Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices during laboratory investigations as outlined in the Texas Safety Standards | Lesson Citation | Acquire Knowledge Learn Skill |
Student is guided through several standard safety practices | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Practice Skill | Student Practices safe laboratory skills when using lab equipment | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Whole Activity | |
(ii) Student is expected to demonstrate safe practices during field investigations as outlined in the Texas Safety Standards | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety in a field setting in the context of a lab where students find items in nature to test for buoyancy. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety in a field setting in the context of a lab where students find items in nature to test for buoyancy. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to practice appropriate use of resources, including disposal, reuse, or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(ii) Student is expected to practice appropriate conservation of resources, including disposal, reuse, or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to plan comparative investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students use what they have observed to design their own comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ii) Student is expected to plan comparative investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a question for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iii) Student is expected to plan comparative investigations by using appropriate equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students use virtual tools, including a thermometer and a solar panel | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study the effect of latitude on temperature in an experiment they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iv) Student is expected to plan comparative investigations by using appropriate technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual comparative investigation using a computer manipulative | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design a comparative experiment on the effects of latitude on temperature | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(v) Student is expected to implement comparative investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students use what they have observed to design their own comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vi) Student is expected to implement comparative investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a question for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vii) Student is expected to implement comparative investigations by using appropriate equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students use virtual tools, including a thermometer and a solar panel | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study the effect of latitude on temperature in an experiment they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(viii) Student is expected to implement comparative investigations by using appropriate technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual comparative investigation using a computer manipulative | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design a comparative experiment on the effects of latitude on temperature | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ix) Student is expected to plan descriptive investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how descriptive investigations are planned and implemented, then goes through two examples of descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activities A, B, and C |
Assessment Citation | Practice Skill | Student plans and implements their own investigation of how the Sun affects tides, based on observations in previous activities | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(x) Student is expected to plan descriptive investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how questions are asked in descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Student asks a well-defined question about the Sun and tides | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(xi) Student is expected to plan descriptive investigations by using appropriate equipment | Lesson Citation | Learn Skill | Students learn to use a video camera to record running animals in order to measure their speed | Gizmo Warm-up of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student uses a video camera to record running animals | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 1 | |
(xii) Student is expected to plan descriptive investigations by using appropriate technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn to use video playback features to estimate animal speed | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student estimates speeds for a variety of animals | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 2 | |
(xiii) Student is expected to implement descriptive investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how descriptive investigations are planned and implemented, then goes through two examples of descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activities A, B, and C |
Assessment Citation | Practice Skill | Student plans and implements their own investigation of how the Sun affects tides, based on observations in previous activities | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(xiv) Student is expected to implement descriptive investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how questions are asked in descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Student asks a well-defined question about the Sun and tides | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(xv) Student is expected to implement descriptive investigations by using appropriate equipment | Lesson Citation | Learn Skill | Students learn to use a video camera to record running animals in order to measure their speed | Gizmo Warm-up of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student uses a video camera to record running animals | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 1 | |
(xvi) Student is expected to implement descriptive investigations by using appropriate technology | Lesson Citation | Learn Skill | Students learn to use video playback features to estimate animal speed | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student estimates speeds for a variety of animals | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to design experimental investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students use what they have observed to design their own experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ii) Student is expected to design experimental investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iii) Student is expected to design experimental investigations by formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iv) Student is expected to design experimental investigations by using appropriate equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(v) Student is expected to design experimental investigations by using appropriate technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vi) Student is expected to implement experimental investigations by making observations | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students use what they have observed to design their own experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(vii) Student is expected to implement experimental investigations by asking well- defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(viii) Student is expected to implement experimental investigations by formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ix) Student is expected to implement experimental investigations by using appropriate equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(x) Student is expected to implement experimental investigations by using appropriate technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to collect data using the International System of Units (SI) | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn to use a triple beam balance to collect mass data in grams | Activity of the Weight and Mass Student Exploration. This investigation is to be used with the Weight and Mass Gizmo. | Questions 1 through 5 |
