
cula
rjo
int.
(5c)
Co
nten
t S
tand
ard
Gro
up
6h, 5
c, 6
i
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt w
ill c
hoos
e on
e bo
dy jo
int (
wris
t, sh
ould
er, a
nd th
igh)
to il
lust
rate
, ann
otat
e, a
nd e
xpla
in in
deta
il. T
he d
iagr
am s
houl
d in
clud
e al
l the
bon
es a
nd m
uscl
es in
volv
ed in
the
mov
emen
t of t
his
join
t,na
me
of th
e jo
int,
and
iden
tific
atio
n as
of t
he ty
pe o
f joi
nt (
hing
e, b
all-a
nd-s
ocke
t, sl
idin
g).
The
stud
ent w
ill a
lso
iden
tify
an e
xam
ple
of a
n ev
eryd
ay d
evic
e w
ith m
ovem
ent s
imila
r to
that
of t
hech
osen
bod
y jo
int.
The
stu
dent
will
dia
gram
the
devi
ce, l
abel
its
part
s, a
nd d
escr
ibe
how
its
mov
emen
t is
sim
ilar
to th
at o
f the
cho
sen
body
join
t. (6
h, 5
c, I&
E: 7
b, 7
d, 7
e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kTh
e po
ster
sho
uld
incl
ude
the
follo
win
g: a
n an
nota
ted
draw
ing
of a
spe
cific
bod
y jo
int w
ith a
det
aile
dex
plan
atio
n of
the
type
of b
ody
join
t and
the
bone
s an
d m
uscl
es u
sed
to m
ove
the
join
t; a
deta
iled
and
labe
led
draw
ing
of a
dev
ice
exhi
bitin
g m
ovem
ent s
imila
r to
that
of t
he c
hose
n bo
dy jo
int;
ade
scrip
tion
of th
e co
mpa
rison
bet
wee
n bo
th jo
ints
.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
Inst
ruct
ion
al R
eso
urc
es
Eye
dia
gram
wor
kshe
et-P
inho
le c
amer
a- a
ncho
r ac
tiviti
es (
I&E
7d)
Col
orbl
indn
ess
test
s w
ebsi
te:
ww
w.n
ytim
es.c
om/le
arni
ng/te
ache
rs/le
sson
s/20
0108
30th
ursd
ay.h
tml?
sear
chpv
=lea
rnin
g_le
sson
s
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
An
alyz
ed S
tan
dar
ds
Co
nten
t S
tand
ard
Gro
up
7-26
R
evis
on 1
.1
Co
nten
t S
tand
ard
Gro
up
An
alyz
ed S
tan
dar
ds
•S
tude
nts
dem
onst
rate
and
exem
plify
how
leve
rsco
nfer
mec
hani
cal a
dvan
tage
and
how
the
appl
icat
ion
of th
ispr
inci
ple
appl
ies
to th
em
uscu
losk
elet
al s
yste
m.
(6i)
Inst
ruct
ion
al R
eso
urc
es
• In
-cla
ss d
iscu
ssio
n of
the
follo
win
g to
pics
: W
hat i
s a
join
t? W
hat i
s an
imm
ovab
lejo
int?
A•
brai
nsto
rm a
nd th
en r
esea
rch
(usi
ng th
e w
eb)
the
type
s of
bod
y jo
ints
and
devi
ces
with
sim
ilar
join
ts
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (6
h) 4
70-4
71(5
c) 4
72-4
73(6
i) 47
1
Pre
ntic
e (6
h) p
p. 5
36, 5
37(5
c) p
p. 5
41-5
43(6
i) pp
. 546
, 547
, 548
, 549
Gle
ncoe
(6
h) 4
44-4
45(6
i) 44
8-44
9
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Chi
cken
win
g di
ssec
tion
Pre
ntic
e I&
E 7
a 7c
7e
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 4
Sta
nd
ard
fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
4:
6j. S
tude
nts
know
that
con
trac
tions
of t
he h
eart
gen
erat
e bl
ood
pres
sure
and
that
hea
rt v
alve
s pr
even
t bac
kflo
w o
f blo
od in
the
circ
ulat
ory
syst
em.
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 4
: Th
e he
art's
con
trac
tions
pum
ps b
lood
that
flow
s on
e w
ay b
ecau
se o
fth
e he
art v
alve
s pr
even
ting
back
flow
.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 3
7-27
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
6j
An
alyz
ed S
tan
dar
ds
• S
tude
nts
illus
trat
e,an
d ex
plai
n ho
wco
ntra
ctio
ns o
f the
hear
t gen
erat
e bl
ood
pres
sure
. (6j
)
• S
tude
nts
desc
ribe
how
a h
eart
val
vew
orks
and
pro
vide
aco
rrel
atio
n or
exa
mpl
eof
a v
alve
. (6j
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nts
will
mak
e an
d ill
ustr
ate
a ch
art t
hat c
ompa
res
hear
t val
ves
to a
ny ty
pe o
f val
ve(m
usic
al in
stru
men
t val
ves,
wat
er s
pigo
t val
ves,
gas
val
ves,
etc
,). I
nclu
de a
brie
fde
scrip
tion
of th
e ty
pe a
nd fu
nctio
n of
eac
h va
lve
with
the
com
paris
on c
hart
. (6j
, I&
E:
7b, 7
d)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
will
als
o in
clud
e a
com
paris
on o
f hea
rt v
alve
s w
ith a
t lea
st th
ree
othe
r va
lve
type
s. T
he c
hart
sho
uld
incl
ude
anno
tate
d dr
awin
gs o
f eac
h va
lve
depi
ctin
gst
ruct
ural
sim
ilarit
ies
and
diffe
renc
es.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• R
evie
w th
e ro
ute
that
blo
od fo
llow
s th
roug
h th
e ci
rcul
ator
y sy
stem
.•
Usi
ng m
odel
s or
sci
ence
text
book
s in
vest
igat
e ho
w h
eart
val
ves
wor
k an
d br
iefly
desc
ribe
thei
r op
erat
ion.
•
Use
libr
ary
reso
urce
s to
res
earc
h th
e fu
nctio
n of
diff
eren
t typ
es o
f val
ves.
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t (6
j) 49
0-49
2
Pre
ntic
e(6
j) 60
4, 6
05
Gle
ncoe
(6j)
493
B. S
ampl
e A
ctiv
ities
Alig
ned
to th
e S
tand
ards
S
TCM
S -
Bod
y S
yste
ms
Kit
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 4
7-28
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
3a, 3
e, 3
b, 4
f
An
alyz
ed S
tan
dar
ds
•S
tude
nts
exam
ine
the
role
that
gen
etic
var
iatio
n an
den
viro
nmen
tal f
acto
rs p
lay
inth
e pr
oces
s of
evo
lutio
n.(3
a)
•S
tude
nts
dete
rmin
e th
e ro
leof
thes
e fa
ctor
s in
the
dive
rsity
of o
rgan
ism
. (3a
)
•S
tude
nts
give
n an
envi
ronm
enta
l cha
nge,
rel
ate
an a
nim
al’s
cha
ract
eris
tics
toits
sur
viva
l. (3
e)
•S
tude
nts
sum
mar
ize,
out
line
or d
iagr
am th
e re
ason
ing
used
by
Cha
rles
Dar
win
inre
achi
ng h
is c
oncl
usio
n th
atna
tura
l sel
ectio
n is
the
mec
hani
sm o
f evo
lutio
n. (
3b)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill de
sign
a m
odel
or
illust
ratio
n of
a s
peci
es o
f org
anis
m u
sing
two
gene
tic v
aria
tions
for
at le
ast t
wo
char
acte
ristic
s. T
he s
tude
nt w
ill al
sode
scrib
e th
e tw
o ch
arac
teris
tics
and
tell
how
thes
e ch
arac
teris
tics
rela
te to
thei
r or
gani
sms
surv
ival
in a
teac
her-d
efin
ed e
nviro
nmen
t. (
3a, 3
e, I&
E: 7
d,)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kTh
e or
gani
sm s
houl
d in
clud
e at
leas
t tw
o ge
netic
var
iatio
ns fo
r ea
ch o
f the
two
diffe
rent
cha
ract
eris
tics,
exp
lain
how
the
char
acte
ristic
s af
fect
sur
viva
lin
the
teac
her-d
efin
ed e
nviro
nmen
t.
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• Th
e fo
llow
ing
topi
cs s
houl
d be
dis
cuss
ed: a
nim
al a
dapt
atio
n to
thei
rph
ysic
al e
nviro
nmen
t, w
eath
er, f
ood
chai
ns•
Rev
iew
the
even
ts th
at c
ould
pos
sibl
y le
ad to
ext
inct
ion
of a
spe
cies
(hab
itat l
oss,
incr
ease
d co
mpe
titio
n fo
r re
sour
ces,
new
ly in
trodu
ced
pred
ator
s).
• D
iscu
ss N
atur
al S
elec
tion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
5:
3a. S
tude
nts
know
bot
h ge
netic
var
iatio
n an
d en
viro
nmen
tal f
acto
rs a
re c
ause
s of
evo
lutio
n an
d di
vers
ity o
f org
anis
ms.
3e. S
tude
nts
know
that
ext
inct
ion
of a
spe
cies
occ
urs
whe
n th
e en
viro
nmen
t cha
nges
and
that
the
adap
tive
char
acte
ristic
s of
a s
peci
es a
rein
suffi
cien
t for
its
surv
ival
3b. S
tude
nts
know
the
reas
onin
g us
ed b
y C
harle
s D
arw
in in
rea
chin
g hi
s co
nclu
sion
that
nat
ural
sel
ectio
n is
the
mec
hani
sm o
f evo
lutio
n.4f
. Stu
dent
s kn
ow h
ow m
ovem
ents
of E
arth
’s c
ontin
enta
l and
oce
anic
pla
tes
thro
ugh
time,
with
ass
ocia
ted
chan
ges
in c
limat
e an
dge
ogra
phic
con
nect
ions
, hav
e af
fect
ed th
e pa
st a
nd p
rese
nt d
istr
ibut
ion
of o
rgan
ism
s.K
ey C
on
cep
t fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
5:
Div
ersi
ty, e
volu
tion
and
extin
ctio
n ar
e ca
used
by
gene
tic v
aria
tion,
env
ironm
enta
lan
d ge
ogra
phic
fact
ors.
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 5
7-29
R
evis
on 1
.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 6
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 6
:4e
. Stu
dent
s kn
ow fo
ssils
pro
vide
evi
denc
e of
how
life
and
env
ironm
enta
l con
ditio
ns h
ave
chan
ged.
4g. S
tude
nts
know
how
to e
xpla
in s
igni
fican
t dev
elop
men
ts a
nd e
xtin
ctio
ns o
f pla
nt a
nd a
nim
al li
fe o
n th
e ge
olog
ic ti
me
scal
e.4b
. Stu
dent
s kn
ow th
e hi
stor
y of
life
on
Earth
has
bee
n di
srup
ted
by m
ajor
cat
astro
phic
eve
nts,
suc
h as
maj
or v
olca
nic
erup
tions
or
the
impa
cts
of a
ster
oids
.
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
6 :
Foss
ils a
re a
sig
nific
ant f
acto
r in
det
erm
inin
g th
e ge
olog
ical
tim
e sc
ale
and
can
also
indi
cate
how
life
and
env
ironm
enta
l con
ditio
ns h
ave
chan
ged
over
tim
e.
Inst
ruct
ion
al R
eso
urc
es
Hol
t (3
a) p
p. 9
, 39,
136
- 13
7, 1
42,1
52, 1
59, 1
76-1
78, 1
88, 1
92-1
93, 4
19, 4
45(3
e) p
p. 9
, 176
-179
(3b)
pp.
184
-188
, 190
-191
(4f)
pp.
192
-193
, 206
-207
, 397
Pre
ntic
e (3
a) p
p. 1
40-1
46(3
e) p
p. 1
49, 1
54, 1
55(3
b) p
p. 1
40-1
41(4
f) p
p. 1
46, 1
90, 1
92
Gle
ncoe
(3a)
pp.
177
-185
, 202
(3b)
pp.
179
-181
(3e)
pp.
184
-185
, 192
-195
, 198
-201
, 283
-284
, 101
8
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Ada
pt-a
-Bird
: TO
PS
lear
ning
sys
tem
s “Y
ou s
ay y
ou w
ant a
n Ev
olut
ion”
NY
Tim
es L
earn
ing
Net
wor
k w
ebsi
te (
I&E
7b, 7
e)
“Dar
win
’s D
arlin
gs: C
eleb
ratin
g th
e E
volu
tion
of th
e P
olar
Bea
r” N
Y T
imes
Lear
ning
Net
wor
k w
ebsi
te (
I&E
7b,
7e)
An
alyz
ed S
tan
dar
ds
• S
tude
nts
iden
tify
and
expl
ain
fact
ors
that
cont
ribut
e to
the
dist
ribut
ion
of a
nim
als.
(4f)
Co
nte
nt
Sta
nd
ard
Gro
up
7-30
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
4e, 4
g, 4
b
An
alyz
ed S
tan
dar
ds
• S
tude
nts
just
ify th
atfo
ssil
evid
ence
indi
cate
s ho
w li
fe a
nden
viro
nmen
tal
cond
ition
s ha
vech
ange
d ov
er ti
me.
(4e)
• S
tude
nts
prop
ose
are
ason
for
mas
sex
tinct
ion
and
just
ifyth
eir
reas
onin
g. (
4g)
• S
tude
nts
desc
ribe
the
effe
ct o
f cat
astr
ophi
cev
ents
that
hav
edi
srup
ted
life
onE
arth
. (4b
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
ill c
reat
e a
trav
el b
roch
ure
of a
t lea
st fo
ur p
anel
s to
pro
mot
e an
d ad
vert
ise
ape
riod
with
in a
giv
en G
eolo
gica
l Era
. Bro
chur
e sh
ould
incl
ude
a in
clud
e tit
le p
age,
exam
ples
of f
ossi
ls, e
nviro
nmen
tal c
ondi
tions
, at l
east
two
plan
ts a
nd tw
o an
imal
s fr
omth
at E
ra, e
xam
ples
of p
ossi
ble
extin
ctio
ns a
t the
end
of t
he E
ra w
ith ju
stifi
ed r
easo
ning
base
d on
foss
il re
cord
s, e
nviro
nmen
tal c
ondi
tion
chan
ges,
or
poss
ible
cat
astr
ophi
cev
ents
. (4e
, 4g,
4b,
I&E
7d,
7b)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kA
pro
ficie
nt r
espo
nse
will
incl
ude
the
follo
win
g: a
bro
chur
e of
at l
east
four
pan
els
(one
of th
e pa
nels
is th
e tit
le p
age)
with
foss
il sa
mpl
es, a
t lea
st tw
o an
imal
s an
d pl
ants
from
that
era
, inf
orm
atio
n on
pos
sibl
e ex
tinct
ions
and
thei
r po
ssib
le c
ause
(s),
a d
escr
iptio
n of
envi
ronm
enta
l con
ditio
ns a
nd c
hang
es, a
nd a
ny c
atas
trop
hic
even
ts th
at o
ccur
red.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• Lo
ok u
p br
ochu
re s
ampl
es a
nd s
tyle
s on
the
web
•
Res
earc
h fo
ssil
evid
ence
and
env
ironm
enta
l con
ditio
ns o
f the
var
ious
Era
s•
Dis
cuss
livi
ng o
rgan
ism
s th
at in
habi
ted
the
Ear
th d
urin
g th
e va
rious
era
s•
Rev
iew
maj
or c
atas
trop
hic
even
ts
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ksH
olt
(4e)
178
-179
, 202
-203
, 225
, (4
g) 2
04-2
05, 2
07, 2
09, 2
12(4
b) 2
05, 2
07, 2
09, 2
12
Pre
ntic
e (4
e) C
h. 6
-1, p
p. 1
64, 1
66, 1
67, 1
68(4
g) C
h. 6
-4, p
. 179
, 180
, 181
(4b)
Ch.
6-4
, pp.
188
-189
, 190
-191
, 194
-195
, 196
, Ch.
7-2
, p. 2
16
Gle
ncoe
(4
e) 1
005-
1009
(4g)
100
6, 1
010-
1016
, 102
6-10
27, 1
022
(4b)
988
, 101
5
7-31
R
evis
on 1
.1
Gra
de
7 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 7
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 7
:4c
. Stu
dent
s kn
ow th
at th
e ro
ck c
ycle
incl
udes
the
form
atio
n of
new
sed
imen
t and
roc
ks a
nd th
at r
ocks
are
ofte
n fo
und
in la
yers
, with
the
olde
st g
ener
ally
on
the
botto
m.
4a. S
tude
nts
know
Ear
th p
roce
sses
toda
y ar
e si
mila
r to
thos
e th
at o
ccur
red
in th
e pa
st a
nd s
low
geo
logi
c pr
oces
ses
have
larg
ecu
mul
ativ
e ef
fect
s ov
er lo
ng p
erio
ds o
f tim
e.4d
. Stu
dent
s kn
ow th
at e
vide
nce
from
geo
logi
c la
yers
and
rad
ioac
tive
datin
g in
dica
tes
Earth
is a
ppro
ximat
ely
4.6
billio
n ye
ars
old
and
that
life
on th
is p
lane
t has
exis
ted
for
mor
e th
an 3
billi
on y
ears
.3c
. Stu
dent
s kn
ow h
ow in
depe
nden
t lin
es o
f evi
denc
e fro
m g
eolo
gy, f
ossi
ls, a
nd c
ompa
rativ
e an
atom
y pr
ovid
e th
e ba
ses
for
the
theo
ry o
fev
olut
ion.
3d. S
tude
nts
know
how
to c
onst
ruct
a s
impl
e br
anch
ing
diag
ram
to c
lass
ify li
ving
gro
ups
of o
rgan
ism
s by
sha
red
deriv
ed c
hara
cter
istic
san
d ho
w to
exp
and
the
diag
ram
to in
clud
e fo
ssil
orga
nism
s.
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
7:
The
maj
or fa
ctor
s th
at a
re u
sed
to d
eter
min
e Ea
rth's
his
tory
are
rad
ioac
tive
datin
g, g
eolo
gica
l lay
ers,
and
foss
ils.
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dete
rmin
e th
ere
lativ
e ag
e of
foss
ilsba
sed
on th
eir
posi
tion
or lo
catio
n in
the
rock
str
ata.
(4c
)
Co
nten
t S
tand
ard
Gro
up
4c, 4
a, 4
d, 3
c, 3
d
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nts
will
writ
e a
sum
mar
y on
how
a g
eolo
gist
find
the
rela
tive
age
of a
roc
k, a
ndou
tline
the
diffe
renc
es b
etw
een
rela
tive
and
abso
lute
dat
ing.
Th
is s
umm
ary
shou
ld b
em
odel
ed a
fter
a sc
ient
ific
abst
ract
. (4c
, 4d,
I&E
: 7e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kTh
e su
mm
ary
is w
ritte
n in
the
scie
ntifi
c ab
stra
ct fo
rmat
. It s
houl
d in
clud
e a
deta
iled
expl
anat
ion
of h
ow r
ocks
are
dat
ed.
An
expl
anat
ion
com
parin
g re
lativ
e an
d ab
solu
teda
ting
shou
ld a
lso
be in
clud
ed in
the
sum
mar
y.
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
Uni
t 2 r
esou
rces
– P
rent
ice
Hal
lw
ww
.ucm
pber
kele
y.ed
u E
xplo
ratio
ns th
roug
h Ti
me
Exp
losi
ons
and
Ext
inct
ions
: Life
Thr
ough
tim
e bo
ok G
EM
S
7-32
R
evis
on 1
.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
• S
tude
nts
pred
ict t
he lo
ng-
term
geo
logi
c ef
fect
of a
part
icul
ar g
eolo
gic
proc
ess.
(4a
)
• S
tude
nts
know
the
age
ofth
e E
arth
and
life
has
exis
ted
for
mor
e th
an 3
billi
on y
ears
. Stu
dent
s w
illbe
abl
e to
just
ify o
r ex
plai
nw
ith e
vide
nce
from
geol
ogic
laye
rs a
ndra
dioa
ctiv
e da
ting.
(4d
)
• S
tude
nts
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Exploing Variation and Natural Selection
with Fast Plants
8-1Draft Version 1.1
7th Grade Immersion Unit
This draft document is the result of several months of writing and discussion as part of the SCALE Math and Science
Partnership. It is a living document open to change based on feedback from pilot testing and input. It is intended to be
circulated for consultation to the SCALE community and other interested parties. A final version will be made available near
the end of the SCALE project in 2007. To check on the latest version or to offer comments/suggestions regarding the content
of this document, please contact your Local District Science Personnel or MST Center Science Personnel.
Exploring Variation and Natural Selection with Fast Plants
Please note the following is an overview of a 7th grade Variation and Natural Selection Immersion Unit (extended investigation in science). This unit was developed in partnership with the Los Angeles Unified School District and is being tested and revised by teachers, scientists, and curriculum developers associated with the NSF-funded Math/Science Partnership, System-wide Change for All Learners and Educators (SCALE) and the DOE-funded Quality Educator Development (QED) project at the California State University – Dominguez Hills.
The preparation of this report was supported by a grant from the National Science Foundation to the University of Wisconsin–Madison (EHR 0227016). At UW–Madison, the SCALE project is housed at the Wisconsin Center for Education Research. The other partners are the University of Pittsburgh, where the SCALE project is housed within the Learning Research and Development Center’s Institute for Learning; California State University at Dominguez Hills and Northridge; Los Angeles Unified School District; Denver Public School District; Providence Public School District; and Madison Metropolitan School District. Any opinions, findings, or conclusions are those of the author and do not necessarily reflect the view of the supporting agency.
Draft Version 1.1 8-3
This Immersion Unit engages students in an inquiry and its supporting activities to develop an understanding of variation and natural selection. This unit is designed to build on student’s prior knowledge of how environmental conditions affect the growth and development of an individual organism to an understanding of how environmental conditions and genetics influence the amount of variation within a population of organisms.
Students investigate:
• how variation within a population is influenced by environmental factors
• how environmental factors influence reproductive success in a population
Both inherited and environmental factors influence variation among individuals in a population. Every living organism, at any moment in its life, is what it is because its genes have guided its development through all the environmental conditions under which it has grown, developed, and reproduced. In addition, the reproductive success of individuals within each population influences the variation observed between that population’s generations.
In this unit, students engage in an inquiry using Fast Plants, rapid-cycling Brassica rapa, accompanied by content-rich readings and a natural-selection simulation to investigate these key concepts. Because of their ease of growth and short life cycle (seed to seed in 40 days), Fast Plants are especially suited to the central inquiry in this unit. By growing plants in different situations, students investigate the effects of environmental differences on the variation among individuals in a population; this illustrates that genetic code and environmental factors combine to influence the variation among individuals in
a population. Building on that understanding, students apply knowledge of artificial and natural selection, gained through readings and a simulation, to predict how future generations of Fast Plants subjected to the same environmental conditions might change over time.
Exploring Variation and Natural Selection with Fast Plants is designed to guide students to develop a foundation of knowledge about variation so that they can logically explain the results of their Fast Plant investigation. Students also use their knowledge of natural selection to predict a reasonable change in variation in future generations as a result of environmental influences.
Unit Overview
Unit Key ConceptsThe key concepts that students will study in this Immersion Unit are:
• Individual organisms with certain variations of traits are more likely than others to survive and reproduce successfully.
• When environmental conditions change it can affect the survival of both individual organisms and entire species.
• Selective breeding can result in the accumulation of small differences between parents and offspring in successive generations, eventually resulting in descendants that are very different from their ancestors.
• Variation within a population is influenced by both inherited and environmental factors.
Exploring Variation and Natural Selection with Fast Plants Draft Version 1.1 8-4
California Grade 7 Science Standards:Genetics (Life Science Strand)2. A typical cell of any organism contains genetic instructions that specify its
traits. Those traits may be modified by environmental influences. As a basis for understanding this concept:
2b. Students know sexual reproduction produces offspring that inherit half their genes from each parent.
Evolution (Life Science Strand)3. Biological evolution accounts for the diversity of species developed
through gradual processes over many generations. As a basis for understanding this concept:
3a. Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms.
3b. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.
3e. Students know that extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival.
Structure and Function of Living Systems (Physical Science Strand)5. The Anatomy and physiology of plants and animals illustrate the
complementary nature of structure and function. As a basis for understanding this concept:
5f. Students know that the structures and processes by which flowering plants generate pollen, ovules, seeds, and fruit.
Investigation and Experimentation Strand7. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As for a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
7a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tasks, collect data, and display data.
7b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.
7c. Communicate the logical connections among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from scientific evidence.
Exploring Variation and Natural Selection with Fast Plants Draft Version 1.1 8-5
Exploring Variation and Natural Selection with Fast PlantsImplementation Timeline
Step Lesson Key Concepts Time, minutesStep 1
Step 1 Lesson 1
Can They Grow?• Both genetic variation and environmental
factors influence growth and development.• Scientific progress is made by asking
meaningful questions and conducting careful investigations.
55 minutes
Additionally, 2-20 minute observation sessions at 7 and 10 days after planting
Step 2 Step 2 Lesson 1Recognizing Variation
• Variation can be observed among individuals.
• Variation can be observed between populations.
• When scientists who are studying the same phenomenon start with different information, they often make different observations and ask different questions.
90 minutes
Step 3 Step 3 Lesson 1Describing Plants
• Individuals can be described by their characteristics, or traits.
• Populations can be described by numerical data describing the traits that exist in the population.
35 minutes
Step 4 Step 4 Lesson 1Heritable Traits
• Only inherited traits can be passed from one generation to the next.
• Variation is genetically determined difference in the characteristics of members of the same species.
• Scientific progress is made by asking meaningful questions and conducting careful investigations.
50 minutes
24-26 days until evidence from offspring is collected
Step 5 Step 5 Lesson 1Investigation Design
• Environmental factors influence plant survival and reproductive success.
• The influence of environmental factors on reproductive success (measured by seed production) can be investigated through a controlled experiment.
• Scientific experimental design includes planning for careful observation and data collection.
50 minutes
Step 6 Step 6 Lesson 1Mechanism for Change
• Selection is a process that determines which individuals in a population will contribute their genetic heritage to the next generation.
• Artificial selection is human-guided selection.
• Natural selection is selection in which some members of a species have greater reproductive success because they possess genetically determined characteristics that confer an advantage in a particular environment.
45 minutes if reading is assigned as homework
90 minutes if reading is done in class
Draft Version 1.1 8-6
Step Lesson Key Concepts Time, minutesStep 7 Step 7 Lesson 1
Selection Simulation• Individual organisms with certain traits are
more likely than others to survive and have offspring.
• Changes in environmental conditions can affect the survival of individual organisms and entire species.
45 minutes
Step 7 Lesson 2Variation Analysis
• Genetic variation provides a population with the potential to reproduce under changing environmental conditions.
• Changes in environmental conditions can affect the survival of individual organisms and entire species.
• Without variation in a population, changes in environmental conditions can lead to extinction.
45 minutes
Step 8 Step 8 Lesson 1Investigation: Flowers and
Seeds
• The flowering plant life cycle includes pollination, which leads to seed production.
• Experimental data and observations need to be systematically collected and carefully organized so that they can provide evidence to support claims that can answer the question being investigated.
60 minutes more time required if students need a review of sexual reproduction in flowering plants
Step 9 Step 9 Lesson 1Heritable Traits: Results
and Explanations
• Acquired traits like the leafless condition acquired by the plant in Step 3, are not inherited.
• Explanations that answer scientific questions are built by logical reasoning that links evidence-based claims.
100 minutes
Step 10 Step 10 Lesson 1Investigation Explanation
• Experimental evidence and credible scientific information can be used to support claims that can be logically linked to form scientific explanations.
• When fact and opinion are intermingled in a claim or an explanation does not follow logically from the given evidence, the explanation and/or conclusion is not considered scientific.
45 minutes if written explanations assigned as homework
90 minutes if explanations are written in class
Exploring Variation and Natural Selection with Fast Plants Draft Version 1.1 8-7
Step Lesson Key Concepts Time, minutesStep 11 Step 11 Lesson 1
Explaining Reproductive Success
• Individual organisms that have certain traits are more likely to survive and have offspring.
