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Course Alignment Examples

Course: 2002070 M/J Comprehensive Science 2

Standards (47)   Alignment Evidence
SC.7.E.6.5: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Where the standard (benchmark) is taught: e.g. semester(s), lesson number(s) and/or title(s): First semester, second nine week unit. Integrate the following standards/benchmarks into this lesson: SC.7.N.1.3; SC.7.N.1.7; SC.7.N.2.1; SC.7.E.6.4; and LACC and MACC standards (appropriate for laboratory activities, writing/reading activities, and mathematics integration for rate = distance/time).
How the standard (benchmark) is taught: e.g. through lab work, discussion and research, direct instruction:
Only one example needs to be included although several are shown here
Explore misconceptions and review prefixes and suffixes through direct instruction. Use "Agreement Circles" (Keeley, 2008) to provide a kinesthetic way to activate thinking and engage students in scientific argumentation related to plate tectonics.
  • Discussion and research through Think-Pair-Share activity where students discuss and complete a Venn diagram to compare/contrast the similarities/differences between scientific hypotheses and theories.
  • Complete a puzzle in science journal on the current layout of the continents as compared to Pangaea (use symbols/colors to label evidence where land masses were joined together (e.g. folded mountains, valleys, mid-ocean ridges, fossils, etc.). Record observations and key discussion points (Venn diagrams, puzzle comparison, etc.) in science journal.
How mastery of the standard (benchmark) is assessed: e.g. pre and post test, performance task:
  • Performance task includes a writing prompt on cause and effect of subduction (trenches, mid-ocean ridges) and what caused the movement of continents over time.
  • Complete a triple Venn diagram to compare and contrast the different plate boundaries (convergent, divergent, transform).
SC.7.L.15.1: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Where the standard (benchmark) is taught: e.g. semester(s), lesson number(s) and/or title(s): Second semester, third nine week unit. Integrate the following standards/benchmarks into this lesson: SC.7.N.1.5; SC.7.N.1.6; SC.7.N.1.7; SC.7.L.15.2; SC.7.L.15.3; and LACC and MACC standards (appropriate for laboratory activities, writing/reading activities, and mathematics integration - e.g. using charts for comparisons).
How the standard (benchmark) is taught: e.g. through lab work, discussion and research, direct instruction:
Only one example needs to be included although several are shown here
  • Independently allow students to reflect in their science journal about their definition of evolution and the evidence that supports evolution.
  • Direct instruction on using a concept map for vocabulary terms and reviewing prefixes and suffixes.
  • Laboratory activities and discussion on bones from different species and the similarities and differences between species (bones, development, homologous structures, amino acid sequences).
How mastery of the standard (benchmark) is assessed: e.g. pre and post test, performance task: Performance task for writing - draw conclusions about the following bones: crocodile, bird, dolphin, dog - and use evidence to explain how they are related.
SC.7.P.10.1: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Where the standard (benchmark) is taught: e.g. semester(s), lesson number(s) and/or title(s): Second semester, Lesson 16. Integrate SC.7.N.1.3; SC.7. N.1.5; MACC.6.SP.1.3; MACC.6.SP.2.5.
How the standard (benchmark) is taught: e.g. through lab work, discussion and research, direct instruction:
Only one example needs to be included although several are shown here
Activate prior knowledge using the "Commit and Toss" activity (Keeley, 2008) given the question, "how do cell phones work?"
  • Calculate how long it takes sunlight to travel to Earth.
  • In small groups, compare/contrast different electromagnetic waves and complete a sequencing activity showing shortest to longest wavelength and highest to lowest frequency.
How mastery of the standard (benchmark) is assessed: e.g. pre and post test, performance task:
  • Given a picture of the electromagnetic spectrum, identify and label each kind of wave and circle the wave with the highest energy and lowest energy.
  • Using evidence from the unit, write a brief description on how cell phones work.