Extended Learning Modules (ELM)

ELM 7 - 14Presented

February 14, 2013West Miami Middle School

Ava D. Rosales, Ph.D.Instructional Supervisor, Science

Krik Nieveen, M.Ed.Curriculum Support Specialist

Department of Mathematics and ScienceOffice of Academics and Transformation

NORMS

Learn

Explore

Ask

Deliver

•Electronic devices

•Restrooms

GOALS OF SESSION

Provide Professional Development on the implementation of the Next Generation Sunshine State Standards (NGSSS) Science Extended Learning Modules

Model the effective implementation of the Next Generation Sunshine State Standards (NGSSS) Science Extended Learning Modules

Use Achievement Level Descriptions to drive intervention instructional focus

Discuss challenges and solutions for teacher content and delivery issues

REFLECTIONS ON EXTENDED LEARNING MODULE IMPLEMENTATIONThink – Share (Agreement Circle)

ESSENTIAL COMPONENTS

Advanced facilitator preparation KWL/Lead-in essential questions and

discussion Teacher-led interactive laboratory

demonstration Students thoroughly complete activity guide

(i.e., Exploration Guide/Virtual Lab) Class compiled data table with discussion

questions (i.e., generic and directed) Extension activities (part of instruction) Assessment with assessment review

protocol

ESSENTIAL COMPONENTS

Objectives Vocabulary Lesson Overview/Scientific Background Common Student Misconceptions Tips Materials Suggested Lesson Sequence Selected Web Resources

(reinforcement/extension) Extension Activities (required)

DAILY INSTRUCTIONAL FORMAT

Benchmark on board Lead-in Question and Engage Interactive Laboratory Demonstration Discussion Questions Extension(s) Assessment

Exception: Session 13 – TIPS and Session 14 - Assessment

Review Practice Video Clarifications (as necessary)

ASSESSMENT REVIEW ASSESSMENT REVIEW PROTOCOLPROTOCOL

Students should respond to the items individually.

Review each answer choice and eliminate the ones that are incorrect with a discussion as to why that selection is incorrect.

Ask students to correct their papers and indicate reasons why the selection is the best answer.

WHAT’S NEW?

Achievement Level Descriptions Assessments in Edusoft Time-frame: 3 hours Extension is to be implemented (select at

least one activity) All lessons aligned to NGSSS All lessons are Fair Game

ACHIEVEMENT LEVEL DESCRIPTIONS

UNWRAP THE BENCHMARK AND FACILITATION GUIDE

Prior to the Activity and After the Activity

Success Academy Unwrapping Benchmarks

Benchmark Number_____________________ Content Cluster ___________________

Benchmark:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Prerequisite Skills

What knowledge, understanding, or reasoning is required to achieve this benchmark?

Vocabulary

What vocabulary needs to be understood to achieve this benchmark?

Achievement Criteria

What performance skills or product skills are required to demonstrate achievement on

this benchmark?

Facilitation Plan Success Academy

Creating a Facilitation Plan

Facilitated classroom activities make up the public face of teaching. When preparing to facilitate these activities, teachers should use a facilitation plan for reasons made evident in this module. Such a plan arises from applying the facilitation methodology (see Facilitation Methodology) in a step-by-step fashion. This facilitation plan module includes a plan template (found on the third and fourth pages of this module) and exemplifies how to fill it out. It emphasizes the importance of assessing facilitation performance after each classroom activity.

Need for a Plan

Careful planning lies at the heart of successful performance (Millis, 1998). The planning process recommended in this module will help the teacher attend to the facilitation principles (see Overview of Facilitation), work through the facilitation methodology, and anticipate learner needs (see Identifying Learner Needs). Since these needs revolve around process issues that impact learning, most facilitators will find it beneficial to reflect on these issues and plan how to address them. In addition, the preparation of a written organizational framework before facilitating an activity not only serves as a prompt during facilitation but also forms a permanent record of what was attempted by the teacher during the activity and becomes the basis for assessing performance.

