INSTRUCTIONAL DESIGN FRAMEWORK

Transcription

1 EC2Aa Classify populations of organisms as producers and consumers by the role they serve in the ecosystem. Classify organisms as producers or consumers Classify Producer Ecosystem Consumer I will classify populations of organisms as producers and consumers by the role they serve in the ecosystem. Assessment of s Students will classify organisms as producers or consumers by creating a food web and food chain. Food chain activity Food web activity How are organisms connected in a food chain? Flip chart, p.5 WB S5-1 - Copyright 2006 FandL, Inc

2 EC2Ab Differentiate between the types of consumers (herbivore, carnivore, omnivore, and detrivore/decomposer). Differentiate between the types of consumers Differentiate Consumer Carnivore Detrivore Herbivore Omnivore Decomposer I will differentiate between the types of consumers. (herbivore, carnivore, omnivore, detrivore/decomposer) Assessment of s Students will differentiate between the types of consumers by creating a food chain and food web. Food chain activity Food web activity How do organisms live together?, p. 6 Flip Chart WB S7-2 - Copyright 2006 FandL, Inc

3 EC2Ac Categorize organisms as predator or prey in a given ecosystem. Categorize organisms as predator or prey Categorize Predator Prey I will categorize organisms as predator or prey in a given ecosystem. Assessment of s Students will categorize organisms as predators or prey in a food chain and food web. Food chain activity Food web activity Copyright 2006 FandL, Inc

4 EC1Aa Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism) Ways a specific organism may interact with other organisms and environment Identify Organism Pollination Dispersal Environment Hibernation I will identify ways a specific organism interacts with other organisms and environment. Assessment of s Students will identify in writing the ways a specific organism may interact with the environment. Organisms and their interactions TG, p. A7, Unit A Poster of Food Web Science book, pp KWL chart Copyright 2006 FandL, Inc

5 EC1Ab Identify and describe different environments (i.e., pond, forest, prairie) support the life of different types of plants and animals. Different environments that support the life of different types of plants and animals Identify Describe Environments I will identify and describe different environments, plants and animals. Assessment of s Students will identify and describe in writing different environments and how they support different plants and animals. How does matter flow in ecosystems? How are ecosystems balanced? How do organisms interact? Copyright 2006 FandL, Inc

6 EC3Cc Identify internal cues (e.g., hunger) and external cues (e.g., changes in the environment) that cause organisms to behave in certain ways (e.g., hunting, migration, hibernation) Identify internal clues and external clues that cause organisms to behave in certain ways Identify Internal clue External clue I will identify internal and external clues that cause organisms to behave in certain ways. Assessment of s Students will identify in writing internal and external clues that cause organisms to behave in certain ways. Science book, pp.30-33, KWL chart Organisms and their interactions TG, p.a7, Unit A Copyright 2006 FandL, Inc

7 ES2Aa Observe and describe the breakdown of plant and animal material into soil through decomposition processes (i.e., decay/rotting, composting, digestion) Observe/describe breakdown of plant and animal material Observe Describe Decomposition I will observe and describe the breakdown of plant and animal material into soil through decomposition processes. Assessment of s Students will observe and describe the breakdown of plant and animal material into the soil through decomposition. What do decomposers do? Chap. 3 pp.96-97, WG 51 Scaffolding Questions Book TG Copyright 2006 FandL, Inc

8 EC3Ca Identify specialized structures and describe how they help plants survive in their environment (e.g., root, cactus, needles, thorns, winged seed, waxy leaves) Identify and describe specialized structures on plants and how it helps them to survive. Identify Describe Specialized structures I will identify specialized structures and describe how they will help plants survive in their environment. Assessment of s Students will identify and describe in writing how specialized structures help plants survive in their environments. What is the affect of crowding on a plant? Chap. 4, p.108, WB 59 How can a change in the environment affect a plant? Chap 4, pp WB Copyright 2006 FandL, Inc

9 EC3Aa Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) Identify and describe specialized structures on animals and how it helps them to survive Identify Describe Specialized structures I will identify and describe specialized structures and senses and how they help animals survive in their environment. Assessment of s Students will identify and describe specialized structures and senses and how they help animals survive in their environment. Living Organisims Science Book, pp.26-29, Art in Science, p Copyright 2006 FandL, Inc

