2015-2016
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Dawn Alves
Brad McFarland
Alexis Swittel
Earth - Space
Science
Regular and Honors
Curriculum Map
2015-2016
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Some maps may also contain other helpful information, such as:
•
•
•
•
•
•
•
Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards.
Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written
lab report with analysis and conclusion.
Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
Volusia Literacy Tasks (VLT): Each grade level has one Volusia Literacy task (VLT) for each nine week period. These literacy experiences have been
designed by teachers to provide common literacy activities that align to the curriculum across the district.
DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress
monitoring. The goal is to prepare students for the 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item
Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific
standards that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Earth Space Curriculum Map
Page 2
2015-2016
High School Weekly Curriculum Trace
2015
Earth Space
Env.
Science
Biology
1
Earth Space
Env.
Science
Biology
Chemistry
2016
What is
Biology?
10
Biology
Chemistry
Science Process
11
6
7
12
8
Earth as a System
Earth Environmental Systems
Human
Develop.
Human
Health
13
14
9
Plate Tectonics
Population Ecology
Water, Macromolecules, Enzymes
Atomic Theory and Structure
Weathering, Erosion, and Deposition
Cell Theory
Electrons & Modern Atomic Theory
15
16
The Ocean
17
18 (2016)
Weather
19 (2016)
Climate
Humans and the
Evolution and Community Ecology
Biomes and Aquatic Ecosystems
Environment
Cell
Structure &
Cell Membrane and Transport
Photosynthesis and Respiration
Cell Cycle, Mitosis, Meiosis
Function
Covalent Bonding &
The Periodic Table
Ionic Bonding & Nomenclature
Chemical Composition
Nomenclature
20
21
22
23
24
25
26
27
28
Space Exploration
Solar System
Biodiversity
30
31
32
33
34
Atmosphere and Climate Change
Matter and Energy
Interdependence
Plants
Gas Laws
Mechanisms of Change
Taxonomy
Energy Changes and Reaction Rates
Origin of the Universe
Non-Renewable and
Renewable Energy
States of Matter
Evidence
Evolution
Stoichiometry
Stars
Taxonomy
Water Resources
Genetics and Biotechnology
Chemical Reactions
29
Stars
Land Management
DNA and Protein Synthesis
Earth Space
Env.
Science
5
Earth’s Layers
Measurement and Lab Skills
Chemistry
2016
4
Introduction to Environmental Science
Earth Space
Env.
Science
Biology
3
Nature of Science
Chemistry
2015
2
Human Impact
Solutions and Equilibrium
35
36
37
Evolution
Review
Waste Management
Review
Review EOC
Administer
EOC
Acids and Bases
PLC Choice
Bridge Chem
Review
**Weeks 37-39 are set aside for course review and EOC administration.
Earth Space Curriculum Map
Page 3
2015-2016
2015-2016 Instructional Calendar
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Dates
Days
Quarter
Start 1st
Week
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
24 August - 28 August
5
31 August - 4 September
5
↑
7 September - 11 September
4
9
14 September - 18 September
5
Weeks
21 September - 25 September
4
↓
28 September - 2 October
5
5 October - 9 October
5
12 October - 16 October
5
End 1st
19 October - 23 October
4
Start 2nd
26 October - 30 October
5
2 November - 6 November
5
↑
9 November - 13 November
4
10
16 November - 20 November
5
Weeks
23 November - 24 November
2
↓
30 November - 4 December
5
7 December - 11 December
5
14 December - 18 December
5
4 January - 8 January
5
End 2nd
11 January - 15 January
4
* See school-based testing schedule for the course EOC administration time
38
39
Dates
18 January - 22 January
25 January - 29 January
1 February - 5 February
8 February - 12 February
15 February - 19 February
22 February - 26 February
29 February - 4 March
7 March - 11 March
14 March - 18 March
28 March - 1 April
4 April - 8 April
11 April - 15 April
18 April - 22 April
25 April - 29 April
2 May - 6 May
9 May - 13 May
16 May - 20 May
23 May - 27 May
Days
4
5
5
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
Start Review and Administer EOC*
30 May – 3 June
4
6 June – 7 June
2
Quarter
Start 3rd
↑
9
Weeks
↓
End 3rd
Start 4th
↑
11
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Earth Space Curriculum Map
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 4
2015-2016
Unit 1: The Nature of Science
Learning Targets and Skills
Nature of Science
Topics
Students will:
• describe science as both durable (long lasting) and robust (strongly supported by data through
experimentation) yet open to change
• understand scientific knowledge can change because it is often examined and reexamined by new
investigations and scientific argumentation
Students will:
• design a controlled experiment on an earth or space topic
• use tools (this includes the use of measurement in metric, and also the generation and interpretation of
graphical representations of data, including data tables and graphs)
• collect, analyze, and interpret data from the experiment to draw conclusions
• determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants, multiple trials (repetition) or large sample sizes,
bias, method of data collection, analysis, interpretation, and communication of results
• describe the difference between an observation and inference
• use appropriate evidence and reasoning to justify explanations to others
Students will:
• describe how similar investigations conducted throughout the world arrived at similar conclusions (carbon
dioxide levels, ice core samples, global average temperature increase, etc.)