• Changes in environmental conditions can affect the survival of individual organisms and entire species.
• Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors.
50 minutes
Step 11 Lesson 2 Explaining Variation and
Natural Selection
• Changes in environmental conditions can affect the survival of individual organisms and entire species.
• Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors.
50 minutes
Getting Started with Fast PlantsWisconsin Fast Plants (Rapid-cycling Brassica rapa) are a result of 30 years of plant breeding at the University of Wisconsin—Madison. Selected to grow, develop, and reproduce quickly for research, these plants have unique properties that make them ideally suited to short semesters, small spaces, and youthful impatience:
• Rapid growth (40 days seed planting to seed harvest)
• Petite size (15 cm tall and able to grow in 2 cm2 of soil)
• Wide variety of easily recognizable genetic traits
Fast Plants need only water, 24-hour fluorescent lighting, and fertilizer. Today these easy to care for plants are used at all grade levels in classrooms worldwide. For additional information visit the Wisconsin Fast Plants Program website at www.fastplants.org.
9-1 Revison 1.1
9-2 Revison 1.1
IX. Introduction to the 8th Grade Science Section
District Course Name: Science 8 AB
Thumbnail Description: AnnualCourse—Grade, No Prerequisite
Course Code Number andAbbreviation:
36-01-05 Science 8A (41-36-11 Sci8A (Students with disabilitiesserved in SDC))36-01-06 Science 8B (41-36-12 Sci8B (Students with disabilitiesserved in SDC))
Brief Course Description:The major purpose of this course is toprovide all students with scienceconcepts and ideas that build upon thestudents’ K–7 experience. Emphasisshould be placed on Investigation andExperimentation and the ScienceStandards. This course is planned tohelp students gain the knowledge andskills necessary for leading a successfuland productive life in a technologicalsociety and to give them the foundationfor future science studies that will enablethem to become scientifically literatecitizens. The middle school teacher usesa balanced (inquiry/text) approach andestablishes connections between thevarious disciplines of Earth/SpaceScience, Physical Science, and Life
Science with an emphasis on PhysicalScience in this introductory secondaryscience course. Inter-connections withother curricular areas are also made.
Content of this Section:
• 8th Grade Periodic AssessmentsOrganizer - A place for you to writedown the 5 day window for yourassessment.
• Science Instructional Guide GraphicOrganizer Overview for 6th Grade -Provides the user with the ContentStandards for the 3 Periodic DiagnosticAssessments.
• Legend Key for Matrix Chart - Providesa key that explains the Matrix Chart
• LAUSD - 8th Grade Science MatrixChart - Contains the ContentStandards, the standards grouped inContent Standard Groups, theStandards Analyzed, and InstructionalResources with Sample PerformanceTasks, Sample Scoring Criteria, SomeSuggested Concepts and Skills toSupport Student Success on theSample Performance Task, andPossible Standards AlignedResources.
Physics is very muddled again at the moment; itis much too hard for me anyway, and I wish Iwere a movie comedian or something like thatand had never heard anything about physics!
Wolfgang Pauli (1900-1958) Austrian Physicistin the US. (Nobel Prize, 1935). From a letter toR. Kronig, 25 May 1925.
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e of
the
Ana
lyze
d S
tand
ards
in a
Sta
ndar
ds G
roup
. Tea
cher
s m
ay w
ant t
oad
opt o
r ad
apt t
hese
Per
form
ance
Tas
ks fo
r us
e in
thei
r cl
assr
oom
inst
ruct
iona
l pro
gram
s. E
ach
Per
form
ance
Tas
k se
ts “
clea
r ex
pect
atio
ns”
for
stud
ent p
erfo
rman
ce, e
ngag
es th
e st
uden
ts in
aca
dem
ical
ly r
igor
ous
lear
ning
activ
ities
, and
pro
vide
s op
portu
nitie
s fo
r co
ncep
tual
dev
elop
men
t thr
ough
acco
unta
ble
talk
if th
e ta
sk is
don
e in
gro
ups.
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
k
Sco
ring
crite
ria th
at te
ache
rs m
ight
use
to s
core
the
sam
ple
perf
orm
ance
task
.
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
The
Sta
ndar
d S
ets
lay
the
foun
datio
n fo
r ea
ch In
stru
ctio
nal C
ompo
nent
. The
sta
ndar
ds to
be
lear
ned
durin
g th
is In
stru
ctio
nal C
ompo
nent
are
liste
d nu
mer
ical
ly a
nd a
lpha
betic
ally
for
easy
ref
eren
ce a
nd d
o no
t int
ent t
o su
gges
t any
ord
er o
f tea
chin
g th
e st
anda
rds.
Co
nte
nt
Sta
nd
ard
Gro
up
:
The
stan
dard
s w
ithin
eac
h S
tand
ard
Set
are
org
aniz
ed in
to s
mal
ler
“Sta
ndar
d G
roup
s” th
at p
rovi
de a
con
cept
ual a
ppro
ach
for
teac
hing
the
stan
dard
s w
ithin
eac
h In
stru
ctio
nal C
ompo
nent
.
Key
Co
nce
pt
for
the
Co
nte
nt
Sta
nd
ard
Gro
up
: The
Key
Con
cept
s si
gnify
the
“big
idea
” re
pres
ente
d by
eac
h S
tand
ards
Gro
up.
NO
TE:
The
Inst
ruct
ion
al G
uid
e M
atri
x th
at f
ollo
ws
lays
ou
t an
“in
stru
ctio
nal
pat
hw
ay”
that
tea
cher
s m
ay u
se a
s a
gu
ide
for
teac
hin
g t
he
Sta
nd
ard
s S
et f
or
each
In
stru
ctio
nal
Co
mp
on
ent.
E
xpla
nat
ion
s w
ith
in e
ach
bo
x o
r co
lum
n o
f th
e Le
gen
d o
nth
is p
age
des
crib
e th
e in
form
atio
n t
hat
a t
each
er w
ill f
ind
in
th
e b
oxe
s an
d c
olu
mn
s o
f th
e m
atri
x th
at f
ollo
ws
this
Leg
end
.
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eLe
gen
d f
or
Mat
rix
Ch
art
9-6
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Gra
de T
wel
ve (
2003
) w
asus
ed e
xten
sive
ly in
the
deve
lopm
ent o
f the
ana
lyze
dst
anda
rds.
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”
Thes
e ar
e “s
caffo
ldin
g” s
trat
egie
s th
at te
ache
rs m
ight
use
in d
esig
ning
inst
ruct
ion
that
will
pro
vide
stu
dent
s w
ith th
e sk
ills,
kno
wle
dge,
and
con
cept
ual
unde
rsta
ndin
g to
per
form
suc
cess
fully
on
the
task
.
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Text
book
ref
eren
ces
from
LA
US
D a
dopt
ed s
erie
s th
at h
ave
been
cor
rela
ted
with
the
Con
tent
Sta
ndar
d G
roup
. (Th
e st
anda
rd(s
) fo
r ea
ch r
efer
ence
are
inpa
rent
hesi
s be
fore
the
page
num
bers
.)
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
9-7
R
evis
on 1
.1
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eE
igh
th G
rad
e S
cien
ceIn
stru
ctio
nal C
ompo
nent
1 –
Mot
ion,
For
ces,
Den
sity
& B
uoya
ncy,
Inve
stig
atio
n an
d Ex
peri
men
tatio
n: S
tand
ard
Set
s 1,
2,8,
and
9
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
1S
tan
dar
d S
et 1
: Mo
tio
n -
The
vel
ocity
of a
n ob
ject
is th
e ra
te o
f cha
nge
of it
s po
sitio
n. A
s a
basi
s fo
r un
ders
tand
ing
this
conc
ept:
1a
. Stu
dent
s kn
owpo
sitio
n is
def
ined
in r
elat
ion
to s
ome
choi
ce o
f a s
tand
ard
refe
renc
e po
int a
nd a
set
of r
efer
ence
dire
ctio
ns.
1b. S
tude
nts
know
that
ave
rage
spe
ed is
the
tota
l dis
tanc
e tr
avel
ed d
ivid
ed b
y th
e to
tal t
ime
elap
sed
and
that
the
spee
d of
an
obje
ct a
long
the
path
trav
eled
can
var
y.1c
. Stu
dent
s kn
owho
w to
sol
ve p
robl
ems
invo
lvin
g di
stan
ce, t
ime,
and
ave
rage
spe
ed.
1d. S
tude
nts
know
the
velo
city
of a
n ob
ject
mus
t be
desc
ribed
by
spec
ifyin
g bo
th th
e di
rect
ion
and
the
spee
d of
the
obje
ct.
1e. S
tude
nts
know
chan
ges
in v
eloc
ity m
ay b
e du
e to
cha
nges
in s
peed
, dire
ctio
n, o
r bo
th.
1f. S
tude
nts
know
how
to in
terp
ret g
raph
s of
pos
ition
ver
sus
time
and
grap
hs o
f spe
ed v
ersu
s tim
e fo
r m
otio
n in
a s
ingl
edi
rect
ion.
Sta
nd
ard
Set
2: F
orc
es -
Unb
alan
ced
forc
es c
ause
cha
nges
in v
eloc
ity. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:2a
. Stu
dent
s kn
owa
forc
e ha
s bo
th d
irect
ion
and
mag
nitu
de.
2b. S
tude
nts
know
whe
n an
obj
ect i
s su
bjec
t to
two
or m
ore
forc
es a
t onc
e, th
e re
sult
is th
e cu
mul
ativ
e ef
fect
of a
ll th
e fo
rces
.2c
. Stu
dent
s kn
oww
hen
the
forc
es o
n an
obj
ect a
re b
alan
ced,
the
mot
ion
of th
e ob
ject
doe
s no
t cha
nge.
2d. S
tude
nts
know
how
to id
entif
y se
para
tely
the
two
or m
ore
forc
es th
at a
re a
ctin
g on
a s
ingl
e st
atic
obj
ect,
incl
udin
g gr
avity
,el
astic
forc
es d
ue to
tens
ion
or c
ompr
essi
on in
mat
ter,
and
fric
tion.
2e. S
tude
nts
know
that
whe
n th
e fo
rces
on
an o
bjec
t are
unb
alan
ced,
the
obje
ct w
ill c
hang
e its
vel
ocity
(th
at is
, it w
ill s
peed
up,
slow
dow
n, o
r ch
ange
dire
ctio
n).
2f. S
tude
nts
know
the
grea
ter
the
mas
s of
an
obje
ct, t
he m
ore
forc
e is
nee
ded
to a
chie
ve th
e sa
me
rate
of c
hang
e in
mot
ion.
Sta
nd
ard
s se
t 8:
Den
sity
an
d B
uo
yan
cy -
All
obje
cts
expe
rienc
e a
buoy
ant f
orce
whe
n im
mer
sed
in a
flui
d. A
s a
basi
s fo
run
ders
tand
ing
this
con
cept
:8a
. Stu
dent
s kn
ow d
ensi
ty is
mas
s pe
r un
it vo
lum
e.8b
. Stu
dent
s kn
owho
w to
cal
cula
te th
e de
nsity
of s
ubst
ance
s (r
egul
ar a
nd ir
regu
lar
solid
s an
d liq
uids
) fr
om m
easu
rem
ents
of
mas
s an
d vo
lum
e.8c
. Stu
dent
s kn
ow th
e bu
oyan
t for
ce o
n an
obj
ect i
n a
fluid
is a
n up
war
d fo
rce
equa
l to
the
wei
ght o
f the
flui
d th
e ob
ject
has
disp
lace
d.8d
. Stu
dent
s kn
owho
w to
pre
dict
whe
ther
an
obje
ct w
ill fl
oat o
r si
nk.
Sta
nd
ard
Set
9: I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n -
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
ndco
nduc
ting
care
ful
9-8
R
evis
on 1
.1
inve
stig
atio
ns. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
e st
rand
s, s
tude
nts
shou
ldde
velo
p th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns.
9a. P
lan
and
cond
uct a
sci
entif
ic in
vest
igat
ion
to te
st a
hyp
othe
sis.
9b. E
valu
ate
the
accu
racy
and
rep
rodu
cibi
lity
of d
ata.
9c. D
istin
guis
h be
twee
n va
riabl
e an
d co
ntro
lled
para
met
ers
in a
test
.9d
. Rec
ogni
ze th
e sl
ope
of th
e lin
ear
grap
h as
the
cons
tant
in th
e re
latio
nshi
p y
=kx
and
app
ly th
is p
rinci
ple
in in
terp
retin
ggr
aphs
con
stru
cted
from
dat
a.9e
. Con
stru
ct a
ppro
pria
te g
raph
s fr
om d
ata
and
deve
lop
quan
titat
ive
stat
emen
ts a
bout
the
rela
tions
hips
bet
wee
n va
riabl
es.
9f. A
pply
sim
ple
mat
hem
atic
rel
atio
nshi
ps to
det
erm
ine
a m
issi
ng q
uant
ity in
a m
athe
mat
ic e
xpre
ssio
n, g
iven
the
two
rem
aini
ngte
rms
(incl
udin
g sp
eed
= d
ista
nce
/ tim
e, d
ensi
ty =
mas
s /
volu
me,
forc
e =
pre
ssur
e x
area
, vol
ume
= a
rea
x he
ight
).9g
. Dis
tingu
ish
betw
een
linea
r an
d no
nlin
ear
rela
tions
hips
on
a gr
aph
of d
ata.
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 1
:1a
. Stu
dent
s kn
ow p
ositi
on is
def
ined
in r
elat
ion
to s
ome
choi
ce o
f a s
tand
ard
refe
renc
e po
int a
nd a
set
of r
efer
ence
dire
ctio
ns.
(Fra
mew
ork
pp. 1
25-1
26)
Key
Co
ncep
t fo
r C
om
pone
nt 1
Sta
ndar
d G
roup
1: T
he p
ositi
on o
f an
obje
ct is
def
ined
in r
elat
ion
to a
ref
eren
ce p
oint
and
ref
eren
cedi
rect
ions
.
An
alyz
ed S
tan
dar
ds
• S
tude
nts
iden
tify
the
posi
tion
of a
n ob
ject
rel
evan
t to
are
fere
nce
poin
t and
a s
et o
fre
fere
nce
dire
ctio
ns
• S
tude
nts
diffe
rent
iate
the
posi
tion
of a
n ob
ject
byas
sign
ing
a ne
gativ
e or
posi
tive
sign
to th
edi
spla
cem
ent o
f the
obj
ect
rele
vant
to th
e re
fere
nce
poin
t
Co
nten
tS
tand
ard
Gro
up
1a
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt d
iagr
ams
and
desc
ribes
the
posi
tion
of a
n ob
ject
in th
e cl
assr
oom
rel
ativ
e to
a st
anda
rd r
efer
ence
poi
nt (
iden
tifie
d by
the
teac
her)
. Lab
el th
e di
agra
m u
sing
met
ers
as th
e un
it of
mea
sure
and
a p
lus
sign
(+
) fo
r rig
ht o
f and
in fr
ont o
f the
ref
eren
cepo
int,
and
a m
inus
sig
n (-
) fo
r le
ft of
and
beh
ind
the
refe
renc
e po
int.
The
dia
gram
shou
ld h
ave
a la
bele
d re
fere
nce
poin
t and
the
stud
ent’s
pos
ition
labe
led
with
bot
hdi
stan
ce m
easu
rem
ents
and
dire
ctio
ns r
elat
ive
to r
efer
ence
poi
nt. (
e.g.
, - 2
met
ers
toth
e le
ft an
d +
5 m
eter
s in
fron
t of t
he b
ack
door
) (1
a)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve la
bele
d re
fere
nce
poin
t and
indi
cate
d di
stan
ces
from
refe
renc
e po
int t
o ob
ject
labe
led
with
bot
h di
stan
ce m
easu
rem
ents
and
dire
ctio
nre
lativ
e to
ref
eren
ce p
oint
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
9-9
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 2
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 2
1b. S
tude
nts
know
that
ave
rage
spe
ed is
the
tota
l dis
tanc
e tra
vele
d di
vide
d by
the
tota
l tim
e el
apse
d an
d th
at th
e sp
eed
of a
n ob
ject
alon
g th
e pa
th tr
avel
ed c
an v
ary.
(Fr
amew
ork
pp. 1
26-1
27)
1c. S
tude
nts
know
how
to s
olve
pro
blem
s in
volv
ing
dist
ance
, tim
e, a
nd a
vera
ge s
peed
. (Fr
amew
ork
p. 1
27)
Key
Co
ncep
t fo
r C
om
pone
nt 1
Sta
ndar
d G
roup
2: T
he a
vera
ge s
peed
of a
mov
ing
obje
ct is
def
ined
as
the
tota
l dis
tanc
e tra
vele
ddi
vide
d by
the
tota
l tim
e
An
alyz
ed S
tan
dar
ds
• S
tude
nts
mea
sure
the
tota
ldi
stan
ce o
f an
obje
ct’s
mot
ion
rele
vant
to a
Co
nten
tS
tand
ard
Gro
up
1b, 1
c
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt w
rites
a r
epor
t abo
ut a
spe
ed la
b th
at h
e/sh
e cr
eate
s. S
tude
nt d
esig
ns a
ndim
plem
ents
a la
b ac
tivity
usi
ng a
n ob
ject
mov
ing
at c
onst
ant s
peed
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• R
efer
ence
poi
nt•
Dis
tanc
e m
easu
rem
ent
• P
ract
ice
rela
ting
plus
and
min
us to
dire
ctio
ns (
e.g.
, lef
t and
rig
ht)
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ksH
olt
(1a)
p. 1
08
Pre
ntic
e(1
a) p
p. 7
-8
Gle
ncoe
(1a)
p. 2
43
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(1
a) P
rent
ice
TE p
. 8, T
ry T
his
(Com
parin
g S
un’s
pos
ition
rel
ativ
e to
nea
rby
obje
cts
thro
ugho
ut th
e da
y)(1
a) S
tude
nts
reco
rd p
ositi
on o
f the
moo
n fr
om th
e sa
me
plac
e at
the
sam
e tim
e ov
era
one
wee
k pe
riod
FO
SS
For
ce a
nd M
otio
n (in
dev
elop
men
t)
An
alyz
ed S
tan
dar
ds
•S
tude
nts
illus
trat
e th
e m
otio
nof
an
obje
ct in
a tw
odi
men
sion
al (
x,y)
coo
rdin
ate
syst
em
Co
nten
t S
tand
ard
Gro
up
9-10
R
evis
on 1
.1
Co
nten
tS
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
refe
renc
e po
int a
s w
ell
as th
e tim
e it
took
for
the
obje
ct to
trav
el th
atdi
stan
ce (
1b)
• S
tude
nts
calc
ulat
e th
eav
erag
e sp
eed
of th
eob
ject
’s m
otio
n by
usi
ngth
e al
gebr
aic
expr
essi
on:
v=d/
t (1b
)
• S
tude
nts
solv
e sp
eed
prob
lem
s us
ing
the
alge
brai
c ex
pres
sion
:d=
rt; g
iven
any
two
ofth
ese
quan
titie
s(v
aria
bles
), s
tude
nts
can
calc
ulat
e th
e th
irdqu
antit
y (v
aria
ble)
usi
ng:
d=rt
, t=
d/r,
r=d/
t (1
c)
Inst
ruct
ion
al R
eso
urc
es
(e.g
., w
indu
p ca
r) fo
r w
hich
they
obt
ain
time
and
dist
ance
dat
a at
sev
eral
dis
tanc
ein
terv
als
durin
g th
e ob
ject
’s m
otio
n. S
tude
nt s
olve
s fo
r av
erag
e sp
eed
usin
g di
stan
ce a
ndtim
e m
easu
rem
ents
at e
ach
inte
rval
, and
for
the
tota
l dis
tanc
e an
d tim
e.S
tude
nt p
rese
nts
lab
data
in a
line
ar d
ista
nce
vs. t
ime
grap
h. S
tude
nt u
ses
tota
l ave
rage
spee
d ra
te c
alcu
late
d fro
m la
b da
ta to
pre
dict
dis
tanc
e co
vere
d in
a g
iven
tim
e, o
r tim
e to
cove
r a
give
n di
stan
ce (
give
n va
lues
pro
vide
d by
teac
her)
. S
tude
nt r
epor
t sho
uld
have
ade
scrip
tion
of th
e pr
oced
ure
used
to o
btai
n an
d pr
oces
s da
ta, d
ata
tabl
e w
ith d
ata,
calc
ulat
ion
resu
lts fo
r av
erag
e sp
eed,
a g
raph
of d
ista
nce
vs. t
ime
from
dat
a ta
ble,
calc
ulat
ion
of th
e sl
ope
of th
e lin
e on
the
grap
h, a
dis
cuss
ion
sect
ion
with
a w
ritte
nco
mpa
rison
of t
he s
lope
of t
he li
ne to
the
tota
l ave
rage
spe
ed, a
n ex
plan
atio
n of
wha
t the
slop
e te
lls y
ou a
bout
the
mot
ion
of th
e ob
ject
, and
cal
cula
tion
resu
lts fo
r di
stan
ce o
r tim
epr
ojec
tions
, usi
ng th
e to
tal a
vera
ge s
peed
of t
he o
bjec
t as
a fo
rmul
a fo
r ca
lcul
atio
n. (
1b,
1c, 9
a, 9
d, 9
e, 9
f,)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
des
crip
tion
of th
e pr
oced
ure
used
to o
btai
n an
d pr
oces
sda
ta, d
ata
tabl
e w
ith d
ata,
cal
cula
tion
resu
lts fo
r av
erag
e sp
eed,
a g
raph
of d
ista
nce
vs.
time
data
, a c
alcu
latio
n of
the
grap
h’s
slop
e, a
dis
cuss
ion
that
: com
pare
s th
e sl
ope
of th
elin
e to
the
tota
l ave
rage
spe
ed (
they
sho
uld
be th
e sa
me)
, sho
ws
unde
rsta
ndin
g th
at th
est
raig
ht li
ne in
dica
tes
cons
tant
spe
ed, a
nd c
alcu
latio
n re
sults
for
dist
ance
or
time
proj
ectio
ns u
sing
the
tota
l ave
rage
spe
ed o
f the
obj
ect.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• D
ista
nce
mea
sure
men
t•
Mea
surin
g tim
e w
ith a
sto
pwat
ch•
Gra
phin
g in
a C
arte
sian
coo
rdin
ate
syst
em•
Cal
cula
ting
and
inte
rpre
ting
the
slop
e of
a li
ne in
a g
raph
.•
Mul
tiplic
atio
n an
d di
visi
on, a
nd/o
r us
e of
a c
alcu
lato
r•
Sol
ving
a th
ree-
varia
ble
mat
hem
atic
exp
ress
ion
for
a gi
ven
varia
ble,
giv
en v
alue
sfo
r th
e ot
her
two
varia
bles
.•
Writ
ing
a pr
oced
ure,
and
mak
ing
a da
ta ta
ble
• H
ow to
res
earc
h, o
rgan
ize,
writ
e, a
nd e
dit a
rep
ort a
ccor
ding
to th
e te
ache
r’ssp
ecifi
catio
ns
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ks
9-11
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 3
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 3
1d. S
tude
nts
know
the
velo
city
of a
n ob
ject
mus
t be
desc
ribed
by
spec
ifyin
g bo
th th
e di
rect
ion
and
the
spee
d of
the
obje
ct. (
Fram
ewor
k pp
. 127
-128
)1e
. Stu
dent
s kn
ow c
hang
es in
vel
ocity
may
be
due
to c
hang
es in
spe
ed, d
irect
ion,
or
both
. (Fr
amew
ork
p. 1
28)
Key
Co
ncep
t fo
r C
om
pone
nt 1
Co
nten
t S
tand
ard
Gro
up 3
:Vel
ocity
des
crib
es s
peed
and
dire
ctio
n
An
alyz
ed S
tan
dar
ds
• S
tude
nts
desc
ribe
the
velo
city
of a
n ob
ject
’sm
otio
n by
spe
cify
ing
spee
d an
d di
rect
ion
(vec
tor)
(1d
)
• S
tude
nts
desc
ribe
ach
ange
in v
eloc
ity
as a
chan
ge in
spe
ed,
dire
ctio
n or
bot
h (1
e)
Co
nten
tS
tand
ard
Gro
up
1d, 1
e
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt w
alks
a p
re-d
eter
min
ed, n
on-li
near
cou
rse
hold
ing
a fu
ll cu
p of
wat
er. S
pills
are
evid
ence
of c
hang
es in
dire
ctio
n or
spe
ed. S
tude
nt m
akes
a la
bele
d di
agra
m o
fhi
s/he
r pa
th in
the
cour
se, i
dent
ifyin
g th
e lo
catio
n of
eac
h sp
ill a
s a
chan
ge o
f vel
ocity
beca
use
he/s
he w
as s
peed
ing
up, s
low
ing
dow
n, o
r ch
angi
ng d
irect
ion.
(1d
, 1e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d in
dica
te p
ath
take
n w
ith la
bels
at t
urns
des
crib
ing
velo
city
chan
ges,
typi
cally
as
slow
ing
dow
n go
ing
into
the
turn
, cha
ngin
g di
rect
ion
durin
g th
etu
rn, a
nd s
peed
ing
up g
oing
out
of t
he tu
rn.
Inst
ruct
ion
al R
eso
urc
es
Hol
t(1
b, 1
c) p
p. 1
09, 5
36
Pre
ntic
e(1
b, 1
c) p
p. 1
0-11
, 14
Gle
ncoe
(1b,
1c)
Lev
el B
lue
pp. 2
40-2
41
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(1
b, 1
c) S
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 3, L
esso
ns 1
8, 1
9, &
21
(1b,
1c)
Hol
t p. 5
36, B
uilt
for
Spe
ed (
Mea
sure
and
cal
cula
te s
peed
of t
oy c
ar)
(1b,
1c)
Pre
ntic
e p.
11,
Inqu
iry C
halle
nge
(Mea
sure
and
cal
cula
te s
peed
of
win
dup
toy)
Co
nten
tS
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
9-12
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 4
Sta
ndar
ds
for
Co
mpo
nent
1 S
tand
ard
Gro
up 4
:1f
. Stu
dent
s kn
owho
w to
inte
rpre
t gra
phs
of p
ositi
on v
ersu
s tim
e an
d gr
aphs
of s
peed
ver
sus
time
for
mot
ion
in a
sin
gle
dire
ctio
n.(F
ram
ewor
k pp
. 128
-129
)
Key
Co
ncep
t fo
r C
om
pone
nt 1
Sta
ndar
d G
roup
4: T
he m
otio
n of
an
obje
ct in
a s
ingl
e di
rect
ion
can
be in
terp
rete
d fro
m g
raph
s of
posi
tion
or s
peed
ver
sus
time
An
alyz
ed S
tan
dar
ds
• S
tude
nts
crea
te a
ndin
terp
ret g
raph
s of
Co
nten
tS
tand
ard
Gro
up
1f
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a r
epor
t abo
ut th
e sp
eed
of a
n ob
ject
. Stu
dent
hol
ds a
ram
p (e
.g.,
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Spe
ed
• Ve
loci
ty a
nd v
eloc
ity c
hang
es
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(1
d, 1
e) p
p. 1
10, 1
11, 5
37-5
39
Pre
ntic
e(1
d) p
p. 1
2-13
(1e)
pp.
26-
27
Gle
ncoe
(1d,
1e)
Lev
el B
lue
p. 2
42
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(1
d, 1
e) S
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 3, L
esso
ns 1
8, 1
9, &
21
(1d,
1e)
Hol
t p. 5
37-5
39, D
etec
ting
Acc
eler
atio
n (M
akin
g an
acc
eler
omet
er)
(1d,
1e)
Hol
t CD
, Rol
ler
Coa
ster
Lab
An
alyz
ed S
tan
dar
ds
• S
tude
nts
desc
ribe
acce
lera
tion
as th
e ra
teat
whi
ch [
an o
bjec
t’s]
velo
city
cha
nges
with
time
(1e)
Co
nten
tS
tand
ard
Gro
up
9-13
R
evis
on 1
.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
dist
ance
vs.
tim
e in
ord
erto
exa
min
e th
e ve
loci
ty o
fan
obj
ect
• S
tude
nts
dete
rmin
ew
heth
er a
n ob
ject
issp
eedi
ng u
p, s
low
ing
dow
n, m
ovin
g to
war
ds o
raw
ay fr
om th
e po
int o
ror
igin
by
anal
yzin
g th
esl
ope
of th
e lin
e in
dist
ance
vs.
tim
e gr
aph.
