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Unit 1:Waves

Priority Standards Covered in Unit: PS4-1, PS4-2

Goals for Morning Work:

1) Standards Prioritized

2) Proficiency Scales written for each priority standard in Unit 1 (linked above)

3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard

Post Test(make necessary changes using Mini Alignment Tool)

 Standard PS4-1 Level 2 - learning targets/proficiencies Checks for Understanding ● Describe how frequency corresponds to pitch, or amplitude corresponds to sound volume Exit/Entrance ticket ● Identify if the height of a wave is doubled, it will have four times the energy Exit/Entrance ticket ● Identify if waves hit twice as frequently, twice as much energy is transferred Exit/Entrance ticket ● Draw different wave types Whiteboard

CFA (Level 3 - at standard): Describes waves with both qualitative and quantitative thinking. Students will be given graphical wave information and be able to describe the wavelength, amplitude, and frequency.

 Standard PS4-2 Level 2 - learning targets/proficiencies Checks for Understanding ● Compare and contrast each (matter/light). Plickers/Kahoot ● Identify and describe characteristics of a wave (frequency, wavelength, and amplitude). Whiteboards ● Identify relationships between components (reflection, absorption, transmission) of a model of a wave. Exit Ticket - Venn Diagram ● Describe why certain materials with certain properties are better suited for various wave interactions. Think - Pair - Share

CFA (Level 3 - at standard): Model and describe reflection, refraction, absorption, and transmission using different materials and/or drawings. Quiz

Standard PS4-3

Level 2 - learning targets/proficiencies

Checks for Understanding

● Describe how digitized signals are a more reliable way to encode and transmit information.

CFA (Level 3 - at standard): Not Priority

Unit 2: Force and Motion

Priority Standards Covered in Unit: PS2-1, PS2-2, and PS3-3

Goals for Morning Work:

1) Standards Prioritized

2) Proficiency Scales written for each priority standard in Unit 1 (linked above)

3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard

Post Test(make necessary changes using Mini Alignment Tool)

 Standard PS2-1 Level 2 - learning targets/proficiencies Checks for Understanding ● Draw a simple vector. Whiteboards ● Draw force diagrams. Whiteboards ● Balance forces in a simulation. Phet Simulations/Assignment ● Identify each of Newton’s three laws. Exit Ticket/Plickers

CFA (Level 3 - at standard): Students will be able to design, build, test, and evaluate a crash test car. Quiz

Standard PS2-2

Level 2 - learning targets/proficiencies

● Recall Newton’s first law

● Solve the equation F=ma.

● Solve the expression F1 + F2 in a diagram

Checks for Understanding

Quiz

Whiteboard, Exit Ticket, TPS

Whiteboard, Exit Ticket, TPS

CFA (Level 3 - at standard): Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object Quiz

Standard PS3-1

Level 2 - learning targets/proficiencies

Checks for Understanding

Construct and interpret kinetic energy graph

Go Kart graph discussion / Exit Ticket

CFA (Level 3 - at standard): Not Priority

Standard PS3-3

Level 2 - learning targets/proficiencies

● Identify and describe the three ways thermal energy can be transferred (radiation, conduction, convection).

● Identify that thermal energy can be transferred from hotter objects to colder objects.

● Identify materials that can be used to minimize or maximize thermal energy.

Checks for Understanding

Whiteboards/Exit ticket, drawing

Plickers/White boards

Plickers, Thumbs up/Thumbs Down

CFA (Level 3 - at standard):Design, build, test, and evaluate a solar oven.

Priority Standards Covered in Unit: LS4-2 Goals for Morning Work:

 ✓ 1) Standards Prioritized ✓ 2) Proficiency Scales written for each priority standard in Unit 1 (linked above) ✓ 3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard ✓ 4) Develop CFA ​please link to doc below each standard ✓ 5) Assessments made for Unit ✓ Post Test​ (make necessary changes using ​Mini Alignment Tool​) Standard LS4-1 Level 2 - learning targets/proficiencies Checks for Understanding ● Organize rock layers and fossil data. Rock Layer Puzzle ● ●

CFA (Level 3 - at standard): Not Priority

 Standard LS4-2 Level 2 - learning targets/proficiencies Checks for Understanding ● Identify and describe similarities and differences of organisms from a cladogram. Exit ticket ● Identify and describe types of fossils. White board/Plickers ● Identify and describe vestigial structures. Exit Ticket/Plickers ● Describe the process of fossilization. Exit Ticket ● Identify similarities and differences between embryos of organisms White board list ● Compare and contrast relative and absolute dating. Venn Diagram

CFA (Level 3 - at standard): Explain similarities and differences of select modern and fossilized organisms and provide evidence for behavior.