• explain how scientific knowledge and reasoning provide an empirically-based perspective to inform
society’s decision making
Students will:
• cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the
inferences and thus the explanations they make about observations of natural phenomenon:
o Wegener was a climatologist who contributed to the geological science, and Newton was a
physicist who tried to be a farmer
• explain why competing interpretations of scientists are a strength of science because they are a source of
new, testable ideas that have the potential to add new evidence to support one or another of the
explanations
Honors:
1. Recognize that science is the systematic and organized inquiry that is derived from observations and
experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science
is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.)
2. Recognize that pseudoscience is a claim, belief, or practice, which is presented, as scientific, but does not
adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable
evidence, and the concept of falsification).
3. Determine if the phenomenon (event) can be observed, measured, and tested through scientific
experimentation.
Earth Space Curriculum Map
Week 1 – 2
Standards
Vocabulary
Observation
SC.912.N.2.4 Inference
Investigation
Test variable
(independent
variable)
SC.912.N.1.1 Outcome variable
(dependent
variable)
Control group
also
SC.912.N.1.4 Empirical evidence
Data analysis
Qualitative data
Quantitative data
Accuracy
Precision
Reliability
SC.912.N.1.5
Validity
SC.912.N.4.1
SC.912.N.2.5
Honors:
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.3
Page 5
2015-2016
Honors (cont.):
4. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation,
which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to
explain the data presented.
5. Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of
different costs and benefits, such as human, economic, and environmental.
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook Activities
SC.912.N.4.2
The Nature of Science Chapters 1.1, 1.2
Project Earth - Geology: Reading #5 (Careers in Geology)
Safari Montage - “The Eyes of Nye: Pseudoscience”
TED Talks: How simple ideas lead to scientific discoveries – Adam Savage
https://www.youtube.com/watch?v=F8UFGu2M2gM&feature=endscreen&NR=1
Volume 3 #12 (Doing Science)
1.
2.
3.
4.
5.
6.
All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Students can download the textbook on MP3 CD or smart phone the entire student edition. Available in Spanish.
Student One Stop CD-ROM can be copied and given to students.
Unit Videos DVD includes Earth Science Topics, Geology Field Trip and images from around the world.
Chapter Resource Files contains worksheets.
Teaching Transparencies are online to project.
Websites
EDMODO
Honors:
SC.912.N.1.3
Activities
The following resources can be found on EDMODO in the The Nature of Science folder:
Activity- 1st Day Wake Up
Activity- M&M Lab
Earth Space Curriculum Map
Page 6
2015-2016
Unit 2: Earth’s Layers
Learning Targets and Skills
Students will:
• differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction
with other zones:
Earth’s Layers
Structural Zones (Physical Layers)
Lithosphere
Asthenosphere
Mesosphere
Outer core
Inner core
Compositional Zones
Crust
Mantle
Core
Magnetic Field
Fundamental Forces
•
•
describe how seismic data is used to infer the composition of Earth’s interior
explain how heat transfers by means of convection currents in the mantle and how they interact with
the crust
Students will:
• describe how the four fundamental forces impact Earth systems:
o Gravity’s role as it relates to separation of layers
o Electromagnetism as it relates to the magnetic field
o The weak force in terms of radioactive decay
o The strong force in terms of holding atoms together
•
compare relative magnitudes and ranges of each force, i.e.
o gravity is weaker than the others but acts at larger distances while the weak and strong forces
act on the smallest distances but are also the strongest
•
explain why the Earth is separated into various layers of differing composition, i.e.
o each layer has a different density with gravity causing the layers to settle with the most dense
material at the center of the Earth
Students will:
• describe Earth’s magnetic field and its application to modern technology, such as:
o Earth’s magnetic field is attributed to circulating molten metal in Earth’s core
o electronic compass
•
Week 3 – 4
Standards
Vocabulary
Crust
Mantle
SC.912.E.6.1
Core
Lithosphere
Mesosphere
Asthenosphere
Magnetosphere
Electromagnetism
Gravity
Radioactive decay
Law of Gravitation
SC.912.P.10.20 Differentiation
SC.912.P.10.4
SC.912.P.10.10
SC.912.P.10.16
SC.912.N.3.5
describe the function of models in science, and identify the wide range of models used in science.