Elements of a Plan

A complete plan consists of three components. The first component encompasses planning prior to the facilitation (page one of the Facilitation Plan template). The second component involves recording data during the facilitation (page two of the template). And the third concludes the data collection and provides for reconciliation of the planning with the execution and assessment of the facilitation and the learning outcomes (also on page two of the template). Before reading the next section, it will be helpful to have the blank facilitation plan template available.

Prior to the activity

1. Read through the lesson. Establish your outcomes for the activity (three are sufficient), and incorporate skills needed for understanding of the lesson.

2. The outcomes or activity type you selected may require certain roles for group members.

3. Instructions to the students for the activity are outlined in the activity set-up. Focus on the purpose, expectations, roles, and the amount of time allocated, including the closure time.

SESSION 7

Forces and Changes in Motion

BENCHMARK(S)

Big Idea 13: Forces and Changes in Motion

Benchmark: SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. (Also assesses SC.6.P.13.2 and SC.8.P.8.2.)

ALSO ASSESSES

SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.

SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.

FCAT 2.0 CLARIFICATIONS AND CONTENT LIMITS (P.)

Benchmark Clarifications Students will identify and/or describe types of forces.

Students will describe the relationship among distance, mass, and gravitational force between any two objects.

Students will differentiate between mass and weight.

Content Limits Items assessing gravity will use a conceptual

understanding of the Law of Universal Gravitation by keeping either the mass or distance constant.

Items will not assess nuclear forces. Items will not require the use of formulas or

calculations. Items addressing mass and/or weight will not assess

the units of measure for mass and weight.

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DIFFERENTIATE CONTACT FORCES AND FORCES ACTING AT A DISTANCE...

Ach Level

Specific Physical Student Expectations Excerpt

Level 5 • analyze different types of forces acting on objects; • analyze the relationship among distance, mass, and

gravitational force between two objects; • differentiate mass and weight;

Level 4 • classify different types of forces acting on objects; • evaluate the relationship among distance, mass, and

gravitational force between two objects; • differentiate mass and weight;

Level 3 • distinguish between contact forces and forces that act at a distance;

• relate the relationship among distance, mass, and gravitational force between two objects;

• differentiate mass and weight;

Level 2 • identify familiar forces that cause objects to move; • recognize that there is a relationship among distance, mass, and

gravitational force between two objects; • recognize that there is a difference between mass and weight;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

ACTIVITIES

ExploreLearning Gizmo: Gravitational Force: http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=411

BBC Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/space/gravityforceandweightact.shtml

EXTENSION: Your Weight on Other Worlds:

http://www.exploratorium.edu/ronh/weight/

When it comes to forces:When it comes to forces:Students who are successful are able to

identify gravity as the force that causes objects to fall to Earth

Adapted from Lessons Learned

When it comes to identifying forces:When it comes to identifying forces:

Students who are unsuccessful have the greatest difficulty with• explaining the effects of forces on an object.

Adapted from Lessons Learned

Implementation Implementation of this lessonof this lessonAllows students to:manipulate models and label graphics to demonstrate the effects of forces on objects.

44 N

Adapted from Lessons Learned

44 N

Concepts students must know to answer this question:

•Universal Law of Gravitation

•Net Force

9. Look at the picture. At which point (A, B, C, or D) is the net force due to the gravitational pull of both the Earth and the Moon closest to zero?

1.Point A2.Point B3.Point C4.Point D

SESSION 8

Waves

BENCHMARK(S) BIG IDEA 10:

SC.7.P.10.1: Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. (Also Assesses SC.7.E.5.11)

SC.7.P.10.3: Recognize that light waves, sound waves and other waves move at different speeds in different materials. (Also Assesses SC.7.P.10.2)

ALSO ASSESSES

SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum, such as wavelength, frequency, use, and hazards, and recognize its application to an understanding of planetary images and satellite photographs.

SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed.

Benchmark Clarifications Students will describe and/or explain that waves move

at different speeds through different materials. Students will explain that light waves can be reflected,

refracted, and/or absorbed.

Content Limits Items may assess the general relative order of wave

speed in different phases but will not assess the motion of the particles in the substance.

