zilongwang/ReadingBank huggingface dataset:
3.ESS.3 Observe the detailed characteristics of rocks and minerals. Identify and classify rocks as being composed of different combinations of minerals. igneous – having solidified from lava or magma sedimentary – formed from sediment deposited by or air metamorphic – undergone transformation by heat, pressure, or other natural agencies Structure and Function ESS2.A: Earth’s Materials and Systems
3.ESS.4 Determine how fossils are formed, discovered, layered over time, and used to provide evidence of the organisms and the environments in which they lived long ago. (1) Examples of data could include type, size, and distributions of fossil organisms. (2) Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Artic areas, and fossils of extinct organisms. fossil – the remains or impression of a prehistoric organism preserved in petrified form or as a mold or cast in rock Cause and Effect Structure and Function ESS1.C: The History of Planet Earth LS4.A: Evidence of
Life Science 2016 Indiana Academic Standards Clarifying Statements Vocabulary Crosscutting Concepts Disciplinary Core 3.LS.1 Analyze evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. (1) Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. (2) Emphasis is on organisms other than humans. inherited – derive (a quality, characteristic, or predisposition) genetically from one’s parents or ancestors traits – a distinguishing quality or characteristic Patterns LS3.A: Inheritance of Traits LS3.B: Variation of Traits 3.LS.2 Plan and conduct an investigation to determine the basic needs of plants to grow, develop, and reproduce. Structure and Function 3.LS.3 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Structure and Function Stability and Change LS1.A: Structure and Function LS1.B: Growth and of Organisms
1/2 Peace at last Jill Murphy Sound Insulation Effects 1/2 Quiet Paul Bright Little Tiger Press Sound Camouflage 1/2 Kipper’s Monster Mick Inkpen Shadows, light and dark, electricity, torches 1/2 Little Beaver and The Echo Amy MacDonald Sound/Echoes 1/2 Biscuit Bear Mini Grey. Jonathan Cape Changes and properties of materials, science from cooking 1/2 Egg Drop Mini Grey. Jonathan Cape Forces 1/2 After the storm Nick Butterworth. Harper Collins Habitats, forces, materials, floating and sinking 1/2 The Gruffalo’s Child Julia Donaldson, Axel Scheffler. Macmillan Light, Shadows, Adaptation 1/2 The Biggest Hole in the World Stephen M Hanson Earth, rocks & soils 1/2 The Queen’s Knickers Nicholas Allan Materials, Properties 1/2 One Stormy Day Ruth Brown Sound Sound Effects Creating sound makers 1/2 Little Polar Bear Hans de Beer Adaptation Habitats 1/2 Dinosaurs love underpants Claire Freedman and Ben Cort Dinosaurs, materials 1/2 Aliens love underpants Claire Freedman and Ben Cort Materials – elastic, drying materials (evaporation), space 1/2 The Stolen Egg Tim and Sue Vyner WWF Eggs Adaptation Animals Habitats 1/2 The cow that laid an egg Andy Cutbill Mammals, adaptation, life cycles 2 Little Big Book of Fears Emily Gravett Invertebrates, mammals, birds, light and dark, sound, safety, health and hygiene 2 Little Beaver and the echo Amy MacDonald Sound Echoes 2 Recycled J Powell, A Wood. Watts Materials, recycling
a) In Education (Supply teaching appointments need not be listed individually) b) Outside Education Employer Post From Month/year To Month/year Reason for Leaving HIGHER EDUCATION (* p/t – partime f/t – fulltime) From Month/year To Month/year p/t or f/t* Qualification Awarded 1st Degree Class/Division Date of award
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Required Credits for this Degree Program: 30 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Replacement Course Semester Year Hours Grade T/E/P/I** Required Courses (30 units required) Science Content Courses (15 units required) * SCI 613 Nature of Science: Historical and Philosophical Perspectives Science Content Electivesa (12 required): Chosen in consultation with your advisor. * * * * Science Education or Education Courses (12 required) * SCI 610 Advanced Science Teaching and Learning * SCI 611 Advanced Science Curriculum and Instruction * SCI 612 Using Science Assessments to Facilitate Instructional Change * SCI 630 Survey of Literature in Science Education Capstone Courses (3 required): Select either SCI 689 Non-thesis option or SCI 699 Thesis Option. * Student’s Name: NAU ID:
Dates Attended Name of Secondary School/College/ University or other Qualifications gained From To and Subject (eg GCSE English) Grade Date achieved LEISURE INTERESTS Please state briefly what your main leisure interests are, particularly where these are relevant to the work for which you are applying.
