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Commercial Township School District Content Area Science
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Unit Sequence, Part A How can evidence of the effects of weathering or the rate of erosion by water ice wind or vegetation be observed or measured. Concepts Formative Assessment, Cause and effect relationships are routinely identified tested and. Students who understand the concepts are able to,used to explain change. Identify test and use cause and effect relationships in order to explain. Water ice wind living organisms and gravity break rocks soils and. change Make observations and or measurements to produce data to serve as. sediments into smaller particles and move them around. the basis for evidence for an explanation of a phenomenon. Rainfall helps to shape the land and affects the types of living things. Make observations and or measurements to produce evidence of the effects. found in a region, of weathering or the rate of erosion by water ice wind or vegetation. Living things affect the physical characteristics of their regions. Note Assessment is limited to a single form of weathering or erosion. Examples of variables to test could include,Angle of slope in the downhill movement of water.
Amount of vegetation Speed of the wind, Relative rate of deposition Cycles of freezing and thawing of. Cycles of heating and cooling Volume of water flow. Formative assessments may include, Pre assessments Labs Quizzes Project and problem based learning. activities Graphic organizers Short research projects Collaborative learning. projects Formative checks whiteboards T F vote with your feet thumbs up or. thumbs down Exit Tickets, Unit Resources District School Summative Assessments. Scott Foresman Science Chapter 9 Lessons 1 2 2 3 days Summative Assessment 1. Directed Inquiry p 260 How can you observe a mineral wear away. Standards 4 ESS2 1 Type Lab Overview Through this hands on activity students. explore different forms of erosion chemical water wind glacier and temperature. Glaciers Water and Wind Oh My This hands on activity allows. They will rotate through stations and model each type of erosion on rocks soils and. students to explore five earth forces that may cause erosion as they. minerals Students will record observations and discuss the effects of erosion on the. model observe and record the effects of erosion on earth surfaces. Earth s landscape, Stations include demonstrations of chemical wind water ice and heat. forces as they affect weathering Students use materials such as water soil and rocks to model erosion. Bill Nye Video Erosion Bill Nye The Science Guy presents a video Rubric http www cpalms org Public PreviewResourceUpload Preview 13474 This. describing the effects of weathering wind water ice on landforms link brings you to a page with links for an entire weathering unit The first link is the. Bryce Canyon is used as an example of the ways in which freezing rubric for a science notebook. water plant roots and wind weather the earth s surface creating the. means for erosion Students in video simulate effects of weathering. which can be duplicated in a classroom setting Nye also emphasizes Resources. the passage of time in millions of years as he explains the slower https www teachengineering org activities view cub earth lesson5 activity1 OR. erosive effects of certain types of weathering 26 min 1 day Decide as a grade level which to use as a summative. Gary s Sand Journal This book allows students to observe illustrations. Summative Assessment 2, of magnified sand particles with guided dialogue from an earth.
scientist who discusses sand origins This book can be used to Standards 4 ESS2 1 3 5 ETS1 2 Type Lab Overview Through this hands on activity. introduce students to types of sand explain how earth processes were students explore different forms of weathering and erosion by plants wind water. responsible for their creation and discuss the work of earth scientists and ice Coastal erosion is also explored Students keep a science notebook and. After reading this book students may use it as a resource when make observations They will design a model showing how humans can slow erosion. examining their own sand samples They could list properties discuss. Rubric http www cpalms org Public PreviewResourceUpload Preview 13474 This. sand origins and illustrate samples in a science journal. link brings you to a page with links for an entire weathering unit The first link is the. rubric for a science notebook, Weather and Erosion Sorting Activity 1 day Resources http www cpalms org Public PreviewResourceUpload Preview 13474. https drive google com drive u 0 folders 1ELzxJnsDw2NrWnyfn4N8okIXcYDI This link has several links for an entire weathering unit As a grade level we will. HQrB ogsrc 32 decide which lab to complete as a summative assessment. Weathering Erosion Deposition worksheet chart 1 day. https drive google com drive u 0 folders 1ELzxJnsDw2NrWnyfn4N8okIXcYDI. HQrB ogsrc 32,Weathering and Erosion Quiz 1 day, https drive google com drive u 0 folders 1ELzxJnsDw2NrWnyfn4N8. okIXcYDIHQrB ogsrc 32,Unit Sequence, Part B What can rock formations tell us about the past. Concepts Formative Assessments, Science assumes consistent patterns in natural systems Support explanations using patterns as evidence. Patterns can be used as evidence to support an explanation Identify the evidence that supports particular points in an explanation. Local regional and global patterns of rock formations reveal Identify evidence from patterns in rock formations and fossils in rock layers to. changes over time due to earth forces such as earthquakes support an explanation for changes in a landscape over time. The presence and location of certain fossil types indicate the order in Note Assessment does not include specific knowledge of the mechanism of rock. which rock layers were formed formation or memorization of specific rock formations and layers Assessment is. limited to relative time,Examples of evidence from patterns could include.