Earth Space Curriculum Map
Page 7
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
Earth’s Layers Chapter 2.1
Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?), Activity 11 (Convection)
Safari Montage - “Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,” “Magnetic Storm”
Earth’s core and Magnetic Fields: The mystery of Earth’s Core Explained
https://www.youtube.com/watch?v=XXTEWQdu3aE
Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10 (Is it a Model?)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
websites
EDMODO
The Geological
Society of America
Activities
The following resource can be found on EDMODO in the Earth’s Layers folder:
Activity – Label The Earth Diagram
Earth Space Curriculum Map
Page 8
2015-2016
Unit 3: Earth as a System
Learning Targets and Skills
Earth’s Spheres
Students will:
• differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
•
explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each
other, such as:
o polar ice caps melting increases the ocean water levels.
•
predict how changes in one Earth system will impact the other systems , such as:
o volcanic eruptions (geosphere) increase worldwide carbon dioxide levels (atmosphere)
Students will:
• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
o Florida’s concerns and plans for sea-level rising
Students will:
• describe the path matter and energy take as they move through the water and carbon
biogeochemical cycles.
Earth’s Cycles
•
Week 5 – 6
Standards
Vocabulary
Atmosphere
SC.912.E.7.3
Hydrosphere
Cryosphere
Geosphere
Biosphere
Biogeochemical
cycles
Water cycle
Carbon cycle
Open system
Closed system
SC.912.E.7.8
SC.912.E.7.1
explain why the amount of matter and energy is constant as they move through the biogeochemical
cycles, including:
o Earth is essentially a closed system
o energy cannot be created nor destroyed
Earth Space Curriculum Map
Page 9
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
Earth as a System Chapters 2.2, 15.1, 17.1, 19.1, 20.1,
Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle,
Safari Montage - “Earth’s System,” “Physical Systems”
Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come from?)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. Students should be able to identify the differences and commonalities between the different spheres
3. Students should be able to predict how an event (such as a forest fire) will impact all of the other spheres, both positively and
negatively.
4. Students should be able to predict the next steps in any of the biogeochemical cycles.
Websites
EDMODO
Precipitation
Education
Activities
The following resources can be found on EDMODO in the Earth as a System folder:
Activity – Connect the Spheres: Earth’s Systems Interaction
Activity – Conservation of Mass-open-closed system
Earth Space Curriculum Map
Page 10
2015-2016
Unit 4: Plate Tectonics
Learning Targets and Skills
Models in Science
Students will:
• describe the function of models in science, and identify the wide range of models used in science
•
describe how scientific inferences are drawn from scientific observations or data, for example:
o Iceland continuing to split apart --> inference: sea-floor is spreading
o Identical fossils on multiple continents --> inference: Pangaea reconstructed
•
describe the benefits and limitations of models used in science
Plate Tectonics
Students will:
• identify the major processes taking place in the Earth that are responsible for crustal plate
movement, such as:
o convection of material in the mantle
o plate density (oceanic crust versus continental crust); ridge push and slab pull
•
diagram the various types of plate boundaries and the surface features present at those locations.
•
explain the presence and occurrence of specific surface features and events by applying the Theory of
Plate Tectonics, such as:
o fault lines, trenches, mountains, rift valleys, mid-ocean ridge, hot spots, etc.
o earthquakes, volcanoes, continental drift, etc.
•
Week 7 – 9
Standards
Vocabulary
Theory of Plate
SC.912.N.3.5 Tectonics
Pangaea
SC.912.N.1.6 Continental drift
Sea-floor spreading
Convection currents
Convergent boundary
Divergent boundary
Transform
boundary/fault
Continental drift
Rift valley
Trench
Subduction zone
Mid-ocean ridge
SC.912.E.6.3
Paleomagnetism
Volcanic activity
Hot spots
SC.912.E.6.5
explain the geologic development of present day ocean floor features using the Theory of Plate
Tectonics
End of 1st 9 weeks
Earth Space Curriculum Map
Page 11
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
Plate Tectonics Chapters 10.1, 10.2, 10.3, 11.1, 11.2, 12.1, 13.1, 23.2
Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanoes and Hot Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping
the Seafloor)
Safari Montage - “Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire”
The Ocean Floor (short video clip)
Volume 4 #10 (Is it a Model)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. The Common Lab (CL) 1 should be completed at the end of the 1st 9 weeks.
3. The Volusia Literacy Task (VLT) 1 should be completed during the 1st 9 weeks.
Websites
EDMODO
Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
CL 1 – A Slice of Planet Earth Lab
Berkley Plate
Tectonics
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab would be a great way to finish up the 1st 9 weeks.
Geology.com
VLT 1 – The Quake That Shook Up Geology
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
This VLT should be completed during the 1st 9 weeks.