Test each of the following substances by putting them in water to see if they float or sink the name of each substance in the correct column WAX, WOOD, ALUMINIUM, BRASS, PLASTIC, POLYSTYRENE, GLASS, IRON Try out any other materials yop like and write each down in the correct column SINK PROPERTIES Name………………………….. Fill in a substance you know that has the property listed
A B C Name the instrument we use to measure temperature………………….. What is the temperature reading on thermometer A? .............. What is the temperature reading on thermometer B? ............... On thermometer C draw a line on the scale to show the temperature 15ºC Write down the following temperatures boils at ………. ºC Water freezes at ………. ºC Human body temperature is ………. ºC 6. A B A boy has two beakers, A and B Beaker A is made of polystyrene and beaker B is made of plastic He fills them both with hot water and places a thermometer in each. He measures the temperature of the at the beginning of the experiment and after 10 minutes. Results: Temperature at the start Temperature after 10 minutes How much did the water cool down? Beaker A (polystyrene) 60ºC 53ºC 7 ºC Beaker B (plastic) 60 ºC 50ºC Fill in the to show how much beaker B cooled down Which beaker cooled down the most, A or B? …………………..
Solid Liquid Gas Facts about solids liquids and gases Solids Solids do not flow. They always have a fixed shape Solids always take up the same amount of Solids can be cut or shaped Solids stay in one place and can be held Liquids Liquids flow and can be poured easily Liquids change their shape depending on their container Liquids always take up the same amount of space (the volume does not change) Gases Gases flow and change shape Gases spread out to fill the space of their container Gases can be squashed (compressed) The three states of matter Summary
Year 10 Science In the Year 10 curriculum students explore scientific, chemical, geological and physical evidence at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore different theories, such as the theories of natural selection and the Big Bang. Students develop their understanding of atomic theory to identify relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems. Science courses and senior secondary pathways Students will undertake a course which reflects the Year 10 This course will provide the background knowledge, skills and understandings to enable students to successfully proceed to appropriate Stage 1 NTCET Science learning area subjects. NTBOS Year 10 NTCET Year 11 – Stage 1 NTCET Year 12 – 2 Science Agriculture Biology Chemistry Earth and Environmental Science Nutrition Physics Psychology Scientific Studies Agricultural Systems Agricultural Productions Biology Chemistry and Environmental Science Nutrition Physics Psychology Scientific Studies Length 120 hours per year
5.4 The student will investigate and understand that matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of matter; b) the effect of temperature on the phases of matter; c) atoms and elements; d) molecules and compounds; and e) mixtures including solutions. Overview This standard incorporates various characteristics of matter such as mass, volume, and the effect of temperature changes on the basic phases of matter. Instruction should center on the basic structure of matter and how it behaves. This standard builds on standard 3.3, which provides a basis for understanding the structure of matter. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (5.1) in the context of the key concepts presented in this standard.
Student writes 1 or more facts total for only 1 soil type, formation, and composition. (1-2 facts total) Student writes 1 or more facts in each soil types, formation, and composition. (3-4 facts total) Student writes 2 or more in each soil type formation and composition. (5-6 facts total) Student writes 2 or more facts in each soil type, formation, composition. Facts must be important facts. (7-8 facts total) Student writes 3 or more facts in each soil type, formation, and composition. Facts must be very impressive. (9 or more facts total) Illustrations Try A Little Harder Illustrates 1-2 drawing on the entire brochure. You Can Do Better Illustrates 3-4 drawings on the entire brochure. Not Bad Illustrates 5-6 drawings on the entire brochure. Almost There Illustrates 7-8 drawings on the entire brochure. I'm Impressed Student has a corresponding illustration for every fact written on the entire brochure. Neatness Try A Little Harder Colored with pencil with no detail. The drawings are just scribbles on the paper. Student cannot relate illustration to topic. You Can Do Better Illustrated the drawings with Student has trouble relating 4 or more drawings back to the facts written on the brochure. Not Bad Illustrated the drawings with color. Student has trouble connecting 2-3 drawings back to the facts written on the brochure. Almost There Illustrated the drawings with color. Student has trouble connecting 1 drawing back to the facts written on the brochure. I'm Impressed Each illustration is with color. Student can connect each illustration to the text written on the brochure.