Rock layers with marine shell fossils above rock layers with plant fossils and. no shells indicating a change from land to water over time. A canyon with different rock layers in the walls and a river in the. bottom indicating that over time a river cut through the rock. Formative assessments may include, Pre assessments Labs Quizzes Project and problem based learning. activities Graphic organizers Short research projects Collaborative learning. projects Formative checks whiteboards T F vote with your feet thumbs up or. thumbs down Exit Tickets,Interdisciplinary Connections. English Language Arts Literacy To support integration of the language arts standards in this unit students can read content specific texts to deepen their. understanding of the cause and effect relationships within earth systems As they read students should take notes which can be used to help them understand and. explain how earth processes affect the world around them They should ask questions such as What types of soil erode faster Why do some rocks weather more. easily or more quickly than others What patterns of change can be observed using models As they attempt to answer these questions students can cite evidence. from observations and from texts to support their thinking In addition students can conduct short research projects that will help them gather additional evidence. to support explanations Throughout this unit students should collect and record data in science journals and analyze the data to identify patterns of change. Mathematics To support integration of the Mathematics standards into this unit students are expected to use mathematics when analyzing quantitative data to. identify patterns explain cause and effect relationships and make predictions Students need opportunities to measure earth materials using tools such as balances. and graduated cylinders and to measure distances and heights using rulers or tape measures Students should also be required to solve problems involving. measurement and data,Future Learning,Grade 5 Unit 4 Water on Earth. Nearly all of Earth s available water is in the ocean Most freshwater is in glaciers or underground only a tiny fraction is in streams lakes wetlands. and the atmosphere,Grade 5 Unit 5 Earth Systems, Earth s major systems are the geosphere solid and molten rock soil and sediments the hydrosphere water and ice the atmosphere air and the. biosphere living things including humans These systems interact in multiple ways to affect Earth s surface materials and processes The ocean supports a variety of. ecosystems and organisms shapes landforms and influences climate Winds and clouds in the atmosphere interact with the landforms to determine patterns of. Prior Learning,Grade 2 Unit 4 The Earth s Land and Water.
Water is found in the ocean rivers lakes and ponds Water exists as solid ice and in liquid form. Maps show where things are located One can map the shapes and kinds of land and water in any area. Grade 2 Unit 5 Changes to Earth s Land,Wind and water can change the shape of the land. Modifications, Modifications for not only special education students but for English Language learners students at risk for school failure and gifted students Modifications may. Structure lessons around questions that are authentic relate to students interests social family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings e g multisensory techniques auditory visual aids pictures. illustrations graphs charts data tables multimedia modeling. Provide opportunities for students to connect with people of similar backgrounds e g conversations via digital tool such as SKYPE experts from the. community helping with a project journal articles and biographies. Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures e g multiple. representation and multimodal experiences, Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their. understandings, Use project based science learning to connect science with observable phenomena. 21st Century Themes and Skills, Global Awareness Financial Business Entrepreneurial Literacy Civic Literacy Environmental Literacy Health Literacy Creativity Innovation Communication.