The following resource can be found on EDMODO in the Plate Tectonics folder:
Activity – Plate Tectonics Lab
Earth Space Curriculum Map
Page 12
2015-2016
Weathering, Erosion, and Deposition
Unit 5: Weathering, Erosion, Deposition
Learning Targets and Skills
Students will:
• describe the processes of weathering, erosion, and deposition and the agents responsible for them,
including:
o weathering: chemical, grinding (pressure), freezing, etc.
o erosion: water, wind, gravity, waves, glaciers, etc.
o deposition: water, wind, gravity, waves, glaciers, etc.
•
Week 10 – 12
Standards
Vocabulary
Weathering
SC.912.E.6.2
Chemical weathering
Mechanical
weathering
Erosion
Deposition
Karst Topography
explain how various surface features are created through multiple steps of these processes, such as:
o The white sand beaches of Florida’s west coast were created by the weathering, erosion, and
deposition of quartz silicates from the Appalachian Mountains.
SC.912.E.6.4
Florida Features
Students will:
• explain how Florida-specific features were created through various processes, such as:
o karst topography and natural springs created through chemical weathering
o beach and coastline erosion by wind and water
Earth Space Curriculum Map
Page 13
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Weathering , Erosion, and Deposition Chapters 6.1, 6.3, 14.1, 14.2, 14.4, 15.2, 15.3, 17.2, 18.1, 18.2, 18.3
Project Earth - Geology: Reading #1 (Plate Tectonics)
Project Earth - Geology: Reading #2 (Volcanoes)
Project Earth - Geology: Reading #3 (Earthquakes)
Safari Montage - “Amazing Planet: Destruct Forces”, Erosion (short video clip)
Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. Textbook Quick Lab pg. 371 on Weathering and Erosion can be used as another option to the Weathering and Erosion Lab.
Websites
EDMODO
Activities
The following resource can be found on EDMODO in the Weathering, Erosion, and Deposition folder:
Activity – Weathering and Erosion Lab
Earth Space Curriculum Map
Page 14
2015-2016
Unit 6: The Ocean
Learning Targets and Skills
Ocean Currents
Students will:
• explain how surface and deep-water circulation patterns impact energy transfer in the environment,
including:
o Coriolis effect, La Niña, El Niño, Southern Oscillation, upwelling, ocean surface cooling,
freshwater influx, and density differences
o Labrador Current (cold current) and Gulf Stream (warm current)
•
identify the factors that influence surface currents (wind, Coriolis Effect, topography, etc.)
•
describe how ocean conditions (salinity, turbidity, temperature, etc.) are responsible for deep ocean
currents
Students will:
• diagram the parts of an ocean wave (crest, trough, height, wavelength)
•
calculate wave speed using wavelength and period
•
explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
o Florida’s appeal for its beaches, warm water, and recreational activities
Honors:
1. Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3–
and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change.
Earth Space Curriculum Map
Week 13-14
Standards
Vocabulary
Density
SC.912.E.7.2
Temperature
Salinity
Turbidity
El Niño
La Niña
Crest
SC.912.P.10.20 Trough
Wave height
Wavelength
Period
SC.912.E.7.8
Honors:
SC.912.E.7.9
Page 15
2015-2016
Resources
Textbook
The Ocean 25.1,25.2
Project Earth
Safari Montage and
Videos
Safari Montage - Ocean Currents (short clip), Surface Currents (short clip)
Page Keeley
Teacher Hints
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites
Activities
EDMODO
The following resources can be found on EMDODO in the The Ocean folder:
DUCKIES Lost At Sea
Activity - What can Rubber Duckies tell us about our oceans?
Resource – Printable Current Map
Earth Space Curriculum Map
Page 16
2015-2016
Solar Radiation
Unit 7: Weather
Learning Targets and Skills
Students will:
• explain how the Sun’s energy arrives and is absorbed or reflected by the Earth’s surface, bodies of
water, and atmosphere
•
differentiate between conduction and convection in terms of how Earth’s systems are heated
(insolation, insulation, albedo)
Severe Weather
Weather
• explain how unequal heating creates air convection currents within the atmosphere (heat budget)
Students will:
• describe air masses and their properties, including:
o temperature, humidity, air pressure, and wind speed
•
describe the various types of fronts created by the collision of different air masses, including:
o warm front
o cold front
o stationary front
o occluded front
•
explain how weather is created by the interaction of air masses along fronts
•
predict future weather conditions based on present weather observations and conceptual models
•
describe the limitations and uncertainties of weather predictions
Students will:
• relate the formation of severe weather to specific physical factors, including:
o temperature, humidity, air pressure, and wind speed
•
describe the life cycle of a thunderstorm
•
describe the stages in the development of a hurricane
Earth Space Curriculum Map
Week 15 – 17
Standards
Vocabulary
Radiation
SC.912.P.10.4 Absorption
Reflection
Atmosphere
Insolation
Insulation
Conduction
Convection
Water cycle
Air masses
SC.912.E.7.5
Humidity
Fronts
Coriolis effect
Hurricanes
Tornadoes
Lightning
Thunderstorms
Cyclones
Anti-cyclone
Heat budget
Albedo
Continental polar (cP)
Maritime polar (mP)
Continental tropical
(cT)
Maritime tropical
(mT)
SC.912.E.7.6
Page 17
2015-2016
Resources
Textbook
Weather Chapters 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4
Project Earth
Safari Montage and
Videos
Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)
Page Keeley
Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)
Teacher Hints
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites
EDMODO
The Weather
Channel
Weather
Underground
Activities
The following resources can be found on EDMODO in the Weather folder.