10 EC3Cd Predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors. Predict which plant/animal will be able to survive based on special structures or behaviors. Predict Survive I will predict which plant or animal will be able to survive in a specific environment based on its special structures or behaviors. Assessment of s Students will predict in writing which plant or animal will be able to survive in an environment. How can you make a model of a warm habitat? Chap. 3, Wb 49 Leaf Comparison Copyright 2006 FandL, Inc

11 EC3Aa Compare and contrast common fossils found in Missouri (i.e., trilobites, ferns, crinoids, gastropods, bivalves, fish, mastodons) to organisms present on Earth today. Common fossils found in Missouri to organisms found today Compare Contrast Fossils Crinoids Mastodons Trilobites Gastropods I will compare and contrast common fossils found in Missouri to organisms found today. Assessment of s Students will compare and contrast in writing common fossils found in Missouri. How do carbon imprints form in fossils? Flip Chart 16, WB 109 Can you find fossils in pea gravel?, Flip Chart 7, WB 65 Play Dough fossils Copyright 2006 FandL, Inc

12 EC1Da Identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering vs. picking up trash, hunting/conservation of species, paving/restoring green space) Identify examples in Missouri where human activity has had an impact Identify Beneficial Harmful Organisms I will identify examples in Missouri where human activity has had a beneficial or harmful effect on other organisms. Assessment of s Students will identify in writing examples in Missouri where human activity has hurt/helped other organisms. Posters about human impact Persuasive essay. Recycle Copyright 2006 FandL, Inc

13 ES1Ab Compare the physical properties (i.e., size, shape, color, texture, layering, presence of fossils) of rocks (mixtures of different Earth materials, each with observable physical properties) Physical properties of rocks Compare Physical Properties Fossils I will compare physical properties of rocks. Assessment of s Students will compare properties of different rocks and minerals by completing a properties chart. What properties can you use to identify minerals?, Chap 8, p.103 Exploration activity, Chap 8, p Copyright 2006 FandL, Inc

14 ES2Aa Identify and describe the components of soil (e.g., plant roots and debris, bacteria, fungi, worms, types of rock) and its properties (e.g., odor, color, resistance to erosion, texture, fertility, relative grain size, absorption rate) Components of soil Identify Describe Components Properties Absorption Resistance I will identify and describe components of soil and its property. Assessment of s Students will identify and describe components of soil and its properties by completing a comparison chart. How does soil differ?, Chapter 10, Flip Chart and WB 127 Which soil is Best? Goes with chapter Copyright 2006 FandL, Inc

15 ES2Ab Identify the major landforms/bodies of water on Earth (i.e., mountains, plains, river valleys, coastlines, canyons) Major landforms and bodies of water Identify Landforms Canyons Coastlines I will identify the major landforms and bodies of water on Earth. Assessment of s Students will identify in a poster the major landforms and bodies of water on Earth. Landform Graphic Organizer Landform project Copyright 2006 FandL, Inc

16 ES2Ae Relate the type of landform/water body to the process by which it was formed. Type of landform and water body by how it was formed Relate Landforms I will relate types of landforms and water body by how it was formed. Assessment of s Students will relate in writing the type of landform/waterbody to the process by which it was formed. Landform Graphic Organizer Landforms Cloze activity Geologist notebook Copyright 2006 FandL, Inc

17 ES2Ac Describe how weathering agents (e.g., water, chemical, temperature, wind, plants) cause surface changes that create and/or change Earth s surface materials and/or landforms/bodies of water. How weather agents cause surface changes to the Earth s surface Describe Weathering agents Materials Landforms I will describe how weathering agents cause surface changes to the Earth s surface. Assessment of s Students will describe in writing how weathering agents cause changes to the Earth s surface. Science book pp , My Science Journal, TG p.267 Art in Science, p.267 (Science Book) Copyright 2006 FandL, Inc