Collaboration Media Literacy Critical Thinking Problem Solving Information Literacy Information Communication Technology Life Career Skills. Commercial Township School District,Content Area Science. Unit 2 Earth Processes,Unit Duration 10 Days,Unit Summary. Is it possible to engineer ways to protect humans from natural Earth. In this unit of study students apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of natural Earth. processes on humans In order to describe patterns of Earth s features students analyze and interpret data from maps The crosscutting concepts of patterns cause. and effect and the influence of engineering technology and science on society and the natural world are called out as organizing concepts for these disciplinary core. ideas Students are expected to demonstrate grade appropriate proficiency in planning and carrying out investigations analyzing and interpreting data and. constructing explanations and designing solutions Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on 4 ESS2 2 4 ESS3 2 3 5 ETS1 2 and 3 5 ETS1 3. Student Learning Objectives, Analyze and interpret data from maps to describe patterns of Earth s features 4 ESS2 2. Maps can include topographic maps of Earth s land and ocean floor as well as maps of the locations of mountains continental boundaries volcanoes and. earthquakes, Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans 4 ESS3 2. Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity Assessment Boundary Assessment is. limited to earthquakes floods tsunamis and volcanic eruptions. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be. improved 3 5 ETS1 3, Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem 3 5 ETS1 2.
Unit Sequence, Part A What can maps tell us about the features of the world. Concepts Formative Assessment, Patterns can be used as evidence to support an explanation. Students who understand the concepts are able to, Maps can help locate the different land and water features of Earth. Support an explanation using patterns as evidence, The locations of mountain ranges deep ocean trenches ocean floor Analyze and interpret data to make sense of phenomena using logical. structures earthquakes and volcanoes occur in patterns reasoning. Analyze and interpret data from maps to describe patterns of Earth s. Most earthquakes and volcanoes occur in bands that are often along the. features Maps can include,boundaries between continents and oceans.
Topographic maps of Earth s land, Major mountain chains form inside continents or near their edges. Topographic maps of Earth s ocean floor,Locations of mountains. Locations of continental boundaries,Locations of volcanoes and earthquakes. Formative assessments may include, Pre assessments Labs Quizzes Project and problem based learning. activities Graphic organizers Short research projects Collaborative learning. projects Formative checks whiteboards T F vote with your feet thumbs up or. thumbs down Exit Tickets, Unit Resources District School Summative Assessments.
Scott Foresman Science Chapter 7 Lessons 1 2 2 3 days Summative Assessments In correlation with the NGSS students must demonstrate. Directed Inquiry p 212 How can you observe a mineral wear away the following as summative assessments. Analyze and interpret data from maps to describe patterns of Earth s. Guided Inquiry p 226 Where is the hurricane going 1day. features 4 ESS2 2,Ranking Hurricanes Math in Science p 228 1day. DLESE Earth Science Literacy Maps are a tool for teachers and students Identify evidence from patterns in rock formations and fossils in rock layers. to find resources that relate to specific Earth science concepts These to support an explanation for changes in a landscape over time 4 ESS1 1. maps illustrate connections between concepts and how they build Other summative assessments will include but are not limited to projects. upon one another across grade levels Clicking on a concept within the summative tests lab skills demonstrations and vocabulary quizzes. maps will show DLESE resources related to the concept as well as. information about related AAAS Project 2061 Benchmarks and. National Science Education Standards, Earthquakes in the Classroom Students investigate which building. types are structured to withstand earthquake damage They take on. the role of engineers as they design their own earthquake resistant. buildings then test them in a simulated earthquake activity Students. also develop an appreciation for the job of engineers who need to. know about earthquakes and their causes in order to design resistant. buildings This lesson is one of several in the Earthquakes Rock unit. provided by the Teach Engineering site The unit URL listed here is. not being reviewed for the Performance Expectation listed It is offered. as a supplemental concept and lesson background aid for teachers. https www teachengineering org view activity php url collection c. ub activities cub natdis cub natdis lesson03 xml, Engineering for the Three Little Pigs This activity helps to demonstrate. the importance of rocks soils and minerals in engineering and how. using the right material for the right job is important The students. build 3 different sand castles composed of varying amounts of sand. water and glue The buildings in this lesson are made of sand and. glue sand being a soil and glue being composed of different minerals. They then test them for strength load bearing and resistance to. weathering The students will then compare possible solutions and. discuss how well each is likely to work while meeting the criteria and. constraints of the problem The students will be the engineers who. figure out which materials are best for the buildings they are making. taking into consideration all the properties of materials that are. discussed in the lesson,Unit Sequence, Part B In what ways can the impacts of natural Earth processes on humans be reduced. Concepts Formative Assessment, Cause and effect relationships are routinely identified tested and.