Items may assess pitch as related to frequency. Items will not assess color as related to wavelength. Items will not assess electromagnetic waves traveling

in a vacuum. Items will not require calculations of wave speed

through different materials. Items may address water waves but not in the context

of water waves at the beach. Items will not assess the interaction of multiple waves.

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO CLASSIFY SUBSTANCES BY PHYSICAL PROPERTIES, DIFFERENTIATE PHYSICAL AND CHEMICAL CHANGE, DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY, AND DIFFERENTIATE CONTACT FORCES AND FORCES ACTING AT A DISTANCE.

Ach Level Specific Physical Student Expectations Excerpt

Level 5 • compare the characteristics of waves using the electromagnetic spectrum; • analyze how waves move at different speeds through different materials; • evaluate how evidence from experiments or investigations supports that

light waves can be reflected, refracted, or absorbed;

Level 4 • compare the characteristics of waves using the electromagnetic spectrum; • relate that waves move at different speeds through different materials; • cite examples where light waves are reflected, refracted, or absorbed;

Level 3 • compare the characteristics of waves using the electromagnetic spectrum; • recall that waves move at different speeds through different materials; • recognize that light waves can be reflected, refracted, or absorbed;

Level 2 • identify some characteristics of the electromagnetic spectrum; • recognize that light waves can be reflected, refracted, or absorbed;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

WHEN IT COMES TO WHEN IT COMES TO ENERGY:ENERGY:Students who are unsuccessful have the greatest difficulty with:identifying wave properties and characteristics

Adapted from Lessons Learned

IMPLEMENTATION OF THIS LESSONIMPLEMENTATION OF THIS LESSON

Allows students to:practice using words and labeled diagrams to explain wave characteristics (e.g., calculating frequency and labeling wave diagrams in terms of amplitude andwavelength).

Adapted from Lessons Learned

ACTIVITIESVirtual Lab http://glencoe.mcgraw-hill.com/sites/dl/free/

007869387x/280094/E05.htmlWave Parts http://id.mind.net/~zona/mstm/physics/waves/

partsOfAWave/waveParts.htm#pictureOfAWave

Extension: BBC Bitesize Video: Light: http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/light/play.shtml

Gizmo: The Earthquake – Recording Station Gizmo™

Concepts students must know to answer this question:

Parts of a wave

Line in center is undisturbed medium

Question 9The parts of a wave are used to determine its characteristics.

.

Which number indicates the amplitude of the wave?

F change in mediaGchange in altitudeH increase in pressureJ increase in temperature

____2. A strong beam of light is directed toward a tank filled with water.

What caused the beam of light to change direction?

SESSION 9

Energy Transformations

BENCHMARK

Big Idea 11: Energy Transfer and Transformations

Benchmark SC.7.P.11.2 Investigate and describe the

transformation of energy from one form to another. (Also Assesses SC.6.P.11.1 and SC.7.P.11.3)

ALSO ASSESSES

SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

SC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.

FCAT 2.0 TEST ITEM SPECIFICATIONSBenchmark Clarifications Students will identify and/or describe the transformation

of energy from one form to another. Students will differentiate between potential and kinetic

energy. Students will identify and/or explain situations where

energy is transformed between kinetic energy and potential energy.

Students will identify and/or describe examples of the Law of Conservation of Energy.

Content Limits Items will not require calculations. Items assessing energy transformations will not be placed

in a life science context.

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ PHYSICAL SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO… DISTINGUISH BETWEEN KINETIC AND POTENTIAL ENERGY…

Ach Level

Specific Physical Science Student Expectations Excerpt

Level 5 • analyze the transformation of energy from one form to another; • differentiate potential energy and kinetic energy; • evaluate evidence that supports of the Law of Conservation of

Energy;

Level 4 • evaluate the transformation of energy from one form to another; • differentiate potential energy and kinetic energy; • cite examples of the Law of Conservation of Energy;

Level 3 • identify the transformation of energy from one form to another; • compare potential energy and kinetic energy; • identify examples of the Law of Conservation of Energy;