Activity – Gathering Weather Data
Activity – Graphing Temperature
Earth Space Curriculum Map
Page 18
2015-2016
Unit 8: Climate
Learning Targets and Skills
Students will:
• differentiate between weather and climate
differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate
those features to the region’s climate, such as:
o desert and arid climates are usually found within some proximity to mountain ranges because
of the rain shadow effect
o rainforests are found along the equator and large bodies of water that moderate
temperatures
•
describe the climate of a region in terms of average temperature and average precipitation
•
predict the climate of a region given its topography, latitude, and proximity to large bodies of water
Climate
•
Climate Change
Students will:
• identify factors that contribute to global climate change, including:
o external factors: tilt of Earth, proximity to the Sun, solar energy output, Milankovitch cycles
o internal factors: pollution, global warming, geological, and oceanic events
•
predict how changes to these factors will influence global climate over long time scales
Students will:
• describe how similar investigations (including carbon dioxide levels, ice core samples, global average
temperature increase, etc.) of climate change throughout the world arrived at similar conclusions
•
explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
Week 18-19
Standards
Vocabulary
Latitude
SC.912.E.7.4 Longitude
Prevailing winds
Climate zones
Tilt
Wobble
Precession
Topography
Proximity
Rain shadow
Rainforest
Desert
Savanna
Marine west coast
Steppe
SC.912.E.7.7 Humid continental
Human subtropical
Mediterranean
Subarctic
Tundra
SC.912.N.1.5
SC.912.E.7.8
End of 2nd 9 weeks
Earth Space Curriculum Map
Page 19
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
Climate Chapter 19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4 17.3, 22.1, 22.2, 22.3
Astronomy Reading #8 (Global Warming)
Astronomy: Activity #8 (Green House Effect)
Astronomy: Reading #11 (The Coming Climate Crisis)
Safari Montage - “What’s up with the Weather,” “Weather”, What is Weather? (short clip)
“Climates,” “Eyes of Nye: Global Climate Change”
Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4 #19 (Camping Trip)
Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space
group.
2. The Common Lab (CL) 2 should be completed at the end of the 2nd 9 weeks during the Climate Unit.
3. The Volusia Literacy Task (VLT) 2 should be completed during the 2nd 9 weeks.
Websites
EDMODO
CNN
Climate Central
Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
CL 2 – Making Climographs
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab would be a great way to finish up the second nine weeks.
VLT 2 – Climate’s Troublesome Kids
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task
(VLT) folder.
This VLT should be completed during the 2nd 9 weeks.
The following resource can be found at EDMODO in the Climate folder:
NASA Climate
Activity - Climate Change WebQuest
Activity- Climate Models – Internet Activity in book, pg. 616
Earth Space Curriculum Map
Page 20
2015-2016
EM Spectrum
Distances in Space
Space History
Unit 9: Space Exploration
Learning Targets and Skills
Students will:
• describe instances in which scientists’ varied backgrounds, talents, interests, and goals influence the
inferences and thus the explanations that they make about observations of natural phenomena
Students will:
• relate the history of space exploration to the economy and culture of Florida
o the privatization of the space industry (Space X)
• identify the major events in space exploration history, such as:
Mercury, Gemini, Apollo, Space Shuttle, etc.
Students will:
• distinguish the various methods of measuring astronomical distance and apply each in appropriate
situations.
Week 20 – 22
Standards
Vocabulary
Astronomical unit
SC.912.N.2.5 (AU)
Light year
Parallax
Parsec
SC.912.E.5.9
Period
Speed of light
SC.912.E.5.11
•
explain which unit of measure is appropriate for a given situation, for example:
o Kilometers for distances between planets and orbiting objects
o Astronomical units for distances between planets
o Light years for distances between stars
o Parsecs for distances between galaxies
Students will:
• diagram the crest, trough, height, and wavelength for a wave
•
predict how wave speed will change as it propagates through different media
•
differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and
energy
Crest
SC.912.P.10.20 Electromagnetic
spectrum
SC.912.P.10.18 Electromagnetism
Trough
Wave height
Wavelength
•
explain observed natural phenomena in terms of waves, such as:
o red shift, blue shift, Doppler effect, and cosmic background radiation
Honors:
1. Identify examples of historical space exploration (e.g. telescopes, high altitude balloons, lunar landers,
deep-space probes, space station) that had significant impact on current space exploration and recognize the
importance of continued exploration in space.