• S
tude
nts
crea
te a
ndin
terp
ret g
raph
s of
spe
edvs
. tim
e in
ord
er to
exam
ine
the
chan
ges
inve
loci
ty (
acce
lera
tion)
of
an o
bjec
t’s m
otio
n.
Inst
ruct
ion
al R
eso
urc
es
wra
ppin
g pa
per
tube
or
foam
pip
e in
sula
tion
cut i
n ha
lf) a
t an
angl
e an
d ro
lls a
mar
ble
dow
n th
e ra
mp.
Stu
dent
col
lect
s an
d re
cord
s da
ta o
f dis
tanc
e an
d tim
em
easu
rem
ents
at r
egul
ar d
ista
nce
inte
rval
s al
ong
the
ram
p. S
tude
nt c
alcu
late
sav
erag
e sp
eed
at th
e di
ffere
nt d
ista
nce
inte
rval
s an
d th
en c
reat
es tw
o gr
aphs
: apo
sitio
n (d
ista
nce)
vs.
tim
ean
d a
spee
d vs
. tim
egr
aph
of th
e m
otio
n of
the
mar
ble
as it
gai
ns s
peed
rol
ling
dow
n th
e ra
mp.
Stu
dent
rep
ort s
houl
d ha
ve a
desc
riptio
n of
pro
cedu
re u
sed
to o
btai
n an
d pr
oces
s da
ta, d
ata
tabl
e w
ith d
ata,
calc
ulat
ion
resu
lts fo
r av
erag
e sp
eed
at d
iffer
ent d
ista
nce
inte
rval
s, a
gra
ph o
fdi
stan
ce v
s. ti
me
at e
ach
dist
ance
inte
rval
and
a g
raph
of s
peed
vs.
tim
e at
eac
hdi
stan
ce in
terv
al, a
nd a
dis
cuss
ion
sect
ion
with
a w
ritte
n co
mpa
rison
and
cont
rast
of t
he li
nes
of th
e di
stan
ce/t
ime
and
spee
d/tim
e gr
aphs
for
the
sam
em
otio
n of
the
mar
ble.
(1f
, 9a,
9d,
9e,
9g)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
des
crip
tion
of p
roce
dure
use
d to
obt
ain
and
proc
ess
data
, dat
a ta
ble
with
dat
a, c
alcu
latio
n re
sults
for
aver
age
spee
d at
diffe
rent
dis
tanc
e in
terv
als,
a g
raph
of p
ositi
on v
s. ti
me
at e
ach
dist
ance
inte
rval
and
a gr
aph
of s
peed
vs.
tim
e at
eac
h di
stan
ce in
terv
al, a
nd d
iscu
ssio
n,in
terp
reta
tion,
and
a c
ompa
rison
and
con
tras
t of t
he p
ositi
on v
s. ti
me
and
spee
dvs
. tim
e gr
aphs
. An
upw
ard
curv
ed li
ne fo
r in
crea
sing
dis
tanc
e vs
. tim
e sh
ows
incr
easi
ng s
peed
, and
a n
onlin
ear
rela
tions
hip
betw
een
dist
ance
and
tim
e, w
hile
a sp
eed
vs. t
ime
grap
h fo
r th
e sa
me
mot
ion
will
like
ly b
e a
stra
ight
line
with
apo
sitiv
e sl
ope,
if s
peed
incr
ease
s at
a c
onst
ant r
ate.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Dis
tanc
e m
easu
rem
ent
• M
easu
ring
time
with
a s
topw
atch
• G
raph
ing
in a
Car
tesi
an c
oord
inat
e sy
stem
• S
peed
and
vel
ocity
cha
nges
• W
ritin
g a
proc
edur
e an
d m
akin
g a
data
tabl
e•
How
to r
esea
rch,
org
aniz
e, w
rite,
and
edi
t a r
epor
t acc
ordi
ng to
the
teac
her’s
spec
ifica
tions
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(1
f) p
. 109
9-14
R
evis
on 1
.1Inst
ruct
ion
al R
eso
urc
es
Pre
ntic
e(1
f) p
p. 1
4-17
, 30
Gle
ncoe
(1f)
Lev
el B
lue
pp. 2
46-2
47
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
dsS
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 3, L
esso
n 18
(1f,
9d, 9
e) P
rent
ice
p.17
, Sec
tion
1 R
evie
w #
4 (G
raph
ing
mot
ion,
find
ing
slop
e,sl
ope
= s
peed
)
Co
nte
nt
Sta
nd
ard
Gro
up
2a
An
alyz
ed S
tan
dar
ds
• S
tude
nts
iden
tify
a fo
rce
as a
pus
h or
a p
ull a
ctin
gon
an
obje
ct
• S
tude
nts
illus
trat
e fo
rces
actin
g on
an
obje
ct b
yus
ing
vect
ors
• S
tude
nts
judg
e th
em
agni
tude
of a
forc
e by
com
parin
g an
dco
ntra
stin
g th
e le
ngth
of
the
vect
or w
hich
desc
ribes
the
forc
e
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt m
akes
a d
iagr
am w
ith a
n ex
plan
atio
n de
scrib
ing
the
forc
esbe
twee
n op
pone
nts
in tw
o tu
g-of
-war
sce
nario
s w
here
A)
one
side
win
s,an
d B
) no
sid
e w
ins.
Stu
dent
sho
uld
mak
e a
diag
ram
for
each
sce
nario
and
show
forc
es w
ith v
ecto
r ar
row
s w
here
rel
ativ
e m
agni
tude
is s
how
nby
rel
ativ
e ve
ctor
leng
th, a
nd d
irect
ion
is s
how
n by
vec
tor
dire
ctio
n. A
writ
ten
expl
anat
ion
shou
ld d
escr
ibe
the
rela
tive
mag
nitu
des
and
dire
ctio
nsof
the
forc
es in
eac
h sc
enar
io. (
2a)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d in
clud
e a
labe
led
diag
ram
for
each
sce
nario
with
horiz
onta
l vec
tor
arro
ws
in o
ppos
ite d
irect
ions
, with
a la
rger
vec
tor
arro
win
the
dire
ctio
n of
the
win
ning
sid
e in
sce
nario
A, a
nd e
qual
vec
tor
arro
ws
in s
cena
rio B
. Exp
lana
tion
shou
ld d
escr
ibe
dire
ctio
ns a
nd r
elat
ive
mag
nitu
de o
f for
ces
betw
een
oppo
nent
s in
bot
h sc
enar
ios.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
5:
2a. S
tude
nts
know
a fo
rce
has
both
dire
ctio
n an
d m
agni
tude
. (F
ram
ewor
k pp
. 129
-130
)
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 5
: Dire
ctio
n an
d m
agni
tude
are
cha
ract
eris
tics
of fo
rces
.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 5
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
s
9-15
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
•S
tude
nts
illus
trat
e fo
rces
actin
g in
opp
osite
dire
ctio
ns to
eac
h ot
her
by a
ssig
ning
a n
egat
ive
and
posi
tive
sign
to th
em
agni
tude
of t
he v
ecto
r.
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
For
ces,
mag
nitu
des
of fo
rces
, and
dire
ctio
ns o
f for
ces
• Ve
ctor
arr
ows
to r
epre
sent
forc
e m
agni
tude
and
dire
ctio
n•
Neg
ativ
e an
d po
sitiv
e si
gns
to r
epre
sent
dire
ctio
ns r
elat
ive
to a
ref
eren
cepo
int.
• E
xpla
natio
n of
tug-
of-w
ar if
nec
essa
ry
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(2
a) p
p. 1
15 -
117
Pre
ntic
e(2
a) p
p. 3
7-39
Gle
ncoe
(2a)
Lev
el B
lue
p. 2
81
B.
Sam
ple
Act
iviti
es A
ligne
d to
Sta
ndar
ds(2
a) S
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 1, L
esso
n 5;
Par
t 3, L
esso
ns18
, 19,
& 2
1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 5
9-16
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
2b, 2
d
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dete
rmin
e th
ene
t for
ce a
ctin
g on
an
obje
ct a
fter
alge
brai
cev
alua
tion
of th
em
agni
tude
s of
the
vect
ors
(2b)
• S
tude
nts
calc
ulat
e(a
lgeb
raic
ally
) an
dill
ustr
ate
the
resu
ltant
forc
e ve
ctor
act
ing
on a
nob
ject
, whe
re fo
rces
actin
g in
the
sam
e lin
ean
d at
the
sam
e tim
e ar
eac
ting
on a
n ob
ject
(2b
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt m
akes
a d
raw
ing
of a
boo
k re
stin
g on
a m
eter
stic
k su
spen
ded
betw
een
two
stud
ent d
esks
. Stu
dent
dra
ws
and
labe
ls v
ecto
r ar
row
sw
here
forc
e m
agni
tude
is s
how
n by
vec
tor
leng
th, a
nd v
ecto
r di
rect
ion
show
s fo
rce
dire
ctio
n. L
abel
s sh
ould
iden
tify
the
type
of f
orce
(i.e
.,gr
avity
, ten
sion
, com
pres
sion
, or
fric
tion)
. Stu
dent
writ
es a
n ex
plan
atio
nde
scrib
ing
the
type
s of
fo
rces
invo
lved
and
giv
es e
vide
nce
for
why
they
are
equa
l or
uneq
ual.
(2a,
2b,
2d
)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d in
clud
e a
labe
led
draw
ing
of th
e bo
ok o
n th
em
eter
stic
k, in
clud
ing
a do
wnw
ard
grav
ity v
ecto
r, an
d an
equ
al-le
ngth
upw
ard
tens
ion
vect
or fr
om th
e m
eter
stic
k. E
xpla
natio
n sh
ould
des
crib
eth
e or
igin
of t
he o
ppos
ing
forc
es a
nd p
rovi
de e
vide
nce
that
they
are
equa
l.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
6:
2b. S
tude
nts
know
whe
n an
obj
ect i
s su
bjec
t to
two
or m
ore
forc
es a
t onc
e, th
e re
sult
is th
e cu
mul
ativ
e ef
fect
of a
ll th
e fo
rces
. (F
ram
ewor
kp.
130
)2d
. Stu
dent
s kn
ow h
ow to
iden
tify
sepa
rate
ly th
e tw
o or
mor
e fo
rces
that
are
act
ing
on a
sin
gle
stat
ic o
bjec
t, in
clud
ing
grav
ity, e
last
icfo
rces
due
to te
nsio
n or
com
pres
sion
in m
atte
r, an
d fr
ictio
n. (
Fra
mew
ork
p. 1
31)
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 6
:Whe
n tw
o or
mor
e id
entif
iabl
e fo
rces
act
on
a si
ngle
sta
tic o
bjec
t, th
e re
sult
is a
cum
ulat
ive
effe
ct o
f all
the
forc
es.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 6
9-17
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dete
rmin
ew
heth
er a
forc
e ap
plie
d to
a st
atic
obj
ect c
an b
ecl
assi
fied
as g
ravi
tatio
nal,
fric
tiona
l, or
ela
stic
(ten
sion
or
com
pres
sion
)(2
d)
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
For
ces,
mag
nitu
des
of fo
rces
, and
dire
ctio
ns o
f for
ces
• U
se o
f vec
tor
arro
ws
to r
epre
sent
forc
e m
agni
tude
and
dire
ctio
n•
Gra
vity
, ten
sion
, com
pres
sion
, and
fric
tion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(2
b) p
p. 1
16 -
118
(2d)
pp.
119
- 1
20, 1
22, 1
25-1
26, 1
28-1
29
Pre
ntic
e(2
b) p
p. 3
7-39
(2d)
pp.
47-
52, 8
3
Gle
ncoe
(2b)
Lev
el B
lue
pp. 2
68-2
69(2
d) L
evel
Blu
e pp
. 271
-273
B. S
ampl
e A
ctiv
ities
Alig
ned
to th
e S
tand
ards
(2b,
2d)
STC
/MS
Ene
rgy,
Mot
ion,
and
Mac
hine
s, P
art 1
, Les
sons
5 &
6; P
art 3
,Le
sson
s 19
& 2
1(2
b, 2
c, 2
d, 2
e) H
olt T
E p
. 117
, Dem
onst
ratio
n (S
uspe
ndin
g a
pape
rclip
with
am
agne
t opp
osin
g gr
avity
)(2
b, 2
c, 2
d, 2
e) H
olt p
. 540
, Sci
ence
Fric
tion
(Fric
tion
lab)
(2b,
2c,
2d,
2e)
Pre
ntic
e TE
p. 4
8, B
uild
ing
Inqu
iry S
kills
(F
rictio
n la
b)(2
b) W
ebsi
te fo
r ve
ctor
add
ition
http
://w
ww
.exp
lore
lear
ning
.com
/inde
x.cfm
?met
hod=
cRes
ourc
e.ds
pRes
ourc
esFo
rCou
rse&
Cou
rseI
D=3
10
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 6
9-18
R
evis
on 1
.1
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dedu
ce th
at th
eve
loci
ty o
f an
obje
ct(s
peed
and
dire
ctio
n) w
illre
mai
n un
chan
ged
if th
ene
t for
ce fr
om a
ll fo
rces
actin
g on
an
obje
ct is
equa
l to
zero
(2c
)
• S
tude
nts
pred
ict h
ow a
nob
ject
’s v
eloc
ity w
illch
ange
if th
e ne
t for
cefr
om a
ll fo
rces
act
ing
onth
e ob
ject
is n
ot e
qual
toze
ro (
2e)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt c
reat
es a
ram
p fr
om tw
o m
eter
stic
ks a
nd r
olls
a m
arbl
e (g
olf
ball,
pin
g-po
ng b
all o
r ot
her
smal
l bal
l) w
hile
hol
ding
the
ram
p at
an
angl
e.
For
eac
h tr
ial,
hold
the
ram
p at
a d
iffer
ent a
ngle
unt
il th
e ul
timat
ego
al o
f hav
ing
the
mar
ble
stop
at a
pre
dete
rmin
ed p
oint
on
the
ram
p is
reac
hed.
S
tude
nt m
akes
two
labe
led
draw
ings
, one
for
the
tria
l whe
reth
e m
arbl
e st
ops
at th
e pr
edet
erm
ined
poi
nt a
nd fo
r on
e fo
r an
unsu
cces
sful
tria
l whe
re th
e m
arbl
e tr
avel
s pa
st th
e po
int,
with
labe
led
vect
or a
rrow
s fo
r th
e re
lativ
e si
zes
and
dire
ctio
ns o
f the
forc
es. V
ecto
rle
ngth
and
dire
ctio
n sh
ould
ref
lect
the
rela
tive
size
s of
forc
es a
nddi
rect
ion
of th
e fo
rces
, and
labe
ls s
houl
d st
ate
the
type
s of
forc
esin
volv
ed.(
2c, 2
e, 9
a)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve tw
o la
bele
d dr
awin
gs, o
ne fo
r th
e tr
ial
whe
re th
e m
arbl
e st
ops
at th
e pr
edet
erm
ined
poi
nt a
nd o
ne fo
r an
unsu
cces
sful
tria
l sho
win
g ve
ctor
s fo
r th
e re
lativ
e si
zes,
dire
ctio
n an
dty
pe o
f for
ces
(gra
vity
vs.
fric
tion)
. The
suc
cess
ful t
rial s
houl
d ha
ve e
qual
-le
ngth
vec
tors
, whi
le th
e un
bala
nced
and
uns
ucce
ssfu
l tria
l sho
uld
have
alo
nger
gra
vity
vec
tor
than
the
fric
tion
vect
or.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
7:
2c. S
tude
nts
know
whe
n th
e fo
rces
on
an o
bjec
t are
bal
ance
d, th
e m
otio
n of
the
obje
ct d
oes
not c
hang
e. (
Fra
mew
ork
pp. 1
30-1
31)
2e. S
tude
nts
know
that
whe
n th
e fo
rces
on
an o
bjec
t are
unb
alan
ced,
the
obje
ct w
ill c
hang
e its
vel
ocity
(th
at is
, it w
ill s
peed
up,
slo
wdo
wn,
or
chan
ge d
irect
ion)
. (F
ram
ewor
k pp
. 131
-132
)
Key
Co
nce
pt
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 7
: Unb
alan
ced
forc
es a
ctin
g on
an
obje
ct c
hang
e its
vel
ocity
, but
bal
ance
d fo
rces
do
not
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 7
Co
nte
nt
Sta
nd
ard
Gro
up
2c, 2
e
9-19
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
For
ces,
mag
nitu
des
of fo
rces
, and
dire
ctio
ns o
f for
ces
• U
se o
f ve
ctor
arr
ows
to r
epre
sent
forc
e m
agni
tude
and
dire
ctio
n•
Gra
vity
, ten
sion
, com
pres
sion
, and
fric
tion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Sta
te A
dopt
ed T
extb
ook
Ref
eren
ces
Hol
t(2
c, 2
e) p
p. 1
17-1
18
Pre
ntic
e(2
c, 2
e) p
p. 3
7-39
, 63,
743
-744
Gle
ncoe
(2c,
2e)
Lev
el B
lue
pp. 2
76-2
80
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(2
e) S
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 1, L
esso
n 6;
Par
t 3, L
esso
ns19
& 2
1(2
b, 2
c, 2
d, 2
e) H
olt T
E p
. 117
, Dem
onst
ratio
n (S
uspe
ndin
g a
pape
rclip
with
am
agne
t opp
osin
g gr
avity
)(2
b, 2
c, 2
d, 2
e) H
olt p
. 540
, Sci
ence
Fric
tion
(Fric
tion
lab)
(2b,
2c,
2d,
2e)
Pre
ntic
e TE
p. 4
8, B
uild
ing
Inqu
iry S
kills
(F
rictio
n la
b)
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 7
9-20
R
evis
on 1
.1
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dete
rmin
e th
atth
e am
ount
of f
orce
need
ed to
acc
eler
ate
anob
ject
is d
irect
lypr
opor
tiona
l to
the
obje
ct’s
mas
s
• S
tude
nts
dete
rmin
e th
atth
e ac
cele
ratio
n of
an
obje
ct is
dire
ctly
prop
ortio
nal t
o th
e fo
rce
appl
ied
to th
eob
ject
, giv
en th
e m
ass
ofth
e ob
ject
rem
ains
cons
tant
.
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a le
tter
to a
third
-gra
der,
usin
g di
agra
ms
and
term
s (o
ther
than
forc
e, m
ass,
acc
eler
atio
n) th
at th
e th
ird-g
rade
r w
ould
und
erst
and,
toex
plai
n w
hy h
e/sh
e ca
n pu
sh a
n em
pty
shop
ping
car
t fas
ter
than
a fu
llsh
oppi
ng c
art.
The
lette
r sh
ould
hav
e tw
o la
bele
d di
agra
ms,
for
the
full
and
empt
y sh
oppi
ng c
art b
eing
pus
hed,
alo
ng w
ith c
ompl
ete
expl
anat
ions
of th
e si
mila
ritie
s an
d di
ffere
nces
bet
wee
n th
e tw
o si
tuat
ions
. (2f
)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve tw
o la
bele
d di
agra
ms,
for
the
full
and
empt
ysh
oppi
ng c
art b
eing
pus
hed,
with
com
plet
e ex
plan
atio
ns, u
sing
sim
ple,
non-
scie
ntifi
c te
rms
that
enc
oura
ges
stud
ent c
ompr
ehen
sion
of t
hose
term
s, th
at if
they
pus
h as
har
d as
they
can
in b
oth
case
s, th
e em
pty
cart
goes
fast
er b
ecau
se it
doe
sn’t
wei
gh a
s m
uch,
so
it’s
easi
er to
pus
h, a
ndth
e op
posi
te is
true
for
the
full
cart
.
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• F
orce
, mas
s, a
ccel
erat
ion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(2
f) p
p. 1
08, 1
38-1
40, 1
43-1
44, 1
45-1
53, 5
42
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Sta
nd
ard
Gro
up
8:
2f. S
tude
nts
know
the
grea
ter
the
mas
s of
an
obje
ct, t
he m
ore
forc
e is
nee
ded
to a
chie
ve th
e sa
me
rate
of c
hang
e in
mot
ion.
(F
ram
ewor
kp.
132
)
Key
Co
nce
pt
for
Co
mp
on
ent
1 S
tan
dar
d G
rou
p 8
:For
the
sam
e ra
te o
f cha
nge
in m
otio
n, fo
rce
varie
s di
rect
ly w
ith m
ass.
Inst
ruct
ion
al C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
8
Co
nte
nt
Sta
nd
ard
Gro
up
2f
9-21
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
Pre
ntic
e(2
f) p
p. 4
0-41
, 44-
46
Gle
ncoe
(2f)
Lev
el B
lue
p. 2
76
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(2
f) S
TC/M
S E
nerg
y, M
otio
n, a
nd M
achi
nes,
Par
t 1, L
esso
ns 5
& 6
(2f)
Pre
ntic
e p.
42-
43, S
kills
Lab
, For
ced
to A
ccel
erat
e(2
f) P
rent
ice
p. 4
3, D
isco
ver,
How
Do
the
Roc
ks R
oll?
Inst
ruct
ion
al C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
8
9-22
R
evis
on 1
.1
An
alyz
ed S
tan
dar
ds
• S
tude
nts
dem
onst
rate
that
dens
ity is
a p
hysi
cal
prop
erty
of a
n ob
ject
and
is in
depe
nden
t of t
heam
ount
of s
ubst
ance
bein
g ex
amin
ed (
8a)
• S
tude
nts
calc
ulat
e th
ede
nsity
of a
n ob
ject
from
mea
sure
men
ts o
f mas
san
d vo
lum
e ta
ken
from
the
obje
ct (
8b)
• S
tude
nts
mea
sure
the
volu
me
of r
egul
ar s
olid
s(c
ubes
, cyl
inde
rs)
usin
gth
e re
leva
nt a
lgeb
raic
expr
essi
ons
(8b)
• S
tude
nts
mea
sure
the
volu
me
of a
n irr
egul
arso
lid b
y w
ater
disp
lace
men
t (8b
)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a r
epor
t whe
re h
e/sh
e id
entif
ies
the
com
posi
tion
of a
nun
know
n ob
ject
(re
gula
rly a
nd ir
regu
larly
sha
ped
obje
cts)
by
calc
ulat
ing
its d
ensi
ty, u
sing
mea
sure
men
ts o
f mas
s an
d vo
lum
e m
ade
by th
est
uden
t, an
d co
mpa
ring
that
val
ue to
a ta
ble
of k
now
n de
nsiti
es o
fm
ater
ials
. The
rep
ort s
houl
d ha
ve a
des
crip
tion
of th
e pr
oced
ure
used
toob
tain
and
pro
cess
dat
a, d
ata
tabl
e w
ith d
ata,
cal
cula
tion
resu
lts fo
rde
nsiti
es o
f the
obj
ects
, and
a d
iscu
ssio
n th
at in
clud
es a
com
paris
on o
fde
nsiti
es o
f unk
now
n ob
ject
s to
kno
wn
dens
ities
of m
ater
ials
, with
an
accu
rate
iden
tific
atio
n of
the
unkn
own
mat
eria
ls. (
8a, 8
b, 9
b, 9
f)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
des
crip
tion
of p
roce
dure
use
d to
obt
ain
and
proc
ess
data
, dat
a ta
ble
with
dat
a, c
alcu
latio
n re
sults
for
dens
ities
of
the
obje
cts,
and
a d
iscu
ssio
n th
at in
clud
es a
com
paris
on o
f exp
erim
enta
lto
kno
wn
dens
ities
, with
an
accu
rate
iden
tific
atio
n of
the
unkn
own
mat
eria
ls.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Mas
s m
easu
rem
ent u
sing
a b
alan
ce•
Mea
sure
men
t of l
iqui
d vo
lum
e us
ing
a gr
adua
ted
cylin
der
• U
se o
f wat
er d
ispl
acem
ent t
o ob
tain
rep
rese
ntat
ive
volu
mes
of i
rreg
ular
ly-
shap
ed o
bjec
ts
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
9:
8a. S
tude
nts
know
den
sity
is m
ass
per
unit
volu
me.
(F
ram
ewor
k p.
148
)8b
. Stu
dent
s kn
ow h
ow to
cal
cula
te th
e de
nsity
of s
ubst
ance
s (r
egul
ar a
nd ir
regu
lar
solid
s an
d liq
uids
) fr
om m
easu
rem
ents
of m
ass
and
volu
me.
(F
ram
ewor
k p.
148
)
Key
Co
nce
pt
for
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 9
: Den
sity
is a
mea
sure
of a
n ob
ject
’s m
ass
per
unit
volu
me
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 9
Co
nte
nt
Sta
nd
ard
Gro
up
8a, 8
b
9-23
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
• M
easu
rem
ent o
f rec
tang
ular
sol
ids
in th
ree
dim
ensi
ons
with
a r
uler
• U
se o
f sub
trac
tion,
mul
tiplic
atio
n, d
ivis
ion,
and
/or
use
of c
alcu
lato
r to
calc
ulat
e vo
lum
es a
nd d
ensi
ty•
Writ
ing
a pr
oced
ure
and
mak
ing
a da
ta ta
ble
• H
ow to
res
earc
h, o
rgan
ize,
writ
e, a
nd e
dit a
rep
ort a
ccor
ding
to th
e te
ache
r’ssp
ecifi
catio
ns
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(8
a, 8
b) p
p. 4
4-46
, 522
, 523
Pre
ntic
e(8
a, 8
b) p
p. 8
6-87
, 446
-452
Gle
ncoe
(8a,
8b)
Lev
el B
lue
p. 5
4
B. S
ampl
e A
ctiv
ities
Alig
ned
to th
e S
tand
ards
(8a,
8b)
STC
/MS
Pro
pert
ies
of M
atte
r P
art 1
, Les
son
2, 3
, 4, 9
(8a,
8b)
Hol
t p. 5
22, D
eter
min
ing
Den
sity
(8a,
8b)
Pre
ntic
e p.
452
, Ski
lls la
b, M
akin
g S
ense
of D
ensi
ty(8
a, 8
b) W
ebsi
te fo
r D
ensi
ty a
nd B
uoya
ncy
http
://w
ww
.exp
lore
lear
ning
.com
/inde
x.cfm
?met
hod=
cRes
ourc
e.ds
pRes
ourc
esFo
rCou
rse&
Cou
rseI
D=3
08
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 9
9-24
R
evis
on 1
.1
An
alyz
ed S
tan
dar
ds
• S
tude
nts
expl
ain
that
the
buoy
ant f
orce
act
ing
onan
obj
ect,
imm
erse
d in
aflu
id, i
s an
upw
ard
forc
eeq
ual t
o th
e w
eigh
t of t
heflu
id d
ispl
aced
by
the
obje
ct. (
8c)
• S
tude
nts
expl
ain
that
the
buoy
ant f
orce
act
ing
onan
obj
ect o
ppos
es th
efo
rce
of g
ravi
ty a
ctin
g on
the
obje
ct a
nd th
em
agni
tude
of
the
buoy
ant
forc
e de
pend
s on
the
diffe
renc
e be
twee
n th
eob
ject
’s d
ensi
ty a
nd th
ede
nsity
of t
he fl
uid
inw
hich
the
obje
ct is
imm
erse
d (8
c)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a r
epor
t of e
xper
imen
ts m
ade
to te
st p
redi
ctio
ns o
fw
heth
er r
ecta
ngul
ar s
olid
obj
ects
will
floa
t or
sink
(or
floa
t at d
iffer
ent
dept
hs).