Standard LS4-3

Level 2 - learning targets/proficiencies

Checks for Understanding

● Identify similarities and differences between embryos of organisms.

Journal Check, Exit Ticket

CFA (Level 3 - at standard): Not Priority

Unit 4:Natural Selection

Priority Standards Covered in Unit: LS4-4

Goals for Morning Work:

1) Standards Prioritized

2) Proficiency Scales written for each priority standard in Unit 1 (linked above)

3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard

Post Test (make necessary changes using Mini Alignment Tool)

 Standard LS4-4 Level 2 - learning targets/proficiencies Checks for Understanding ● Identify resources available to an environment and the effect that has on selection for advantageous traits. Picky Eaters Activity ● Describe how natural selection leads to evolution. Exit Ticket ● Predict the rate of survival of an organism by completing various labs/experiments. White board/ Plickers/ Thumbs up Thumbs down ● Identify the chances of successful reproduction and natural selection of an organism by completing various labs/experiments. White board/ Plickers/ Thumbs up Thumbs down ● Reason that organisms with traits that are more advantageous will survive and reproduce by completing various labs/experiments. Exit Ticket

CFA (Level 3 - at standard): Design a creature with desired traits to survive on a fictional planet and describe its evolutionary history.

Standard LS4-5

Level 2 - learning targets/proficiencies

Checks for Understanding

Define and give examples of artificial selection.

Dog Breeding Activity

CFA (Level 3 - at standard): Not Priority

Standard LS4-6

Level 2 - learning targets/proficiencies

Checks for Understanding

● Use mathematical representations to support explanations of how natural selection works on a population.

Colored Dot Activity/ Finch Beak Activity

CFA (Level 3 - at standard): Not Priority

Unit 5: Weather

Priority Standards Covered in Unit: ESS 2-4 , ESS 2-6

Goals for Morning Work:

1) Standards Prioritized

2) Proficiency Scales written for each priority standard in Unit 1 (linked above)

3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard

Pre-Test

Post Test (make necessary changes using Mini Alignment Tool)

Standard ESS2-4

Level 2 - learning targets/proficiencies

● Label various stages in the hydrologic cycle

● Describe the role of the sun and gravity as it relates to the water cycle

● Describe how heat/energy is transferred within the water cycle

Checks for Understanding

Exit Ticket/Plickers

Exit Ticket

Think Pair Share

CFA (Level 3 - at standard): Create a storyboard (comic strip) that demonstrates the life of a H2O molecule in the water cycle. Quiz

Standard ESS2-5

Level 2 - learning targets/proficiencies

Checks for Understanding

Collect daily weather data and provide evidence of how it relates to high vs. low pressure systems.

Daily weather predictions and checks in notebooks

CFA (Level 3 - at standard): Not Priority

 Standard ESS2-6 Level 2 - learning targets/proficiencies Checks for Understanding ● Identify and describe the five factors that determine climate Exit Ticket/Plickers/ I have a Question Who Has the Answers ● Recall how air masses are crafted Exit Ticket/ Think Pair Share ● Recall the sun’s relationship with the water cycle. Exit Ticket/ Readers Theater ● Describe how the sun affects ocean currents. Exit Ticket

CFA (Level 3 - at standard): Compare and contrast the differences between two different climates of U.S cities.

Unit 6: Human Impact

Priority Standards Covered in Unit: ESS3-3,LS2-5

Goals for Morning Work:

1) Standards Prioritized

2) Proficiency Scales written for each priority standard in Unit 1 (linked above)

3) Identify Checks for Understanding (below) for each of the Level 2 learning targets (proficiencies) per standard

Post Test(make necessary changes using Mini Alignment Tool)

 Standard ESS3-3 Level 2 - learning targets/proficiencies Checks for Understanding ● Comparing and contrasting renewable and nonrenewable resources Venn Diagram ● Know cause and effect of personal carbon footprint Carbon Footprint Calculator Activity ● Infer that renewable technologies can be used as solutions for global climate change PSA ● Distinguish the relationship between population growth and natural resource availability CO2 graph and discussion ● Compare and contrast greenhouse effect and climate change Venn Diagram ● Identify patterns of climate change in given data Satellite Images

CFA (Level 3 - at standard): Write a letter of proposal to the school principal as to what energy source your school should rely on.

Standard ESS3-4

Level 2 - learning targets/proficiencies

Checks for Understanding

Develop claim to be supported over the relationship between human population growth and consumption of natural resources.

Quiz

CFA (Level 3 - at standard): Not Priority Quiz

Standard ESS3-5

Level 2 - learning targets/proficiencies

Checks for Understanding