Wetlands form the transition zone between dry land and bodies of water such as rivers, lakes, or bays. Both tidal and nontidal wetlands perform important water quality functions, including regulating runoff by storing flood waters; reducing erosion by slowing down run-off; maintaining water quality by filtering sediments, trapping nutrients, and breaking down pollutants; and recharging groundwater. They also provide food and shelter for wildlife and fish and nesting and resting areas for migratory birds. Estuaries perform important functions, such as providing habitat for many organisms and serving as nurseries for their young. The Chesapeake Bay is an estuary where fresh and salt water meet and are mixed by tides. It is the largest estuary in the contiguous United States and one of the most productive. quality monitoring is the collection of water samples to analyze chemical and/or biological parameters. Simple parameters include pH, temperature, salinity, dissolved oxygen, turbidity, and the presence of macroinvertebrate organisms. measure, record, and analyze a variety of water quality indicators and describe what they mean to the health of an ecosystem.
Student name: ___________________ Class: _________ 1 Not Meeting 2 Mostly Meeting 3 Meeting 4 Exceeding Research that describes the function of the organs in the body system chosen Research includes two facts about the organs involved Research includes three facts about the organs involved Research includes three facts about the organs involved Research includes more than three facts about the organs involved Research content of Body System related to the project goal Includes less than 2 ways that the body systems the project goal Includes 2 ways that the body system meets the project goal Includes 3 ways that the body system the project goal Includes more than 3 ways that the body systems meets the project goal Making use of classtime, for project completion Not consistently working with the group Usually working with the group Consistently working with group researching essential facts Showing leadership and exceedingly great research Completion of the comprehension form (see below) Unable to demonstrate understanding of how their body system is connected with another body system (1 way) Mostly able to demonstrate understanding of how their body system is connected with another body system (2 ways) Able to demonstrate understanding of how their body system is connected with another body system (3 ways) Able to demonstrate understanding of how their body system is connected with more than 1 body system Poster/ media presentation of research content (includes image of the body system researched, may be drawn or digital) Ineffective presentation of the content: title, not easy to understand, little design, images Mostly effective presentation of the content: design is evident, images Effective presentation of the content: title, neatness, great design, images Exceedingly effective presentation of the content: title, neatness, great design, images Science 8 (Mr Bray)
Jeremy Scott Peacock Northeast Georgia RESA Northeast Georgia RESA Kristen Anderson Oglethorpe Oglethorpe County Elementary School Pamela Parks Oglethorpe Oglethorpe County Elementary School Kevin Southall Oglethorpe Oglethorpe County Elementary School Laura Rowe Walton Monroe Area High School Northwest Georgia (10 Science Ambassadors) Full Name School District School e-mail Sharon Bremen City Schools Bremen Middle School Branna Harris Bremen City Schools Jones Elementary School Amanda Grace York Bremen City Schools Bremen Fourth and Fifth Grade Academy Farrell Denise Montgomery Catoosa Heritage Middle School John R. Farmer Floyd Pepperell High School Bonnie Goulding Floyd Coosa Middle School Roy Mitchell Floyd Coosa Middle School Sarah E. Graham Paulding Central Office sgraham@paulding.k12.ga.us Annette Gary Johnson RESA North West Georgia RESA Holly Amerman Rome City Schools Central Office Southwest Georgia (20 Science Ambassadors) Full Name School District School e-mail Stephanie Darley Decatur Hutto Middle School Donna McGlincy Decatur Central Office Amy Worsley Decatur Bainbridge High School Michelle Bergozza Dougherty Central Office
Instruction: List the of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Science Understanding Strand Sub-strand Science as a human endeavour Biological sciences Chemical sciences and space sciences Physical sciences Content Descriptions Science knowledge helps people to understand the effects of their actions Living things can be grouped on the basis of observable features and can be distinguished from non-living things Different living things have different life cycles and depend on each other and the environment to survive A change of state between solid and liquid can be caused by adding or removing heat Natural and processed materials have a range of physical properties; these properties can influence their use Earth’s rotation on its axis causes regular changes, including night and day Earth’s surface changes over time as a result of natural processes and human activity Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object Forces can be exerted by one object on another through direct contact or from a