Stu
dent
firs
t mak
es m
ass
and
volu
me
mea
sure
men
ts o
f obj
ects
(e.g
., bl
ocks
, can
dy b
ars)
, and
then
cal
cula
tes
thei
r de
nsiti
es. B
ased
upon
com
paris
on o
f obj
ect d
ensi
ties
to th
e de
nsity
of w
ater
, stu
dent
writ
es p
redi
ctio
ns o
f whe
ther
obj
ects
will
floa
t, si
nk, o
r be
neu
tral
lybu
oyan
t, an
d th
en te
sts
pred
ictio
ns b
y pl
acin
g ob
ject
s in
wat
er. S
tude
ntth
en w
rites
obs
erva
tions
of r
elat
ive
buoy
ancy
of o
bjec
ts, a
nd c
ompa
res
expe
rimen
tal r
esul
ts to
prio
r pr
edic
tions
. Stu
dent
rep
ort s
houl
d ha
ve a
desc
riptio
n of
the
proc
edur
e us
ed to
obt
ain
and
proc
ess
data
, dat
a ta
ble
with
dat
a, c
alcu
latio
n re
sults
for
dens
ities
of t
he o
bjec
ts, a
nd a
dis
cuss
ion
that
incl
udes
a c
ompa
rison
of t
he d
ensi
ties
of th
e re
ctan
gula
r ob
ject
s to
the
dens
ity o
f wat
er, t
he b
asis
for
pred
ictio
ns m
ade,
the
resu
lts o
f the
buoy
ancy
test
s, a
nd a
dis
cuss
ion
that
com
pare
s th
ose
resu
lts to
prio
rpr
edic
tions
. (8d
, 9a,
9b,
9f)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve fl
oat/
sink
pre
dict
ions
for
the
obje
cts,
a d
escr
iptio
nof
pro
cedu
re u
sed
to o
btai
n an
d pr
oces
s da
ta, d
ata
tabl
e w
ith d
ata,
cal
cula
tion
resu
lts fo
r de
nsiti
es o
f the
obj
ects
, res
ults
of b
uoya
ncy
test
s, a
nd a
dis
cuss
ion
com
parin
g pr
edic
tions
to b
uoya
ncy
test
res
ults
.
Sta
nd
ard
s fo
r C
om
po
nen
t 1
Co
nte
nt
Sta
nd
ard
Gro
up
10
8c. S
tude
nts
know
the
buoy
ant f
orce
on
an o
bjec
t in
a flu
id is
an
upw
ard
forc
e eq
ual t
o th
e w
eigh
t of t
he fl
uid
the
obje
ct h
as d
ispl
aced
.(F
ram
ewor
k pp
. 148
-149
)8d
. Stu
dent
s kn
ow h
ow to
pre
dict
whe
ther
an
obje
ct w
ill fl
oat o
r si
nk. (
Fra
mew
ork
pp. 1
49-1
50)
Key
Co
nce
pt
for
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
0:Th
e up
war
d bu
oyan
t for
ce o
n an
obj
ect i
n a
fluid
is e
qual
to th
e w
eigh
tof
the
disp
lace
d flu
id, a
nd th
e re
lativ
e de
nsiti
es o
f the
obj
ect a
nd th
e flu
id d
eter
min
e w
heth
er a
n ob
ject
will
floa
t or
sink
.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
0
Co
nte
nt
Sta
nd
ard
Gro
up
8c, 8
d
9-25
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
• S
tude
nts
pred
ict w
heth
eran
obj
ect w
ill fl
oat o
r si
nkby
com
parin
g th
e ob
ject
’sde
nsity
to th
e de
nsity
of
the
fluid
in w
hich
the
obje
ct is
imm
erse
d. (
8d)
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Mas
s m
easu
rem
ent u
sing
a b
alan
ce•
Mea
sure
men
t of r
ecta
ngul
ar s
olid
s in
thre
e di
men
sion
s w
ith a
rul
er•
Use
of s
ubtr
actio
n, m
ultip
licat
ion,
div
isio
n, a
nd/o
r us
e of
cal
cula
tor
toca
lcul
ate
volu
mes
and
den
sity
• D
ensi
ty o
f wat
er, a
nd
rela
tive
buoy
ancy
of o
bjec
ts p
lace
d in
wat
er d
ue to
thei
r de
nsiti
es•
Writ
ing
a pr
oced
ure
and
mak
ing
a da
ta ta
ble
• H
ow to
res
earc
h, o
rgan
ize,
writ
e, a
nd e
dit a
rep
ort a
ccor
ding
to th
e te
ache
r’ssp
ecifi
catio
ns
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(8
c, 8
d) p
p. 1
68-1
72, 5
48-5
49, 5
50
Pre
ntic
e(8
c, 8
d) p
p. 8
2-88
, 450
-451
Gle
ncoe
(8c,
8d)
Lev
el B
lue
pp. 5
5-57
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(8
d) S
TC/M
S P
rope
rtie
s of
Mat
ter,
Par
t 1, L
esso
n 3
(8d)
Hol
t p. 5
23, L
ayer
ing
Liqu
ids
(8d)
Pre
ntic
e TE
p. 8
7, D
emon
stra
tion
(Liq
uid
dens
ity c
olum
n)(8
d) W
ebsi
te fo
r de
nsity
and
buo
yanc
y ht
tp://
ww
w.e
xplo
rele
arni
ng.c
om/in
dex.c
fm?m
etho
d=cR
esou
rce.
dspR
esou
rces
ForC
ours
e&C
ours
eID
=308
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
1 C
on
ten
t S
tan
dar
d G
rou
p 1
0
9-26
R
evis
on 1
.1
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eE
igh
th G
rad
e S
cien
ceIn
stru
ctio
nal
Co
mp
on
ent
2 –
Str
uct
ure
of
Mat
ter,
Rea
ctio
ns,
Per
iod
ic T
able
, In
vest
igat
ion
an
d E
xper
imen
tati
on
:S
tan
dar
d S
ets
3, 5
, 7, a
nd
9
Sta
nd
ard
s fo
r In
stru
ctio
nal
Co
mp
on
ent
2
Sta
nd
ard
Set
3: S
tru
ctu
re o
f M
atte
r -
Eac
h of
the
mor
e th
an 1
0 el
emen
ts o
f mat
ter
has
dist
inct
pro
pert
ies
and
a di
stin
ctat
omic
str
uctu
re.
All
form
s of
mat
ter
are
com
pose
d of
one
or
mor
e of
the
elem
ents
. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
:3a
. Stu
dent
s kn
ow th
e st
ruct
ure
the
atom
and
kno
w it
is c
ompo
sed
of p
roto
ns, n
eutr
ons
and
elec
tron
s.
3b. S
tude
nts
know
that
com
poun
ds a
re fo
rmed
by
com
bini
ng tw
o or
mor
e di
ffere
nt e
lem
ents
and
that
com
poun
ds h
ave
prop
ertie
s th
at a
re d
iffer
ent f
rom
thei
r co
nstit
uent
ele
men
ts.
3c. S
tude
nts
know
ato
ms
and
mol
ecul
es fo
rm s
olid
s by
bui
ldin
g up
rep
eatin
g pa
ttern
s, s
uch
as th
e cr
ysta
l str
uctu
re o
f NaC
l or
long
-cha
in p
olym
ers.
3d. S
tude
nts
know
the
stat
es o
f mat
ter
(sol
id, l
iqui
d, g
as)
depe
nd o
n m
olec
ular
mot
ion.
3e. S
tude
nts
know
that
in s
olid
s th
e at
oms
are
clos
ely
lock
ed in
pos
ition
and
can
onl
y vi
brat
e; in
liqu
ids
the
atom
s an
d m
olec
ules
are
mor
e lo
osel
y co
nnec
ted
and
can
colli
de w
ith a
nd m
ove
past
one
ano
ther
; and
in g
ases
the
atom
s an
d m
olec
ules
are
free
tom
ove
inde
pend
ently
, col
lidin
g fr
eque
ntly.
3f. S
tude
nts
know
how
to u
se th
e pe
riodi
c ta
ble
to id
entif
y el
emen
ts in
sim
ple
com
poun
ds.
Sta
nd
ard
Set
5: R
eact
ion
s -
Che
mic
al r
eact
ions
are
pro
cess
es in
whi
ch a
tom
s ar
e re
arra
nged
into
diff
eren
t com
bina
tions
of
mol
ecul
es.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt,:
5a. S
tude
nts
know
rea
ctan
t ato
ms
and
mol
ecul
es in
tera
ct to
form
pro
duct
s w
ith d
iffer
ent c
hem
ical
pro
pert
ies.
5b. S
tude
nts
know
the
idea
of a
tom
s ex
plai
ns th
e co
nser
vatio
n of
mat
ter.
In c
hem
ical
rea
ctio
ns th
e nu
mbe
r of
ato
ms
stay
s th
esa
me
no m
atte
r ho
w th
ey a
re a
rran
ged,
so
thei
r to
tal m
ass
stay
s th
e sa
me.
5c. S
tude
nts
know
che
mic
al r
eact
ions
usu
ally
libe
rate
hea
t or
abso
rb h
eat.
5d. S
tude
nts
know
phy
sica
l pro
cess
es in
clud
e fr
eezi
ng a
nd b
oilin
g, in
whi
ch a
mat
eria
l cha
nges
form
with
no
chem
ical
rea
ctio
n.5e
. Stu
dent
s kn
ow h
ow to
det
erm
ine
whe
ther
a s
olut
ion
is a
cidi
c, b
asic
, or
neut
ral.
Sta
nd
ard
Set
7: P
erio
dic
Tab
le -
The
orga
niza
tion
of th
e pe
riodi
c ta
ble
is b
ased
on
the
prop
ertie
s of
the
elem
ents
and
refle
cts
the
stru
ctur
e of
ato
ms.
As
a ba
sis
for
unde
rsta
ndin
g th
is c
once
pt:
7a. S
tude
nts
know
how
to id
entif
y re
gion
s co
rres
pond
ing
to m
etal
s, n
onm
etal
s, a
nd in
ert g
ases
.7b
. Stu
dent
s kn
ow e
ach
elem
ent h
as a
spe
cific
num
ber
of p
roto
ns in
the
nucl
eus
(the
ato
mic
num
ber)
and
eac
h is
otop
e of
the
elem
ent h
as a
diff
eren
t but
spe
cific
num
ber
of n
eutr
ons
in th
e nu
cleu
s.
9-27
R
evis
on 1
.1
7c. S
tude
nts
know
sub
stan
ces
can
be c
lass
ified
by
thei
r pr
oper
ties,
incl
udin
g th
eir
mel
ting
tem
pera
ture
, den
sity
, har
dnes
s, a
nd th
erm
al a
ndel
ectr
ical
con
duct
ivity
.
Sta
nd
ard
Set
9: I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n -
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
nd c
ondu
ctin
gca
refu
l inv
estig
atio
ns. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
e st
rand
s, s
tude
nts
shou
ldde
velo
p th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns.
9a. P
lan
and
cond
uct a
sci
entif
ic in
vest
igat
ion
to te
st a
hyp
othe
sis.
9b. E
valu
ate
the
accu
racy
and
rep
rodu
cibi
lity
of d
ata.
9c. D
istin
guis
h be
twee
n va
riabl
e an
d co
ntro
lled
para
met
ers
in a
test
.9d
. Rec
ogni
ze th
e sl
ope
of th
e lin
ear
grap
h as
the
cons
tant
in th
e re
latio
nshi
p y
=kx
and
app
ly th
is p
rinci
ple
in in
terp
retin
g gr
aphs
con
stru
cted
from
dat
a.9e
. Con
stru
ct a
ppro
pria
te g
raph
s fr
om d
ata
and
deve
lop
quan
titat
ive
stat
emen
ts a
bout
the
rela
tions
hips
bet
wee
n va
riabl
es.
9f. A
pply
sim
ple
mat
hem
atic
rel
atio
nshi
ps to
det
erm
ine
a m
issi
ng q
uant
ity in
a m
athe
mat
ic e
xpre
ssio
n, g
iven
the
two
rem
aini
ng te
rms
(incl
udin
g sp
eed
= d
ista
nce
/ tim
e, d
ensi
ty =
mas
s /
volu
me,
forc
e =
pre
ssur
e x_
area
, vol
ume
= a
rea
x he
ight
).9g
. Dis
tingu
ish
betw
een
linea
r an
d no
nlin
ear
rela
tions
hips
on
a gr
aph
of d
ata.
Co
nte
nt
Sta
nd
ard
Gro
up
3d, 3
e, 5
d
An
alyz
ed S
tan
dar
ds
• S
tude
nts
com
pare
and
cont
rast
mol
ecul
ar m
otio
n,at
trac
tion
and
dist
ance
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nts
will
cho
ose
from
a li
st o
f ele
men
ts o
r co
mpo
unds
and
mak
e la
bele
ddi
agra
ms
illus
trat
ing
part
icle
mot
ion,
for
the
sele
cted
ele
men
t or
com
poun
d, fo
rth
e th
ree
com
mon
pha
ses
of m
atte
r. In
clud
e la
bels
for
the
appr
opria
te fr
eezi
ng,
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
1:
3d. S
tude
nts
know
the
stat
es o
f mat
ter
(sol
id, l
iqui
d, g
as)
depe
nd o
n m
olec
ular
mot
ion.
(F
ram
ewor
k pp
. 135
-136
)3e
. Stu
dent
s kn
ow th
at in
sol
ids
the
atom
s ar
e cl
osel
y lo
cked
in p
ositi
on a
nd c
an o
nly
vibr
ate;
in li
quid
s th
e at
oms
and
mol
ecul
es a
re m
ore
loos
ely
conn
ecte
d an
d ca
n co
llide
with
and
mov
e pa
st o
ne a
noth
er; a
nd in
gas
es th
e at
oms
and
mol
ecul
es a
re fr
ee to
mov
e in
depe
nden
tly,
colli
ding
freq
uent
ly. (
Fra
mew
ork
pp. 1
36-1
37)
5d. S
tude
nts
know
phy
sica
l pro
cess
es in
clud
e fr
eezi
ng a
nd b
oilin
g, in
whi
ch a
mat
eria
l cha
nges
form
with
no
chem
ical
rea
ctio
n. (
Fra
mew
ork
p. 1
42)
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 1
: Sta
tes
of m
atte
r ar
e de
pend
ent u
pon
mol
ecul
ar m
otio
n an
d co
mpa
ctne
ss o
f par
ticle
s,an
d ch
ange
s of
sta
te a
re n
ot c
hem
ical
cha
nges
.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
9-28
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
betw
een
mol
ecul
es fo
rso
lid, l
iqui
d, a
nd g
as
• S
tude
nts
mat
chte
mpe
ratu
re w
ith th
eav
erag
e m
olec
ular
ene
rgy
of m
otio
n (k
inet
ic e
nerg
y)at
one
atm
osph
eric
pres
sure
• S
tude
nts
iden
tify
that
phys
ical
cha
nges
(e.
g.st
ates
of m
atte
r) d
o no
tin
volv
e ch
emic
al r
eact
ions
• S
tude
nts
carr
y ou
tin
vest
igat
ions
that
dem
onst
rate
that
phy
sica
lch
ange
s ar
e re
vers
ible
Inst
ruct
ion
al R
eso
urc
es
mel
ting,
and
boi
ling
poin
t. D
iagr
ams
shou
ld s
how
the
chos
en m
olec
ule
inap
prop
riate
mol
ecul
ar m
otio
n ar
rang
emen
ts fo
r so
lid, l
iqui
d, a
nd g
as p
hase
s,ill
ustr
ate
chan
ges
betw
een
phas
es, a
nd in
clud
e a
writ
ten
expl
anat
ion
of p
artic
lem
otio
n in
the
thre
e ph
ases
, and
bet
wee
n ph
ases
. (3d
, 3e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d in
clud
e la
bele
d di
agra
ms
show
ing
chos
en m
olec
ule
inap
prop
riate
mol
ecul
ar m
otio
n ar
rang
emen
ts fo
r so
lid, l
iqui
d, a
nd g
as p
hase
s, a
ndill
ustr
ate
tran
sitio
ns b
etw
een
phas
es, s
how
ing
that
the
mol
ecul
ar s
truc
ture
rem
ains
con
stan
t thr
ough
out t
he p
roce
ss. E
xpla
natio
n sh
ould
ref
lect
stu
dent
unde
rsta
ndin
g of
cha
nges
in m
otio
n an
d ar
rang
emen
t of p
artic
les
betw
een
phas
es, b
ut c
onst
ancy
of m
olec
ular
str
uctu
re.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Use
of t
he P
erio
dic
Tabl
e to
nam
e el
emen
ts•
Ele
men
ts a
nd c
ompo
unds
• P
hase
cha
nges
and
par
ticle
mot
ion
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(3
d, 3
e) p
p. 5
8-64
, 68-
73(5
d) p
p. 4
8-49
, 68-
73
Pre
ntic
e(3
d, 3
e) p
p. 1
74-1
77, 4
69-4
72, 4
87-4
91(5
d) p
p. 4
39-4
41, 4
88-4
91
Gle
ncoe
(3d,
3e)
Lev
el B
lue
pp. 3
6, 3
7, 4
0, 4
3, 4
6,47
(5d)
Lev
el B
lue
p. 1
52
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
9-29
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
Sta
ndar
ds
for
Co
mpo
nent
2 S
tand
ard
Gro
up 2
: 3f
. Stu
dent
s kn
ow h
ow to
use
the
perio
dic
tabl
e to
iden
tify
elem
ents
in s
impl
e co
mpo
unds
. (Fr
amew
ork
p. 1
37)
7a. S
tude
nts
know
how
to id
entif
y re
gion
s co
rres
pond
ing
to m
etal
s, n
onm
etal
s, a
nd in
ert g
ases
. (Fr
amew
ork
pp. 1
45-1
46)
7c. S
tude
nts
know
sub
stan
ces
can
be c
lass
ified
by
thei
r pr
oper
ties,
incl
udin
g th
eir
mel
ting
tem
pera
ture
, den
sity
, har
dnes
s, a
nd th
erm
alan
d el
ectri
cal c
ondu
ctiv
ity. (
Fram
ewor
k pp
. 146
-147
)
Key
Co
ncep
t fo
r C
om
pone
nt 2
Sta
ndar
d G
roup
2: E
lem
ents
can
be
clas
sifie
d by
thei
r pr
oper
ties,
and
the
Per
iodi
c Ta
ble
is a
way
toid
entif
y an
d gr
oup
elem
ents
by
thei
r pr
oper
ties
An
alyz
ed S
tan
dar
ds
•S
tude
nts
iden
tify
elem
ents
in
sim
ple
com
poun
ds (
NaC
l,H
2O)
(3f)
•S
tude
nts
iden
tify
atom
icnu
mbe
r, sy
mbo
l, na
me
and
atom
ic w
eigh
t (3f
)
•S
tude
nts
iden
tify
whe
re m
etal
s,no
nmet
als,
sem
i-met
als
are
on th
e pe
riodi
c ta
ble
(7a)
An
alyz
ed S
tan
dar
ds
Sta
ndar
d G
roup
3f, 7
a, 7
c
Co
nte
nt
Sta
nd
ard
Gro
up
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt r
esea
rche
s ph
ysic
al p
rope
rties
, ato
mic
num
ber,
sym
bol,
nam
e, a
nd a
tom
icw
eigh
t of a
n as
sign
ed e
lem
ent a
nd m
akes
a 3
-D r
epre
sent
atio
n of
that
ele
men
t(s
ampl
e of
ele
men
t or
obje
ct c
onta
inin
g th
e el
emen
t). T
he 3
-D r
epre
sent
atio
n w
ill go
on a
25
cm x
25
cm c
ard
that
incl
udes
all
of th
e ab
ove
info
rmat
ion.
Eac
h ca
rd w
ill be
plac
ed c
orre
ctly
on
the
clas
sroo
m p
erio
dic
tabl
e w
here
the
met
als,
non
met
als
and
sem
imet
als
are
dist
ingu
ishe
d by
col
or. (
3f, 7
a, 7
c)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d in
clud
e ph
ysic
al p
rope
rtie
s, a
tom
ic n
umbe
r, sy
mbo
l,na
me,
and
ato
mic
wei
ght,
3-D
rep
rese
ntat
ion
of th
e as
sign
ed e
lem
ent.
Car
dsh
ould
hav
e at
trac
tive
desi
gn a
nd a
ppro
pria
te c
olor
for
clas
s pe
riodi
c ta
ble
grou
p.
Inst
ruct
ion
al R
eso
urc
es
(3d,
3e,
5d)
STC
/MS
Pro
pert
ies
of M
atte
r, P
art 1
, Les
sons
6 &
7(3
d, 3
e) H
olt p
. 59,
Inve
stig
ate,
Van
ishi
ng A
ct(3
d, 3
e, 5
d) H
olt p
. 527
, Can
Cru
sher
(3d,
3e,
5d)
Hol
t p. 5
28, A
Hot
and
Coo
l Lab
(3d,
3e,
5d)
Pre
ntic
e TE
p. 1
74, C
hang
es o
f Sta
te(3
d, 3
e, 5
d) P
rent
ice
TE p
. 175
, Sol
id-L
iqui
d C
hang
es o
f Sta
te
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 1
9-30
R
evis
on 1
.1
Sta
ndar
d G
roup
An
alyz
ed S
tan
dar
ds
• S
tude
nts
clas
sify
met
als,
nonm
etal
s (in
clud
eex
plan
atio
n of
why
nob
lega
ses
are
calle
d in
ert
gase
s), s
emi-m
etal
s by
thei
r ph
ysic
al p
rope
rtie
s(i.
e. th
erm
al c
ondu
ctiv
ity,
elec
tric
al c
ondu
ctiv
ity,
mel
ting
tem
pera
ture
,de
nsity
, har
dnes
s) (
7c)
• S
tude
nts
iden
tify
patte
rns
and
tren
ds in
the
phys
ical
and
chem
ical
pro
pert
ies
elem
ents
of p
erio
dic
tabl
e(7
c)
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
The
loca
tion
of m
etal
s, n
onm
etal
s, a
nd s
emim
etal
s in
the
Per
iodi
c Ta
ble
•A
tom
ic n
umbe
r, sy
mbo
l, na
me,
and
ato
mic
wei
ght o
f ele
men
ts in
the
Per
iodi
c Ta
ble
•Te
ache
r sh
ould
dire
ct s
tude
nts
to s
ourc
es o
f inf
orm
atio
n ab
out p
hysi
cal
prop
ertie
s of
ele
men
ts a
nd e
xam
ples
of c
omm
on o
bjec
ts c
onta
inin
g va
rious
elem
ents
(e.
g., C
RC
han
dboo
k)
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(7
a) p
p. 3
28-3
41(7
c) p
p. 4
3-49
, 69,
83,
84-
87, 3
26-3
27(3
f) p
p. 3
28-3
41, 3
76-3
77
Pre
ntic
e(7
a) p
p. 5
11-5
16, 5
20-5
25, 8
42-8
43(7
c) p
p. 8
6-87
, 438
-440
, 500
-502
, 511
-519
, 520
-525
(3f)
pp.
503
-507
, 842
-843
Gle
ncoe
(7a)
Lev
el B
lue
pp. 9
6-98
(7c)
Lev
el B
lue
pp. 9
2-93
, 100
-110
(3f)
Lev
el B
lue
pp. 9
4-95
, 145
, 183
B. S
ampl
e A
ctiv
ities
Alig
ned
to th
e S
tand
ards
(7a)
STC
/MS
Pro
pert
ies
of M
atte
r, P
art 3
, Les
son
21, 2
2(7
c) S
TC/M
S P
rope
rtie
s of
Mat
ter,
Par
t 3, L
esso
n 21
, 23
(3f)
STC
/MS
Pro
pert
ies
of M
atte
r, P
art 3
, Les
son
22(7
c) H
olt p
. 331
, Qui
ck L
ab
(7c)
Pre
ntic
e TE
p. 5
22, D
emon
stra
tion
(7a,
7c,
3f)
Web
site
for
Ele
men
ts, P
erio
dic
Tabl
e w
ww
.che
mic
alel
emen
ts.c
om
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 2
9-31
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
3a, 7
b
An
alyz
ed S
tan
dar
ds
• S
tude
nts
com
pare
and
cont
rast
Rut
herf
ord’
s an
dB
ohr’s
ato
mic
mod
els
(3a)
• S
tude
nts
cons
truc
t the
Boh
r at
omic
mod
el w
ithel
ectr
ons
in d
efin
iteen
ergy
leve
ls in
orb
itals
(3a)
• S
tude
nts
cons
truc
t ato
mic
nucl
ei o
f the
sam
eel
emen
t (di
ffere
ntis
otop
es)
(7b)
• S
tude
nts
reco
gniz
e th
atso
me
isot
opes
are
radi
oact
ive
(e.g
.U
rani
um)
(7b)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nts
crea
te 3
-D m
odel
s of
an
atom
and
one
its
mos
t com
mon
isot
opes
.M
odel
s ca
n be
cre
ated
usi
ng h
ouse
hold
item
s or
food
, rep
rese
ntin
g th
enu
cleu
s’ p
roto
ns a
nd n
eutro
ns, a
nd r
ings
con
tain
ing
the
elec
trons
. S
ince
the
isot
opes
diff
er b
y qu
antit
y of
neu
trons
, the
stu
dent
s m
ay w
eigh
the
mod
els
tose
e th
at th
e di
ffere
nce
in w
eigh
t is
wha
t dis
tingu
ishe
s is
otop
es fr
om o
nean
othe
r. M
odel
s sh
ould
incl
ude
a ke
y fo
r id
entif
icat
ion
of p
artic
les,
and
the
nam
e an
d m
ass
num
ber
of e
ach
isot
ope.
(3a
, 7b)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d be
two
labe
led
mod
els,
one
of e
ach
isot
ope
of a
nel
emen
t, w
ith p
rope
r nu
mbe
r an
d ar
rang
emen
t of s
ubat
omic
par
ticle
s,di
fferin
g on
ly b
y nu
mbe
r of
neu
tron
s. M
odel
s sh
ould
incl
ude
a ke
y fo
rid
entif
icat
ion
of p
artic
les,
and
the
nam
e an
d w
eigh
t of e
ach
mod
el.
So
me
Sug
gest
ed C
onc
epts
and
Ski
lls t
o S
uppo
rt S
tud
ent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• E
lem
ents
in th
e P
erio
dic
Tabl
e•
Ato
mic
num
ber,
atom
ic w
eigh
t, m
ass
num
ber,
prot
ons,
neu
tron
s an
del
ectr
ons,
and
str
uctu
re o
f the
ato
m•
Isot
opes
• D
iffer
ent a
tom
mod
els
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
3:
3a. S
tude
nts
know
the
stru
ctur
e th
e at
om a
nd k
now
it is
com
pose
d of
pro
tons
, neu
tron
s an
d el
ectr
ons.
(F
ram
ewor
k p.
134
)7b
. Stu
dent
s kn
ow e
ach
elem
ent h
as a
spe
cific
num
ber
of p
roto
ns in
the
nucl
eus
(the
ato
mic
num
ber)
and
eac
h is
otop
e of
the
elem
ent h
asa
diffe
rent
but
spe
cific
num
ber
of n
eutr
ons
in th
e nu
cleu
s. (
Fra
mew
ork
p. 1
46)
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 3
:Ato
ms
of a
n el
emen
t hav
e a
spec
ific
num
ber
of p
roto
ns (
the
atom
ic n
umbe
r), a
ndel
ectr
ons,
and
occ
ur a
s is
otop
es, w
ith d
iffer
ent b
ut s
peci
fic n
umbe
rs o
f neu
tron
s.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 3
9-32
R
evis
on 1
.1
An
alyz
ed S
tan
dar
ds
• S
tude
nts
unde
rsta
nd th
ere
peat
ing
patte
rns
ofat
oms
and
mol
ecul
es in
crys
tal l
attic
es a
nd in
poly
mer
s
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt c
reat
es tw
o la
bele
d m
odel
s of
two
diffe
rent
com
poun
ds; a
3-D
crys
talli
ne m
odel
and
3-D
non
-rep
eatin
g, n
on-c
ryst
allin
e m
odel
, usi
ng s
traw
s an
dm
arsh
mal
low
s or
oth
er s
tick
and
soft
cand
y av
aila
ble.