2. Discuss how scientists determine the location of constellations, celestial spheres, and sky maps.
Differentiate the celestial coordinate system (equatorial system) and latitude and longitude used to specify
locations on Earth. Recognize the use of right ascension and declination in the location of objects in space,
including stars and constellations.
Earth Space Curriculum Map
Honors:
SC.912.E.5.7
SC.912.E.5.10
Page 21
2015-2016
Resources
Textbook
Project Earth
Safari Montage
and Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Space Exploration 26.1
Astronomy Activity #4 (The Speed of Light)
Astronomy Read #1 What is a Light Year, #3 Hubble Space Telescope
Safari Montage - “Electromagnetic Spectrum,” “400 Years of Telescopes”
Volume 1 #2 (Apple in the Dark), #3 (Birthday Candles)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. The Volusia Literacy Task (VLT) 3 should be completed during the third nine weeks.
3. Internet Activity, pg 727 (Space Spinoff) – in Earth Space Teacher Edition only.
Websites
EDMODO
Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
VLT 3 – What Is the Electromagnetic Spectrum?
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
This VLT should be completed during the 3rd 9 weeks during the Space Exploration unit.
The following resource can be found on EDMODO in the Space Exploration folder:
NASA
Activity – Measurement Scenerios
Activity – Timeline Research Project
Earth Space Curriculum Map
Page 22
2015-2016
Solar System Formation
Earth, Moon, and Sun System
Motion
Unit 10: Solar System
Learning Targets and Skills
Students will:
• describe the speed as the change in position over time
•
analyze the motion of objects in space in terms of position, velocity, and acceleration as function
of time
Students will:
• analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of
Motion, including:
o Earth’s orbit around the Sun (using Kepler’s Laws)
o the Moon’s orbit around the Earth (using Newton’s Laws of Motion)
•
explain why we see different phases of the moon by diagraming the positions of the Earth,
Moon, and Sun at various locations
•
explain why an eclipse occurs using the motion of the Earth, Moon, and Sun
• explain how the seasons change because of the Earth’s tilted axis and orbit around the sun
Students will:
• describe how the gravitational force between two objects depends on their masses and the
distance between them, including:
o the effect the moon has on the Earth because of gravity (tidal bulge)
•
compare the gravitational pull of the Earth to that of the moon, the other planets, and the Sun
•
explain why the Earth orbits the Sun in terms of gravity, such as:
o The sun’s mass exerts a gravitational force on Earth, in addition to its inertia, keeping it in
orbit
Students will:
• explain how planetary systems form using current knowledge and theories, such as:
o The Nebular Hypothesis
•
apply this knowledge to determine how newly discovered planetary systems and exoplanets are
formed
Earth Space Curriculum Map
Week 23 – 26
Standards
Vocabulary
Scientific law
SC.912.P.12.2
Orbit
Kepler’s Laws of
Planetary Motion
Ellipse
Aphelion
Perihelion
SC.912.E.5.6
Newton’s Laws of
Motion
Gravity
Tidal bulge
Spring tides
Neap tides
Apogee
Perigee
Speed
Position
Frame of reference
Velocity
SC.912.P.12.4
Acceleration
Mass vs. Weight
Solar eclipse
Lunar eclipse
SC.912.E.5.5
Nebula
Terrestrial
Nebular Hypothesis
Exoplanet
Differentiation
Page 23
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
Solar System 25.3, 26.2, 28.2, 27.1
Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon)
Astronomy: Activity #3 (Solar System Scale), Activity #6 (Formation of the Solar System)
Safari Montage - “Do We Really Need the Moon,” “Wonders of the Solar System,” “Order out of Chaos”
Volume 1 #24 (Gazing at the Moon), #25 (Going through a Phase), Volume 2 #23 (Darkness at Night), Volume 4 #24 (Lunar Eclipse)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
Websites
EDMODO
Activities
The following resource can be found on EDMODO in the Solar System folder:
Activity – Crater Lab
Nine Planets
Earth Space Curriculum Map
Page 24
2015-2016
Unit 11: Stars
Learning Targets and Skills
The Sun
Students will:
• describe the layers of the Sun (including the core, radiative zone, convective zone, photosphere,
chromosphere, and corona) in terms of density, temperature and composition
•
compare and contrast the general composition, temperature, apparent magnitude, and size of
the Sun to other stars
•
explain how the rotation and magnetosphere of the sun are directly tied to the formation of
sunspots, solar flares, prominences, and coronal mass ejections
•
predict how solar phenomena such as solar flares and coronal mass ejections can impact the
Earth’s systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and
power grids
•
describe the transfer (heat) of thermal energy through the Sun’s layers
Life Cycle of Stars
Students will:
• classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram
•
explain why the life cycle of a star is determined by its initial mass, for example:
o very massive stars have more gravity which causes increased fusion rates and thus a
shorter life
•
predict the life cycle of a star, including death (such as a dwarf star, neutron star, or black hole)
given:
o an initial stellar mass
Week 27 – 31
Standards
Vocabulary
Sunspots
SC.912.E.5.4
Solar flares
Corona
Photosphere
Thermal energy
Magnetosphere
Aurora Borealis/Australis
SC.912.P.10.4
SC.912.E.5.3
Chromospheres
Prominences
Coronal mass ejection
Dwarf star
Neutron star
Black hole
End of 3rd 9 weeks
Earth Space Curriculum Map
Page 25
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Stars 26.1, 29.1, 29.2, 30.1, 30.2
Astronomy: Activity #7 (Habitable Zone)
Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the
Sun”
Volume 4 #25 (Solar Eclipse)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. The Common Lab (CL) 3 should be completed at the end of the 3rd 9 weeks.
