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 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 design 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 design comparative investigations by formulating testable hypotheses | 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 hypothesis for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(iv) Student is expected to design 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 | |
(v) Student is expected to design 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 | |
(vi) 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 | |
(vii) 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 | |
(viii) Student is expected to implement comparative investigations by formulating testable hypotheses | 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 hypothesis for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(ix) 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 | |
(x) 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 | |
(xi) 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 | |
(xii) 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 | |
(xiii) 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 | |
(xiv) 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 | |
(xv) 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 | |
(xvi) 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 | |
(xvii) 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 | |
(xviii) 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 | |
(xix) 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 | |
(xx) 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 how to properly dispose of laboratory wastes | 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 test chemical properties using color indicators. | Activity A of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices the testing solutions using indicators | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients 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 test chemical properties using color indicators. | Activity A of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices the testing solutions using indicators | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients 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 |
---|---|---|---|---|---|
(i) Student is expected to describe the structure of atoms, including the masses of protons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(ii) Student is expected to describe the structure of atoms, including the masses of neutrons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(iii) Student is expected to describe the structure of atoms, including the masses of electrons in the electron cloud | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(iv) Student is expected to describe the structure of atoms, including the electrical charges of protons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(v) Student is expected to describe the structure of atoms, including the electrical charges of neutrons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(vi) Student is expected to describe the structure of atoms, including the electrical charges of electrons in the electron cloud | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(vii) Student is expected to describe the structure of atoms, including the locations of protons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(viii) Student is expected to describe the structure of atoms, including the locations of neutrons in the nucleus | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 | |
(ix) Student is expected to describe the structure of atoms, including the locations of electrons in the electron cloud | Lesson Citation | Acquire Knowledge |
Students learn the charge, mass, and location of protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A (whole activity), Activity B text |
Assessment Citation | Demonstrate Knowledge |
Students fill in a chart of location, mass, and charge for protons, neutrons, and electrons | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity B question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify that protons determine an element's identity | Lesson Citation | Acquire Knowledge |
Students discover that adding protons determines the element | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity A, question 4 |
Assessment Citation | Check Understanding |
Student states what would happen if a proton is added to an atom | The assessment questions for the Element Builder Gizmo. | Question 5 | |
(ii) Student is expected to identify that valence electrons determine [an element's] chemical properties, including reactivity | Lesson Citation | Acquire Knowledge |
Students learn that valence electrons determine how likely an element is to take part in chemical reactions | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity E |
Assessment Citation | Check Understanding |
Students answer questions about valence electrons and reactivity | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity E, questions 7, 8 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to interpret the arrangement of the Periodic Table, including groups, to explain how properties are used to classify elements | Lesson Citation | Acquire Knowledge |
Students learn about valence electrons and the Periodic Table, including groups | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity F |
Assessment Citation | Check Understanding |
Students answer questions about valence electrons and the Periodic Table | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity F, questions 1-7 | |
(ii) Student is expected to interpret the arrangement of the Periodic Table, including periods, to explain how properties are used to classify elements | Lesson Citation | Acquire Knowledge |
Students learn about valence electrons and the Periodic Table, including periods | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity F |
Assessment Citation | Check Understanding |
Students answer questions about valence electrons and the Periodic Table | The Gizmo Activity: Atomic Structure resource, which is part of the Chemical Properties unit. | Activity F, questions 1-7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize that chemical formulas are used to identify substances | Lesson Citation | Acquire Knowledge |