Lab
els
shou
ld id
entif
yea
ch c
ompo
und
as c
ryst
allin
e or
non
-cry
stal
line
amor
phou
s so
lid)
and
give
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
4:
3c. S
tude
nts
know
ato
ms
and
mol
ecul
es fo
rm s
olid
s by
bui
ldin
g up
rep
eatin
g pa
ttern
s, s
uch
as th
e cr
ysta
l str
uctu
re o
f NaC
l or
long
-cha
inpo
lym
ers.
(F
ram
ewor
k p.
135
)
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 4
:Cry
stal
s an
d po
lym
ers
form
sol
ids
by r
epea
ting
patte
rns
of a
tom
s or
mol
ecul
es
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 4
Inst
ruct
ion
al R
eso
urc
es
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(7
b, 3
a) p
p. 3
04-3
16
Pre
nctic
e (7
b) p
p. 5
03-5
06, 6
53-6
56(3
a) p
p. 5
03, 5
70-5
73
Gle
ncoe
(3a)
Lev
el B
lue
pp. 7
0-73
(7b)
Lev
el B
lue
pp.7
5-76
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(7
b, 3
a) H
olt p
. 570
Mad
e to
Ord
er(7
b) S
tude
nts
draw
Boh
r m
odel
s of
the
first
20
elem
ents
.(7
b, 3
a) W
ebsi
te fo
r at
om s
truc
ture
ht
tp: w
ww
.Col
orad
o.ed
u/ph
ysic
s/20
00/a
pple
ts/a
2.ht
ml
An
alyz
ed S
tan
dar
ds
• S
tude
nts
infe
r no
t all
atom
ic w
eigh
t ar
e in
sequ
entia
l ord
er o
n th
epe
riodi
c ta
ble
due
to th
eis
otop
es (
7b)
Co
nte
nt
Sta
nd
ard
Gro
up
3c
Co
nte
nt
Sta
nd
ard
Gro
up
3a, 7
b
9-33
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
3C
An
alyz
ed S
tan
dar
ds
•S
tude
nts
expl
ain
how
the
mod
el (
3-D
or
2-D
)re
pres
ents
the
crys
tals
•S
tude
nts
mak
e cr
ysta
lsfr
om a
sal
t sol
utio
n
•S
tude
nts
hypo
thes
ize
wha
t phy
sica
l cha
nges
will
occu
r w
hen
crys
tals
are
form
ed fr
om th
e sa
ltso
lutio
n in
the
expe
rimen
t
Inst
ruct
ion
al R
eso
urc
es
(exa
mpl
es o
f rea
l sol
id c
ompo
unds
that
a s
imila
r to
eac
h of
the
mod
els
inst
ruct
ure.
(3c
)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d be
two
mod
els,
one
ord
erly
cry
stal
line
stru
ctur
e an
d on
edi
sord
ered
, non
-cry
stal
line
or a
mor
phou
s so
lid. S
tude
nt s
houl
d gi
ve e
xam
ples
of
real
sol
id c
ompo
unds
that
are
sim
ilar
to e
ach
of th
e m
odel
s in
str
uctu
re.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Str
uctu
re o
f cry
stal
latti
ces
and
amor
phou
s so
lids,
and
exa
mpl
es o
f bot
h
Pos
sibl
e S
tand
ards
Alig
ned
Res
ourc
esA
. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ksH
olt
(3c)
pp.
61,
359
, 371
, 398
-399
Pre
ntic
e(3
c) p
p. 4
69-4
70, 5
83, 6
33
Gle
ncoe
(3c)
Lev
el B
lue
pp. 1
37,1
46, 2
22-2
26
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 4
Co
nte
nt
Sta
nd
ard
Gro
up
3b, 5
b, 5
a
An
alyz
ed S
tan
dar
ds
• S
tude
nts
expl
ain
why
som
e el
emen
ts c
ombi
neto
form
ioni
c co
mpo
unds
(met
als
and
nonm
etal
s)an
d so
me
elem
ents
com
bine
to fo
rm c
oval
ent
com
poun
ds (
nonm
etal
s)(3
b)
• S
tude
nts
com
pare
and
cont
rast
the
prop
ertie
s of
com
poun
ds a
ndco
nstit
uent
ato
ms
(3b,
5a)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt m
akes
a la
bele
d di
agra
m a
bout
the
che
mic
al r
eact
ion
that
hap
pens
whe
n a
mat
ch is
bur
ned,
exp
lain
ing
the
obse
rvab
le d
iffer
ence
s be
twee
n an
unl
itm
atch
and
a b
urne
d m
atch
. Stu
dent
mak
es o
bser
vatio
ns o
f an
unlit
mat
ch (e
.g.,
stat
e of
mat
ter
and
othe
r ph
ysic
al p
rope
rties
, pos
sibl
e co
mpo
sitio
n, e
tc.),
then
strik
es t
he m
atch
to
light
it
(i.e.
com
bine
it
with
oxy
gen
in t
he a
ir).
Stu
dent
mak
es o
bser
vatio
ns o
f th
e m
atch
dur
ing
and
afte
r bu
rnin
g is
com
plet
e,in
clud
ing
smok
e an
d as
h pr
oduc
ed.
Stu
dent
the
n at
tem
pts
to r
e-lig
ht a
shes
usin
g an
othe
r mat
ch, a
nd m
akes
obs
erva
tions
of r
esul
ts o
f the
atte
mpt
. Stu
dent
diag
ram
sho
uld
incl
ude
iden
tific
atio
n an
d de
scrip
tions
, alo
ng w
ith il
lust
ratio
ns,
of t
he r
eact
ants
and
the
pro
duct
s in
the
rea
ctio
n, d
raw
n le
ft-to
-rig
ht a
s an
illust
rate
d ch
emic
al e
quat
ion
usin
g w
ords
to
desc
ribe
the
reac
tant
s an
dpr
oduc
ts. C
aptio
ns s
houl
d in
clud
e an
exp
lana
tion
of w
hat h
appe
ned,
and
why
,w
hen
the
atte
mpt
was
mad
e to
re-
light
the
ashe
s of
the
mat
ch. (
5a)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d de
pict
and
labe
l the
unl
it m
atch
and
oxy
gen
as re
acta
nts,
and
smok
e an
d as
h as
pro
duct
s of
a c
hem
ical
rea
ctio
n. C
aptio
ns s
houl
dde
scrib
e th
e ap
pear
ance
and
com
posi
tion
of t
he u
nlit
mat
ch,
atm
osph
eric
oxyg
en,
and
the
obse
rvab
le p
rodu
cts
of c
ombu
stio
n of
the
mat
ch (
e.g.
, sm
oke
and
ash)
. The
stu
dent
s sh
ould
exp
lain
the
failu
re o
f the
ash
es to
re-li
ght b
y st
atin
gth
at th
e as
hes
are
a ch
emic
al re
actio
n pr
oduc
t, w
ith d
iffer
ent c
hem
ical
pro
perti
es(i.
e. n
ot fl
amm
able
) tha
n th
e or
igin
al u
nlit
mat
ch, w
hich
was
flam
mab
le.
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
5:
3b. S
tude
nts
know
that
com
poun
ds a
re fo
rmed
by
com
bini
ng tw
o or
mor
e di
ffere
nt e
lem
ents
and
that
com
poun
ds h
ave
prop
ertie
s th
at a
redi
ffere
nt fr
om th
eir
cons
titue
nt e
lem
ents
. (F
ram
ewor
k pp
. 134
-135
)5b
. Stu
dent
s kn
owth
e id
ea o
f ato
ms
expl
ains
the
cons
erva
tion
of m
atte
r. In
che
mic
al r
eact
ions
the
num
ber
of a
tom
s st
ays
the
sam
e no
mat
ter
how
they
are
arr
ange
d, s
o th
eir
tota
l mas
s st
ays
the
sam
e. (
Fra
mew
ork
pp. 1
41-1
42)
5a. S
tude
nts
know
reac
tant
ato
ms
and
mol
ecul
es in
tera
ct to
form
pro
duct
s w
ith d
iffer
ent c
hem
ical
pro
pert
ies.
(F
ram
ewor
k p.
141
)
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 5
: Whe
n el
emen
ts c
ombi
ne to
form
com
poun
ds, o
r re
acta
nt m
olec
ules
form
pro
duct
s,su
bsta
nces
with
diff
eren
t pro
pert
ies
are
form
ed, b
ut n
o m
ass
is lo
st o
r ga
ined
sin
ce th
e nu
mbe
r an
d ty
pes
of a
tom
s re
mai
ns th
e sa
me.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 5
9-34
R
evis
on 1
.1
9-35
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
3b. 5
b, 5
a
An
alyz
ed S
tan
dar
ds
• S
tude
nts
iden
tify
reac
tant
s an
d pr
oduc
ts o
fch
emic
al r
eact
ions
inor
der
to c
arry
out
sim
ple
expe
rimen
ts (
5a)
• S
tude
nts
crea
te a
dia
gram
of a
sim
ple
chem
ical
reac
tion
in o
rder
tode
mon
stra
te th
e la
w o
fco
nser
vatio
n of
mas
s (5
b)
Inst
ruct
ion
al R
eso
urc
es
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Che
mic
al a
nd p
hysi
cal c
hang
es•
Che
mic
al r
eact
ions
, rea
ctan
ts a
nd p
rodu
cts
• C
ombu
stio
n an
d th
e ro
le o
f oxy
gen
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
H
olt
(3b)
398
-400
, 374
-376
(5a,
5b)
376
-381
Pre
ntic
e(3
b) p
p. 4
45, 5
37-5
38, 5
74, 5
79-5
80, 5
85-5
86(5
b) p
p. 5
44-5
49(5
a) p
p. 5
37-5
41, 5
44-5
46
Gle
ncoe
(3b)
Lev
el B
lue
pp.1
83-1
84(5
b) L
evel
Blu
e pp
. 155
-156
(5a)
Lev
el B
lue
pp. 1
54-1
59
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(3
b, 5
a) S
TC/M
S P
rope
rtie
s of
Mat
ter,
Par
t 3, L
esso
ns 2
0, 2
2(5
b) S
TC/M
S P
rope
rtie
s of
Mat
ter,
Par
t 3, L
esso
ns 2
5, 2
6(3
b, 5
a) H
olt p
. 578
-579
, Put
ting
Ele
men
ts T
oget
her
(5b)
Pre
ntic
e p.
546
, Con
serv
atio
n of
Mas
s
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 5
9-36
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
5c
An
alyz
ed S
tan
dar
ds
• S
tude
nts
eval
uate
sim
ple
chem
ical
rea
ctio
ns a
ndde
term
ine
whe
ther
ther
eis
a n
et r
elea
se(e
xoth
erm
ic)
or n
etab
sorp
tion
(end
othe
rmic
)of
ene
rgy
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a r
epor
t id
entif
ying
and
desc
ribin
g an
end
othe
rmic
and
an
exot
herm
icre
actio
n ba
sed
on o
bser
vatio
ns o
f che
mic
al re
actio
ns.
In e
ach
reac
tion,
stu
dent
will
mak
ean
d re
cord
initi
al t
empe
ratu
re a
nd f
inal
tem
pera
ture
of
the
solu
tion
in w
hich
the
rea
ctio
nta
kes
plac
e, a
nd f
ind
the
diffe
renc
e in
tem
pera
ture
. Fo
r on
e re
actio
n, s
tude
nt w
ill pu
t a
smal
l sam
ple
of c
alci
um c
hlor
ide
with
a s
mal
l sam
ple
of b
akin
g so
da in
a h
alf f
illed
test
-tube
of w
ater
. For
the
othe
r rea
ctio
n, s
tude
nt w
ill co
mbi
ne b
akin
g so
da a
nd v
ineg
ar in
a b
eake
r.S
tude
nt re
port
shou
ld h
ave
a de
scrip
tion
of th
e pr
oced
ure
used
to o
btai
n an
d pr
oces
s da
ta,
data
tabl
e w
ith d
ata,
cal
cula
tion
resu
lts fo
r tem
pera
ture
cha
nges
, and
a d
iscu
ssio
n w
ith a
nid
entif
icat
ion
of e
ach
reac
tion
as e
xoth
erm
ic o
r end
othe
rmic
, with
just
ifica
tion
usin
g da
ta.
Sam
ple
Sco
ring
Cri
teri
a fo
r P
erfo
rman
ce T
ask
Stu
dent
pro
duct
sho
uld
have
a d
escr
iptio
n of
pro
cedu
re u
sed
to o
btai
n an
d pr
oces
s da
ta,
data
tabl
e w
ith d
ata,
cal
cula
tion
resu
lts fo
r tem
pera
ture
for b
oth
reac
tions
, ide
ntifi
catio
n of
the
calc
ium
chl
orid
e an
d ba
king
sod
a re
actio
n as
exo
ther
mic
bec
ause
hea
t is
rele
ased
from
the
syst
em to
the
surr
ound
ings
as
indi
cate
d by
a r
ise
in te
mpe
ratu
re o
f the
sol
utio
n, a
ndth
e ba
king
sod
a an
d vin
egar
rea
ctio
n as
end
othe
rmic
bec
ause
hea
t is
abs
orbe
d, a
sin
dica
ted
by a
dro
p in
tem
pera
ture
in th
e so
lutio
n.
Som
e S
ugge
sted
Con
cept
s an
d S
kills
to
Sup
port
Stu
dent
Suc
cess
on
the
Sam
ple
Per
form
ance
Tas
k “S
caff
oldi
ng S
trat
egie
s”•
Exot
herm
ic a
nd e
ndot
herm
ic re
actio
ns•
Mea
surin
g te
mpe
ratu
re w
ith a
ther
mom
eter
• W
ritin
g a
proc
edur
e an
d m
akin
g a
data
tabl
e•
How
to
rese
arch
, or
gani
ze,
writ
e, a
nd e
dit
a re
port
acco
rdin
g to
the
tea
cher
’ssp
ecifi
catio
ns
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Co
nte
nt
Sta
nd
ard
Gro
up
65c
. Stu
dent
s kn
owch
emic
al r
eact
ions
usu
ally
libe
rate
hea
t or
abso
rb h
eat.
(Fra
mew
ork
p. 1
42)
Key
Co
nce
pt
for
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 6
: Che
mic
al r
eact
ions
libe
rate
or
abso
rb h
eat.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 6
9-37
R
evis
on 1
.1
Inst
ruct
ion
al R
eso
urc
es
Hol
t(5
c) 3
85-3
86
Pre
ntic
e(5
c) p
p. 5
52-5
54
Gle
ncoe
(5c)
Lev
el B
lue
pp.1
57-1
61
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(5
c) S
TC/M
S P
rope
rtie
s of
Mat
ter,
Par
t 1, L
esso
n 5
An
alyz
ed S
tan
dar
ds
•S
tude
nts
use
the
pHsc
ale
to d
eter
min
e th
eac
idity
of a
sol
utio
n
• S
tude
nts
test
aci
dity
usi
ngdi
ffere
nt in
dica
tors
suc
has
pH
pap
er, l
itmus
pap
er,
indi
cato
r so
lutio
ns (
i.e.
univ
ersa
l ind
icat
or,
phen
olph
thal
ein,
brom
othy
mol
blu
e)
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt w
rites
a r
epor
t tha
t whe
re c
omm
on h
ouse
hold
pro
duct
s ar
e id
entif
ied
as e
ither
aci
ds o
r ba
ses.
Giv
en s
ever
al u
nkno
wn
solu
tions
, stu
dent
s us
e va
rious
indi
cato
rs; l
itmus
pap
er, r
ed c
abba
ge ju
ice,
phe
nolp
htha
lein
, bro
mth
ymol
, blu
e,et
c., t
o te
st th
e so
lutio
ns, a
nd r
ecor
d th
e re
sults
. Bas
ed u
pon
evid
ence
from
indi
cato
rs, s
tude
nt id
entif
ies
solu
tions
as
eith
er a
cids
or
base
s, a
nd in
dica
tes
the
poss
ible
pH
ran
ge fo
r ea
ch s
olut
ion.
Be
sure
to m
ake
a ch
art t
hat h
as r
ows
for
the
labe
ls fo
r th
e un
know
n so
lutio
ns (
e.g.
, sol
utio
n A
, B e
tc.)
, col
umns
for
the
indi
cato
rs u
sed
whe
re y
ou c
an e
nter
the
resu
lting
col
or o
f the
indi
cato
r fo
r ea
chso
lutio
n, a
nd c
olum
ns to
rec
ord
whe
ther
eac
h so
lutio
n is
an
acid
or
a ba
se, a
ndth
e pH
ran
ge o
f eac
h un
know
n so
lutio
n, b
ased
upo
n in
dica
tor
resu
lts. (
5e, 9
b)
Sta
nd
ard
s fo
r C
om
po
nen
t 2
Sta
nd
ard
Gro
up
7:
5e. S
tude
nts
know
how
to d
eter
min
e w
heth
er a
sol
utio
n is
aci
dic,
bas
ic, o
r ne
utra
l. (F
ram
ewor
k p.
143
)
Key
Co
nce
pt
for
Co
mp
on
ent
2 S
tan
dar
d G
rou
p 7
:Sol
utio
ns c
an b
e id
entif
ied
as a
cidi
c, b
asic
, or
neut
ral,
usin
g pH
indi
cato
rs a
ndel
ectr
onic
met
ers
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
2 C
on
ten
t S
tan
dar
d G
rou
p 7
Co
nte
nt
Sta
nd
ard
Gro
up
5e
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
9-38
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt r
epor
t sho
uld
have
a c
hart
for
ente
ring
obse
rvat
ions
and
con
clus
ions
as
indi
cate
d in
the
perf
orm
ance
task
for
the
unkn
own
solu
tions
and
thei
r ef
fect
on
indi
cato
rs u
sed.
Sam
ple
hous
ehol
d so
lutio
ns a
re; l
ime
juic
e, v
ineg
ar, b
akin
g so
daso
lutio
n, s
oap
solu
tion,
etc
. Stu
dent
s sh
ould
iden
tify
each
sol
utio
n us
ed a
s an
acid
or
base
, dep
endi
ng u
pon
indi
cato
r co
lor
obse
rvat
ions
, and
rel
ate
hous
ehol
dso
lutio
ns th
at a
re a
cids
to a
pH
1-6
, and
bas
es a
s pH
8-1
4.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Pro
pert
ies
of a
cid
and
base
s•
pH r
ange
s of
aci
ds a
nd b
ases
• U
se o
f ind
icat
ors
to id
entif
y ac
id a
nd b
ases
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(5
e) 4
01-4
05
Pre
ntic
e(5
e) p
p. 6
10-6
15, 6
16-6
23
Gle
ncoe
(5e)
Lev
el B
lue
pp. 1
90-1
95, 1
98-1
99, 4
76
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds
(5e)
Hol
t p. 5
82, C
abba
ge P
atch
Indi
cato
rs(5
e) P
rent
ice
p. 6
16, D
isco
ver
9-39
R
evis
on 1
.1
LAU
SD
- M
idd
le S
cho
ol
Inst
ruct
ion
al G
uid
eE
igh
th G
rad
e S
cien
ceIn
stru
ctio
nal
Co
mp
on
ent
3 –
Ch
emis
try
of
Livi
ng
Sys
tem
s, E
arth
in
th
e S
ola
r S
yste
m (
Ear
th S
cien
ce),
In
vest
igat
ion
and
Exp
erim
enta
tio
n: S
tan
dar
d S
ets
4, 6
an
d 9
Sta
nd
ard
Set
6: C
hem
istr
y o
f Li
vin
g S
yste
ms
(Lif
e S
cien
ce)
-P
rinci
ples
of c
hem
istr
y un
derli
e th
e fu
nctio
ning
of b
iolo
gica
l sys
tem
s.6a
. Stu
dent
s kn
owth
at c
arbo
n, b
ecau
se o
f its
abi
lity
to c
ombi
ne in
man
y w
ays
with
itse
lf an
d ot
her
elem
ents
, has
a c
entra
l rol
e in
the
chem
istry
of
livin
g or
gani
sms.
6b. S
tude
nts
know
that
livi
ng o
rgan
ism
s ar
e m
ade
of m
olec
ules
con
sist
ing
larg
ely
of c
arbo
n, h
ydro
gen,
nitr
ogen
, oxy
gen,
pho
spho
rus,
and
sul
fur.
6c. S
tude
nts
know
that
livi
ng o
rgan
ism
s ha
ve m
any
diffe
rent
kin
ds o
f mol
ecul
es, i
nclu
ding
sm
all o
nes,
suc
h as
wat
er a
nd s
alt,
and
very
larg
e on
es,
such
as
carb
ohyd
rate
s, fa
ts, p
rote
ins,
and
DN
A.
Sta
nd
ard
Set
2: F
orc
es –
Unb
alan
ced
forc
es c
ause
cha
nges
in v
eloc
ity.
2g. S
tude
nts
know
the
role
of g
ravi
ty in
form
ing
and
mai
ntai
ning
the
shap
es o
f pla
nets
, sta
rs, a
nd th
e so
lar
syst
em.
Sta
nd
ard
Set
4: E
arth
in
th
e S
ola
r S
yste
m (
Ear
th S
cien
ce)
- Th
e st
ruct
ure
and
com
posi
tion
of th
e un
iver
se c
an b
e le
arne
d fr
omst
udyi
ng s
tars
and
gal
axie
s an
d th
eir
evol
utio
n.4e
. Stu
dent
s kn
owth
e ap
pear
ance
, gen
eral
com
posi
tion,
rel
ativ
e po
sitio
n an
d si
ze, a
nd m
otio
n of
obj
ects
in th
e so
lar
syst
em, i
nclu
ding
plan
ets,
pla
neta
ry s
atel
lites
, com
ets,
and
ast
eroi
ds.
4d. S
tude
nts
know
that
sta
rs a
re th
e so
urce
of l
ight
for
all b
right
obj
ects
in o
uter
spa
ce a
nd th
at th
e M
oon
and
plan
ets
shin
e by
ref
lect
edsu
nlig
ht, n
ot b
y th
eir
own
light
.4c
. Stu
dent
s kn
owho
w to
use
ast
rono
mic
al u
nits
and
ligh
t yea
rs a
s m
easu
res
of d
ista
nces
bet
wee
n th
e S
un, s
tars
, and
Ear
th.
4b. S
tude
nts
know
that
the
Sun
is o
ne o
f man
y st
ars
in th
e M
ilky
Way
gal
axy
and
that
sta
rs m
ay d
iffer
in s
ize,
tem
pera
ture
, and
col
or.
4a. S
tude
nts
know
gala
xies
are
clu
ster
s of
bill
ions
of s
tars
and
may
hav
e di
ffere
nt s
hape
s.
Sta
nd
ard
Set
9: I
nve
stig
atio
n a
nd
Exp
erim
enta
tio
n -
Sci
entif
ic p
rogr
ess
is m
ade
by a
skin
g m
eani
ngfu
l que
stio
ns a
nd c
ondu
ctin
gca
refu
l inv
estig
atio
ns. A
s a
basi
s fo
r un
ders
tand
ing
this
con
cept
and
add
ress
ing
the
cont
ent i
n th
e ot
her
thre
e st
rand
s, s
tude
nts
shou
ldde
velo
p th
eir
own
ques
tions
and
per
form
inve
stig
atio
ns.
9a. P
lan
and
cond
uct a
sci
entif
ic in
vest
igat
ion
to te
st a
hyp
othe
sis.
9b. E
valu
ate
the
accu
racy
and
rep
rodu
cibi
lity
of d
ata.
9c. D
istin
guis
h be
twee
n va
riabl
e an
d co
ntro
lled
para
met
ers
in a
test
.9d
. Rec
ogni
ze th
e sl
ope
of th
e lin
ear
grap
h as
the
cons
tant
in th
e re
latio
nshi
p y
=kx
and
app
ly th
is p
rinci
ple
in in
terp
retin
ggr
aphs
con
stru
cted
from
dat
a.9e
. Con
stru
ct a
ppro
pria
te g
raph
s fr
om d
ata
and
deve
lop
quan
titat
ive
stat
emen
ts a
bout
the
rela
tions
hips
bet
wee
n va
riabl
es.
9f. A
pply
sim
ple
mat
hem
atic
rel
atio
nshi
ps to
det
erm
ine
a m
issi
ng q
uant
ity in
a m
athe
mat
ic e
xpre
ssio
n, g
iven
the
two
rem
aini
ngte
rms
(incl
udin
g sp
eed
= d
ista
nce
/ tim
e, d
ensi
ty =
mas
s /
volu
me,
forc
e =
pre
ssur
e x_
area
, vol
ume
= a
rea
x he
ight
).9g
. Dis
tingu
ish
betw
een
linea
r an
d no
nlin
ear
rela
tions
hips
on
a gr
aph
of d
ata.
9-40
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 1
Sta
ndar
ds
for
Co
mpo
nent
3 S
tand
ard
Gro
up 1
:6a
. Stu
dent
s kn
ow th
at c
arbo
n, b
ecau
se o
f its
abi
lity
to c
ombi
ne in
man
y w
ays
with
itse
lf an
d ot
her
elem
ents
, has
a c
entra
l rol
e in
the
chem
istry
of l
ivin
g or
gani
sms.
(Fr
amew
ork
pp. 1
43)
Key
Co
ncep
t fo
r C
om
pone
nt 3
Sta
ndar
d G
roup
1:T
he v
ersa
tility
of c
arbo
n at
oms
in b
ond
arra
ngem
ent m
akes
car
bon
impo
rtant
inliv
ing
orga
nism
s.
An
alyz
ed S
tan
dar
ds
• S
tude
nts
diag
ram
or
cons
truc
t mod
els
ofsi
mpl
e ca
rbon
-bas
edm
olec
ules
incl
udin
g th
ete
trah
edra
l (e.
g., m
etha
nean
d ca
rbon
tetr
achl
orid
e),
plan
ar (
e.g.
, for
mal
dehy
dean
d et
hyle
ne),
and
line
ar(e
.g.,
acet
ylen
e an
dca
rbon
dio
xide
)
•S
tude
nts
eval
uate
why
carb
on h
as a
cen
tral
rol
ein
the
chem
istr
y of
livi
ngor
gani
sms.
Co
nten
t S
tand
ard
Gro
up
6a
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
k S
tude
nt m
akes
a p
oste
r of a
sel
ecte
d co
mm
on o
rgan
ic m
olec
ule
from
a p
rovi
ded
list (
e.g.
, oct
ane,
Fre
on, p
olyu
nsat
urat
ed o
il, fr
ucto
se, e
tc.)
. Stu
dent
res
earc
hes
its n
omen
clat
ure
(wha
t th
e na
me
mea
ns),
com
posi
tion
(num
ber
and
type
s of
atom
s of
ele
men
ts),
and
mol
ecul
ar s
truc
ture
, its
use
by
hum
ans,
and
pre
sent
sth
e po
ster
to
the
clas
s, in
clud
ing
a m
odel
or
illus
trat
ion
of t
he m
olec
ule.
