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 practice disposal of laboratory wastes, including reuse and recycling | The Laboratory Activity: Disposal of Non-Hazardous Waste resource, which is part of the Lab Safety Unit | Whole Activity |
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 | |
Assessment Citation | Practice Skill | Students properly dispose of water after field investigation | The Field Investigation: Convection resource, which is part of the Field Investigations Unit | Last page | |
Assessment Citation | Practice Skill | Students properly dispose of materials after a hybrid field / laboratory investigation | The Field Investigation: Sink or Float resource, which is part of the Field Investigations Unit | Last page | |
(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 |
Lesson Citation | Acquire Knowledge | Students practice disposal of laboratory wastes, including reuse and recycling | The Laboratory Activity: Disposal of Non-Hazardous Waste resource, which is part of the Lab Safety Unit | Whole Activity | |
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 | |
Assessment Citation | Practice Skill | Students properly dispose of water after field investigation | The Field Investigation: Convection resource, which is part of the Field Investigations Unit | Last page | |
Assessment Citation | Practice Skill | Students properly dispose of materials after a hybrid field / laboratory investigation | The Field Investigation: Sink or Float resource, which is part of the Field Investigations Unit | Last page |
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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D | |
(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. | Activities C and D |
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 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 | |
(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. (You must be logged in to the ExploreLearning website and on the "Gizmo" tab to see Assessment Questions.) | 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 |
Lesson Citation | Acquire Knowledge | Students evaluate the advantages and limitations of a variety of computer models | The Gizmo Activity: Models resource. | Page 1 question 1, page 2 question 4, page 3 question 5, page 4 questions 1-2, page 5 question 3 | |
Lesson Citation | Acquire Knowledge | Students learn about an advantage of a model | The Review: Models resource. | Table rows 3-6 | |
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 |
Lesson Citation | Acquire Knowledge | Students evaluate the advantages and limitations of a variety of computer models | The Gizmo Activity: Models resource. | Page 1 question 2, page 2 questions 1, 2, 5; page 5 question 4 | |
Lesson Citation | Acquire Knowledge | Students learn about an advantage of a model | The Review: Models resource. | Table rows 3-6 | |
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 learn about elements and compounds | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students answer questions on elements, compounds, and symbols | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A questions |
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 about elements and compounds | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students answer questions on elements, compounds, and symbols | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify the formation of a new substance by using the evidence of a possible chemical change | Lesson Citation | Acquire Knowledge |
Students learn about chemical changes | The Guided Learning: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity D |
Assessment Citation | Demonstrate Knowledge | Students answer questions about evidence for chemical changes | The Guided Learning: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity D questions | |
Lesson Citation | Acquire Knowledge |
Students learn about evidence and examples of physical and chemical changes | The Laboratory Skills: Physical and Chemical Changes resource. | Page 1, Introduction | |
Assessment Citation | Check Understanding Practice Skill |
Students recognize physical and chemical changes in the lab | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Questions page 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Student's learn how to calculate density using water displacement. | Activity A of the Density Laboratory Student Exploration. This investigation is to be used with the Density Laboratory Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students calculate density to determine which metal is genuine gold. | Extension of the Density Laboratory Student Exploration. This investigation is to be used with the Density Laboratory Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to test the physical properties of minerals, including hardness | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to test physical properties of minerals. | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Students practice testing of physical properties to identify minerals | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(ii) Student is expected to test the physical properties of minerals, including color | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to test physical properties of minerals. | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Question 1 |
Assessment Citation | Practice Skill | Students practice testing of physical properties to identify minerals | 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 test the physical properties of minerals, including luster | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to test physical properties of minerals. | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Question 1 |
Assessment Citation | Practice Skill | Students practice testing of physical properties to identify minerals | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(iv) Student is expected to test the physical properties of minerals, including streak | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to test physical properties of minerals. | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Question 4 |
Assessment Citation | Practice Skill | Students practice testing of physical properties to identify minerals | 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 research the advantages of using coal | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 1) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(ii) Student is expected to research the advantages of using oil | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 1) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(iii) Student is expected to research the advantages of using natural gas | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 1) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(iv) Student is expected to research the advantages of using nuclear power | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 3) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 3) | |
(v) Student is expected to research the advantages of using biomass | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 7) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 7) | |