Students who understand the concepts are able to,used to explain change. Engineers improve existing technologies or develop new ones to Identify and test cause and effect relationships in order to explain change. increase benefits decrease known risks and meet societal demands Generate multiple solutions to a problem and compare them based on how. A variety of hazards result from natural processes e g earthquakes well they meet the criteria and constraints of the design solution. floods tsunamis volcanic eruptions Plan and carry out fair tests in which variables are controlled and failure. Humans cannot eliminate the hazards but they can take steps to points are considered to identify aspects of a model or prototype that can. reduce their impacts be improved, Research on a problem should be carried out before beginning to. Formative assessments may include,design a solution. Testing a solution involves investigating how well it performs under a Pre assessments. range of likely conditions Labs, At whatever stage communicating with peers about proposed Quizzes. solutions to a problem is an important part of the design process and Project and problem based learning activities. shared ideas can lead to improved designs Graphic organizers. Tests are often designed to identify failure points or difficulties which Short research projects. suggest the elements of the design that need to be improved Collaborative learning projects. Different solutions need to be tested in order to determine which of Formative checks whiteboards T F vote with your. them best solves the problem given the criteria and the constraints feet thumbs up or thumbs down. Exit Tickets, Unit Resources District School Summative Assessments.
Summative Assessments In correlation with the NGSS students must demonstrate. the following as summative assessments, Generate and compare multiple solutions to reduce the impacts of natural. Earth processes on humans, Assessment is limited to earthquakes floods tsunamis and volcanic. eruptions Examples of solutions could include Designing an. earthquake resistant building Improving monitoring of volcanic activity. Generate multiple possible solutions to a problem and compare them based. on how well each is likely to meet the criteria and constraints of the. Plan and conduct an investigation collaboratively to produce data to serve. as the basis for evidence using fair tests in which variables are controlled. and the number of trials considered, Other summative assessments will include but are not limited to projects. summative tests lab skills demonstrations and vocabulary quizzes. Interdisciplinary Connections, English Language Arts To support integration of the CCSS for English Language Arts. In this unit students should have access to multiple sources of information about Earth s features and earth processes Students should have opportunities to read. analyze and interpret information from nonfiction text charts graphs diagrams timelines and interactive elements on the Internet Students use this information. along with data they collect during investigations to help explain both orally and in writing the patterns they observe in the features of the Earth and in the natural. hazards that occur on the Earth As students engage in the engineering design process they need opportunities to conduct research to build their understanding of. how earth processes affect humans and to find examples of ways in which engineers reduce the effect of volcanic eruptions earthquakes floods and tsunamis. Students should take notes as they read and summarize or paraphrase their notes to support their work throughout the engineering design process In addition. students should provide a list of sources when using this type of information. Mathematics, Use measurements to determine how far earthquakes and volcanoes tend to occur from continental boundaries Analyze data to determine patterns of change that.
occur in areas where volcanoes erupt earthquakes occur and in flood zones Reason abstractly and quantitatively to draw diagrams to build scale models. Analyze timelines charts and graphs to determine patterns in Earth s features and patterns of change caused by earth processes Reason abstractly and. quantitatively when discussing the effects of an earth process on humans For example on average 3 000 lives are lost every year due to tsunamis When early. warning systems are in place fewer than 1 000 lives are lost annually Analyze constraints on materials time or cost to in order to determine criteria for design. Future Learning,Grade 5 Unit 4 Water on the Earth, Nearly all of Earth s available water is in the ocean Most freshwater is in glaciers or underground only a tiny fraction is in streams lakes wetlands and the. atmosphere,Prior Learning,Grade 2 Unit 4 The Earth s Land and Water. Maps show where things are located One can map the shapes and kinds of land and water in any area. Water is found in the ocean rivers lakes and ponds Water exists as solid ice and in liquid form. Modifications, Modifications for not only special education students but for English Language learners students at risk for school failure and gifted students may include. Structure lessons around questions that are authentic relate to students interests social family background and knowledge of their community Provide. students with multiple choices for how they can represent their understandings e g multisensory techniques auditory visual aids pictures illustrations. graphs charts data tables multimedia modeling, Provide opportunities for students to connect with people of similar backgrounds e g conversations via digital tool such as SKYPE experts from the. community helping with a project journal articles and biographies. Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures e g multiple. representation and multimodal experiences, Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their.