Assessment Citation | Practice Skill | Student practices finding and recording the mass of objects using a triple beam balance. | Activity of the Weight and Mass Student Exploration. This investigation is to be used with the Weight and Mass Gizmo. | Questions 6 | |
(ii) Student is expected to collect data using qualitative means | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to collect qualitative data about minerals (e.g., streak, luster) | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Students practices identifying minerals by collecting and recording data using various tests. | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(iii) Student is expected to record data using the International System of Units (SI) | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to take mass measurements using metric units. | Activity of the Weight and Mass Student Exploration. This investigation is to be used with the Weight and Mass Gizmo. | Questions 1 through 5 |
Assessment Citation | Practice Skill | Student practices finding and recording the mass of objects using a triple beam balance. | Activity of the Weight and Mass Student Exploration. This investigation is to be used with the Weight and Mass Gizmo. | Questions 6 | |
(iv) Student is expected to record data using qualitative means | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to collect qualitative data about minerals (e.g., streak, luster) | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Students practices identifying minerals by collecting and recording data using various tests. | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze data to formulate reasonable explanations | Lesson Citation | Learn Skill | Students are walked through the analysis, evaluation, and interpretation of data in the context of an incubation experiment. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 6 |
Assessment Citation | Practice Skill | Student practices analysis and interpretation of data in a follow-up incubation experiment. | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 | |
(ii) Student is expected to analyze data to communicate valid conclusions supported by the data | Lesson Citation | Learn Skill | Students describe the conclusions they have drawn from an activity teaching them how to use the scientific method to test hypotheses. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 6 |
Assessment Citation | Practice Skill | Students describe the conclusions they have drawn in an activity allowing them to practice the testing of hypotheses | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 | |
(iii) Student is expected to analyze data to predict trends | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to predict a trend from data using a trend line | Activity A of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Student uses a trend line to predict the value of data for a point outside the original data set | Activity B of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students evaluate two theories of free fall based on experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, questions 6-10 |
Assessment Citation | Check Understanding Practice Skill |
Students draw conclusions about two theories of free fall based on additional experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity B, question 3, Activity C, question 4 | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students evaluate two theories of free fall based on experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, questions 6-10 |
Assessment Citation | Check Understanding Practice Skill |
Students draw conclusions about two theories of free fall based on additional experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity B, question 3, Activity C, question 4 | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to use models to represent aspects of the natural world | Lesson Citation | Acquire Knowledge Learn Skill |
Student uses an interactive, 3D model of the Earth-Moon-Sun System to investigate eclipses. | Activities A & B of the 3D Eclipse Student Exploration. This investigation is to be used with the 3D Eclipse Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student uses models to answer questions demonstrating understanding of eclipses. | The assessment questions for the 3D Eclipse Gizmo. | 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify advantages of models | Lesson Citation | Acquire Knowledge |
Students use a computer simulation to model the effects of temperature, sweating, clothing, and exercise on body temperature | Activity C of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Questions 6, 7 |
Assessment Citation | Check Understanding Practice Skill |
Students describe the advantages and disadvantages of a model of using containers of dyed water to model drug dosages | Activity C of the Dye Elimination Student Exploration. This investigation is to be used with the Dye Elimination Gizmo. | Question 7 | |
(ii) Student is expected to identify limitations of models | Lesson Citation | Acquire Knowledge |
Students use a computer simulation to model the effects of temperature, sweating, clothing, and exercise on body temperature | Activity C of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Questions 6, 7 |
Assessment Citation | Check Understanding Practice Skill |
Students describe the advantages and disadvantages of a model of using containers of dyed water to model drug dosages | Activity C of the Dye Elimination Student Exploration. This investigation is to be used with the Dye Elimination Gizmo. | Question 7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to use preventative safety equipment, including chemical splash goggles | Lesson Citation | Acquire Knowledge |
Students learn safety measures to be used when handling hazardous materials | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Portion: Top of Page 3 |
Assessment Citation | Practice Skill | Students practice laboratory Safety while testing reactivity of metals | The Lab Activity: Reactivity of Metals resource, which is part of the Chemical Properties unit. | Procedure: Step 1 | |
(ii) Student is expected to use preventative safety equipment, including aprons | Lesson Citation | Acquire Knowledge |
Students learn safety measures to be used when handling hazardous materials | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Portion: Top of Page 3 |
Assessment Citation | Practice Skill | Students practice laboratory Safety while testing reactivity of metals | The Lab Activity: Reactivity of Metals resource, which is part of the Chemical Properties unit. | Procedure: Step 1 | |
(iii) Student is expected to use preventative safety equipment, including gloves | Lesson Citation | Acquire Knowledge |
Students learn safety measures to be used when handling hazardous materials | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Portion: Top of Page 3 |
Assessment Citation | Check Understanding Practice Skill |