Pos
ter
shou
ld in
clud
e th
e na
me
and
mea
ning
of t
he n
ame
of th
e m
olec
ule,
the
chem
ical
form
ula
(whi
ch e
lem
ents
and
how
man
y of
eac
h),
a dr
awin
g or
mod
el o
f th
em
olec
ular
str
uctu
re w
ith a
des
crip
tion
of t
he m
olec
ular
sha
pe (
tetr
ahed
ral,
plan
ar,
linea
r) a
nd t
ypes
of
bond
s pr
esen
t (s
ingl
e, d
oubl
e, t
riple
), a
nd h
ow t
hem
olec
ule
is u
sed
by p
eopl
e. (
6a)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kP
oste
r sh
ould
incl
ude
the
nam
e an
d m
eani
ng o
f th
e na
me
of t
he m
olec
ule,
the
chem
ical
fo
rmul
a,
a dr
awin
g or
m
odel
of
th
e m
olec
ular
st
ruct
ure
with
a
desc
riptio
n of
the
mol
ecul
ar s
hape
and
typ
es o
f bo
nds
pres
ent,
and
how
the
mol
ecul
e is
use
d by
peo
ple.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
so
n t
he
Sam
ple
Per
form
ance
Tas
k “S
caff
old
ing
Str
ateg
ies”
• S
truc
tura
l for
mul
as o
f mol
ecul
es•
Sin
gle,
dou
ble,
trip
le b
onds
, and
tetr
ahed
ral,
plan
ar, a
nd li
near
mol
ecul
es
9-41
R
evis
on 1
.1
Co
nten
t S
tand
ard
Gro
upA
nal
yzed
Sta
nd
ard
sIn
stru
ctio
nal
Res
ou
rces
• Te
ache
r sh
ould
dire
ct s
tude
nts
to s
ourc
es o
f inf
orm
atio
n ab
out c
omm
onor
gani
c m
olec
ules
(e.
g., C
RC
han
dboo
k)•
How
to r
esea
rch,
org
aniz
e, w
rite,
and
edi
t a r
epor
t acc
ordi
ng to
the
teac
her’s
spec
ifica
tions
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(6
a) p
p. 4
07-4
13
Pre
ntic
e(6
a) p
p. 6
66-6
69, 6
72-6
75
Gle
ncoe
(6a)
Lev
el B
lue
p.14
0
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(6
a) H
olt p
. 407
TE
, Dis
cuss
ion:
Org
anic
/inor
gani
c,(6
a) H
olt p
. 412
TE
, Mak
ing
mod
els
(6a)
Pre
ntic
e p.
666
TE
, Dis
cove
r: W
hy D
o P
enci
ls W
rite?
(6
a) P
rent
ice
p. 6
67 T
E, B
uild
ing
Inqu
iry S
kills
: Mak
ing
Mod
els
(6a)
Pre
ntic
e 67
0 TE
, Ski
lls L
ab: H
ow M
any
Mol
ecul
es?
(6a)
Pre
ntic
e p.
673
TE
, Bui
ldin
g In
quiry
Ski
lls: A
pply
ing
Con
cept
s (6
a) P
rent
ice
p. 6
74 T
E, U
sing
the
Vis
uals
(6
a) P
rent
ice
p. 6
74 T
E, B
uild
ing
Inqu
iry S
kills
: Com
parin
g an
d C
ontr
astin
g (6
a) P
rent
ice
p. 6
75 T
E, S
harp
en Y
our
Ski
lls: C
lass
ifyin
g
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 1
9-42
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
6b, 6
c
An
alyz
ed S
tan
dar
ds
• S
tude
nts
iden
tify
carb
on,
hydr
ogen
, nitr
ogen
,ox
ygen
, pho
spho
rus,
and
sulfu
r as
the
prim
ary
elem
ents
in th
e m
olec
ules
that
com
pose
livi
ngor
gani
sms
that
mak
e up
mos
t of t
he E
arth
’sbi
omas
s
• S
tude
nts
dist
ingu
ish
betw
een
larg
e or
gani
cm
olec
ules
suc
h as
DN
A,
prot
eins
, car
bohy
drat
es, a
ndfa
ts
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt c
reat
es a
pos
ter
for
one
of th
e fo
llow
ing
type
s of
mol
ecul
es fo
und
in li
ving
thin
gs; D
NA
, pro
tein
, car
bohy
drat
e, o
r fa
t. P
oste
r sh
ould
hav
e an
illu
stra
tion
orm
odel
of t
he m
olec
ule
show
ing
and
labe
ling
the
maj
or s
truct
ural
par
ts (
e.g.
, sm
alle
rm
olec
ules
from
whi
ch it
is m
ade)
. Be
sure
to id
entif
y th
e el
emen
ts fr
om w
hich
it is
mad
e. In
clud
e a
para
grap
h w
here
you
dis
tingu
ish
it fro
m th
e ot
her
thre
e m
ain
type
sof
mol
ecul
es in
livi
ng th
ings
, bas
ed u
pon
its s
truct
ural
cha
ract
eris
tics,
and
exp
lain
its
role
in th
e st
ruct
ure
and/
or b
ioch
emic
al fu
nctio
n of
livi
ng th
ings
. (6b
, 6c)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
n illu
stra
tion
or m
odel
of t
he m
olec
ule
show
ing
and
labe
ling
the
type
s of
sub
units
that
com
pris
e th
e m
olec
ule
(e.g
., gl
ycer
ol, f
atty
aci
ds,
amin
o ac
ids,
etc
.). S
tude
nt s
houl
d lis
t the
type
s of
ele
men
ts th
at m
ake
up th
em
olec
ule,
and
incl
ude
an e
xpla
natio
n of
the
char
acte
ristic
s th
at d
istin
guis
h it
from
the
othe
r th
ree
mai
n ty
pes
of m
olec
ules
in li
ving
thin
gs, a
nd it
s ro
le in
the
stru
ctur
ean
d/or
bio
chem
ical
func
tion
of li
ving
thin
gs.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Str
uctu
re a
nd fu
nctio
n of
DN
A, p
rote
ins,
car
bohy
drat
es, a
nd fa
ts•
How
to r
esea
rch,
org
aniz
e, w
rite,
and
edi
t a r
epor
t acc
ordi
ng to
the
teac
her’s
spe
cific
atio
ns
Sta
nd
ard
s fo
r C
om
po
nen
t 3
Sta
nd
ard
Gro
up
26b
. Stu
dent
s kn
owth
at li
ving
org
anis
ms
are
mad
e of
mol
ecul
es c
onsi
stin
g la
rgel
y of
car
bon,
hyd
roge
n, n
itrog
en, o
xyge
n, p
hosp
horu
s, a
ndsu
lfur.
(Fra
mew
ork
p. 1
44)
6c. S
tude
nts
know
that
livi
ng o
rgan
ism
s ha
ve m
any
diffe
rent
kin
ds o
f mol
ecul
es, i
nclu
ding
sm
all o
nes,
suc
h as
wat
er a
nd s
alt,
and
very
larg
e on
es, s
uch
as c
arbo
hydr
ates
, fat
s, p
rote
ins,
and
DN
A. (
Fra
mew
ork
p. 1
44)
Key
Co
nce
pt
for
Co
mp
on
ent
3 S
tan
dar
d G
rou
p 2
: Liv
ing
thin
gs a
re m
ade
mos
tly o
f onl
y a
few
type
s of
ele
men
ts, b
ut m
any
kind
s of
mol
ecul
es, i
nclu
ding
sm
all o
nes
such
as
wat
er a
nd s
alt,
and
larg
e on
es s
uch
as c
arbo
hydr
ates
, fat
s, p
rote
ins
and
DN
A.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 2
9-43
R
evis
on 1
.1Inst
ruct
ion
al R
eso
urc
es
Po
ssib
le S
tan
dar
ds
Alig
ned
Res
ou
rces
A.
Ref
eren
ces
from
Sta
te-A
dopt
ed T
extb
ooks
Hol
t(6
b, 6
c) p
p. 4
07-4
11
Pre
ntic
e(6
b, 6
c) p
p. 6
79-6
89
Gle
ncoe
(6b,
6c)
Lev
el B
lue
pp.
210-
229
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(6
c) H
olt p
. 408
TE
, Gui
ded
Pra
ctic
e: N
utrit
ion
labe
ls
(6c)
Hol
t p. 4
11 T
E, A
ctiv
ity: C
once
pt m
appi
ng(6
c) P
rent
ice,
p. 6
79 T
E, E
ngag
e/E
xplo
re: A
ctiv
atin
g P
rior
Kno
wle
dge
(6c)
Pre
ntic
e, p
. 680
TE
, Bui
ldin
g In
quiry
Ski
lls: O
bser
ving
(6
b) P
rent
ice
p. 6
81 T
E, U
sing
the
Vis
uals
: Fig
ure
18
(6c)
Pre
ntic
e, p
. 682
TE
, Dem
onst
ratio
n: (
carb
ohyd
rate
s)
(6c)
Pre
ntic
e p.
682
TE
, Dem
onst
ratio
n: (
prot
eins
) (6
c) P
rent
ice,
p. 6
86 T
E, B
uild
ing
Inqu
iry S
kills
: App
lyin
g C
once
pts
Sta
nd
ard
s fo
r C
om
po
nen
t 3
Sta
nd
ard
Gro
up
3:
2g. S
tude
nts
know
the
role
of g
ravi
ty in
form
ing
and
mai
ntai
ning
the
shap
es o
f pla
nets
, sta
rs, a
nd th
e so
lar
syst
em. (
Fra
mew
ork
pp. 1
32-1
33)
4e. S
tude
nts
know
the
appe
aran
ce, g
ener
al c
ompo
sitio
n, r
elat
ive
posi
tion
and
size
, and
mot
ion
of o
bjec
ts in
the
sola
r sy
stem
, inc
ludi
ngpl
anet
s, p
lane
tary
sat
ellit
es, c
omet
s, a
nd a
ster
oids
. (F
ram
ewor
k pp
. 139
-140
)4c
. Stu
dent
s kn
owho
w to
use
ast
rono
mic
al u
nits
and
ligh
t yea
rs a
s m
easu
res
of d
ista
nces
bet
wee
n th
e S
un, s
tars
, and
Ear
th. (
Fra
mew
ork
p.13
8)
Key
Co
nce
pt
for
Co
mp
on
ent
3 S
tan
dar
d G
rou
p 3
:Obj
ects
in th
e S
olar
Sys
tem
hav
e a
wid
e va
riety
of c
hara
cter
istic
s, h
ave
shap
es a
ndm
otio
ns in
fluen
ced
by g
ravi
ty, a
nd h
ave
dist
inct
ive
units
for
dist
ance
mea
sure
men
t.
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 3
An
alyz
ed S
tan
dar
ds
Co
nte
nt
Sta
nd
ard
Gro
up
9-44
R
evis
on 1
.1
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 3
Co
nte
nt
Sta
nd
ard
Gro
up
2g 4e, 4
c
An
alyz
ed S
tan
dar
ds
• S
tude
nts
eval
uate
the
effe
cts
of g
ravi
ty o
n th
efo
rmat
ion
and
mai
nten
ance
of t
he s
olar
syst
em a
nd th
e sp
heric
alsh
ape
of p
lane
ts a
nd s
tars
• S
tude
nts
iden
tify
the
nine
plan
ets
in th
e so
lar
syst
em
• S
tude
nts
dist
ingu
ish
betw
een
the
rela
tive
size
s,co
mpo
sitio
n an
dap
pear
ance
of t
he p
lane
ts
• S
tude
nts
diffe
rent
iate
betw
een
the
perio
ds o
fre
volu
tion
and
rota
tion
ofth
e ni
ne p
lane
ts in
the
sola
r sy
stem
• S
tude
nts
dem
onst
rate
that
the
axis
of t
he p
lane
ts m
aybe
tilte
d, a
nd th
at th
e til
tof
the
Ear
th’s
axi
s ca
uses
the
seas
ons
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt c
onst
ruct
s a
scal
e m
odel
of t
he S
olar
Sys
tem
on
addi
ng m
achi
ne r
oll
pape
r re
pres
entin
g th
e re
lativ
e po
sitio
ns o
f the
Sun
and
pla
nets
. Dra
w th
e S
un a
ton
e en
d of
the
pape
r, us
e 10
cm
to r
epre
sent
the
dist
ance
from
the
Sun
to th
eE
arth
(on
e as
tron
omic
al u
nit,
AU
), a
nd c
alcu
late
and
rep
rese
nt th
e sc
ale
dist
ance
s to
the
othe
r pl
anet
s in
sca
le m
odel
AU
. Be
sure
to la
bel a
ll pl
anet
s an
dth
eir
dist
ance
s fr
om th
e S
un in
AU
. (4
c, 4
e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve p
lane
ts in
the
follo
win
g sc
ale
dist
ance
s fr
om th
eS
un: M
ercu
ry 3
.8 c
m, V
enus
7.2
cm
, Ear
th 1
0 cm
, Mar
s 15
.2 c
m, J
upite
r 51
.8cm
, Sat
urn
95.1
cm
, Ura
nus
191.
4 cm
, Nep
tune
299
.8 c
m, P
luto
394
.2 c
m.
Pla
nets
sho
uld
have
cor
rect
nam
es a
nd d
ista
nces
labe
led
in A
U.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
trat
egie
s”•
Ast
rono
mic
al u
nits
and
rel
ativ
e po
sitio
ns/d
ista
nces
of p
lane
ts•
Met
ric m
easu
rem
ent,
scal
e m
odel
cal
cula
tions
• M
akin
g a
data
tabl
e
Sta
nd
ard
s A
lign
ed R
eso
urc
esA
. R
efer
ence
s fr
om S
tate
-Ado
pted
Tex
tboo
ks
Hol
t(2
g) p
p. 1
25-1
29, 1
42-1
44, 4
24-4
32, 4
38-4
41(4
e, 4
c) 4
50-4
80
Pre
ntic
e(2
g) p
p. 5
2, 7
43-7
44, 7
46, 7
49, 7
61, 8
13-8
14(4
e) p
p. 7
05, 7
14, 7
29-7
34, 7
42-7
45, 7
52-7
59, 7
60-7
69, 7
70-7
73(4
c) p
. 794
9-45
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
2g, 4
e, 4
c
An
alyz
ed S
tan
dar
ds
• S
tude
nts
reco
gniz
e th
atJo
hann
es K
eple
rde
scrib
ed th
e m
otio
n of
the
plan
ets
as e
llipt
ical
orbi
ts
• S
tude
nts
expl
ain
that
obje
cts
orbi
ting
the
plan
ets
are
sate
llite
sca
lled
moo
ns
• S
tude
nts
com
pare
and
cont
rast
the
com
posi
tion
and
orbi
ts o
f ast
eroi
dsan
d co
met
s
• S
tude
nts
expl
ain
that
the
astr
onom
ical
uni
t (A
U)
isth
e di
stan
ce fr
om th
e S
unto
the
Ear
th (
1.49
6 x
1011
met
ers)
and
cre
ate
adi
agra
m o
r co
nstr
uct a
mod
el s
how
ing
the
rela
tive
posi
tion
of th
e pl
anet
s in
the
sola
r sy
stem
.
Inst
ruct
ion
al R
eso
urc
es
Gle
ncoe
(2g)
Lev
el B
lue
pp. 5
58-5
59(4
e) L
evel
Blu
e pp
. 560
-565
, 568
-573
(4c)
Lev
el B
lue
pp. 5
91, 5
63
B.
Sam
ple
Act
iviti
es A
ligne
d to
the
Sta
ndar
ds(2
g) H
olt p
. 426
TE
, Act
ivity
: Mod
elin
g P
lane
tesi
mal
For
mat
ion
(4e)
Hol
t p. 4
27 T
E, M
ath
and
Mor
e: P
lane
t den
sity
(4
e) H
olt p
. 430
, Qui
ck L
ab: S
tayi
ng in
Foc
us (
ellip
ses)
(4
e, 4
c) H
olt p
. 451
, Inv
estig
ate:
Mea
surin
g S
pace
(4
e) H
olt p
. 452
TE
, M
otiv
ate:
Wei
ght o
n ea
ch p
lane
t (4
e) H
olt p
. 461
, App
ly: S
tran
ded
on a
Pla
net
(4e)
Hol
t p. 5
86-5
87,
How
Far
is th
e S
un?
(4e)
Hol
t p. 5
88-5
89, W
hy d
o Th
ey W
ande
r?
(4e)
Pre
ntic
e, p
. 706
TE
, Dem
onst
ratio
n: F
ouca
ult p
endu
lum
(4
e) P
rent
ice
p. 7
12-7
13 T
E, S
kills
Lab
: Rea
sons
for
the
Sea
sons
(4
e) P
rent
ice
p. 7
14 T
E, D
isco
ver:
How
Doe
s th
e M
oon
Mov
e?
(4e)
Pre
ntic
e p.
732
TE
, Bui
ldin
g In
quiry
Ski
lls: A
pply
ing
Con
cept
s (4
e, 4
c) P
rent
ice
pp. 7
38-7
39 T
E, P
roje
ct 2
3: M
odel
of t
he S
olar
Sys
tem
(4
e) P
rent
ice
p. 7
42 T
E, B
uild
ing
Inqu
iry S
kills
: Mod
elin
g (4
e) P
rent
ice
p. 7
43 T
E, T
ry T
his:
A L
oopy
Elli
pse
(4e)
Pre
ntic
e p.
744
TE
, Bui
ldin
g In
quiry
Ski
lls: G
raph
ing
(4e)
Pre
ntic
e p.
745
TE
, Per
form
ance
Ass
essm
ent:
Org
aniz
ing
Info
rmat
ion
(4e)
Pre
ntic
e p.
755
TE
, Dem
onst
ratio
n: (
Ven
us’ r
otat
ion)
(4
e) P
rent
ice
p. 7
55 T
E, S
harp
en Y
our
Ski
lls: G
raph
ing
(4e)
Pre
ntic
e p.
760
TE
, Dis
cove
r: H
ow L
arge
Are
the
Out
er P
lane
ts?
(4e)
Pre
ntic
e p.
766
TE
, Bui
ldin
g In
quiry
Ski
lls: R
elat
ing
Cau
se a
nd E
ffect
(4
e) P
rent
ice
p. 7
68-7
69 T
E, S
kills
Lab
: Spe
edin
g A
roun
d th
e S
un(4
e) M
ars
Rov
er P
rogr
am
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 3
9-46
R
evis
on 1
.1Inst
ruct
ion
al R
eso
urc
es
STC
/MS
Ear
th in
Spa
ce, P
art 1
, Les
sons
1 &
2; P
art 2
, Les
sons
10
– 15
, Par
t3,
Les
sons
17,
19,
22.
(4e)
Web
site
s fo
r S
olar
Sys
tem
, pla
nets
http
://s
eds.
lpl.a
rizon
a.ed
u/ni
nepl
anet
s/ni
nepl
anet
s/ni
nepl
anet
s.ht
ml
http
://s
pace
link.
nasa
.gov
/ext
ra/
http
://w
ww
.nin
epla
nets
.org
/ ht
tp:/
/ww
w.a
stro
nom
ynot
es.c
om/
http
://p
lane
tary
.org
/mar
s/ht
tp:/
/ww
w.n
asa.
gov/
An
alyz
ed S
tan
dar
ds
•S
tude
nts
expl
ain
how
nucl
ear
fusi
on p
rodu
ces
light
from
sta
rs
Inst
ruct
ion
al R
eso
urc
es
Sam
ple
Per
form
ance
Tas
kS
tude
nt s
elec
ts a
var
iety
of s
tars
and
gal
axie
s (o
r ot
her
spac
e ob
ject
s) fr
om a
list
and
crea
tes
a se
t of t
radi
ng c
ards
with
the
nam
e an
d a
pict
ure
of th
e ob
ject
on
one
side
, and
the
com
posi
tion,
siz
e, lo
catio
n, a
ppea
ranc
e, p
ositi
on, a
nd o
ther
Sta
nd
ard
s fo
r C
om
po
nen
t 3
Sta
nd
ard
Gro
up
4:
4d. S
tude
nts
know
that
sta
rs a
re th
e so
urce
of l
ight
for
all b
right
obj
ects
in o
uter
spa
ce a
nd th
at th
e M
oon
and
plan
ets
shin
e by
ref
lect
edsu
nlig
ht, n
ot b
y th
eir
own
light
. (F
ram
ewor
k p.
139
)4b
. Stu
dent
s kn
owth
at th
e S
un is
one
of m
any
star
s in
the
Milk
y W
ay g
alax
y an
d th
at s
tars
may
diff
er in
siz
e, te
mpe
ratu
re, a
nd c
olor
.(F
ram
ewor
k p.
138
)4a
. Stu
dent
s kn
ow g
alax
ies
are
clus
ters
of b
illio
ns o
f sta
rs a
nd m
ay h
ave
diffe
rent
sha
pes.
(F
ram
ewor
k p.
139
)
Key
Co
nce
pt
for
Co
mp
on
ent
3 S
tan
dar
d G
rou
p 4
: Sta
rs, l
ike
the
Sun
, pro
duce
ligh
t tha
t pla
nets
ref
lect
, var
y in
siz
e, c
olor
, and
tem
pera
ture
, and
are
gro
uped
into
gal
axie
s of
diff
erin
g sh
apes
, inc
ludi
ng o
ur o
wn
Milk
y W
ay
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 4
Co
nte
nt
Sta
nd
ard
Gro
up
4d, 4
b, 4
a
Co
nte
nt
Sta
nd
ard
Gro
up
An
alyz
ed S
tan
dar
ds
Gra
de
8 In
stru
ctio
nal
Co
mp
on
ent
3 C
on
ten
t S
tan
dar
d G
rou
p 3
9-47
R
evis
on 1
.1
Co
nte
nt
Sta
nd
ard
Gro
up
4d, 4
b, 4
a
An
alyz
ed S
tan
dar
ds
• S
tude
nts
infe
r th
at th
eph
ases
of t
he m
oon
show
evid
ence
that
the
plan
ets
and
thei
r m
oons
ref
lect
sunl
ight
and
do
not
gene
rate
ligh
t
• S
tude
nts
reco
gniz
e th
atth
e S
un is
a s
tar
• S
tude
nts
rela
te th
e co
lor
of a
sta
r to
its
rela
tive
surf
ace
tem
pera
ture
• S
tude
nts
rela
te s
tar
size
,co
lor,
and
surf
ace
tem
pera
ture
to s
tage
s an
ddi
ffere
nces
in th
e lif
e cy
cle
of s
tars
• S
tude
nts
desc
ribe
dist
ance
s be
twee
n st
ars
in li
ght y
ears
; how
far
light
trav
els
in o
ne y
ear,
appr
oxim
atel
y 6
trill
ion
mile
s
Inst
ruct
ion
al R
eso
urc
es
inte
rest
ing
fact
s on
the
othe
r si
de. (
4a, 4
b, 4
d, 4
e)
Sam
ple
Sco
rin
g C
rite
ria
for
Per
form
ance
Tas
kS
tude
nt p
rodu
ct s
houl
d ha
ve a
n ill
ustr
atio
n or
pic
ture
of t
he o
bjec
t tog
ethe
r w
ithth
e na
me
of th
e ob
ject
on
one
side
, with
the
com
posi
tion,
siz
e, lo
catio
n,ap
pear
ance
, pos
ition
, and
oth
er in
tere
stin
g fa
cts
on th
e ot
her
side
.
So
me
Su
gg
este
d C
on
cep
ts a
nd
Ski
lls t
o S
up
po
rt S
tud
ent
Su
cces
s o
nth
e S
amp
le P
erfo
rman
ce T
ask
“Sca
ffo
ldin
g S
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Density and Buoyancy: What Makes Things Float?
10-1
Draft Version 1.1
8th Grade Physical ScienceImmersion Unit
This draft document is the result of several months of writing and discussion as part of the SCALE Math and Science Partnership. It is a living document open to change based on feedback from pilot testing and input. It is intended to be circulated for consultation to the SCALE community and other interested parties. A final version will be made available near the end of the SCALE project in 2007. To check on the latest version or to offer comments/suggestions regarding the content of this document, please contact please contact your
Local District Science Personnel or MST Center Science Personnel.
Density and Buoyancy:
What Makes Things Float?
This Grade 8 Immersion Unit is being developed in partnership with the Los Angeles Unified School District and is being tested and revised by teachers, scientists, and curriculum developers associated with the NSF-funded Math/Science Partnership, System-wide Change for All Learners and Educators (SCALE) and the DOE-funded Quality Educator Development (QED) project at the California State University – Dominguez Hills.
Immersion Units provide a coherent series of lessons designed to guide students in developing deep conceptual understanding that is aligned with the standards and key concepts in science. In Immersion Units, students learn academic content by working like scientists: making observations, asking questions, doing further investigations to explore and explain natural phenomena, and communi-cating their results based on evidence.
The preparation of this report was supported by a grant from the National Science Foundation to the The preparation of this report was supported by a grant from the National Science Foundation to the University of Wisconsin–Madison (EHR 0227016). At UW–Madison, the SCALE project is housed University of Wisconsin–Madison (EHR 0227016). At UW–Madison, the SCALE project is housed at the Wisconsin Center for Education Research. The other partners are the University of Pittsburgh, at the Wisconsin Center for Education Research. The other partners are the University of Pittsburgh, where the SCALE project is housed within the Learning Research and Development Center’s Institute where the SCALE project is housed within the Learning Research and Development Center’s Institute for Learning; California State University at Dominguez Hills and Northridge; Los Angeles Unified for Learning; California State University at Dominguez Hills and Northridge; Los Angeles Unified School District; Denver Public School District; Providence Public School District; and Madison School District; Denver Public School District; Providence Public School District; and Madison Metropolitan School District. Any opinions, findings, or conclusions are those of the author and do not Metropolitan School District. Any opinions, findings, or conclusions are those of the author and do not necessarily reflect the view of the supporting agency.necessarily reflect the view of the supporting agency.
Draft Version 1.1 10.3
What makes things float? This simple question opens the door to several fundamental concepts in the physical sciences, including how density and a balance of forces determine whether or not an object will float. These concepts are directly observable and can easily be investigated by 8th grade students.
In this unit, students begin by exploring the overarching question What makes things float? through a series of observations and questions about odd pairs of floating and sinking objects. The unit continues through a series of three steps in which students engage in short investigations to explain the factors that determine whether an object will sink or float. In Step 5, students are introduced to density and buoyancy in liquids and gases and
Unit Key Concepts• Buoyancy is a balance between the
gravitational force and buoyant force.
• Density is the relationship between mass and volume and is an intrinsic property of materials under stable conditions.
• Fluids (liquids and gases) influence buoyancy.
Unit Overview
the effect that temperature has on these properties. In the final step, students apply what they have learned about those factors to interpret how density and buoyancy played a role in the oil spill that followed the grounding of the Exxon Valdez tanker, a widely publicized event from 1989.
The unit’s key concepts include buoyancy and how it is a balance between the gravitational force and buoyant force; density, the relationship between mass and volume and how it is an intrinsic property of materials under stable conditions; and the influence of fluids (liquids and gases) on buoyancy. As students work out these basic principles through direct observation, testing, and measurement, they develop an enduring understanding of density and buoyancy.
Density and Buoyancy: What Makes Things Float? Draft Version 1.1 10.4
Unit StandardsThis Immersion Unit supports the following California science content standards:
Investigation and Experimentation9. Scientific progress is made by asking
meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students will develop their own questions and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
b. Evaluate the accuracy and reproducibility of data.
c. Distinguish between variable and controlled parameters in a test.
d. Recognize the slope of the linear graph as the constant in the relationship y = kx and apply this principle in interpreting graphs constructed from data.
e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables.
f. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height).
g. Distinguish between linear and nonlinear relationships on a graph of data.
Focus on Physical SciencesForces2. Unbalanced forces cause changes in
velocity. As a basis for understanding this concept:
a. Students know a force has both direction and magnitude.
b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.
c. Students know when the forces on an object are balanced; the motion of the object does not change.
e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction).
f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.
Density and Buoyancy8. All objects experience a buoyant force
when immersed in a fluid. As a basis for understanding this concept:
a. Students know density is mass per unit volume.
b. Students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume.
c. Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced.
d. Students know how to predict whether an object will float or sink.
Draft Version 1.1 10.5
Unit TimelineStep Lesson Time Key Concepts
Step 1Floating Puzzles 45 min
• Scientists observe natural phenomena and develop testable questions based on their observationsCrafting Testable
Questions 60 min
Step 2
Weight and Floating 60 min • Heavy things may float or sink depending on the volume.• Scientists use precise measurements to make accurate
explanations.• The mass to volume ratio (density) is more important than
weight, in determining if something floats.• Objects with a density less than the density of water
(1g/cm3) will float in water at some level.• Under stable conditions, the density of a substance is a
property of that substance and does not change.
Wait, Is It Weight? 80 minAnalyzing Data to Predict What Will Float
75 min
Challenge #1—Using What We Know about Floating and Sinking
45 min
Step 3
Measuring Objects that Sink 45 min
• When an object is submerged, it displaces a volume of liquid equal to its own volume.Challenge #2—
Irregular Shapes 30 min
Step 4
Exploring Apparent Weight & Buoyancy 60 min
• Gravity pulls down on all objects at a rate of 9.81 m/sec2.• An object appears lighter (is buoyed up) in a fluid by an
amount equal to the buoyant force.• The buoyant force pushes up on all objects and equals the
weight of the displaced fluid.• Buoyancy is determined by difference between
gravitational force and the buoyant force. When the difference is negative, objects sink. When it is positive, objects are buoyant (rise).