18 ES2Ad Describe how erosion processes (i.e., action of gravity, waves, wind, rivers, glaciers) cause surface changes that create and/or change Earth s surface materials and/or transforms bodies of water. How erosion causes surface changes that create and change Earth s surface materials Describe Erosion Gravity Landforms I will describe how erosion causes surface changes that create and change Earth s surface materials. Assessment of s Students will describe in writing how erosion processes cause surface changes that create or change Earth s surface material and landforms. What happens when wind blows sand? Flip Chart p.17, WB 117 How can you observe a mineral wear away? Direct Inquiry, Chap 9, WB 111 How do winds cause waves? Flip Chart, WB p Copyright 2006 FandL, Inc

19 ES3Aa Identify the ways humans affect the erosion and deposition of Earth s materials (e.g., clearing of land, planting vegetation, paving land construction of new buildings) Ways humans affect the erosion and deposition of Earth s materials Identify Erosion Deposition I will identify ways humans affect the erosion and deposition of Earth s materials. Assessment of s Students will identify in writing ways humans affect Earth s materials. Read Science book pp Diagnostic TG 125 Guided Inquiry p.13 How can change in environment affect plant growth? Copyright 2006 FandL, Inc

20 ES3Ab Propose ways to solve simple environmental problems (e.g., recycling, composting, ways to decrease soil erosion) that result from human activity. Ways to solve simple environmental problems Propose Environmental problems Recycling Erosion Composting I will propose ways to solve simple environmental problems. Assessment of s Students will propose through illustrations ways to solve simple environmental problems. How does mining affect ecosystem? Flip Chart, WB 67, Chap. 4 Make posters to illustrate ways to fix environmental problems Copyright 2006 FandL, Inc

21 FM1Aa Classify different types of motion [straight line, curved, vibrating, (back and forth)] Different types of motion Classify Motion I will propose ways to solve simple environmental problems. Assessment of s Students will classify types of motion. What makes sound? TG 401 D How is light reflected and refracted? TG 401 D Copyright 2006 FandL, Inc

22 FM2Aa Identify the forces acting on the motion of objects traveling in a straight line (specify that forces should be acting in the same line as the motion, provide examples) Forces acting on the motion of objects traveling in a straight line Identify Forces I will identify forces acting on the motion of objects traveling in a straight line. Assessment of s Students will identify the forces acting on the motion of objects traveling in a straight line by writing about the experiments. What makes sand change? WB 404 Diagnostic check, Science book Copyright 2006 FandL, Inc

23 FM2Ac Observe and identify friction as a force that slows down or stops a moving object that is touching another object or surface. Friction as a force that slows down or stops Observe Identify Friction Force I will observe and identify friction as a force slows down or stops. Assessment of s Students will observe, identify, and write about friction as a force that slows down or stops a moving object that is touching another object or surface. How does friction affect moton? Chap. 15, WB Unit C Tub Copyright 2006 FandL, Inc

24 FM2Dd Predict the effects of an electrostatic force (state electricity) on the motion of objects (attract or repel) Predict effects of an electrostatic force on motion of objects Predict Electrostatic force Repel Attract I will predict the effects of an electrostatic force on the motion of objects. Assessment of s Students will predict the effects of an electrostatic force on the motion of objects. How can static electricity affect objects? Unit 3, book p.372, TUB Book, pp , Science Journal writing, p Copyright 2006 FandL, Inc

25 FM1Ab Describe an object s motion in terms of distance and time. Describe an object s motion in terms of distance and time Describe Motion I will describe an object s motion in terms of distance and time. Assessment of s Students will describe in writing an objects motion in terms of distance and time. What can change a marble s speed?, Unit C Tub, WB p Copyright 2006 FandL, Inc

26 FM2Db Describe how unbalanced forces acting on an object changes its speed (faster/slower), direction of motion, or both (need to clarify that unbalanced forces means any change in forces acting on an object) Describe how unbalanced forces acting on an object changes its speed, direction, or both. Describe Unbalanced forces I will describe how unbalanced forces acting on an object changes its speed, direction of motion, or both. Assessment of s Students will describe how unbalanced forces acting on an object changes its speed and direction. What happens when unseen forces act on an object? Flip Chart WB p Book, pp Diagnostic check, TG p Copyright 2006 FandL, Inc

