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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme IV: Forces and Motion What makes objects move the way they do? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
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8.1 - An object’s
inertia causes it to continue moving the way it is moving unless it is acted
upon by a force to change its motion. |
What makes objects
move the way they do? |
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Knowledge and Skills What students are expected
to know and be able to do |
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Students will know… The motion of an object can be described by its position, direction of motion and speed. (motion, reference point, speed = d/t, velocity, acceleration) An unbalanced force acting on an object changes its speed
and/or direction of motion. ( Objects moving in circles must experience force acting
toward the center (centripetal force, satellite motion, gravity, law of
universal gravitation). |
Students will be able to… Calculate the average speed of a moving object and illustrate the motion of objects in graphs of distance over time. Describe the qualitative and quantitative relationships among force, mass and changes in motion. Describe the effect of friction on moving objects. Calculate momentum and its effect on motion. Describe the forces acting on an object moving in a circular path. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
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CT State Department
Embedded Task for Grade 8 ~ “Shipping and Sliding” - MANDATORY |
A series of labs with data, calculations, graphs and analysis questions. Homework Projects involving application of Presentations or student demonstrations Topic Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Text - “Motion, Forces, and Energy”, published by Prentice Hall “Interaction of Matter and Energy” |
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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|
Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme VII: Heredity and Evolution What are the processes responsible for life’s unity and diversity? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
8.2 - Reproduction
is a characteristic of living systems and it is essential for the
continuation of every species. |
What processes are
responsible for life’s unity and diversity? |
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Knowledge and Skills What students are expected
to know and be able to do |
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|
Students will know… Heredity is the passage of genetic information from one generation to another (genes, chromosomes, dominant, recessive, heterozygous, homozygous, Punnett square, trait, genotype, phenotype, DNA, hybrid). Some of the characteristics of an organism are inherited
and some result from interaction with the environment (nature vs. nurture). |
Students will be able to… Explain the similarities and differences in cell division in somatic and germ cells. Describe the structure of the male and female reproductive system, including the process of egg and sperm production. Describe the structure of the genes on chromosomes, and explain sex determination in humans. Students will be able to construct Punnett squares and
predict expected outcomes for one trait complete dominant crosses. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to evaluate
student achievement of desired results |
|
You are a botanist who is given the challenge of finding the dominant color of the Wisconsin Fast Plant through hybridization experiments. Conduct your experiments under the supervision of the Head Scientists and be prepared to defend your conclusions in an oral presentation supported by visuals. |
A series of labs with data, calculations, graphs and analysis questions (create a baby using dominant and recessive traits found on chromosomes). Homework Projects Presentations or student demonstrations Topic Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Text – “Cells and Heredity” and “Bacteria to Plants”,
published by Prentice Hall Interaction of Matter and Energy. United Streaming DNA Epicenter Fruit fly investigation |
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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|
Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme X: Earth in the Solar System How does the position of the Earth in the solar system affect the conditions on our planet? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
8.3 - The solar
system is composed of planets and other objects that orbit the sun. |
How does the
position of a planet in the solar system affect conditions on that planet? |
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Knowledge and Skills What students are expected
to know and be able to do |
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|
Students will know… Gravity is the force that governs the motions of objects in the solar system. The motion of the Earth and moon relative to the sun causes daily, monthly and yearly cycles on Earth. The contributions that Galileo, Copernicus, Ptolemy,
Kepler and Einstein made to astronomy.
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Students will be able to… Explain the effect of gravity on the orbital movements of planets in the solar system. Explain how the regular motion and relative position of the sun, Earth and moon affect the seasons, phases of the moon and eclipses. Describe the effects of technology on our ability to study the solar system. Demonstrate an awareness of the scale of the solar system
including distance and size. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
You have been chosen by the International Astronomical Union Working Group to determine whether or not the newly discovered celestial body is actually a planet. After conducting research, you will prepare a persuasive presentation explaining your views with evidence. The Head of the IAUWG will assess your work. |
A series of labs with data, calculations, graphs and analysis questions. Homework Topic Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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Text – “Astronomy”, published by Prentice Hall Reasons for the Seasons, GEMS Kit NASA at Down on the Moon NASA Astrobiology Website |
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STAGE 1: IDENTIFY DESIRED
RESULTS |
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Content Standard(s) Generalizations about what
students should know and be able to do |
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Established Goals: State Conceptual Theme XI: Science and Technology in Society How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy |
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Enduring Understandings Insights learned from exploring generalizations via the essential
questions (Students will understand THAT…) |
Essential Questions Inquiry used to explore
generalizations |
|
8.4 - In the design
of structures there is a need to consider factors such as function,
materials, safety, cost and appearance. |
How do science and
technology affect the quality of our lives? |
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Knowledge and Skills What students are expected
to know and be able to do |
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|
Students will know… Bridges can be designed in different ways to withstand
certain loads and potentially destructive forces. |
Students will be able to… Explain how beam, truss and suspension bridges are
designed to withstand the forces that act on them. |
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STAGE 2: DETERMINE
ACCEPTABLE EVIDENCE |
|
|
Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is functional in a classroom context only to
evaluate student achievement of desired results |
|
You are a structural engineer and you have to design and build a bridge to withstand the greatest load. Be prepared to work as a member of an engineering team to build your bridge, defend your strategy and enter your model into a competition. |
Lab activities in which students will test materials for bridge building. Homework Topic Assessments |
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STAGE 3: SUGGESTED
RESOURCES |
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PITSCO bridge building kit. Text – “Motion, Forces, and Energy”, published by Prentice
Hall. |
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Scoring
Rubric
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4 |
Exceeds the
objectives of the task. Demonstrates
high level of understanding. Student demonstrates evidence of advanced planning and shows a highly systematic and organized approach that is neat and clearly
presented. Explanations are very
clear and easy to follow. |
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3 |
Meets the
objectives of the task. Demonstrates
a complete understanding. Student demonstrates evidence of expected planning and shows an organized approach that is neat
and clearly presented. Explanations are clear and the thinking process is easy to
follow. |
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2 |
Does not
meet all the objectives of the task.
Demonstrates some understanding. Student demonstrates evidence of some planning and organization.
Presentation is disorganized
and not neatly presented. |
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1 |
Demonstrates
insufficient understanding of the objectives of the task. Student demonstrates minimal understanding of the task
with little effort shown. |