Level 2 • identify examples of energy that has been transformed from one form to another;

• recognize that there is a difference between potential energy and kinetic energy;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

INTERACTIVE ACTIVITIES

Gizmo: Roller Coaster Physics http://www.explorelearning.com/

index.cfm?method=cResource.dspView&ResourceID=405

Extension:BBC Bitesize Video: Energy Transfer and

Storage http://www.bbc.co.uk/schools/ks3bitesize/

science/energy_electricity_forces/energy_transfer_storage/activity.shtml

Building a Roller Coaster

SAMPLE ASSESSMENT

____ 1 A student builds a simple electric circuit.

What are the main types of energy produced in this circuit when the switch is closed?

SESSION 10

Earth Systems and Patterns

BENCHMARK(S)

Big Idea 7: Earth Systems and Patterns SC.6.E.7.4 Differentiate and show

interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. Also assesses SC.6.E.7.2, SC.6.E.7.3, SC.6.E.7.6, and SC.6.E.7.9.

SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Also assesses SC.6.E.7.1.

ALSO ASSESSES SC.6.E.7.2 Investigate and apply how the cycling

of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.

SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.

SC.6.E.7.6 Differentiate between weather and climate.

SC.6.E.7.9 Describe how the composition and structure of the atmosphere protects life and insulates the planet.

FCAT 2.0 CLARIFICATIONS AND CONTENT LIMITS (P. 58)

Benchmark Clarifications Students will differentiate and/or explain

interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.

Students will describe and/or explain how the cycling of water and global patterns influence local weather and climate.

Students will differentiate between weather and climate.

Students will describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.

FCAT 2.0 CLARIFICATIONS AND CONTENT LIMITS (P. 58 - 59)Content Limits Items will not assess atmospheres of planets other than

Earth. Items may assess atmospheric conditions and their resulting

weather phenomena, such as hurricanes, tornadoes, lightning, fronts, and precipitation.

Items will not address auroras. Items will not assess the causes of global warming or the

ozone hole but may assess their effects. Items may assess the layers of the atmosphere and/or the

function of each. Items should not assess the water cycle in isolation.

Note: may assess jet stream, the Gulf Stream, or other winds and/or currents (Stimulus Attributes)

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …RECOGNIZE THAT THE SUN’S ENERGY INFLUENCES GLOBAL ATMOSPHERIC PATTERNS…

Ach Level

Specific Earth and Space Science Student Expectations Excerpt

Level 5 • differentiate and analyze interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate;

• analyze the composition and function of the layers of Earth’s atmosphere and relate how it protects life and insulates the planet;

• analyze how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land; and

• differentiate convection, conduction, and radiation in both the Sun’s and the Earth’s systems.

Level 4 • differentiate interactions among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate;

• relate the composition and function of the layers of Earth’s atmosphere to how it protects life and insulates the planet;

• evaluate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land;

• compare convection, conduction, and radiation in both the Sun’s and Earth’s systems.

Level 3 • recognize relationships among Earth’s spheres, including cycling of water and global patterns that influence both weather and climate;

• identify the composition and structure of the atmosphere and how the atmosphere protects life and insulates the planet;

• relate how energy provided by the Sun influences global patterns of atmospheric movement and temperature differences between air, water, and land; and

• compare convection, conduction, and radiation in both the Sun’s and Earth’s systems.

Level 2 • identify some interactions among Earth’s spheres; • identify that the cycling of water influences both weather and climate; • recognize that the atmosphere protects life and insulates the planet; and • recognize that the Sun influences temperature differences between air, water, and land.

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

INTERACTIVE ACTIVITIES

Gizmo: Coastal Winds and Clouds http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=627

ExtensionDiscovery Education Exploration: About

Climate http://player.discoveryeducation.com/index.cfm?guidAssetId=626C1E54-86B0-47D5-A097-1E436AC225D7&blnFromSearch=1&productcode=DSCE

SAMPLE ASSESSMENT

7. In coastal areas, land and sea breezes may exist due to the uneven heating of the land and water. Which process is responsible for the breeze?

f. conductiong. radiationh. convection j. reflection

SESSION 11

Earth Structures

BENCHMARK(S)

Big Idea 6: Earth Structures Benchmark: SC.7.E.6.4 Explain and give examples of how

physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. (Also assesses SC.7.E.6.3.)