27 FM2Dc Predict how the change in speed of an object (i.e., faster/slower/remains the same) is affected by the amount of force applied to an object and the mass of the object. How the change in speed is effected by the amount of force applied Predict I will predict how change in speed is affected by the amount of force applied. I will predict how change in speed is affected by the amount of force applied. Assessment of s Students will predict how the change in speed of an object is affected by force and mass of the object. How does incline affect motion? p.450 Graphic Organizer Copyright 2006 FandL, Inc

28 FM2Da Observe that balanced forces do not affect an object s motion (need to clarify that balanced forces means no change in forces acting on an object). Balanced forces do not affect an object s motion Observe Forces I will observe that balanced forces do not affect an object s motion. Assessment of s Students will observe that balanced forces do not affect an objects motion. What happens when uneven forces act on an object? Flip Chart WR pp Book pp Diagnostic check to p.443 Tug of war Copyright 2006 FandL, Inc

29 FM2Ab Describe and compare forces (measured by a spring scale in Newton s)applied to objects in a single line. Describe and compare forces applied to objects in a single line. Describe Compare Forces I will describe and compare forces applied to objects in a single line. Assessment of s Students will describe and compare forces applied to objects in a single line. Science book, pp Newton Experiment Graphic Organizer Copyright 2006 FandL, Inc

30 FM2Ad Compare the forces (measured by a spring scale in Newton s) required to overcome friction when an object moves over different surfaces (i.e., rough/smooth) Compare the forces required to overcome friction when an object moves over different surfaces Compare Force Friction I will compare the forces required to overcome friction when an object moves over different surfaces. Assessment of s Students will compare the forces required to overcome friction when an object moves over different surfaces. How does friction affect motion? Chap. 15, WB pp Venn diagram Copyright 2006 FandL, Inc

31 FM2Ba Determine the gravitational pull of the Earth on an object (weight) using a spring scale. Determine the gravitational pull of the Earth on an object Determine Gravitational pull Spring scale I will determine the gravitational pull of the earth on an object using a spring scale. Assessment of s Students will determine and write about the gravitational pull of the Earth on an object. Science book, pp Diagnostic check, book p Copyright 2006 FandL, Inc

32 ME1Ba Identify water as a solvent that dissolves materials (do NOT assess the term solvent) Identify water as a solvent that dissolves materials Identify Solvents Dissolves I will identify water as a solvent that dissolves materials. Assessment of s Students will identify in writing water as a solvent that dissolves materials. Salt in water activity Kool-Aid Mixture activity Oil and Water activity Copyright 2006 FandL, Inc

33 ME1Bb Observe and describe how mixtures are made by combining solids or liquids, or a combination of these. How mixtures are made by combining solids or liquids Observe Describe Observe Combination Mixtures I will observe and describe how mixtures are made by combining solids or liquids. Assessment of s Students will observe and describe in writing how mixtures are made. How can you change the properties of glue? Tub, Unit C, WB p.135 Oobleck, p.141 Flip Chart activity Make trail mix Copyright 2006 FandL, Inc

34 ME1Bc Distinguish between the components in a mixture/solution (e.g., trail mix, conglomerate rock, salad, soil, salt water) Distinguish between the components in a mixture/solution Distinguish Mixture Solution I will be able to distinguish between the components in a mixture/solution. Assessment of s Students will distinguish between the components in a mixture/solution. Make trail mix Book activity, p.329 Components of a mixture Copyright 2006 FandL, Inc

35 ME1Bd Describe ways to separate the components of a mixture/solution by their properties (i.e., sorting, filtration, magnets, screening) Separate the components of a mixture/solution by their properties Describe Components Properties Screening Mixture Solution Filtration I will describe how to separate the components of a mixture and solution by their properties. Assessment of s Students will describe ways to separate the components of a mixture/solution by their properties. Book activity, p.329 Components of a mixture Separate the mixture in previous activity, p Copyright 2006 FandL, Inc

36 ME1Ad Classify types of materials (e.g., water, salt, sugar, iron filings, salt water) into like substances (materials that have specific physical properties) or mixtures of substances by using their characteristic properties. Classify materials into like substances by characteristic properties Classify Substances Mixture I will be able to classify types of materials into like substances or mixtures by using their characteristic properties. Assessment of s Students will classify given objects into like substances by using their characteristic properties. Float or sink activity Material classification Copyright 2006 FandL, Inc