Students practice laboratory safety practices while lighting a bunsen burner | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Question 2 | |
(iv) Student is expected to be prepared to use emergency safety equipment, including an eye/face wash | Lesson Citation | Acquire Knowledge |
Students learn how to use an eye/face wash | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use an eye/face wash and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(v) Student is expected to be prepared to use emergency safety equipment, including a fire blanket | Lesson Citation | Acquire Knowledge |
Students learn how to use a fire blanket | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a fire blanket and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B | |
(vi) Student is expected to be prepared to use emergency safety equipment, including a fire extinguisher | Lesson Citation | Acquire Knowledge |
Students learn how to use a fire extinguisher | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Text |
Assessment Citation | Check Understanding Practice Skill |
Students demonstrate how to use a fire extinguisher and answers questions | The Problem Solving: Responding to Accidents resource, which is part of the Lab Safety unit. | Activity A and Activity B |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students investigate the products and reactants of photosynthesis | Activity A of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Student demonstrate knowledge of the prodcuts and reactants of photosynthesis | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Questions 5a and 5b |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate the cycling of matter within living systems | Lesson Citation | Acquire Knowledge |
Student investigates gas exchange between plants and snails in a test tube | Activity A of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates an understanding of the cycling of matter by explaining the relationship between O2 and CO2 levels. | Activity C of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Question 4 | |
(ii) Student is expected to explain the cycling of matter within living systems | Lesson Citation | Acquire Knowledge |
Student investigates gas exchange between plants and snails in a test tube | Activity A of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates an understanding of the cycling of matter by explaining the relationship between O2 and CO2 levels. | Activity C of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates physical and chemical methods of digestion | Activity A of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Questions 1 through 6 |
Assessment Citation | Check Understanding |
Student describes how physical and chemical modes of digestion complement each other. | Activity A of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Question 7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize how large molecules are broken down into smaller molecules | Lesson Citation | Acquire Knowledge |
Student investigates hydrolysis of 2-ring sugars | Activity C of the Dehydration Synthesis Student Exploration. This investigation is to be used with the Dehydration Synthesis Gizmo. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of hydrolyssi | The assessment questions for the Dehydration Synthesis Gizmo. | 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to examine organisms or their structures | Lesson Citation | Learn Skill | Student examines structures on a variety of organisms and classifies them using a dichotomous key. | Activity A of the Dichotomous Keys Student Exploration. This investigation is to be used with the Dichotomous Keys Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices using a dichotomous key by inspecting virtual specimens | Activity B of the Dichotomous Keys Student Exploration. This investigation is to be used with the Dichotomous Keys Gizmo. | Whole Activity | |
(ii) Student is expected to use dichotomous keys for identification | Lesson Citation | Learn Skill | Student examines structures on a variety of organisms and classifies them using a dichotomous key. | Activity A of the Dichotomous Keys Student Exploration. This investigation is to be used with the Dichotomous Keys Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices using a dichotomous key by inspecting virtual specimens | Activity B of the Dichotomous Keys Student Exploration. This investigation is to be used with the Dichotomous Keys Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival | Lesson Citation | Acquire Knowledge |
Student investigates how a population of finches change under different weather patterns | Activities A, B, and C of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of how differential survival affects the distribution of beak size. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify some changes in genetic traits that have occurred over several generations through natural selection | Lesson Citation | Acquire Knowledge |
Students read about the historic case of the peppered moth and simulate it in a virtual manipulative allowing emulation of natural selection. | Activities A & B of the Natural Selection Student Exploration. This investigation is to be used with the Natural Selection Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students apply their understanding of evolution via natural selection to the historical example of katydids | Activity C of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Questions 3-7 | |
(ii) Student is expected to identify some changes in genetic traits that have occurred over several generations through selective breeding | Lesson Citation | Acquire Knowledge |
Students learn about the concept of artificial selection and look at an example in dogs | Prior Knowledge Question, Gizmo Warm-up of the Evolution: Natural and Artificial Selection Student Exploration. This investigation is to be used with the Evolution: Natural and Artificial Selection Gizmo. | Text |
Assessment Citation | Check Understanding |
Students links what he has learned in a lesson on artificial selection to the historical example of dogs. | Activity B of the Evolution: Natural and Artificial Selection Student Exploration. This investigation is to be used with the Evolution: Natural and Artificial Selection Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate how internal structures of organisms have adaptations that allow specific functions | Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate the function of the contractile vacuole in paramecia | Gizmo Warm up, Activity A of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students are asked about the function of the contractile vacuole | Activity B, Assessment Questions of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Activity B #5, AQ #2 | |
(ii) Student is expected to explain how internal structures of organisms have adaptations that allow specific functions | Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate the function of the contractile vacuole in paramecia | Gizmo Warm up, Activity A of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students are asked about the function of the contractile vacuole | Activity A of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | #7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize levels of organization in plants, including cells | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in plants | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 3 | |
(ii) Student is expected to recognize levels of organization in plants, including tissues | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in plants | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 3 | |