SC.7.E.6.5 Explore the scientific theory of plate tectonics by describing how the movement of Earth’s crustal plates causes both slow and rapid changes in Earth’s surface, including volcanic eruptions, earthquakes, and mountain building. (Also assesses SC.7.E.6.1 and SC.7.E.6.7.)

ALSO ASSESSES

SC.7.E.6.4 SC.7.E.6.3 Identify current methods for

measuring the age of Earth and its parts, including the law of superposition and radioactive dating.

SC.7.E.6.5 SC.7.E.6.1 Describe the layers of the solid

Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores.

SC.7.E.6.7 Recognize that heat flow and movement of material within Earth causes earthquake

FCAT 2.0 BENCHMARK CLARIFICATIONS AND CONTENT LIMITS

Benchmark Clarifications (SC.7.E.6.4) Students will identify examples of and/or explain physical

evidence that supports scientific theories that Earth has evolved over geologic time due to natural processes.

Students will identify and/or describe current scientific methods for measuring the age of Earth and its parts.

Content Limits Items may address fossil records but should not require

knowledge or recognition of specific organisms. Items may address folding and faulting as related to the law

of superposition. Items assessing radioactive dating will be limited to a

conceptual level. Items will not require calculations or address half-life.

Items addressing geologic time will not require specific knowledge of eras, periods, or epochs.

BENCHMARK SC.7.E.6.5

Benchmark Clarifications Students will describe the scientific theory of plate tectonics

and/or how the movement of Earth’s crustal plates and the flow of heat and material cause various geologic events to occur.

Students will identify and/or describe the layers of Earth.

Content Limits Items will not assess types of volcanoes but may assess

different causes of volcano formation. Items will not assess types of earthquake waves. Items may assess density differences between layers of

Earth but will not assess density differences as they relate to plate tectonics.

Items assessing the layers of Earth are limited to the crust, the lithosphere, the hot convecting mantle, the outer (liquid) core, and the inner (solid) core.

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO… IDENTIFY HOW EARTH CHANGES DUE TO WEATHERING, EROSION, AND PLATE TECTONICS…

Ach Level

Specific Earth and Space Science Student Expectations Excerpt

Level 5 • evaluate physical evidence to determine if it supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time; • interpret the scientific theory of plate tectonics and how it relates to surface and subsurface structures and events; • relate the composition of the layers of Earth and how they interact;

Level 4 • evaluate physical evidence that supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time; • relate the occurrence of geologic events and the formation of surface and subsurface structures to the scientific theory of plate tectonics; • compare the composition of the layers of Earth;

Level 3 • interpret physical evidence that supports scientific theories that Earth has evolved, including scientific methods for measuring geologic time; • relate the scientific theory of plate tectonics to surface and subsurface structures and geologic events; • identify the layers of Earth;

Level 2 • recognize that Earth has evolved over geologic time; • recognize that the movements of Earth’s plates result in various geologic events; • identify some of the layers of Earth;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

ACTIVITIES

Gizmo: Building Pangaea http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=633

ExtensionGizmo: Plate Tectonics

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=446

SAMPLE ASSESSMENT ITEM (SC.7.E.6.4)

2. The oldest rocks on Earth are found in Canada near the center of the North American Plate. Where would be the most likely place to find very young rocks?•in Northern India, where the plates are colliding•in the Hawaiian Islands, where a plate passes over a hot spot •in Southern California, where two plates are sliding past each other•in the middle of the South American Plate, where there is no plate boundary

9. As the tectonic plates that make up the surface of the Earth move, they can cause rapid changes or slow changes to the Earth's surface. A rapid change to the Earth's surface due to the movement of tectonic plates results in the formation of which of the following?