37 ME1Ac Identify situations where no two objects can occupy the same space at the same time (e.g., water level rises when an object or substance such as a rock is placed in a quantity of water. Situations where no two objects can occupy the same space at the same time Identify Situation Substance I will identify situations where no two objects can occupy the same space at the same time. Assessment of s Students will identify situations where no two objects can occupy the same space at the same time. What properties cause liquids to form layers? Unit C Tub, WB p.133 Science book, p.325 activity Copyright 2006 FandL, Inc

38 ME1Ab Describe and compare the volumes (the amount of space an object occupies) of objects using a graduated cylinder. Describe and compare the volumes of objects using a graduated cylinder. Describe Compare Volume Graduated cylinder I will describe and compare the volumes of objects using a graduated cylinder. Assessment of s Students will describe and compare the volumes of objects using a graduated cylinder. Science book, p.325 activity Copyright 2006 FandL, Inc

39 ME1Ib Observe that the total mass of a material remains constant whether it is together, in parts, or in a different state. The total mass of a material remains constant in any state. Observe Constant State I will observe that the total mass of a material remains constant in any state. Assessment of s Students will observe that the total mass of a material remains constant whether it is together, in parts, or in a different state. Compare, measure, and combine TG, C6, Book 2 Water observation activity Copyright 2006 FandL, Inc

40 ME1Aa Describe and compare the masses (the amount of matter in an object) of objects to the nearest gram using balances. Describe/compare masses of objects to nearest gram Describe Compare Gram Mass Balances I will describe and compare the masses of objects to the nearest gram using balances. Assessment of s Students will describe and compare the masses of objects to the nearest gram using balances. Science book, p.322, experiment Gram Balance Copyright 2006 FandL, Inc

41 ME2Aa Construct and diagram a complete electric circuit by using a source (e.g., battery) means of transfer (e.g., wires), and receiver (e.g., resistance bulbs, motors, fans) Construct and diagram a complete electric circuit Construct Diagram Electric circuit Transfer Receiver Source I will be able to construct and diagram a complete electric circuit by using a source, means of transfer, and receiver. Assessment of s Students will construct and create a diagram showing a complete electric circuit. Science book, pp , Path Finder experiment Electric Current activity Copyright 2006 FandL, Inc

42 ME2Ab Observe and describe the evidence of energy transfer in a closed series circuit (e.g., lit bulb, moving motor, fan) Observe and describe the evidence of energy transfer in a closed series circuit Observe Describe Energy transfer Closed series circuit I will observe and describe the evidence of energy transfer in a closed series circuit. Assessment of s Students will observe and describe the evidence of energy transfer in a closed series circuit. Path finder experiment Electric current activity Copyright 2006 FandL, Inc

43 ME2Ac Classify materials as conductors or insulators of electricity when placed within a circuit (e.g., wood, pencil lead, plastic, glass, aluminum foil, lemon juice, air, water) Materials as conductors or insulators of electricity when in a circuit Classify Conductors Insulators Circuit I will classify materials as conductors or insulators of electricity when in a circuit. Assessment of s Student will be able to classify materials as conductors or insulators. Conductor or insulator experiment Graphic organizer about experiment Copyright 2006 FandL, Inc

44 ME2Fa Identify the evidence of energy transformations (temperature change, light, sound, motion, and magnetic effects) that occur in electrical circuits. Evidence of energy transformations that occur in electrical circuits Identify Electrical circuits Transformations Evidence I will identify the evidence of energy transformations that occur in electrical circuits. Assessment of s Students will identify the evidence of energy transformations that occur in electrical circuits. What is an electromagnet Chapter 13, Unit C Tub Book pp Extended vocabulary TG p.289, Scaffold questions Copyright 2006 FandL, Inc

45 SI1Be Judge whether measurements and computation or quantities are reasonable. Measurements and computation of quantities are reasonable. Judge Measurements Computations Quantities Reasonable I will be able to judge whether measurements and computations are reasonable. Assessment of s Students will make a presentation on a topic being taught to show the reasonableness of data. Compare data from experiment with another student. Write about data collected from experiment Copyright 2006 FandL, Inc