distance Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Science Inquiry Skills Strand Sub-strand Questioning and predicting Planning and conducting Recording and processing Analysing and evaluating Communicating Content Descriptions With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what happen based on prior knowledge Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests Safely use appropriate materials, tools, equipment and technologies Use formal measurements in the collection and recording of observations Use a range of methods including tables and column graphs to represent data and to identify patterns and trends Compare results with predictions, suggesting possible reasons for findings Reflect on an investigation, including whether a test was fair or not Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See following page for Achievement Standards and Assessments Section
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Science Understanding Strand Sub-strand Science as a human endeavour Biological sciences Chemical sciences Earth and space sciences Physical sciences Content Descriptions People use science in their daily lives Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met Living things grow, change and have offspring similar to themselves Objects are made of materials that have observable properties Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life Earth’s resources are used in a variety of ways The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape Light and sound are produced by a range of sources and can be sensed Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Science Inquiry Skills Strand Sub-strand Questioning and predicting Planning and conducting Recording and processing Analysing and evaluating Communicating Content Descriptions Respond to and pose questions, and make predictions about familiar objects and events Participate in guided investigations, including making observations the senses, to explore and answer questions Use informal measurements in the collection and recording of observations Use a range of methods, including drawings and provided tables, to sort information Compare observations and predictions with those of others Represent and communicate observations and ideas about changes in objects and events in a variety of ways Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See following page for Achievement Standards and Assessments Section
Science Room/Laboratory Inspection Checklist Tailor ‘Section 1’ to the inspection requirements of your workplace and use it to conduct quarterly inspections. Date: Workplace: Area being inspected: Name of person conducting assessment: Section 1 – Inspection Checklist Ref. Inspection Item General 1.1 Entrance, doorways and floors are kept free from obstruction e.g. boxes Yes No N/A 1.2 Floors are in good condition with no cracks, dips, holes, tears or rips Yes No N/A 1.3 Floors are clean (e.g. no rubbish) and not slippery (e.g. no water/substances) Yes No N/A 1.4 Computer and other electrical leads and cables are kept clear of pathways and walkways Yes No N/A 1.5 Sinks are free from debris and other material Yes No N/A 1.6 Work benches are clean and free from debris Yes No N/A 1.7 Furniture is in good condition (e.g. do damage) Yes No N/A 1.8 Ceiling tiles are in place and not damaged Yes No N/A Lighting 2.1 Lighting is in good working (e.g. no flickering or blown bulbs) Yes No N/A 2.2 Light covers are in place and not damaged Yes No N/A Chemical storage 3.1 Dangerous goods are segregated per the Segregation of Dangerous Goods Chart Yes No N/A 3.2 Flammables and corrosives stored in correctly labelled cabinets Yes No N/A 3.3 Decanted chemicals are stored in labelled containers (not food containers) with the intact and legible Yes No N/A 3.4 Bunding or spill trays are available for storage of liquids Yes No N/A
11.1 Electrical points are in good condition Yes No N/A 11.2 Power boards have a residual current device and are not connected in a “piggy back” manner are tested and tagged Yes No N/A 11.3 Damaged or faulty of equipment have been electrically isolated and tagged out Yes No N/A Personal Protective Equipment (PPE)/ Safe Work Procedures 12.1 PPE is available and in good condition (e.g. no damage) Yes No N/A 12.2 PPE storage facilities are accessible and Yes No N/A 12.3 PPE storage facilities are clearly and legibly signed Yes No N/A Eye wash and safety shower 13.1 The safety shower is working and accessible (e.g. free from obstruction and trip hazards) Yes No N/A 13.2 The eye wash hose is working and accessible Yes No N/A 13.3 Safety shower and eye wash station signage is clear, intact and legible Yes No N/A First aid and emergency management 14.1 aid kit/cabinet is available and accessible Yes No N/A 14.2 A spill kit is available and accessible Yes No N/A 14.3 A fire blanket is available, accessible and has been tested in the last 6 months (check tag) Yes No N/A 14.4 A fire extinguisher is available, accessible and has been tested in the last 12 months (check tag) Yes No N/A 14.5 Rooms gas isolation switch is in good working order Yes No N/A 14.6 Emergency stops are correctly labelled, unobstructed and intact Yes No N/A 14.7 Emergency Management Plan is clearly displayed and legible Yes No N/A 14.8 Emergency exit door(s) are clearly signposted, illuminated and unobstructed Yes No N/A Section 2 – Action Plan ‘Section 2’ should be used to action any hazards identified in ‘Section 1’. Ref No. Corrective Action Person Responsible Date Completed