understandings, Use project based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community based issue. Provide ELL students with multiple literacy strategies. Collaborate with after school programs or clubs to extend learning opportunities. Restructure lesson using UDL principals h ttp www cast org our work about udl html VXmoXcfD UA. 21st Century Themes and Skills, Global Awareness Financial Business Entrepreneurial Literacy Civic Literacy Environmental Literacy Health Literacy Creativity Innovation Communication. Collaboration Media Literacy Critical Thinking Problem Solving Information Literacy Information Communication Technology Life Career Skills. Commercial Township School District,Content Area,Unit 3 Structure and Function. Unit Duration 10 Days,Unit Summary, How do the internal and external parts of plants and animals support their survival growth behavior and reproduction. In this unit of study students develop an understanding that plants and animals have internal and external structures that function to support survival growth. behavior and reproduction The crosscutting concepts of systems and system models are called out as organizing concepts for this disciplinary core idea Students. are expected to demonstrate grade appropriate proficiency in engaging in argument from evidence Students are also expected to use this practice to demonstrate. understanding of the core idea,This unit is based on 4 LS1 1.
Student Learning Objectives, Construct an argument that plants and animals have internal and external structures that function to support survival growth behavior and reproduction. Examples of structures could include thorns stems roots colored petals heart stomach lung brain and skin Assessment Boundary Assessment is limited to. macroscopic structures within plant and animal systems. Unit Sequence, Part A How do internal and external parts of plants and animals help them to survive grow behave and reproduce. Concepts Formative Assessment, A system can be described in terms of its components and their. Students who understand the concepts are able to,interactions. Describe a system in terms of its components and their interactions. Plants and animals have both internal and external structures that Assessment is limited to macroscopic structures within plant and animal. serve various functions in growth survival behavior and systems Examples of structures could include. reproduction,Thorns Heart,Stems Stomach,Roots Lung.
Colored petals Brain,Formative assessments may include. Pre assessments Labs Quizzes Project and problem based learning. activities Graphic organizers Short research projects Collaborative learning. projects Formative checks whiteboards T F vote with your feet thumbs up or. thumbs down Exit Tickets, Unit Resources District School Summative Assessments. Scott Foresman Science Chapter 1 Lessons 1 5 5 7 days Summative Assessments In correlation with the NGSS students must demonstrate. Scott Foresman Science Chapter 2 Lessons 1 4 4 5 days the following as summative assessments. Scott Foresman Science Chapter 5 Lessons 1 4 4 days. Construct an argument with evidence data and or a model. Symmetry in Nature Math in Science p 36 1 day, Construct an argument to support the claim that plants have internal and. Animal Mouth Structures In this lesson students gather evidence to. external structures that function to support survival growth behavior and. understand features that enable them to meet their needs In particular. reproduction, they examine the mouth structures of different animals to help them. understand how animals are adapted to obtain food in their environment Other summative assessments will include but are not limited to projects. summative tests lab skills demonstrations and vocabulary quizzes. Interdisciplinary Connections,English Language Arts.