Students learn about chemical formulas | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Students are asked about chemical symbols and formulas | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity A questions 4, 5 | |
(ii) Student is expected to determine the number of atoms of each element in chemical formulas containing subscripts | Lesson Citation | Acquire Knowledge |
Students learn how to interpret chemical formulae | Activity A of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Questions 1 & 2 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of chemical formulae | Activity A of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Questions 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 |
Students learn about chemical changes | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Activity D |
Assessment Citation | Check Understanding Practice Skill |
Students investigate physical and chemical changes in a laboratory setting | The Laboratory Skills: Physical and Chemical Changes resource, which is part of the Classifying Matter unit. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize whether a chemical equation containing coefficients is balanced or not | Lesson Citation | Acquire Knowledge |
Student learns about balanced equations and their relationship to the conservation of mass | Activity B of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Questions 1 through 5 |
Assessment Citation | Check Understanding |
Student demonstrates understanding of balanced equations | The assessment questions for the Chemical Equations Gizmo. | Question 1 | |
(ii) Student is expected to recognize how [a balanced chemical equation] relates to the law of conservation of mass | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about balanced equations and their relationship to the conservation of mass | Gizmo Warm-up of the Chemical Equations Student Exploration. This investigation is to be used with the Chemical Equations Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the law of conservation of matter | The assessment questions for the Chemical Equations Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate how unbalanced forces change the speed or direction of an object's motion | Lesson Citation | Acquire Knowledge |
Student investigates Newton's Laws of Motion | Activities A & B of the Force and Fan Carts Student Exploration. This investigation is to be used with the Force and Fan Carts Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Newton's 1st Law. | The assessment questions for the Force and Fan Carts Gizmo. | Question 2 | |
(ii) Student is expected to calculate how unbalanced forces change the speed or direction of an object's motion | Lesson Citation | Acquire Knowledge |
Student investigates Newton's Laws of Motion | Activity B of the Fan Cart Physics Student Exploration. This investigation is to be used with the Fan Cart Physics Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of Newton's 2nd law. | The assessment questions for the Fan Cart Physics Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to model how the tilted Earth rotates on its axis, causing day and night | Lesson Citation | Acquire Knowledge |
Student uses a 3-D model of the Sun-Earth-Moon system to investigate the cause for cycles and patterns in the sky. | Activity A of the Seasons: Earth, Moon, and Sun Student Exploration. This investigation is to be used with the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the cause for day and night. | The assessment questions for the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 | |
(ii) Student is expected to illustrate how the tilted Earth rotates on its axis, causing day and night | Lesson Citation | Acquire Knowledge |
Student uses a 3-D model of the Sun-Earth-Moon system to investigate the cause for cycles and patterns in the sky. | Activity A of the Seasons: Earth, Moon, and Sun Student Exploration. This investigation is to be used with the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the cause for day and night. | The assessment questions for the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 | |
(iii) Student is expected to model how the tilted Earth revolves around the Sun causing changes in seasons | Lesson Citation | Acquire Knowledge |
Student uses a 3-D model of the Sun-Earth-Moon system to investigate the cause for the seasons. | Activities A & B of the Seasons in 3D Student Exploration. This investigation is to be used with the Seasons in 3D Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the causes for the seasons. | The assessment questions for the Seasons in 3D Gizmo. | Question 5 | |
(iv) Student is expected to illustrate how the tilted Earth revolves around the Sun causing changes in seasons | Lesson Citation | Acquire Knowledge |
Student uses a 3-D model of the Sun-Earth-Moon system to investigate the cause for the seasons. | Activities A & B of the Seasons in 3D Student Exploration. This investigation is to be used with the Seasons in 3D Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the causes for the seasons. | The assessment questions for the Seasons in 3D Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate the sequence of events in the lunar cycle | Lesson Citation | Acquire Knowledge |
Students investigate Moon phases using a virtual model | Activities A & B of the Phases of the Moon Student Exploration. This investigation is to be used with the Phases of the Moon Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students are asked about Moon phases | The assessment questions for the Phases of the Moon Gizmo. | 1, 2, 3 | |
(ii) Student is expected to predict the sequence of events in the lunar cycle | Lesson Citation | Acquire Knowledge |
Students use what they have learned to predict which Moon phase will occur next | Activity B of the Phases of the Moon Student Exploration. This investigation is to be used with the Phases of the Moon Gizmo. | questions 2, 3 |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of moon phases. | The assessment questions for the Phases of the Moon Gizmo. | 4, 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to relate the position of the Moon to [its] effect on ocean tides | Lesson Citation | Acquire Knowledge |