(vi) Student is expected to research the advantages of using wind | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 5) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 5) | |
(vii) Student is expected to research the advantages of using hydropower | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 6) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 6) | |
(viii) Student is expected to research the advantages of using geothermal [resources] | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 4) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 4) | |
(ix) Student is expected to research the advantages of using solar resources | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 3) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 4) | |
(x) Student is expected to research the disadvantages of using coal | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 2) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(xi) Student is expected to research the disadvantages of using oil | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 1) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(xii) Student is expected to research the disadvantages of using natural gas | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 2) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(xiii) Student is expected to research the disadvantages of using nuclear power | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 2) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 3) | |
(xiv) Student is expected to research the disadvantages of using biomass | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 7) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 7) | |
(xv) Student is expected to research the disadvantages of using wind | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 5) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 5) | |
(xvi) Student is expected to research the disadvantages of using hydropower | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 6) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 6) | |
(xvii) Student is expected to research the disadvantages of using geothermal [resources] | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 4) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 4) | |
(xviii) Student is expected to research the disadvantages of using solar resources | Lesson Citation | Acquire Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text portion (page 3) |
Assessment Citation | Demonstrate Knowledge |
Students learn about the advanages and disadvantages of various sources of energy | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions (page 4) | |
(xix) Student is expected to debate the advantages and disadvantages of using coal | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xx) Student is expected to debate the advantages and disadvantages of using oil | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxi) Student is expected to debate the advantages and disadvantages of using natural gas | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxii) Student is expected to debate the advantages and disadvantages of using nuclear power | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxiii) Student is expected to debate the advantages and disadvantages of using biomass | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxiv) Student is expected to debate the advantages and disadvantages of using wind | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxv) Student is expected to debate the advantages and disadvantages of using hydropower | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxvi) Student is expected to debate the advantages and disadvantages of using geothermal [resources] | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance | |
(xxvii) Student is expected to debate the advantages and disadvantages of using solar resources | Lesson Citation | Acquire Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Preparation phase |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students organize, prepare for, and hold a debate over different uses of energy | The Real-World Science: Debate Energy Sources resource, which is part of the Energy Sources unit. | Debate Performance |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to determine average speed for animals seen on a safari. | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Questions 4C. |
Assessment Citation | Check Understanding Practice Skill |
Student determines average speed of animals | AQ of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate how inclined planes can be used to change the amount of force to move an object | Lesson Citation | Acquire Knowledge |
Student investigates inclined planes | Activity A of the Ants on a Slant (Inclined Plane) Student Exploration. This investigation is to be used with the Ants on a Slant (Inclined Plane) Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of the utility of inclined planes. | The assessment questions for the Ants on a Slant (Inclined Plane) Gizmo. | Question 3 | |
(ii) Student is expected to investigate how pulleys can be used to change the amount of force to move an object | Lesson Citation | Acquire Knowledge |
Student investigates pulleys | Activity A of the Pulleys Student Exploration. This investigation is to be used with the Pulleys Gizmo. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of the utility of pulleys. | The assessment questions for the Pulleys Gizmo. | Questions 2 and 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate methods of thermal energy transfer, including conduction | Lesson Citation | Acquire Knowledge |
Student investigates conduction and convection | Activity A of the Conduction and Convection Student Exploration. This investigation is to be used with the Conduction and Convection Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of conduction. | The assessment questions for the Conduction and Convection Gizmo. | Questions 1 and 2 | |
(ii) Student is expected to investigate methods of thermal energy transfer, including convection | Lesson Citation | Acquire Knowledge |
Student investigates conduction and convection | Activity B of the Conduction and Convection Student Exploration. This investigation is to be used with the Conduction and Convection Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of convection. | The assessment questions for the Conduction and Convection Gizmo. | Questions 3 and 4 | |
(iii) Student is expected to investigate methods of thermal energy transfer, including radiation | Lesson Citation | Acquire Knowledge |
Student investigates radiation | The Gizmo Warm-up section of the Radiation Student Exploration explains that radiation is a type of thermal energy transfer. This basic idea is expanded through instruction in Activities A, B, and C of the same document as the student investigates the use of a light to pop a kernel of corn. | Whole Activities |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of radiation. | The assessment questions for the Radiation Gizmo. (You must be logged in to the ExploreLearning website and on the "Gizmo" tab to see Assessment Questions.) | Questions 1 through 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature | Lesson Citation | Acquire Knowledge |