Students use the evidence from their observations of plants and animals to support the claim that all organisms are systems with structures that function in growth. survival behavior and or reproduction Students need opportunities to observe plants and animals closely taking notes and drawing pictures so that they can. describe various structures and their functions,Mathematics. Students describe the symmetry that can be observed in an organism s structures For example the leaves of many plants and the bodies of many animals display. bilateral symmetry Students should be encouraged to draw each organism that they observe pointing out any structures that are symmetrical Students should also. trace lines of symmetry in their drawings to support their thinking In addition students can conduct research to determine whether the symmetry serves a function. in the growth reproduction or survival of the organism. Future Learning,Grade 7 Unit 4 Structure and Function. All living things are made up of cells which is the smallest unit that can be said to be alive An organism may consist of one single cell unicellular or many. different numbers and types of cells multicellular. Within cells special structures are responsible for particular functions and the cell membrane forms the boundary that controls what enters and leaves the. In multicellular organisms the body is a system of multiple interacting subsystems These subsystems are groups of cells that work together to form tissues. and organs that are specialized for particular body functions Con. Prior Learning, Grade 1 Unit 3 Mimicking Organisms to Solve Problems. All organisms have external parts Different animals use their body parts in different ways to see hear grasp objects protect themselves move from place. to place and seek find and take in food water and air Plants also have different parts roots stems leaves flowers fruits that help them survive and. Animals have body parts that capture and convey different kinds of information needed for growth and survival Animals respond to these inputs with. behaviors that help them survive Plants also respond to some external inputs. Modifications, Modifications for not only special education students but for English Language learners students at risk for school failure and gifted students may include. Structure lessons around questions that are authentic relate to students interests social family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings e g multisensory techniques auditory visual aids pictures. illustrations graphs charts data tables multimedia modeling. Provide opportunities for students to connect with people of similar backgrounds e g conversations via digital tool such as SKYPE experts from the. community helping with a project journal articles and biographies. Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures e g multiple. representation and multimodal experiences, Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their.
understandings, Use project based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community based issue. Provide ELL students with multiple literacy strategies. Collaborate with after school programs or clubs to extend learning opportunities. Restructure lesson using UDL principals h ttp www cast org our work about udl html VXmoXcfD UA. 21st Century Themes and Skills, Global Awareness Financial Business Entrepreneurial Literacy Civic Literacy Environmental Literacy Health Literacy Creativity Innovation Communication. Collaboration Media Literacy Critical Thinking Problem Solving Information Literacy Information Communication Technology Life Career Skills Stage 2. Assessment Evidence,Commercial Township School District. Content Area,Unit 4 How Organisms Process Information. Unit Duration 10 days,Unit Summary, How do animals use their perceptions and memories to make decisions 4 LS1 2 and 4 PS4 2.
In this unit of study students are expected to develop an understanding that plants and animals have internal and external structures that function to support. survival growth behavior and reproduction By developing a model they describe that an object can be seen when light reflected from its surface enters the eye. The crosscutting concepts of cause and effect systems and system models and structure and function are called out as organizing concepts for these disciplinary. core ideas Students are expected to demonstrate grade appropriate proficiency in developing and using models Students are expected to use these practices to. demonstrate understanding of the core ideas,Student Learning Objectives. Use a model to describe that animals receive different types of information through their senses process the information in their brain and respond to the. information in different ways 4 LS1 2 Emphasis is on systems of information transfer. Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen 4 LS4 2. Assessment does not include knowledge of specific colors reflected and seen the cellular mechanisms of vision or how the retina works. Unit Sequence, Part A How do animals receive and process different types of information from their environment in order to respond appropriately. Concepts Formative Assessment, A system can be described in terms of its components and its. Students who understand the concepts are able to,interactions. Different sense receptors are specialized for particular kinds of Describe a system in terms of its components and their interactions. information which may be then processed by the animal s brain Use a model to test interactions concerning the functioning of a natural. Animals are able to use their perceptions and memories to guide their system. actions Use a model to describe that animals receive different types of information. through their senses process the information in their brain and respond to. the information in different ways, Emphasis is on systems of information transfer Assessment does not.
include the mechanisms by which the brain stores and recalls information or. the mechanisms of how sensory receptors function, Unit Resources District School Summative Assessments. Pinhole Cameras and Eyes In this activity students make a pinhole Summative Assessment. camera and see images formed on an internal screen They then use a. Standards 4 LS1 1, lens to see how this affects the images Students investigate variables. in its construction and explore how it models the human eye s ability Type Exam Overview Students will synthesize information gathered throughout the. to receive and process information unit by completing the end of unit exam Students will be asked to prove animals. The Life of Environments This unit is designed to address the concept have internal and external structures that function to support survival growth. that organisms sense the environment in order to live It is a behavior and reproduction. far ranging and comprehensive unit that is designed to address. Rubric Resources Student science notebooks, multiple NGSS performance expectations 4 LS1 2 4LS1 2 4 PS3 2. 4 PS4 2 in seven explorative sections with an additional summative. assessment step,Unit Sequence, Part B What happens when light from an object enters the eye. Concepts Formative Assessment, Cause and effect relationships are routinely identified.