(iii) Student is expected to recognize levels of organization in plants, including organs | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in plants | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 3 | |
(iv) Student is expected to recognize levels of organization in plants, including organ systems | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in plants | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 3 | |
(v) Student is expected to recognize levels of organization in plants, including organisms | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in plants | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 3 | |
(vi) Student is expected to recognize levels of organization in animals, including cells | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 2 | |
(vii) Student is expected to recognize levels of organization in animals, including tissues | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 2 | |
(viii) Student is expected to recognize levels of organization in animals, including organs | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 2 | |
(ix) Student is expected to recognize levels of organization in animals, including organ systems | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 2 | |
(x) Student is expected to recognize levels of organization in animals, including organisms | Lesson Citation | Acquire Knowledge |
Students learn about levels of organization in plants and animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked about levels of organization in animals | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity A questions 1, 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to differentiate between structure and function in plant cell organelles, including cell membrane | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(ii) Student is expected to differentiate between structure and function in plant cell organelles, including cell wall | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(iii) Student is expected to differentiate between structure and function in plant cell organelles, including nucleus | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(iv) Student is expected to differentiate between structure and function in plant cell organelles, including cytoplasm | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(v) Student is expected to differentiate between structure and function in plant cell organelles, including mitochondrion | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(vi) Student is expected to differentiate between structure and function in plant cell organelles, including chloroplast | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(vii) Student is expected to differentiate between structure and function in plant cell organelles, including vacuole | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(viii) Student is expected to differentiate between structure and function in animal cell organelles, including cell membrane | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(ix) Student is expected to differentiate between structure and function in animal cell organelles, including nucleus | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(x) Student is expected to differentiate between structure and function in animal cell organelles, including cytoplasm | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(xi) Student is expected to differentiate between structure and function in animal cell organelles, including mitochondrion | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 | |
(xii) Student is expected to differentiate between structure and function in animal cell organelles, including vacuole | Lesson Citation | Acquire Knowledge |
Students learn about structure and function of animal and plant cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students complete a chart comparing cell organelles | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare the functions of a cell to the functions of organisms | Lesson Citation | Acquire Knowledge |
Students learn how cells have functions like organisms | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A (last paragraph) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students compare the functions of a cell to the functions of an organism | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize that according to cell theory, all organisms are composed of cells | Lesson Citation | Acquire Knowledge |
Students learn about cell theory | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are questioned about cell theory | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity B questions 1-2 | |
(ii) Student is expected to recognize that according to cell theory, all cells carry on similar functions | Lesson Citation | Acquire Knowledge |
Students learn about cell theory | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are questioned about cell theory | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity B question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate how organisms respond to external stimuli found in the environment | Lesson Citation | Acquire Knowledge |
Student investigates human homeostasis, including responses to external stimuli, like shivering and sweating. | Activity B of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of certain responses pertinent to thermoregulation | The assessment questions for the Human Homeostasis Gizmo. | 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe responses in organisms that may result from internal stimuli that allow [plants and animals] to maintain balance | Lesson Citation | Acquire Knowledge |
Students observe how a paramecium maintains a stable volume in hypotonic solutions with the help of a contractile vacuole | Activity A of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students explain how a paramecium maintains stability | The assessment questions for the Paramecium Homeostasis Gizmo. | 1, 2, 3, 4 | |
(ii) Student is expected to relate responses in organisms that may result from internal stimuli that allow [plants and animals] to maintain balance | Lesson Citation | Acquire Knowledge Learn Skill |
Students determine how exercise, sweating, shivering, and clothing affect internal body temperature, and discover how these responses are related | Gizmo Warm-up, Activity A of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students use what they have learned to help a virtual human survive in changing temperatures | Activity B of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigate inheritance in mice | Gizmo Warm-up of the Mouse Genetics (One Trait) Student Exploration. This investigation is to be used with the Mouse Genetics (One Trait) Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students are questioned about inheritance | Activity C of the Mouse Genetics (One Trait) Student Exploration. This investigation is to be used with the Mouse Genetics (One Trait) Gizmo. | Activity C question 6 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates asexual and sexual reproduction. | Gizmo Warm-up and Activity A-C of the Inheritance Student Exploration. This investigation is to be used with the Inheritance Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students compare offspring of sexual and asexual reproduction | Activity C, AQ of the Inheritance Student Exploration. This investigation is to be used with the Inheritance Gizmo. | Activity C question 6, Assessment Questions 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn where genes are located | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B (Nucleus) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked where genes are located | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity B question 1 |