• Changing the weight, shape and density of an object affects buoyancy.
A Balance of Forces 60 min
Predicting Payloads and Challenge #3 45 min
Step 5
Liquids and Buoyancy 60 min
• The density of liquids can change with temperature and therefore affect the buoyancy.
• The density of gases change much more with temperature than for liquids or solids and this affects the buoyancy of objects.
Gases and Buoyancy 30 min
Step 6Evaluation: Misconceptions and Oil Spills
30 min
• Common misconceptions can be addressed using evidence-based explanations.
• Understanding what makes things float involves principles of density and buoyancy
11-2 Revison 1.1
XI. Appendices
A. References and Suggested Readings
Amaral., O.M., Garrison, L. 2002.Helping English Learners IncreaseAchievement Through Inquiry-BasedScience Instruction. Bilingual ResearchJournal, 26; 2 Summer 2002
Amirian, S. (October 31 2003).Pedagogy and Video Conferencing. AReview of Recent Literature. A PosterSession at “Collaboration ThroughNetworking: “Technology in education”First NJEDge.NET ConferencePlainsboro, NJ.
Anderson, L.W., Krathwohl, D.R.,editors. 2001. ATaxonomy forLearning, Teaching,and Assessing.Addison WesleyLongman, Inc.
Bredderman, T.(1983). Effects ofactivity-basedelementary scienceon studentoutcomes: Aquantitative synthesis. Review ofEducational Research, 53(4), 499-518.
Century, JR & AJ Levy (2003).Researching the Sustainability of Reform,Factors that Contribute to or InhibitProgram Coherence. Newton, MA:Education Development Center.
Dechsri, P., Jones, L. L., Heikinen, H. W.(1997). Effect of a Laboratory ManualDesign Incorporating Visual Information-Processing Aids on Student Learningand Attitudes. Journal of Research inScience Teaching. 34, 891-904.
Engle, R.W., Conway, A. R. (1998).Working Memory and Comprehension. InR. Logie, K. Gilhooly (Eds.), WorkingMemory and Thinking (p. 70), UK,Psychology Press Ltd.Feurstein, R., (1981). InstrumentalEnrichment. University Park Press,Baltimore MD.
Garet, M.S., Porter, A.C. Desimone, L.,Birman, B.F., & Yoon, K.S. 2001. Whatmakes professional developmenteffective? Research from a nationalsample of teachers. AmericanEducational Research Journal, 38(4),
915-945.
Glynn, S. M.,Takahashi, T.(1998). Learningfrom Analogy-Enhanced Text.Journal of Researchin ScienceTeaching. 35, 1129-1149.
Gobert, J.D.,Clement, J. J. 1999. Effects of Student-Generated Diagrams versus Student-Generated Summaries on ConceptualUnderstanding of Causal and DynamicKnowledge in Plate Tectonics. Journal ofResearch in Science Teaching. 36, 39-53.
Holliday, W.G., (1981). Selectiveattentional effects of textbook studyquestions on student learning in science.Journal of Research in Science Teaching.12(1), 77-83.
If anybody says he can thinkabout quantum problems withoutgetting giddy, that only shows hehas not understood the first thingabout them.
Niels Henrik David Bohr(1885-1962) Danish physicist.
11-3 Revison 1.1
California Department of Education Press(2000). Science Content Standards forCalifornia Public Schools
California Department of Education Press(2003). Science Framework for CaliforniaPublic Schools.
Larkin, J.L., Simon, H. A. (1987). Why aDiagram is (Sometimes) Worth TenThousands Words. Cognitive Science, 11,65-69.
Novak, J. D., Gowin, D. B. (1984).Learning How to Learn. Cambridge:Cambridge University Press.
Resnick L.B., & Hall M. W. ((2001) ThePrincipals for Learning: Study tools foreducators. (CD Rom version 2.0) Pittsburg,PA: University of Pittsburg, Learning,Research and Development Center,Institute for Learning.(www.instituteforlearning.org).
Resnick, L.B. (1992) From protoquantitiesto operators: Building mathematicalcompetence on a foundation of everydayknowledge. Analysis of arithmetic formathematics teaching (pp 373 – 429)
Hillsdale, NJ Erlbaum.Schwartz, Daniel, (1993). The Constructionand Analogical Transfer of SymbolicVisualizations. The Journal or Research inScience Teaching. 30, 1309-1325.
Shymansky, J.A., Hedges, L.V., &Woodworth, G. 1990. A reassessment ofthe effects of inquiry-based sciencecurricula of the 60s on studentperformance. Journal of Research onScience Teaching, 27 (2), 127-144)
Stoddart, T., Pinal, A., Latzke, M. &Canady, D. 2002. Integrating inquiryscience and language development forEnglish language learners. Journal ofResearch in Science Teaching, 39(8), 664-687.
Stohr-Hunt, P.M. 1996. An analysis offrequency of hands-on experience andscience achievement. Journal of Researchin Science Teaching, 33(1), 101-109.
Wise, K.C. 1996, July/August. Strategiesfor Teaching science: What Works: TheClearing House, 337-338.
If anybody says he can think aboutquantum problems without gettinggiddy, that only shows he has notunderstood the first thing about them.
Niels Henrik David Bohr(1885-1962) Danish physicist.
11-4 Revison 1.1
B. Culturally Responsive Suggested ReadingsCompiled by Dr. Noma LeMoine, Ph.D
Banks, J.A., (1994). Cultural Diversity andEducation: Foundations, Curriculum andTeaching. (4th ed.). Boston: Allyn andBacon.
Banks, J.A., (1999). An Introduction toMulticultural Education. (2nd edition).Boston: Allyn and Bacon.
Banks, J.A., (1997). Educating Citizens ina Multicultural Society. New York: TeachersCollege Press, 1997.
Gay, G. (2000). Culturally ResponsiveTeaching, Theory, Research, and Practice.New York and London, Teachers CollegePress.
Gay, Geneva. At the Essence of Learning:Multicultural Education. West Lafayette, IN:Kappa Delta Pi, 1994. LC 1099.3.G39,1994.
Gay, G. & Baber, W. Ed. ExpressivelyBlack: The cultural basis of ethnic Identity,New York: Praeger Publishers, 1987
Ladson-Billings, G. (1992). LiberatoryConsequences of Literacy: A Case ofCulturally Relevant Instruction for AfricanAmerican Students. Journal ofNegro Education 61. 378-391.
Ladson-Billings, G. (1994) TheDreamkeepers: Successful Teachers ofAfrican American Children. Jossey-BassInc.
Ladson-Billings, G. (1995) Toward aCritical Race Theory of Education.Teachers College Record, 97, pp 47-68.
Ladson-Billings, G. (1995) Toward aTheory of Culturally Relevant Pedagogy.American Educational Research JournalFall, 32, No.3. 465-491.
Lee, C.D. (2001). Is October BrownChinese? A cultural modeling activitysystem for underachieving students.American Educational Research Journal.
Lee, C.D. (in preparation). Literacy,Technology and Culture. Giyoo Hatano &Xiaodong Lin (Special Guest Editors),Technology, Culture and Education,Special Issue of Mind, Culture, andActivity.
Lee, C.D. (2000). The State of Researchon Black Education. Invited Paper.Commission on Black Education. AmericanEducational Research Association.
Lee, C.D. (1997). Bridging home andschool literacies: Models for culturallyresponsive teaching, a case for AfricanAmerican English. In James Flood, ShirleyBrice Heath, & Diane Lapp (Eds.), AHandbook for Literacy Educators:Research on Teaching the Communicativeand Visual Arts. New York: MacmillanPublishing Co.
Lee, C.D. (1995) A culturally basedcognitive apprenticeship: Teaching AfricanAmerican high school students skills inliteracy, interpretation. Reading researchQuarterly, 30(4), 608-631.
LeMoine, N. (2001). Language Variationand Literacy Acquisition in AfricanAmerican Students. In J. Harris, A.Kamhhi, & K. Pollock (Eds.), Literacy inAfrican American Communities (pp. 169.194). Mahwah, New Jersey: LawrenceErlbaum associates Inc.
Maddahian, E. & Bird, M. (2003). Domainsand Components of a Culturally relevantand Responsive Educational Program.Lausd Program Evaluation and ResearchBranch, Planning Assessment andResearch Division. Publication No. 178.
11-5 Revison 1.1
C. Mathematics Science Technology Centers
The District operates six mathematicsscience technology centers. Each centeris unique, but each has an extensiveresource library and checkout materialsthat are available to District teachers.Center hours are Monday - Friday 8:00A.M - 4:30 P.M. All centers offerprofessional development, teachers caninquire and enroll in trainings througheach individual center.
• Individual Teacher Usage
Teachers may access any of the Districtcenters and sign up to check outmaterials. Materials are on loan for 2weeks and are to be returned by theteacher.
• Department Usage
Science departments may choose totransfer monies to the Van NuysMathematics Science Center for thepurpose of obtaining science materials.The Van Nuys Centertypically stocks live supplies anddissection materials. Contact the VanNuys Center forthe appropriate forms and list of currentmaterials. When available, materials aredelivered on the following schedule.
• Delivery Schedule for Middle Schoolsfrom the Van Nuys MST CenterPlease note that this is for the year 2003-2004 and will be revised every schoolyear. Order forms must be received atthe Science Materials Center at least ten(10) working days prior to the requireddelivery date.
September 9September 23October 8October 21November 4November 18December 9
(Winter Break)January 13January 27February 10February 24March 9March 23
(Spring Break)April 13April 27May 11May 26June 8June 2
COLUMBUS M.S. FROST M.S. HALE M.S.HOLMES M.S./MAGNETLAWRENCE M.S. PORTOLA M.S./MAGNETSUTTER M.S.
MULHOLLAND M.S.NOBEL M.S./MAGNETNORTHRIDGE M.S.PARKMAN M.S.PORTER M.S./MAGNETSHERMAN OAKS CES
DELIVERY DATES - ROUTE 1 - 2003 - 2004The delivery day for Route 1 will normally be Tuesday.
11-6 Revison 1.1
September 10September 24October 8October 22November 5November 19December 10
(Winter Break)January 14January 28February 11February 25March 10March 24
(Spring Break)April 14April 28May 12May 26June 9June 23
BYRD M.S./MAGNETFULTON M.S.MACLAY M.S.MADISON M.S./MAGNETMILLIKAN M.S./MAGNETMOUNT GLEASON M.S.
OLIVE VISTA M.S.PACOIMA M.S./MAGNETREED M.S.SAN FERNANDO M.S.SEPULVEDA M.S./MAGNETSUN VALLEY M.S.VAN NUYS M.S./MAGNET
DELIVERY DATES - ROUTE 2 - 2003 - 2004The delivery day for Route 2 will normally be Wednesday.
September 11September 25October 9October 23November 6November 20
(Winter Break)January 15January 29February 12February 26March 11
(Spring Break)April 15April 29May 13May 27June 10
BELVEDERE M.S./MAGNETBURBANK M.S.EL SERENO M.S./MAGNETGRIFFITH M.S./MAGNETHOLLENBECK M.S.
IRVING M.S.KING M.S.NIGHTINGALE M.S.STEVENSON M.S./MAGNET
DELIVERY DATES - ROUTE 3 - 2003 - 2004The delivery day for Route 3 will normally be THURSDAY.
September 16September 30October 14October 28November 12December 2December 16
(Winter Break)January 21February 3February 18March 2March 16March 30
(Spring Break )April 20May4May 18June 1June 15
DELIVERY DATES - ROUTE 4 - 2003 - 2004The delivery day for Route 4 will normally be Tuesday.
11-7 Revison 1.1
ADAMS M.S./MAGNETBANCROFT M.S./MAGNETBETHUNE M.S.CARVER M.S.DREW M.S./MAGNETEDISON M.S.ELIZABETH ST. LEARNING CENTERGAGE M.S.
LE CONTE M.S./MAGNETLOS ANGELES ACADEMY (JeffersonNew Middle)MARKHAM M.S./MAGNETNIMITZ M.S.SOUTH GATE M.S.VIRGIL M.S.
September 17October 1October 15October 29November 12December 3
(Winter Break)January 21February 5February 18March 3March17
(Spring Break)April 21May 5May 19June 2June 16
AUDUBON M.S./MAGNETBERENDO M.S.BURROUGHS M.S./MAGNETEMERSON M.S.FOSHAY M.S.LOS ANGELES CES MANN M.S.MARINA DEL REY M.S.MARK TWAIN M.S.
MOUNT VERNON M.S.MUIR M.S./MAGNETPALMS M.S./MAGNETPIO PICO MSREVERE M.S./MAGNET32ND ST. ARTS/MATH/SCIWEBSTER M.S.WESTSIDE ALTERNATIVE
DELIVERY DATES - ROUTE 5 - 2003 - 2004The delivery day for Route 5 will normally be Wednesday.
September 18October 2October 16October 30November 13December 4
(Winter Break)January 22February 5February 19March 4March 18
(Spring Break)April 22May 6May 20June 3June 17
CARNEGIE M.S.CLAY M.S.CURTISS M.S./MAGNETDANA M.S.DODSON M.S./ MAGNETGOMPERS M.S.PEARY M.S./MAGNETWHITE M.S.WILMINGTON M.S
DELIVERY DATES - ROUTE 6 - 2003 - 2004The delivery day for Route 6 will normally be Thursday.
LAUSP MATHEMATICS SCIENCE TECHNOLOGY CENTERS LAUSP EAST LOS ANGELES MST CENTER LAUSP LOWMAN MST CENTER (323) 261-1139 FAX: (323) 261-4901 (818) 759-5310 FAX: (818) 765-4101 961 Euclid Ave., Los Angeles 90023 12827 Saticoy St., No. Hollywood 91605 Susan Singh, Elementary Science Advisor Diana Takenaga, Elementary Science Advisor Angela Okwo, Secondary Science Advisor Daniel McDonnell, Secondary Science Advisor Tim Brown, Science Technician Steve Kobashigawa, Science Technician Diana Iburan, Sr. Office Technician Ripsime Arkelian, Sr. Office Assistant
LAUSP SAN PEDRO MST CENTER LAUSP VAN NUYS MST CENTER (310) 832-7573 FAX: (310) 548-4407 (818) 997-2574 FAX: (818) 344-8379 2201 Barrywood., San Pedro 90731 6625 Balboa Blvd., Van Nuys 91406 Craig Yokoi, Elementary Science Advisor Teena Silver, Elementary Science Advisor John Zavalney, Secondary Science Advisor David Hicks, Secondary Science Advisor Nannette Roeland, Science Technician Nancy Bentov, Secretary Channa Scott, Sr. Office Technician Lynne Bernstein, Life Science Technician
Ron Tatsui, Science Technician Robert Sosa, Science Technician Betty Hersh, Office Assistant Gary Cordon, Light Truck Driver Tim Weld, Light Truck Driver
LAUSP WESTSIDE MST CENTER LAUSP SAN GABRIEL MST CENTER (310) 390-2441 FAX: (310) 397-5861 (323) 564-8131 FAX: (323) 564-3463 1630 Walgrove Ave., Los Angeles 90066 8628 San Gabriel Ave., South Gate, 90280 Albert Rodela, Elementary Science Advisor Lillian Valadez-Rodela, Elementary Science Advisor Henry Ortiz, Secondary Science Advisor Cointa Garcia, Sr. Office Assistant Laurence Daniel, Science Technician Naomi Hassan, Sr. Office Technician Mission Statement: Revision 1.1 11-8
"The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential."
Los Angeles Unified School District Instructional Support Services
Los Angeles Urban Systemic Program Mathematics/Science
333 South Beaudry Avenue, 25th Floor Los Angeles, CA 90017
(213) 241-6880 fax (213) 241-8469
Roy Romer Superintendent
Bob Collins
Secondary Chief Instructional Officer
Ronni Ephraim, Elementary Chief Instructional Officer
Todd Ullah
Director Secondary Science
Norma Baker Director Elementary Programs
CENTRAL OFFICE STAFF
Ann Carnes-Coordinator Elementary Science 213-241-4951 Diane Watkins-Coordinator High School Science 213-241-6876 Don Kawano-Coordinator Middle School Science 213-241-8000 x26508 Thomas Yee-Coordinator Science Prof. Development 213-241-6880 KJ Walsh-Specialist Middle School Science 213-241-6880 Myrna Estrada-Science Expert 213-241-6875 Liz Garcia-Science Expert 213-241-6880 Hilda Tunstad, Sr. Secretary 213-241-6880 (main #)
Revision 1.1 11-9
NAME/DISTRICT TELEPHONE OFFICE ADDRESS E-MAIL ADDRESSLuis RodriguezSpecialist SecondaryScience
Local District 1
Office: 818-654-3641Fax: 818-881-0772
6621 Balboa Blvd.Van Nuys, CA 91406
Mercy MomaryScience Advisor
Barbara DonatellaSecondary Science Expert
Local District 2
Office: 818-755-5456Fax: 818-755-9824
Office: 818-755-5332Fax 818-755-9824
5200 Lankershim Blvd.N. Hollywood, CA91606
Karen JinSecondary Science Expert
Local District 3
Office: 310-253-7143Fax: 310-842-9170
3000 S. RobertsonBlvd. #100Los Angeles CA 90034
Catherine DevineSecondary Science Advisor
Local Distirct 4
Office: 323-932-2632
Fax: 323-932-2112
4201 Wilshire Blvd.Suite 204Los Angeles, CA 90010
Robert ScottSecondary Science Expert
Catherine UchidaSecondary Science Expert
Local District 5
Office 323-224-3350Fax: 323-224-3184
Office: 323-224-3139Fax: 323-224-3184
2151 N. Soto StreetLos Angeles, CA 90032
Pamela WilliamsSecondary Science Expert
Catherine DuongSecondary Science Advisor
Local District 6
Office: 323-278-3932Fax: 323-720-9267
Office: 323-278-3996Fax: 323-720-9267
5800 Eastern Ave.Commerce, CA 90040
Tina PerrySecondary Science Advisor
Local District 7
Office: 323-242-1356Fax: 323-242-1393
10616 S. Western Ave.Los Angeles, CA 90047
Gilberto SamuelSpecialist SecondaryScience
Local District 8
Office: 310-354-3447Fax: 310-225-6928
1208 Magnolia Ave.Gardena, CA 90247
Los Angeles Unified School DistrictLOCAL DISTRICT
SCIENCE ADVISORS/EXPERTS/SPECIALISTS
11-10 Revison 1.1
E. Recommended Programs and Contacts
Program Standard orStandardSet Covered
GradeLevels
Contact
LAUSD MarsRover Program
Plate Tectonics Set 1Shaping EarthsSurface Set 2Earth in the SolarSystem Set 4Investigation andExperimentation
6686,7,8
Joe Oliver213-241-1362
KJ Walsh323-564-8131
Students are asked to build an 8-footsquare simulated Mars landscape, andthen design and construct their ownMars Rover using LEGO-Dacta™materials. The completed Rovers are'launched' on a partner middle school'slandscape, the location of which isunknown to the students. Students sendtheir navigational and picture-takinginstructions to their partner and the
requested information is returned to themvia e-mail in the form of digital imagestaken by the camera on the Rover. Thestudents use these pictures to planfurther navigation of the Rover in order tomeet their goal: to gather enoughinformation to construct a one-quarterscale model of what the Mars Baseactually looks like.
ImageProcessingfor the Math andScienceClassroom
Plate Tectonics Set 1Shaping EarthsSurface Set 2Heat Set 3Energy Set 4Cell Biology Set 1Structure & FunctionSet 5Physical PrincipalsSet 6Motion Set 1Structure of MatterSet 3Earth in the SolarSystem Set 4Investigation &Experimentation
66
6677
7
88
8
6,7,8
KJ Walsh323-564-8131
Image Processing teaches thefundamental concepts of digital imageprocessing and image analysis. Studentslearn to manipulate, analyze, and createdigital images and animations as theyexplore practical applications of science,
math, and technology concepts.Students work with authentic data usingimages drawn from real world sources,including earth and space science,physics, biology, and mathematics.
11-11 Revison 1.1
Three day program created by LAUSDteachers provides a marine setting forstudents to conduct field labs toinvestigate the marine environment.Provides exemplary marine science
curricular journeys to students of all agescentered around the Marine MammalCare Center at Fort MacArthur and theLos Angeles Oiled Bird and EducationCenter.
Program Standard orStandardSet Covered
GradeLevels
Contact
Center forMarine Studiesat Fort Mac-Arthur
Life Sciences SetEarth Sciences 5CInvestigation andExperimentation7a,b,c,d,e,g,hInvestigation andExperimentationInvestigation andExperimentationStructure and Function InLivingSystems Set
4
6
7
8
7
Jeanine Mauch310 547 9888
One day program with National ParkService staff and retired LAUSD teacherslets students investigate the biotic andabiotic factors that affect the differentecosystems in the Santa Monica
Mountains. Students learn to use amultitude of science tools and receivedata to take back to the classroom toanalyze with their teacher.
Parks asLaboratories
Shaping Earth’s SurfaceSetLife Sciences SetInvestigation andExperimentation7a,b,c,d,e,g,hInvestigation andExperimentationInvestigation andExperimentation
6
6
7
8
Arnie Miller805 498-0305
Program involves students in ongoingscientific research with national andinternational scientists to investigate theirenvironment. Program includes scientificprotocols in Hydrology, Land Cover, Soil,
Atmosphere, GPS. Students can alsolearn how to analyze satellite imagesusing image processing and use GIS tomake land cover maps.
GLOBE Energy In the EarthSystem SetInvestigation andExperimentation7a,b,c,d,e,g,hPhysical Principles inLiving Systems SetInvestigation andExperimentationDensity and Buoyancy SetInvestigation andExperimentation
6
6
7
7
88
Van Nuys MST818 997-2574www.globe.gov
11-12 Revison 1.1
Program Standard orStandardSet Covered
GradeLevels
Contact
COSEE WestMarine ScienceActivities
Structure andFunctionIn Living Systems5a,bEcology (LifeScience) Set
7
6
Judith Lemus213 740-1965
COSEE activities use the marinesciences as a context for learningbiology, chemistry, physics and earthscience. Activities and trainings utilize
university staff and experienced teachersto deliver content and pedagogy to teachabout ongoing cutting edge research.
FluidEarth/LivingOceanInquiryInvestigations
Physical Science 1BPlate tectonics and Earth Structure SetDensity andBuoyancy Set
46
8
Mary Grey800 799-8111
Inquiry lessons in this program containclassroom tested activities that
successfully teach important conceptsdealing with the marine environment.
Fire Ecology Energy in the EarthSystem
6 Arnie Miller805 498 0305
Program takes students intoenvironments that have burned in theNational Park Sydstem to compare andcontrast burn areas with non burn areas
in the Santa Monica Mountains. Programutilizes national Park staff andexperienced retired LAUSD scienceteachers.
Bio-TechnologyTraining
Cell Biology SetGenetics SetEvolution 3 a, d, e
777
Van Nuys MST818 997-2574
Program allows students the opportunityto use sophisticated biotechnologyequipment to investigate topics that
address the science standards ingenetics and cell Biology.
Trout In theClassroom
Ecology (LifeScience) Set
6 Van Nuys MST818 997-2574
Partnership with the department of Fishand Game allows students theopportunity to raise trout in their ownclassroom to investigate the life cycle oforganisms, biotic and abiotic factors thatinfluence the health of salmonids and the
natural environmental conditionsnecessary to sustain populations in thewild. Students are involved in creating anartificial environment that will maintain thehealth of the trout.
11-13 Revison 1.1
Three day program uses the naturalenvironment in Temescal Canyon forstudents to investigate the Naturalenvironment using scientific tools.Students contribute data to a national
database that can be investigated on thestudents return to their campus so that itcan be compared to other dataworldwide.
Program Standard orStandardSet Covered
GradeLevels
Contact
TemescalCanyon FieldScienceProgram
Life Sciences SetInvestigation andExperimentation7a,b,c,d,e,g,hInvestigation andExperimentationInvestigation andExperimentation
6
7
8
Kristen Perry310 454-1395
The mission of the Channel IslandsMarine Sanctuary is to protect the marinelife, habitats and cultural resources in thewaters surrounding the Channel Islands.This is accomplished through research,education and resource protection
programs. The agency works inpartnership with the center for ImageProcessing in Arizona and with othereducational agencies such as LAUSD toconduct science teacher trainingprograms.
Channel IslandsNational MarineSanctuary
Laura Francis805 884-1463
The ChannelIslands MarineResourceInstitute
Wendy Mayea805-488-3568
e-mail: [email protected]
The Channel Islands Marine ResourceInstitute, founded in 1997 in partnershipwith Oxnard College, is a marineresource facility located at the entranceto the Port Hueneme Harbor. CIMRI’sobjectives focus on education, research,restoration, and conservation. Our non-profit facility has circulating ocean waterwith over 3000 sq. feet of wet lab spaceand a classroom area. CIMRI offers age-specific K-12 guided tours and a mobiletouch tank. Tours may include videos,touch tank, and multi-tank experiences;
including encounters with a variety ofspecies of echinoderms, crustacea,mollusks, and fish. Students will see ourcontinuing White Sea bass and whiteabalone restoration projects in progress.High school students can jumpstart theirentrance to Oxnard College’s MarineStudies Program by taking classesduring their senior year. CIMRI alsooffers sabbatical opportunities foreducators to develop their own project orparticipate an ongoing project.
Ecology (LifeScience) SetInvestigation andExperimentation7a,b,c,d,e,g,hInvestigation andExperimentation
6
6
6-8
11-14 Revison 1.1
Program Standard orStandardSet Covered
GradeLevels
Contact
Cabrillo Marine Aquarium Education Programs Linda Chilton310 548 7562
- Docent Led Tours –through the aquarium exhibit hall and touch tankOct. – mid-April, July – August
- Outdoor Classroom – marine related education stations on the beach andindependent exploration in the exhibit hall
- Self- conducted visits through the aquarium exhibit hall and touch tankYear-round after 1 pm
4th grade - 2. a, 2. b, 3.a, 3.b, 3.c, 5.c5th grade - 2.a, 2.f, 3.a6th grade - 2.c, 3.a, 4.a, 5.a, 5.b, 5.c, 5.e7th grade - 2.a, 3.a, 3.c, 3.e, 4.e, 5.a, 5.b, 5.c, 5.d, 6.a, 6.d
- Outreach – brings the ocean to the schoolYear-round
4th grade - 2.a, 2.b, 2.c, 3.a, 3.b, 3.c5th grade -2.a, 2.b, 2.c, 2.d, 2.f, 3.a, 3.d6th grade - 5.a, 5.b, 5.c, 5.d7th grade - 2.a, 3.a, 3.e, 4.e, 5.a, 5.b, 5.c, 5.d, 6.d, 6.h*customized programs are available
- Sea Search – guided hands-on marine lab and field investigationsYear-round
4th grade - 2.a, 2.b, 2.c, 3.a, 3.b, 3.c, 3.d, 4.a, 5.a, 5.b, 5.c, 6.a, 6.c, 6.f5th grade - 2.a, 2.f, 2.g, 3.a, 3.b, 3.c, 3.d, 3.e, 5.c, 6.a, 6.b, 6.f, 6.g6th grade -2.a, 2.b, 2.c, 2.d, 3.a, 4.a, 5.a, 5.b, 5.c, 5.d, 5.e, 6.a, 6b, 6.c, 6.g, 7.a, 7.b7th grade - 1.a, 1.b, 1.e, 1.f, 2.a, 3.a, 3.c, 3.d, 3.e, 4.c, 4.d, 4.e, 4.g, 5.a, 5.b, 5.c, 5.d, 6.a, 6.b, 6.c, 6.d, 6.h, 7.a8th grade - 2.g, 4.d, 5.a, 5.c, 5.d, 5.e, 8.a, 8.b, 8.c
*customized programs are available- New (opening Fall 2004) Aquatic Nursery program – the science of aquaculture
and how we do ScienceYear-round
4th grade - 2.a, 2.b, 2.c, 3.a, 3.b, 3.d, 6.a, 6.b, 6.c, 6.d, 6.e, 6.f, 5th grade - 1.g, 1.i, 2.a, 2.f, 2.g, 3.a, 3.b, 6.a, 6.b, 6.c, 6.d, 6.d, 6.e,6.f, 6.g6th grade - 5.a, 5.b, 5.c, 5.e, 7.a, 7.b, 7.c, 7.d, 7.e7th grade - 1.a, 1.b, 1.c, 1.d, 1.e, 1.f, 2.a, 2.c, 2.e, 3.a, 3.e, 5.a, 5.b, 5.d, 5.g, 6.d,
6.e, 6.f, 7.a, 7.d, 7.e, 7.c, 8th grade - 3.c, 3.d, 3.e, 5.e, 6.a, 6.b, 6.c, 9.a, 9.b, 9.c
I do not like it, and I am sorry I ever had anything to dowith it.