Students who understand the concepts are able to, An object can be seen when light reflected from its surface enters the. eyes Identify cause and effect relationships,Develop a model to describe phenomena. Develop a model to describe that light reflecting from objects and entering. the eye allows objects to be seen Assessment does not include knowledge. of specific colors reflected and seen the cellular mechanisms of vision or. how the retina works, Unit Resources District School Summative Assessments. Pinhole Cameras and Eyes Summative Assessment,Standards 4 LS1 2. Overview In this activity students make a pinhole camera and see images formed on. an internal screen They then use a lens to see how this affects the images Students. investigate variables in its construction and explore how it models the human eye s. ability to receive and process information Students will draw models of how light. enters the human eye and relate this to the pinhole cameras. Resources http ngss nsta org Resource aspx ResourceID 88. Interdisciplinary Connections,English Language Arts.
Students should use text and online media resources when appropriate to help them understand how animals receive and process information they receive from the. environment and to develop a conceptual understanding of what happens when light reflects off objects and enters the eye They should also use visual displays to. enhance their observations and explanations of the concepts in this unit of study. Mathematics, Students should model with mathematics as they draw points lines line segments and angles to describe how light behaves when coming into contact with lenses. mirrors and other objects Students will also use points lines and angles when drawing pictures and diagrams that show how light reflects off objects and into the. pinhole viewer or into the human eye,Future Learning. Grade 7 Unit 4 Structure and Function, All living things are made up of cells which is the smallest unit that can be said to be alive An organism may consist of one single cell unicellular or many. different numbers and types of cells multicellular. Within cells special structures are responsible for particular functions and the cell membrane forms the boundary that controls what enters and leaves the. Grade 7 Unit 5 Body Systems, In multicellular organisms the body is a system of multiple interacting subsystems These subsystems are groups of cells that work together to form tissues. and organs that are specialized for particular body functions. Each sense receptor responds to different inputs electromagnetic mechanical chemical transmitting them as signals that travel along nerve cells to the. brain The signals are then processed in the brain resulting in immediate behaviors or memories. Grade 8 Unit 7 Electromagnetic Radiation, When light shines on an object it is reflected absorbed or transmitted through the object depending on the object s material and the frequency color.
The path that light travels can be traced as straight lines except at surfaces between different transparent materials e g air and water air and glass. where the light path bends, A wave model of light is useful for explaining brightness color and the frequency dependent bending of light at a surface between media However. because light can travel through space it cannot be a matter wave like sound or water waves. Prior Learning,Grade 1 Unit 4 Light and Sound, Objects can be seen if light is available to illuminate them or if they give off their own light. Some materials allow light to pass through them others allow only some light through and others block all the light and create a dark shadow on any surface. beyond them where the light cannot reach Mirrors can be used to redirect a light beam. Modifications, Modifications for not only special education students but for English Language learners students at risk for school failure and gifted students.


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A STUDY OF EDWARD TAYLOR'S LIFE AND BELIEFS AS ILLUSTRATED BY HIS MEDITATIONAL POETRY BY SUSAN L. LE FEBER IN FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE IN CONGREGATIONAL HISTORY AND POLITY BOSTON, 2002. There are two stories of Edward Taylor's life and work, which have taken place in two very different eras. The first begins with his life in the late seventeenth and early eighteenth ...

Juilliard415 With Juilliard Dance

Juilliard415 With Juilliard Dance

Notes on the Program by Robert Mealy JEAN-PHILIPPE RAMEAU Born September 25, 1683, in Dijon, France Died September 12, 1764, in Paris, France Jean-Philippe Rameau astonished his con - temporaries with a late blooming of spectac - ular talent that began when he composed his first opera, Hippolyte, at age 50. Never had so much sheer music been ...

nox praevelat notes - Justin Murphy-Mancini

nox praevelat notes Justin Murphy Mancini

cello -Throughout the piece, the cello should maintain a slow tremolando, an oscillation between the notes indicated by the large noteheads and the small auxiliary noteheads. The tremolando need not be even or consistent, but it should be continuous when not otherwise noted.