Student investigates heat transfer by conduction | Activity A of the Heat Transfer by Conduction Student Exploration. This investigation is to be used with the Heat Transfer by Conduction Gizmo. | Whole Activity |
Lesson Citation | Acquire Knowledge | Student observe the melting of ice in a glass of water | The Laboratory Skills: Chemical and Physical Changes resource, which is part of the Classifying Matter unit. | Experiment 6 on page 2 | |
Lesson Citation | Acquire Knowledge | Student uses a virtual calorimeter to observe the outcome of ice melting in hot water, including measuring the final temperature. | Activity B of the Calorimetry Lab Student Exploration. This investigation is to be used with the Calorimetry Lab Gizmo. | Activity B, Step 8 | |
Lesson Citation | Acquire Knowledge | Student learns about conduction and convection and that transfer of energy tends to cause two substances in contact to reach the same temperature. | The Gizmo Warm-up Activity of the Conduction and Convection Student Exploration. This investigation is to be used with the Conduction and Convection Gizmo. | Whole Activity, but especially question 3. | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of heat transfer by conduction | The assessment questions for the Heat Transfer by Conduction Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to demonstrate energy transformations | Lesson Citation | Acquire Knowledge |
Study investigates a mechanical system where energy is transformed from potential, to kinetic, to thermal energy. | Activities A, B, and C of the Energy Conversion in a System Student Exploration. This investigation is to be used with the Energy Conversion in a System Gizmo. | Whole Activities |
Lesson Citation | Acquire Knowledge | Student designs a virtual circuit including a battery and light bulb and sees the relationship between chemical potential energy of the battery and the light energy from the bulb. | The Gizmo Warm-up Activity of the Circuits Student Exploration. This investigation is to be used with the Circuits Gizmo. | Question 2 | |
Lesson Citation | Acquire Knowledge | The student learns about different types of energy, including light, electrical, and chemical. The student also sees how energy is transformed from one type to another by tracing the path of energy in the environment. | The entire Energy Conversions Student Exploration is dedicated to tracing energy transfer and transformation. It is to be used with the Energy Conversions Gizmo. | Whole Exploration | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student describes different paths of energy conversion and transfer | The assessment questions for the Energy Conversions Gizmo. | Questions 1 through 5 | |
Assessment Citation | Demonstrate Understanding | Student demonstrates knowledge of energy transformations along paths. | Assessment Questions for Energy Conversions Gizmo. (You must be logged in to the ExploreLearning website and on the "Gizmo" tab to see Assessment Questions.) | Questions 2 and 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns to classify rocks. | Activity A of the Rock Classification Student Exploration. This investigation is to be used with the Rock Classification Gizmo. | Whole Activity |
Assessment Citation | Student Demonstrates knowledge of rock types. | AQ of the Rock Classification Student Exploration. This investigation is to be used with the Rock Classification Gizmo. | Questions 1 and 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students connect gravity to orbital motion by investigating a classic thought experiment. | Activity A of the Gravity Pitch Student Exploration. This investigation is to be used with the Gravity Pitch Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the relationship between gravity and orbital motion | Assessment Questions of the Gravity Pitch Gizmo. | Questions 1 through 4 | |
Lesson Citation | Acquire Knowledge |
Students learn that gravity causes the planets to orbit the Sun | Activity A of the Solar System Student Exploration. This investigation is meant to be used with the Solar System Gizmo. | Activity A, question 1 | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student chooses which force governs motions of planets in the solar system. | Assessment questions of the Solar System Gizmo. | Questions 2 | |
Lesson Citation | Acquire Knowledge |
Students investigate scientific models | The Gizmo Activity: Models resource. This activity is designed to be used with the Gravity Pitch Gizmo. | Page 3, whole activity | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students demonstrate knowledge of the effects of gravity on planetary orbits. | The Gizmo Activity: Models resource. This activity is designed to be used with the Gravity Pitch Gizmo. | Page 3, question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | 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 | Demonstrate Knowledge |
According to cell theory, what are all organisms composed of? | The Guided Learning: Cells--the Basic Unit of Life resource, which is part of the Cells unit. | Activity B question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn about prokaryotes and eukaryotes | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students answer questions about prokaryotic and eukaryotic cells | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to classify organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Introduction |
Assessment Citation | Demonstrate Knowledge |
Students answer questions about domains | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Problems 1, 2, 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to identify the basic characteristics of organisms, including prokaryotic or eukaryotic, that further classify them in the currently recognized Kingdoms | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to classify organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students answer questions about classifying organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Problems 2, 6c | |
(ii) Student is expected to identify the basic characteristics of organisms, including unicellular or multicellular, that further classify them in the currently recognized Kingdoms | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to classify organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students answer questions about classifying organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Problem 6a | |
(iii) Student is expected to identify the basic characteristics of organisms, including autotrophic or heterotrophic, that further classify them in the currently recognized Kingdoms | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to classify organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students answer questions about classifying organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Problem 6b | |
(iv) Student is expected to identify the basic characteristics of organisms, including mode of reproduction, that further classify them in the currently recognized Kingdoms | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to classify organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students answer questions about classifying organisms | The Problem Solving: Classifying Organisms resource, which is part of the Cells unit. | Problem 6d |