• earthquakes • volcanoes• mountain ranges• oceanic trenches

Sample Assessment Item (SC.7.E.6.5)

SESSION 12

Rock Cycle

Big Idea 6: Earth StructuresBenchmark: SC.7.E.6.2: Identify the patterns within the

rock cycle and relate them to resurface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (Also Assesses SC.6.E.6.1, SC.6.E.6.2, SC.7.E.6.6)

ALSO ASSESSES

SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition.

SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.

SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.

Benchmark Clarifications Students will identify and/or describe steps of the rock cycle and relate

them to surface and sub-surface events. Students will describe and/or explain how Earth’s surface is built up

and torn down through the processes of physical and chemical weathering, erosion, and deposition.

Students will identify different types of landforms commonly found on Earth.

Students will describe similarities and/or differences among landforms found in Florida and those found outside of Florida.

Students will identify and/or describe the impact that humans have had on Earth.

Content Limits Items may use the context of plate tectonics to assess the rock cycle

but will not directly assess plate tectonics. Items will not assess the role of plate tectonics in landform formation. Items may assess the features of karst topography, such as aquifers,

caverns, and/or sinkholes, but will not use the term karst topography.

GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ EARTH AND SPACE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO… IDENTIFY HOW EARTH CHANGES DUE TO WEATHERING, EROSION, AND PLATE TECTONICS…

Ach Level

Specific Earth and Space Science Student Expectations Excerpt

Level 5 • analyze how patterns in the rock cycle relate to surface and subsurface events and landform formations;

• interpret the scientific theory of plate tectonics and how it relates to surface and subsurface structures and events;

Level 4 • • relate the patterns in the rock cycle to surface and subsurface events and landform formation;

• • relate the occurrence of geologic events and the formation of surface and subsurface structures to the scientific theory of plate tectonics;

Level 3 • • identify patterns in the rock cycle and their effect on surface and subsurface events and landform formation;

• • relate the scientific theory of plate tectonics to surface and subsurface structures and geologic events;

Level 2 • • recognize the steps of the rock cycle; • • recognize that there are a variety of different landforms on Earth’s

surface; • • recognize that the movements of Earth’s plates result in various geologic

events;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

INTERACTIVE ACTIVITIES

Gizmo Rock Cycle http://www.explorelearning.com/index.cfm?

method=cResource.dspView&ResourceID=436

Extension: Hands-on

Rock cycle animation: http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0602page02.cfm

SAMPLE ASSESSMENT ITEM

F increasing the slope of the hill

G adding plants and trees to the hill

H removing vegetation from the hill

J adding inorganic matter to the hill

____ 8 Many homes are built on the sides of hills. What can be done to prevent houses from collapsing or sliding down the hill after a heavy rainfall?

SAMPLE ASSESSMENT ITEM

F They were both formed by wind erosion.

G They were both formed by ancient floods.

H They are both found in areas with few people.

J They are both made of the same type of sand.

9 Kari and her aunt are visiting the California desert. On her visit, Kari sees sand dunes much like the ones from the beaches near her home in Florida. How are the California and Florida dunes similar?

SESSION 13

Tips and Assessment

BENCHMARK REVIEW

Run Edusoft Item Analysis Focus on weakest concepts and benchmarks

STRATEGIES1. Renumber sample assessment items for Edusoft analysis

2. Students respond to assessment items individually

3. Review items using Assessment Review Protocol

4. Review the Grade 8 Science Periodic Table of Elements. Lead a discussion with students on their usage during the FCAT 2.0.

5. Students design visual representations of tips.

6. Have students develop/share other tips to remember the content.

7. Divide the class into teams and challenge each other on their ability to recall and apply the most tips for each annually assessed benchmark.

8. Show video clips (i.e., Discovery, BBC) explaining concepts

9. Administer Released FCAT 2.0 Sample test

FOLLOW-UP

Facilitation Plan and Unwrapping Benchmark Document for one (1) Success Academy lesson

Due – no later than February 22, 2012Email: arosales@dadeschools.netInclude in Subject: Success Academy and

Session number Participant Name (ex., Success Academy Session 2 Curie and Einstein)

Include in Body of message: Names of contributors to the document