3. SOHO Online Research Activity, pg 830 in text book
Websites
EDMODO
Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
CL 3 – The Glowstick Lab
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab would be a great way to finish up the 3rd 9 weeks.
The following resource can be found on EDMODO in the Stars folder:
NOVA Labs
Activity – Sunspots Lab
Earth Space Curriculum Map
Page 26
2015-2016
Fundamental Forces in Space
Unit 10: Stars (cont.)
Learning Targets and Skills
Students will:
• describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium:
o Gravity’s role as it relates to separation of layers and pressure
o Electromagnetism as it relates to the magnetic field
o The weak force in terms of radioactive decay
o The strong force in terms of holding atoms together
•
compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but
acts at larger distances while the weak and strong forces act on the smallest distances but are
also the strongest
•
describe the nuclear reactions taking place in the sun and the energy
associated with them (radioactive decay, fission, and fusion)
EM Radiation
Students will:
• explain that all objects emit and absorb electromagnetic radiation.
•
Week 27 – 31
Vocabulary
Apparent magnitude
SC.912.P.10.10 Absolute magnitude
Solar storms
Solar cycle
Magnetosphere
Radioactive decay
Law of Gravitation
SC.912.P.10.11 Dynamic equilibrium
Standards
SC.912.P.10.19
Distinguish between objects that are good and poor blackbody radiators.
Honors:
1. Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that
spectroscopy is used to detect and interpret information from electromagnetic radiation sources.
Earth Space Curriculum Map
Electromagnetic
radiation
Blackbody radiators
albedo
Honors:
SC.912.E.5.8
Page 27
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Stars 26.1, 29.1, 29.2, 30.1, 30.2
Astronomy: Activity #7 (Habitable Zone)
Safari Montage - “Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,” “Wonders of the Solar System: Empire of the
Sun”
Volume 4 #25 (Solar Eclipse)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. SOHO Online Research Activity, pg 830 in text book
Websites
EDMODO
SUN Lab
Dark Energy, Dark
Matter
Activities
The following resources can be found on EDMODO in the Stars folder:
Activity – Sunspots Lab
Activity – Dark Energy, Dark Matter (Web Based Activity)
The EM Spectrum
Earth Space Curriculum Map
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2015-2016
Unit 12: Origin of the Universe
Learning Targets and Skills
Students will:
• cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such
as:
o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc.
describe a scientific theory as the culmination of many scientific investigations, such as:
o Acceleration of the expansion of Universe by independent investigations of cosmic
background radiation, large scale structure, age of the universe, and measurement of
super novae characteristics
•
identify patterns in the organization and distribution of matter in the universe and the forces
(gravity and non-homogeneity) that determine them, such as:
o Planetary systems, Star Clusters, Galaxies, Galactic Clusters
Origin of the Universe
•
Week 32 – 34
Standards
Vocabulary
Big Bang Theory
SC.912.E.5.1
Hubble Constant
Cosmic Background
Radiation (CBR)
Red Shift
SC.912.N.3.1
Space-time
Expansion
The Big Crunch
The Big Chill
SC.912.E.5.2
Inflation
Singularity
Earth Space Curriculum Map
Page 29
2015-2016
Resources
Textbook
Origin of the Universe 30.3, 30.4
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Safari Montage - “Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the Beginning,” “Creations of the Universe”
Uncovering Student Ideas in Astronomy: #44 Expanding Universe,
#45 Is the Big Bang “Just a Theory”
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. The Volusia Literacy Task (VLT) 4 should be completed during the fourth nine weeks.