Student investigates the causes of tides using a 3D model of the Earh-Sun-Moon system | Activity A of the Tides Student Exploration. This investigation is to be used with the Tides Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge about the main cause of tides | The assessment questions for the Tides Gizmo. | 1 | |
(ii) Student is expected to relate the position of the Sun to [its] effect on ocean tides | Lesson Citation | Acquire Knowledge |
Student investigates the causes of tides using a 3D model of the Earh-Sun-Moon system | Activity B of the Tides Student Exploration. This investigation is to be used with the Tides Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge about the main cause of tides | The assessment questions for the Tides Gizmo. | 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to explore how different wavelengths of the electromagnetic spectrum are used to gain information about distances of components in the universe | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to gain information about a star based on its spectra, including redshift and blueshift. | Activity B of the Star Spectra Student Exploration. This investigation is to be used with the Star Spectra Gizmo. | Question 2 |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Student infers information about stars based on spectra, including whether distance is increasing or decreasing. | The assessment questions for the Star Spectra Gizmo. | Question 3 | |
(i) Student is expected to explore how different wavelengths of the electromagnetic spectrum are used to gain information about distances of components in the universe | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to gain information about a star based on its spectra. | Activity B of the Star Spectra Student Exploration. This investigation is to be used with the Star Spectra Gizmo. | Question 2 |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Student infers information about stars based on spectra. | The assessment questions for the Star Spectra Gizmo. | Question 3 | |
(ii) Student is expected to explore how different wavelengths of the electromagnetic spectrum are used to gain information about properties of components in the universe | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how to gain information about a star based on its spectra. | Activity B of the Star Spectra Student Exploration. This investigation is to be used with the Star Spectra Gizmo. | Question 2 |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Student infers information about stars based on spectra. | The assessment questions for the Star Spectra Gizmo. | Questions 2 and 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 |
Students are introduced to the theory of continental drift. | Activity A of the Building Pangaea Student Exploration. This investigation is to be used with the Building Pangaea Gizmo. | Whole Activity |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates knowledge of the original expostulator of continental drift theory. | AQ of the Building Pangaea Student Exploration. This investigation is to be used with the Building Pangaea Gizmo. | 1 |
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 use an interactive simulation to see the effect of plate interactions. | Activities A, B, C, and D of the Plate Tectonics Student Exploration. This investigation is to be used with the Plate Tectonics Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of plate tectonics. | AQ of the Plate Tectonics Student Exploration. This investigation is to be used with the Plate Tectonics Gizmo. | 1, 2, 3, and 5. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify the role of the oceans in the formation of weather systems | Lesson Citation | Acquire Knowledge |
Student learns how oceans fuel hurricanes. | Activity A, Activity B of the Hurricane Motion Student Exploration. This investigation is to be used with the Hurricane Motion Gizmo. | Activity A Introduction, Activity B question 8 |
Assessment Citation | Check Understanding |
Students are asked about conditions most likely to produce hurricanes | The assessment questions for the Hurricane Motion Gizmo. | 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to explore how short-term environmental changes affect organisms | Lesson Citation | Acquire Knowledge |
Students investigate how a rabbit population is affected by harsh weather. | Activity C of the Rabbit Population by Season Student Exploration. This investigation is to be used with the Rabbit Population by Season Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of how harsh weather conditions can affect populations. | The assessment questions for the Rabbit Population by Season Gizmo. | Question 3 | |
(ii) Student is expected to explore how long-term environmental changes affect organisms | Lesson Citation | Acquire Knowledge |
Students investigate how runoff from nearby farms affects a pond ecosystem. | Activity C of the Pond Ecosystem Student Exploration. This investigation is to be used with the Pond Ecosystem Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students demonstrate knowledge of the effect agriculture has on nearby surface water. | The assessment questions for the Pond Ecosystem Gizmo. | Question 5 | |
(iii) Student is expected to explore how short-term environmental changes affect traits in subsequent populations | Lesson Citation | Acquire Knowledge |
Students investigate how precipitation affects the average beak depth of a finch population on an isolated island | 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 |
Students answer questions about the effects of precipitation changes on beak depth | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Questions 1-5 | |
(iv) Student is expected to explore how long-term environmental changes affect traits in subsequent populations | Lesson Citation | Acquire Knowledge |
Students investigate how the changes caused by the industrial revolution affected the peppered moth's coloration. | Gizmo Warm-up, Activity A, and Activity B of the Natural Selection Student Exploration. This investigation is to be used with the Natural Selection Gizmo. | Whole Activities |
Assessment Citation | Demonstrate Knowledge |
Students demonstrate understanding of how environmental changes can impact subsequent generations. | The assessment questions for the Natural Selection Gizmo. | Question 5 |