46 SI1Bd Compare amounts/measurements. Amounts by measurements Compare Amount Measurement I will compare by measuring. Assessment of s Students will compare amounts/measurements using a variety of tools based on the topic being taught. Work in groups to compare data gathered on topic being taught Graph data to show comparison on amounts/measurements on topic being taught Copyright 2006 FandL, Inc

47 SI1Bc Measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume to the nearest milliliter, weight to the nearest Newton. Length Temperature Centimeter Volume Grams Weight Measure Grams Celsius Milliliter Centimeter Degrees Volume Weight Newton Mass I will measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, volume using milliliter, and weight to the nearest Newton. Assessment of s Students will use a variety of measuring instruments to make observations related to the topic investigated. Brainstorm ideas related to a topic and create a KWL (questions) Record data on topic being investigated using a variety of measuring instruments. Create and conduct an experiment and record data from the experiment Copyright 2006 FandL, Inc

48 SI1Bb Make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, spring scale. Observations using simple tools Make Observations Hand lenses Balances Magnets Graduated cylinders Thermometers Metric rulers Spring scale I will make observation using hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders, and spring scales. Assessment of s Students will use a variety of tools to make observations based on the content being taught. Use a variety of tools to observe and investigate the topic being taught. (group activity) Create a chart to show similarities and differences of topic being taught. Perform an investigation using the tools provided and record the data. Present data to the class on topic being taught Copyright 2006 FandL, Inc

49 SI1Ba Make qualitative observations using the five senses. Qualitative observations using senses Make Observations Senses I will use the five senses to observe. Assessment of s Students will make qualitative observations using their five senses based on the content being taught. Brainstorm ideas related to topic and create a five senses chart. Create a graph to show observations based on topic. Each group present orally their observations Copyright 2006 FandL, Inc

50 SI1Ab Recognize the characteristics of a fair and unbiased test. Fair and unbiased test Recognize Unbiased I will be able to recognize the characteristics of a fair and unbiased test. Assessment of s Students will recognize the characteristics of a fair and unbiased test. Brainstorm ideas related to topic and create a KWL. Work in groups to research topic and group will come up with a fair test to answer a question. On this topic group will plan and conduct a fair and unbiased test to answer a question Copyright 2006 FandL, Inc

51 SI1A Conduct a fair test to answer a question. A test to answer questions Conduct Conduct Fair I will plan and conduct a fair test to answer a question. Assessment of s Students will plan and conduct a fair test to answer a question related to the topic investigated. Brainstorm ideas related to topic and create a KWL (questions) Work in groups to research topic and group will come up with a fair test to answer a question. On this topic group will plan and conduct a fair test to answer a question Copyright 2006 FandL, Inc

52 SI1Aa Formulate testable questions and explanation (hypotheses) Formulate testable questions and explanation Formulate Hypotheses Testable I will be able to formulate testable questions and explanations. Assessment of s Students will formulate testable questions and explanations. Before conducting an experiment, students will formulate a testable question. After completing an experiment, students will create a reasonable explanation Copyright 2006 FandL, Inc

53 SI1Cb Use data as support for observed patterns and relationships, and to make predictions to be tested. Use data as support for patterns to make predictions to be tested. Observe Compare Data Predictions I will be able to use data as support for observed patterns to make predictions. Assessment of s Students will make prediction about a topic being taught and describe and write about their findings and conclusions. In group, predict the outcome of an experiment. Give proof to group the reasons for your predictions. After experiment, write about the findings, discuss with group if prediction were correct Copyright 2006 FandL, Inc

54 SI1C Evaluate the reasonableness of an explanation. Evaluate Reasonableness Explanation Evaluate Reasonableness I will be able to evaluate whether an answer is reasonable. Assessment of s Students will write three questions to evaluate the reasonableness of an explanation based on the topic being taught. Record data from experiment. Compare date with group to evaluate reasonableness of results. Write questions about the data collected to better understand information collected Copyright 2006 FandL, Inc

55 SI1Cd Analyze whether evidence supports proposed explanations. Evidence supports proposed explanations Analyze Evidence I will be able to analyze whether an explanation is reasonable. Assessment of s Students will prove in writing that the explanation of data on topic being discussed supports the results. After completing an experiment, students will brainstorm ideas related to the topic, are things making sense? Go over results of data collected. Discuss with group if explanations are reasonable Copyright 2006 FandL, Inc