Erwin Schrödinger (1887-1961) Austrian physicist.Nobel Prize, 1933.Speaking of quantum mechanics.
11-15 Revison 1.1
Roundhouse Marine Studies Lab &Aquarium A non-profit teaching based aquarium.Oceanographic Teaching Stations, Inc.(O.T.S.) was established in 1979 by ourfounding Board Member, Richard L.Fruin, and was incorporated as aCalifornia non-profitorganization undersection 501(c)(3) ofthe Internal RevenueCode in 1980.O.T.S. currentlyoperates theRoundhouse MarineStudies Lab andAquarium("Roundhouse")located at the end ofthe Manhattan Beach Pier. As stated inits corporate articles, the specific andprimary purposes of O.T.S. and theRoundhouse are to foster and promotethe public study of, and interest in, theoceans, tidelands and beaches ofSouthern California, the marine lifetherein, and the impact of humanpopulations on that environment.
Through its innovative educationalprograms, O.T.S. offers classes toschools located in the surroundingcommunities as well as throughout thegreater Los Angeles area and teachesover 17,000 school children annually.
As marine education is our main focus,O.T.S. has endeavored to make itsclasses and programs available to allchildren, regardless of income. While themajority of classes are funded by theschools, O.T.S. does offer some grantclasses and is constantly pursuing grants
to provide classes, freeof charge, to teachers& their students.
After a longrelationship with theLos Angeles Countyof Education, all of ourMarine ScienceEducation Programshave been designedto meet statewide
teaching standards for all age groups.Furthermore, and most importantly, ourCo-Directors are also the teachers, theplanners & the coordinators, whichmeans classes can all be catered tospecifically meet teachers' needs!
Physical Principles in 7
Living Systems Set
Investigation and Experimentation 7
Density and Buoyancy Set 8
Investigation and Experimentation 8
Program Standard orStandardSet Covered
GradeLevels
Contact
- New (opening Fall 2004) Exploration Center – an opportunity to explore andinvestigate coastal habitats and the processes that impact them through hands-oninvestigations
Year-round4th grade - 2.a, 2.b, 2.c, 3.a, 3.b, 3.c, 3.d, 4.a, 4.b, 5.a, 5.b, 5.c, 6.a, 6.b, 6.c, 6.d, 6.f5th grade - 2.a, 2.e, 2.f, 2.g, 3.a, 3.b, 3.c, 3.d, 3.e, 4.a, 4.b, 4.c, 4.d, 6.a, 6.b,
6.c, 6.d, 6.e, 6.f, 6.g6th grade - 2.a, 2.b, 2.c, 2.d, 3.a, 4.a, 5.a, 5.b, 5.c, 5.d, 5.e., 6.b, 7.a, 7.b, 7.e, 7.g, 7.h7th grade - 2.a, 3.a, 3.b, 3.c, 3.d, 3.e, 4.c, 4.d, 4.e, 4.f, 4.g, 5.a, 5.b, 6.d, 7.a, 7.b, 7.c, 7.d8th grade - 8.a, 8.b, 8.c, 8.d, 9.a, 9.b, 9.c
*customized programs are available
Science increases our powerin proportion as it lowers ourpride.
Claude Bernard (1813-78)French physiologist
11-16 Revison 1.1
Santa Monica Pier Aquarium
4th grade: Food Webs5th grade: Ichthyology (Morphology andfunction)
Key to the Sea Curriculum--Key to theSea is a revolutionary
marine environmental education programdesigned for teachers and elementaryschool children throughout LA County.This program educates children (K-5)about watershed stewardship, stormwater pollution prevention and marineconservation-through fun, hands-on andengaging educational activities. Theprogram has an exciting BeachExploration component, featuring outdooreducation kits and trained naturalists.Key to the Sea makes it possible forchildren to experience the wonder ofnature and to learn about the importantresponsibility we all share in taking careof our coastal environment. Youngpeople, as future stewards of theenvironment, need to become aware ofhow stormwater pollution affects thebeaches and marine environment, howthey can protect themselves from thehealth risks of exposure to pollutedwaters, and how they and their familiescan make a difference by preventingpollution.
Physical Principles in 7
Living Systems Set
Investigation and Experimentation 7
Density and Buoyancy Set 8
Investigation and Experimentation 8
Aquarium of the Pacific
Amy Coppenger888 826-7257
Aquarium offers learning experiences forstudents of all ages. Conduct field tripsfor students and trainings for teachers.
Physical Principles in 7
Living Systems Set
Investigation and Experimentation 7
Density and Buoyancy Set 8
Investigation and Experimentation 8
F. Electives
Elective courses are ones that are notrequired, but that broaden students’experiences. They are made available toprovide a more complete curricularprogram of concept acquisition, subject-matter competence, skill development,and enrichment.
At the middle school level, the electivecourses are provided for enrichingexploratory experiences and/or moreintensive instructional experiences. Itmust be noted that electives supplementbut cannot take the place of the coreclasses and do not meet the 6-8 sciencerequirement. What follows is adescription of all approved LAUSDelectives for Middle Schools.
We see only what we know.
Johann Wolfgang von Goethe(1749-1832) German poet, dramatist
11-17 Revison 1.1
ELECTIVE COURSE—MIDDLE SCHOOLEnvironmental Science Semester Course—Grades 6-8
Prerequisite- Please note that studentsmust have concurrent enrollment or havecompleted the core science course for thatgrade level ( Sci/Hlth 6 AB, Science 7,Health 7, or Science 8AB). Also note thatthis elective is a one semester class.
Course Code Numberand Abbreviation
36-05-13 Env. Sci
Course Description The major purpose of this course is to provideexperiences in the process by which scientificknowledge is gained, acquisition of skills forusing inquiry and research in the scientificmethod and interpretation of naturalphenomena in relation to the environment.Emphasis should be placed on Investigationand Experimentation and the integration ofScience Content Standards.
It does not meet the District Grade 6-8science requirement.
Instructional Units/Pacing Plans Instructional Units*Suggested WeeksIntro to Environmental Science (includeslaboratory Field studies safety)
1 2Ecology, Major Biomes, and Wildlife
5 6Population Studies 2 2Soil and Water Conservation
2 3Conservation and Management of NaturalResources
2 2Land use 2 2Careers in Environmental Related Fields
2 2Total *16 *19
year-round traditional
* Suggested weeks are to be used as anestimate only. Pacing will depend on howState Content Standards and Literacy andMathematics Initiatives are embedded.
11-18 Revison 1.1
The following standard from English-Language ArtsContent Standards for California Public Schoolswill be measured on State assessments:
• Compare and contrast the features and elementsof consumer materials to gain meanings fromdocuments (e.g., warranties, contracts, productinformation, instructional manuals.
Investigation andExperimentation
In accordance with their individual capacity,students will grow in the ability to:
• Use the science process skills of scientificthinking: observing, communicating, comparing,ordering, categorizing, relating, inferring, andapplying.
• Demonstrate skills in speaking, listening, writing,reading, graphing, and charting.
• Show connections between earth/space, physical,and life science.
• Demonstrate the interdisciplinary connectionsbetween the sciences and other curricular fields.
• Investigate current significant scientific issues.
• Establish the relevance of science and itsapplications in careers and real-life situations.
• Evaluate the contributions of science andtechnology and their relevance to improving ourdaily lives.
• Make appropriate conclusions from experimentaldata gathered from laboratory investigations.
• Explain the process of natural selection and itsapplication to population genetics.
• Plan and conduct a scientific investigation to testa hypothesis. *
• Evaluate the accuracy and reproducibility of data.*
• Distinguish between variable and controlledparameters in a test.*
• Recognize the slope of the linear graph as theconstant in relationship y=kx and apply thisprinciple in interpreting graphs constructed fromdata.*
• Construct appropriate graphs from data anddevelop quantitative
11-19 Revison 1.1
statements about the relationships betweenvariables.*
• Apply simple mathematic relationships todetermine a missing quantity in a mathematicexpression, given the two remaining terms(including speed = distance/time, density =mass/volume, force = pressure x area,volume = area x height).*
• Distinguish between linear and nonlinearrelationships on a graph of data.*
• Apply scientific inquiry and problem-solvingtechniques to long- and short-term projects.
• Analyze and evaluate the accuracy and thereproducibility of scientific reports and data.
• Use the metric system to make quantitativemeasurements.
• Use community resources.
• Evaluate responsibility of human beingstoward the earth’s natural resources.
Note: Asterisked items are ScienceInvestigation and Experimentation Standardsfor the State of California.
11-20 Revison 1.1
ELECTIVE COURSE—MIDDLE SCHOOLExplore Aeronautics Semester Course—Grades6-8
Perquisite- Please note that students must haveconcurrent enrollment or have completed the corescience course for that grade level ( Sci/Hlth 6 AB,Science 7,Health 7,or Science 8AB). Also note that thiselective is a one semester class.
Course Code Numberand Abbreviation
36-16-13 Ex. Aeronautics
Course Description The major purpose of this course is to provide experiencesin the process by which scientific knowledge is gained,acquisition of skills for using inquiry and research in thescientific method and interpretation of natural phenomena inrelation to the environment. Emphasis should be placed onInvestigation and Experimentation and the integration ofScience Content Standards.
It does not meet the District Grade 6-8 sciencerequirement.
InstructionalUnits/Pacing Plans
Instructional Units *Suggested Weeks
Introduction to Aviation 2 3History of Aviation 3 3The Science of Flight 3 4Meteorology and Aviation 3 3Flight Planning and Implementation 3 3Careers in Aviation 2 3
Total *16 *19year-round traditional
* Suggested weeks are to be used as an estimate only.Pacing will depend on how State Content Standards andLiteracy and Mathematics Initiatives are embedded.
11-21 Revison 1.1
California LanguageArts ContentStandard
TThe following standard from English-Language Arts ContentStandards for California Public Schools will be measured on Stateassessments:
• Compare and contrast the features and elements of consumermaterials to gain meanings from documents (e.g., warranties,contracts, product information, instructional manuals.
Investigation andExperimentation
In accordance with their individual capacity, students will grow in theability to:
• Use the science process skills of scientific thinking: observing,communicating, comparing, ordering, categorizing, relating, inferring,and applying.
• Demonstrate skills in speaking, listening, writing, reading, graphing,and charting.
• Show connections between earth/space, physical, and life science.
• Demonstrate the interdisciplinary connections between the sciencesand other curricular fields.
In accordance with their individual capacity, students will grow in theability to:
• Use the science process skills of scientific thinking: observing,communicating, comparing, ordering, categorizing, relating, inferring,and applying.
• Demonstrate skills in speaking, listening, writing, reading, graphing,and charting.
• Show connections between earth/space, physical, and life science.
• Demonstrate the interdisciplinary connections between the sciencesand other curricular fields.
• Investigate current significant scientific issues.
• Establish the relevance of science and its applications in careers andreal-life situations.
• Evaluate the contributions of science and technology and theirrelevance to improving our daily lives.
• Describe the changes in form or flow within a kinetic energy system.
• Explain how simple machines accomplish specific types or amountsof work.
• Make appropriate conclusions from experimental data gathered from laboratory investigations.
• Plan and conduct a scientific investigation to test a hypothesis.*
• Evaluate the accuracy and reproducibility of data.*
• Distinguish between variable and controlled parameters in a test.*
• Recognize the slope of the linear graph as the constant in relationshipy=kx and apply this principle in interpreting graphs constructed fromdata.*
11-22 Revison 1.1
• Construct appropriate graphs from data and developquantitative statements about the relationships betweenvariables.*
• Apply simple mathematic relationships to determine amissing quantity in a mathematic expression, given the tworemaining terms (including speed = distance/time, density= mass/volume, force = pressure x area, volume = area xheight).*
• Distinguish between linear and nonlinear relationships on agraph of data.*
• Apply scientific inquiry and problem-solving techniques tolong- and short-term projects.
• Analyze and evaluate the accuracy and the reproducibilityof scientific reports and data.
• Use the metric system to make quantitative measurements.
• Use community resources.
• Evaluate responsibility of human beings toward the earth’snatural resources.
Note: Asterisked items are Science Investigation andExperimentation Standards for the State of California.
11-23 Revison 1.1
ELECTIVE COURSE—MIDDLE SCHOOLMarine Science Semester Course—Grades 6-8
Prerequisite- Please note that students must haveconcurrent enrollment or have completed the corescience course for their grade level ( Sci/Hlth 6 AB,Science 7, or Science 8 AB).
Course Code Numberand Abbreviation
36-06-21 Marine Sci.
Course Description The major purpose of this course is to provide experiences inthe process by which scientific knowledge is gained,acquisition of skills for using inquiry and research in thescientific method and interpretation of natural phenomena inrelation to the marine environment. Emphasis should beplaced on Investigation and Experimentation and theintegration of Science Content Standards.
It does not meet the District Grade 6-8 sciencerequirement.
InstructionalUnits/Pacing Plans
Instructional Units *Suggested Weeks
Introduction to Oceans and Fish 2 2Properties of Water- Physical/Chemical 2 2Ocean Currents and Tides 1 1Marine Ecology 2 2Evolution of Oceans 1 2Marine Invertebrates 2 3Marine Vertebrates 2 2Atmospheric and Oceanic Circulation 2 2Ocean/Land Interaction 1 2
1 1
Total *16 *19year-round traditional
* Suggested weeks are to be used as an estimate only.Pacing will depend on how State Content Standards andLiteracy and Mathematics Initiatives are embedded.
11-24 Revison 1.1
California LanguageArts ContentStandard
The following standard from English-Language ArtsContent Standards for California Public Schools will bemeasured on State assessments:
• Compare and contrast the features and elements ofconsumer materials to gain meanings from documents(e.g., warranties, contracts, product information,instructional manuals.
Investigation andExperimentation
In accordance with their individual capacity, students will growin the ability to:
• Use the science process skills of scientific thinking: observing,communicating, comparing, ordering, categorizing, relating,inferring, and applying.
• Demonstrate skills in speaking, listening, writing, reading,graphing, and charting.
• Show connections between earth/space, physical, and lifescience.
• Demonstrate the interdisciplinary connections between thesciences and other curricular fields.
• Investigate current significant scientific issues.
• Establish the relevance of science and its applications incareers and real-life situations.
• Evaluate the contributions of science and technology and theirrelevance to improving our daily lives.
• Make appropriate conclusions from experimental datagathered from laboratory investigations.
• Plan and conduct a scientific investigation to test ahypothesis.*
• Evaluate the accuracy and reproducibility of data.*
• Distinguish between variable and controlled parameters in atest.*
• Recognize the slope of the linear graph as the constant inrelationship y=kx and apply this principle in interpreting graphsconstructed from data.*
• Construct appropriate graphs from data and developquantitative statements about the relationships betweenvariables.*
• Apply simple mathematic relationships to determine a missingquantity in a mathematic expression, given the two remainingterms (including speed = distance/time, density =mass/volume, force = pressure x area, volume = area xheight).*
11-25 Revison 1.1
• Distinguish between linear and nonlinear relationships on agraph of data.*
• Apply scientific inquiry and problem-solving techniques tolong- and short-term projects.
• Analyze and evaluate the accuracy and the reproducibilityof scientific reports and data.
• Use the metric system to make quantitative measurements.
• Use community resources.
• Evaluate responsibility of human beings toward the earth’snatural resources.
Note: Asterisked items are Science Investigation andExperimentation Standards for the State of California.
11-26 Revison 1.1
ELECTIVE COURSE—MIDDLE SCHOOLSpace Science Semester Course—Grades 6-8
Prerequisite- Please note that students must haveconcurrent enrollment or have completed the corescience course for their grade level ( Sci/Hlth 6 AB,Science 7, or Science 8 AB).
Course Code Numberand Abbreviation
36-16-11 Space Science
Course Description The major purpose of this course is to provide experiencesin the process by which scientific knowledge is gained,acquisition of skills for using inquiry and research in thescientific method and interpretation of natural phenomena inrelation to the universe. Emphasis should be placed onInvestigation and Experimentation and the integration ofScience Content Standards.
It does not meet the District Grade 6-8 sciencerequirement.
InstructionalUnits/Pacing Plans
Instructional Units *Suggested Weeks
Introduction to Space Science 1 1The Earth Composition and Position 1 2In the UniverseThe Solar System 3 4Astronomical Scale and Structure 2 2Telescopes/Optics 1 1Electromagnetic Spectrum 2 2Gravity 1 2Star Composition and Classification 1 1Evolution of Stars 1 1Galaxies, Nebula and Beyond 1 1Space Exploration 1 1Careers 1 1
Total *16 *19year-round traditional
* Suggested weeks are to be used as an estimate only.Pacing will depend on how State Content Standards andLiteracy and Mathematics Initiatives are embedded.
11-27 Revison 1.1
California LanguageArts ContentStandard
The following standard from English-Language ArtsContent Standards for California Public Schools will bemeasured on State assessments:
• Compare and contrast the features and elements ofconsumer materials to gain meanings from documents(e.g., warranties, contracts, product information,instructional manuals.
Investigation andExperimentation
In accordance with their individual capacity, students will grow inthe ability to:
• Use the science process skills of scientific thinking: observing,communicating, comparing, ordering, categorizing, relating,inferring, and applying.
• Demonstrate skills in speaking, listening, writing, reading,graphing, and charting.
• Show connections between earth/space, physical, and lifescience.
• Demonstrate the interdisciplinary connections between thesciences and other curricular fields.
• Investigate current significant space science issues.
• Establish the relevance of science and its applications incareers and real-life situations.
• Evaluate the contributions of science and technology and theirrelevance to improving our daily lives.
• Make appropriate conclusions from experimental datagathered from laboratory investigations.
• Plan and conduct a scientific investigation to test ahypothesis.*
• Evaluate the accuracy and reproducibility of data.*
• Distinguish between variable and controlled parameters in atest.*
• Recognize the slope of the linear graph as the constant inrelationship y=kx and apply this principle in interpreting graphsconstructed from data.*
• Construct appropriate graphs from data and developquantitative statements about the relationships betweenvariables.*
• Apply simple mathematic relationships to determine a missing
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quantity in a mathematic expression, given the tworemaining terms (including speed = distance/time, density= mass/volume, force = pressure x area, volume = area xheight).*
• Distinguish between linear and nonlinear relationships on agraph of data.*
• Apply scientific inquiry and problem-solving techniques tolong- and short-term projects.
• Analyze and evaluate the accuracy and the reproducibilityof scientific reports and data.
• Use the metric system to make quantitative measurements.
• Use community resources.
• Evaluate responsibility of human beings toward the earth’snatural resources.
Note: Asterisked items are Science Investigation andExperimentation Standards for the State of California.
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ELECTIVE COURSE—MIDDLE SCHOOLIntermediate ScienceCurriculum Study AB
Annual Course—Grade 8Prerequisite - Please note that students must haveconcurrent enrollment or have completed the corescience course for their grade level ( Sci/Hlth 6 AB,Science 7, or Science 8 AB).
Course Code Numberand Abbreviation
36-01-13 ISCS A36-01-14 ISCS B
Course Description The major purpose of this course is to provide experiencesin the process by which scientific knowledge is gained,acquisition of skills for using the scientific method of inquiry,interpretation of natural phenomena related to the physicalsciences, and technological achievements. Emphasisshould be placed on Investigation and Experimentation andthe Science Standards.
It does not meet the District Grade 6-8 sciencerequirement.
InstructionalUnits/Pacing Plans
Instructional Units *Suggested Weeks
The Scientific Method 1 2Energy, Force and Work 3 4Atoms, Molecules and Chemical Reactions 5 6Chemistry and Energetics of Life 6 7Plate Tectonics 5 5Photosynthesis and Respiration 6 6Genetics 3 4Populations 3 4
Total *32 *38year-round traditional
* Suggested weeks are to be used as an estimate only.Pacing will depend on how State Content Standards andLiteracy and Mathematics Initiatives are embedded.
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California LanguageArts ContentStandard
The following standard from English-Language ArtsContent Standards for California Public Schools will bemeasured on State assessments:
• Compare and contrast the features and elements ofconsumer materials to gain meanings from documents(e.g., warranties, contracts, product information,instructional manuals.
Investigation andExperimentation
In accordance with their individual capacity, students will growin the ability to:
• Use the science process skills of scientific thinking: observing,communicating, comparing, ordering, categorizing, relating,inferring, and applying.
• Demonstrate skills in speaking, listening, writing, reading,graphing, and charting.
• Show connections between earth/space, physical, and lifescience.
• Demonstrate the interdisciplinary connections between thesciences and other curricular fields.
• Investigate current significant scientific issues.
• Establish the relevance of science and its applications incareers and real-life situations.
• Evaluate the contributions of science and technology and theirrelevance to improving our daily lives.
• Describe force and work within a kinetic energy system, usingappropriate mathematical models and metric measurements.
• Describe the changes in form or flow within a kinetic energysystem. Explain how simple machines accomplish specifictypes or amounts of work.
• Make appropriate conclusions from experimental datagathered from laboratory investigations.
• Explain how to use the Periodic Table to predict chemical andphysical properties of matter.
• Describe how the theory of plate tectonics can account forlandforms, physical characteristics, and seismic events.
• Describe the macromolecules required for organic life onEarth.
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• Compare and contrast the processes of photosynthesisand respiration.
• Explain the process of natural selection and its applicationto population genetics.
• Plan and conduct a scientific investigation to test ahypothesis.*
• Evaluate the accuracy and reproducibility of data.*
• Distinguish between variable and controlled parameters ina test.*
• Recognize the slope of the linear graph as the constant inrelationship y=kx and apply this principle in interpretinggraphs constructed from data.*
• Construct appropriate graphs from data and developquantitative statements about the relationships betweenvariables.*
• Apply simple mathematic relationships to determine amissing quantity in a mathematic expression, given the tworemaining terms (including speed = distance/time, density= mass/volume, force = pressure x area, volume = area xheight).*
• Distinguish between linear and nonlinear relationships on agraph of data.*
• Apply scientific inquiry and problem-solving techniques tolong- and short-term projects.
• Analyze and evaluate the accuracy and the reproducibilityof scientific reports and data.
• Use the metric system to make quantitative measurements.
• Use community resources.
• Evaluate responsibility of human beings toward the earth’snatural resources.
Note: Asterisked items are Science Investigation andExperimentation Standards for the State of California.
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ALTERNATIVE CORE - MIDDLE SCHOOL ONE YEAR FOCUS ON LIFE SCEINCE GRADE 7
Focus on Life Science 7 (One Year Course)
2 Semester Course—Grade 7 No Prerequisite, can be used instead of 1 semester Science 7. Both Semesters must be completed to complete the Core Requirement.
Course Code Number and Abbreviation
36-01-15 A Focus on Life Science 7 (1st of 2 Semester Course)_ 36-01-16 B Focus on Life Science 7 (2nd of 2 Semester Course)
Course Description
The major purpose of this course is to provide all students with science concepts and ideas that build upon the students’ K–6 experience. Emphasis should be placed on Investigation and Experimentation and the Science Standards which will prepare students to lead successful and productive lives and prepare them for future science courses. The middle school teacher uses an inquiry-based approach and establishes connections between the various disciplines of Earth/Space Science, Physical Science and Life Science, with a focus on Life Science. Inter-connections with other curricular areas are also made.
Instructional Units and Pacing Plans
*Suggested Weeks First Semester Introduction to Life Science: scope of study, 1 2 Inquiry, science-related careers Cell Biology, 4 5 Genetics 5 5 Structure and Function 2 1/2 3 Physical Principles in Living Systems 2 1/2 3 Periodic Assessment/Intervention/Enhancement 1 1 Second Semester Evolution 3 5 Earth and Life History 3 5 Structures and Functions 3 4 Physical Principles in Living Systems 3 4 Periodic Assessment/Intervention/Enhancement 1 1 Total 32 38 year-round traditional * Suggested weeks are to be used as an estimate only. Standards and Literacy and Mathematics Initiatives are embedded The instructional
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units can vary in sequence and duration. The first semester must cover the first semester topics and the second semester must include the second semester topics. This allows the District periodic assessments to be used for reflection and intervention.
Investigation and Experimentation
In accordance with their individual capacity, students will grow in the ability to: • Use science process skills of scientific thinking: observing, communicating, comparing, ordering, categorizing, relating, inferring, and applying. • Show connections between Life, Earth/Space and Physical Science. • Demonstrate the interdisciplinary connections between the sciences and other curricular fields. • Investigate current scientific issues. • Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.* • Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.* • Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from scientific evidence.* • Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).* • Communicate the steps and results from an investigation in written reports and oral presentations.* • Apply scientific inquiry and problem-solving techniques to long- and short-term projects. • Use scientific equipment and technology properly. • Establish the relevance of science and its applications to careers and real-life situations. • Evaluate the contributions of science and technology and their relevance to improving our daily lives in preparation for the future. • Use community resources.
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Note: Asterisked items are Science Investigation and Experimentation Standards for the State of California
State Content Standards
Life Science 1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. As a basis for understanding this concept: • Students know cells function similarly in all living organisms. • Students know there are characteristics that distinguish plant cells from animal cells, such as chloroplasts and cell walls. • Students know the nucleus is the repository for genetic information in plant and animal cells. • Students know the mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis. • Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes. • Students know as multicellular organisms develop, their cells differentiate.
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept: • Students know there are differences between the life cycles and reproduction methods • Students know sexual reproduction produces offspring that inherit half their genes from each parent. • Students know an inherited trait can be determined by one or more genes.
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• Students know plant and animal cells contain many thousands of different genes and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive. • Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell. 3. Biological evolution accounts for the diversity of species developed through gradual processes over many generations. As a basis for understanding this concept: • Students know genetic variation and environmental factors are causes of evolution and diversity of organisms. • Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution. • Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution. • Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and expand the diagram to include fossil organisms. • Students know extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival.
5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept: • Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism. • Students know organ systems function because of the contribution of individual organs, tissues, and cells. The failure of any part can affect the entire system. • Students know bones and muscles work together to provide a structural framework for movement. • Students know reproductive organs of the human female and male
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generate eggs and sperm and sexual activity may lead to fertilization and pregnancy. • Students know the umbilicus and placenta have specific functions during pregnancy. • Students know the structures and processes by which flowering plants generates pollen, ovules, seeds, and fruit. Earth Science 4. Evidence from rocks allows us to understand the evolution of life on Earth. As a basis for understanding this concept: • Students know earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time. • Students know the history of life on earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids. • Students know the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom. • Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years. • Students know fossils provide evidence of how life and environmental conditions have changed. • Students know movements of Earth’s continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms. • Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.
Physical Science 6. Physical principles underlie biological structures and functions. As a basis for understanding this concept: • Students know visible light is a small band with a very broad electromagnetic spectrum. • Students know for an object to be seen, light emitted by or scattered
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from it must be detected by the eye. • Students know light travels in straight lines if the medium it travels through does not change. • Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope. • Students know white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths. • Students know light can be reflected, refracted, transmitted, and absorbed by matter. • Students know the angle of reflection of a light beam is equal to the angle of incidence. • Students know how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball and-socket, and sliding joints) • Students know that levers confer mechanical advantage and the application of this principle applies to the musculoskeletal system. • Students know that contractions of the heart generate blood pressure and heart valves prevent backflow of blood in the circulatory system.