3. Quick Lab: pg 865 in book – The Expanding Universe
Websites
EDMODO
National
Geographic
NSF
Activities, Common Labs (CL), and Volusia Literacy Tasks (VLT)
VLT 4 – The Big Bang: What Really Happened At Our Universe’s Birth?
Teacher’s can find the article and student response document to do this VLT on EDMODO in the Earth Space Volusia Literacy Task (VLT)
folder.
This VLT will be completed during the fourth nine weeks during the Origin of The Universe unit.
CL 4 – The Expanding Universe Lab
Teacher’s can find all of the documents to do this common lab on EDMODO in the Earth Space Common Lab (CL) folder.
This common lab will be completed during the Origin of The Universe unit.
Earth Space Curriculum Map
Page 30
2015-2016
Unit 13: Evolution
Learning Targets and Skills
•
investigate floral and faunal succession through stratigraphy using index fossils
•
explain how the scientific theory of evolution is supported by the fossil record, comparative
anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary
change
Students will:
• describe the scientific explanation of and the conditions contributing to the origin of life on Earth
Students will:
• describe how and why organisms are hierarchically classified and based on evolutionary
relationship.
SC.912.L.15.4
Students will:
• describe how biodiversity declines due to catastrophic events, climate changes, human activity
and the introduction of invasive and non-native species
SC.912.L.17.8
Human Impact
Classification
Origin of Life
Evolution
Students will:
• describe that a fossil is formed through mineralization over long time scales
Week 35 – 37
Standards
Vocabulary
Evolution
SC.912.L.15.1
Fossil
Homologous structure
Vestigial structure
Analogous structure
Embryology
Biogeography
Stratigraphy
Endosymbiotic Theory
SC.912.L.15.8
•
identify and explain positive and negative consequences that result from the reduction in
biodiversity
•
make predictions of consequences, based on a scenario if biodiversity is reduced
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
Binomial nomenclature
Scientific name
Dichotomous key
biodiversity
End of 4th 9 weeks
Earth Space Curriculum Map
Page 31
2015-2016
Resources
Textbook
Project Earth
Safari Montage and
Videos
Page Keeley
Teacher Hints
And Textbook
Activities
Evolution Chapter 8.1, 8.2, 8.3, 9.1, 9.2
Geology: Activity #15 (Study Your Sandwich)
Astronomy: Activity #9 (Creature Feature)
Volume 2 #22 (Mountain Top Fossils)
1. All Earth Space resources can be found on EDMODO Contact the District Science Office for the code to join the Earth Space group.
2. Skills lab pg. 246-247
3. Maps in Action pg. 248
Websites
Activities
EDMODO
Berkeley
Earth Space Curriculum Map
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2015-2016
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Earth Space Curriculum Map
Page 33
2015-2016
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem
involving complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
Earth Space Curriculum Map
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2015-2016
Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to make
attending to special cases or exceptions defined in the text.
important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
c. Use varied transitions and sentence structures to link the major sections
a text, including relationships among key terms (e.g., force, friction, reaction
of the text, create cohesion, and clarify the relationships among ideas
force, energy.)
and concepts.
d. Use precise language and domain-specific vocabulary to manage the
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
complexity of the topic and convey a style appropriate to the discipline
in words in a text into visual form (e.g., a table or chart) and translate
and context as well as to the expertise of likely readers.
information expressed visually or mathematical (e.g., in an equation) into
e. Establish and maintain a formal style and objective tone while attending
words.
to the norms and conventions of the discipline in which they are
writing.
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
technical texts in the grades 9 – 10 text complexity band independently and
implications or the significance of the topic).
proficiently.
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Earth Space Curriculum Map
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2015-2016
Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
create a unified whole; include formatting (e.g., headings), graphics
carrying out experiments, taking measurements, or performing technical tasks;
(e.g., figures, tables), and multimedia when useful to aiding
analyze the specific results based on explanations in the text.
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
relevant facts, extended definitions, concrete details, quotations, or
domain-specific words and phrases as they are used in a specific scientific or
other information and examples appropriate to the audience’s
technical context relevant to grades 11 – 12 texts and topics.
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
of the text, create cohesion, and clarify the relationships among
presented in diverse formats and media (e.g., quantitative data, video,
complex ideas and concepts.
multimedia) in order to address a question or solve a problem.
d. Use precise language, domain-specific vocabulary and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic;
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
convey a knowledgeable stance in a style that responds to the discipline
technical texts in grades 11 – 12 text complexity band independently and
and context as well as to the expertise of likely readers.
proficiently.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
analysis, reflection, and research.
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
a. Graph linear and quadratic functions and show intercepts, maxima, and displays.
minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Earth Space Curriculum Map
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2015-2016
Earth Space Curriculum Map
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