56 SI1Ca Use quantitative and qualitative data as support for reasonable explanation. Quantitative and qualitative data as support for reasonable explanations Compare Observe Quantitative Qualitative Data I will be able to use quantitative and qualitative data to support reasonable explanations. Assessment of s Students will use quantitative and qualitative data as support for reasonable explanations based on the topic being taught. Brainstorm ideas related to topic Create a graph to show observations based on topic Copyright 2006 FandL, Inc

57 SI1Da Communicate the procedures and results of investigations and explanations through: oral presentations drawings and maps data tables graph (bar, single line, pictograph) writings Use: oral presentations drawing/maps data tables graphs writings Describe Oral presentation Data Table Writing Graph-bar Single line Drawing Map Pictograph I will be able to explain my results using writings, graph, data tables, drawing and maps, or oral presentations. Assessment of s Students will be able to record data from the topic being presented in various forms. (writings, graphs, drawings, maps, oral, data tables) Use a variety of data collection forms to record data from topic being taught. Choose one data collection form to prepare to share your information with the class. Compare data with another student, report on data Copyright 2006 FandL, Inc

58 ST1Ca Identify how the effects of inventions or technological advances (e.g., different types of light bulbs, semiconductors/integrated circuits and electronics, satellite imagery, robotics, communication, transportation, generation of energy, renewable materials) may be helpful, harmful, or both. How the effects of inventions or technological advances Identify Inventions Technological advances I will identify how the effects of inventions or technological advances may be helpful, harmful, or both. Assessment of s Students will identify in writing how a technological advance may be helpful, harmful, or both. Choose a technological advance to research. Find out if it is harmful, helpful, or both. Organize your data to be presented to another student or teacher. Graphic organizer, Step-up to Writing format Copyright 2006 FandL, Inc

59 ST1Aa Design and construct an electrical device, using materials and/or existing objects, that can be used to perform a task. An electrical device, using materials and/or existing objects that can be used to perform a task. Design Construct Electrical device I will design and construct an electrical device. Assessment of s Students will design and construct an electrical device. Students will create batteries, wires, and light bulbs to create a circuit. Students will design a circuit to be buildt Copyright 2006 FandL, Inc

60 ST1Ba Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers0 Technology has helped scientists Describe Observe Technology Magnifier Telescope Stethoscope Balances Microscope Thermometer Computer I will be able to describe how technology has helped scientists. Assessment of s Students will use a graphic organizer to describe how new technologies have helped scientists make better observations and measurements for investigations. Choose an instrument to research. Find out how the instrument has helped make the work of scientists easier. Organize researched data into something to be presented to another student or the teacher. graphic organizer, Step-up to Writing format etc Do a comparison of the instrument you researched and an older form of the instrument or how the instrument has worked Copyright 2006 FandL, Inc

61 ST2Aa Research biographical information about various scientist and investors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology. Research biographical information about scientists and inventors Research Describe Biography I will be able to research scientists and inventors and tell how their contributions have been helpful. Assessment of s Students will present biographical information about a scientist (and their contributions) either orally or in writing. Choose a scientist to research and collect information about the scientist. Write about your scientist, giving facts and important information about their contribution to their field. Present the information to the class in written or oral form Copyright 2006 FandL, Inc

62 ST3Aa a. Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) Problem scenario to be solved by a group Identify Scenario I will be able to help solve a problem working with a group. Assessment of s Students will be given a question on topic being taught and will need to work with their group to solve a problem. Brainstorm with the group to come up with ideas to solve the problem presented Using all members of your group, come up with more than one possible way to solve the problem Copyright 2006 FandL, Inc

63 ST3Ab Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member. Solve a problem as a group Identify Due credit I will be able to work with a group successfully to solve a problem. Assessment of s Students will be given a question on topic being taught and will need to work with their group to solve the problem. Brainstorm with the group to come up with ideas to solve the problem presented Work with the group to solve the problem making sure all members of group are contributing Copyright 2006 FandL, Inc

64 EC3Cb Identify specialized structures and senses and describe how they help animals survive in their environment (e.g., antennae, body covering, teeth, beaks, whiskers, appendages) Assessment of s Copyright 2006 FandL, Inc