Instructional Block for Secondary Science with Essential Features of Classroom Inquiry Variations 5E Model * Student Role Inquiry Variations ** More ----- Amount of Learner Self-Direction ----- Less Less ----- Amount of Direction from Teacher or Material ----- More Engagement (10 minutes) Learner engages in scientifically oriented questions Learner poses a question Learner selects among questions, poses new questions Learner sharpens or clarifies questions provided by teacher, materials, or other source Learner engages in question provided by teacher, materials, or other source Exploration (40 minutes) Learner priority to evidence in responding to questions Learner determines what constitutes evidence and collects it Learner directed to collect certain data Learner given data and asked to analyze Learner given data and told how to analyze Explanation Learner formulates explanations from evidence Learner formulates explanation after summarizing evidence Learner guided in process of formulating explanations from evidence Learner given possible ways to use evidence to formulate explanations Learner provided with evidence Extension, Expansion, & Elaboration (10 minutes) Learner connects explanations to scientific knowledge Learner independently examines other resources and forms the links to explanations Learner directed toward areas and sources of scientific knowledge Learner given possible connections Learner communicates and justifies explanations Learner forms reasonable and logical arguments to communicate explanations Learner coached in development of communications Learner provided broad guidelines to sharpen communication Learner givens steps and procedures for communications Evaluation Appropriate formal and informal evaluations are identified throughout lesson. **Adapted from of Science (2000). Inquiry and the National Science Education Standards, . * Bybee, R.W. 1997. Achieving Scientific Literacy. : Heinemann
Teacher Action [Observable]: How are you structuring the meaning making for and with the students? What will you be doing? Where are the directions for students? INTRO/HOOK Connect (activate prior knowledge) Inform: (what are we today/today’s objective) Motivate: (LESSON HOOK) College & Career Connections: (Who DOES this in real life? Why does it matter?) Estimated Time (pacing) STEP 2 Estimated Time (pacing) STEP 3 Estimated Time (pacing) STEP 4 Estimated Time (pacing) Student Action [Observable]: What will the student do in response to your directions? How are you differentiating to engage all your students? Should vary throughout. Student actions serve as formative assessment you can use to gauge student understanding. Reading: Writing: Listening: Speaking: Differentiation: STEP 2 Reading: Writing: Listening: Speaking: Differentiation: STEP 3 Reading: Writing: Listening: Speaking: Differentiation: STEP 4 Reading: Writing: Listening: Speaking: Differentiation: STEP 5
STEP 5 Estimated Time (pacing) STEP 6 Estimated Time (pacing) CLOSURE/WRAP UP Review of what was learned: What comes next: Reflection/Exit ticket: Estimated Time (pacing) Reading: Writing: Listening: Speaking: Differentiation: STEP 6 Reading: Writing: Listening: Speaking: Differentiation: CLOSURE/WRAP UP Reading: Writing: Listening: Speaking: Differentiation: Checklist of Elements Included:
Test 1: Volume = ___________ Mass = ___________ Density = ___________ Metamorphic Sedimentary Igneous Test 2: Volume = ___________ Mass = ___________ Density = ___________ Metamorphic Sedimentary Igneous Test 3: Volume = ___________ Mass = ___________ Density = ___________ Metamorphic Sedimentary Igneous Average Density Metamorphic Sedimentary Igneous Streak Testing Data Sheet You will complete the scratch test 3 times. Understand that you may see different results with each test. It is important accurately draw and describe the results for each test. Quantitative and/or Qualitative Data Streak Test Results Rock Family Circle Your Hypothesis The answers may not be the same each time Evidence Support Your Hypothesis Cite specific results from your data to provide evidence to provide reasoning for your hypothesis.
Title Slide has Name, Picture, and Title ___________ Titles on each slide consistent size, font, and placement ___________ Consistent background color ___________ Consistent font size (easy to read) ___________ Font Color is easy to read ___________ scheme compliments overall appeal of presentation ___________ Each word of each line starts with a capital letter ___________ No spelling errors ___________ Do all the questions have question marks? ___________ Pictures are appropriate and relevant ___________ Additional Comments: Appendix F: Performance Rubric Name __________________________________ Date ____________ Period ______ 3 2 1 Dichotomous Keys Statements Statements incorporate correct domain-specific vocabulary terms. Statements incorporate mostly correct domain-specific vocabulary terms, but some errors are evident. Domain-specific vocabulary are used incorrectly, and many errors are evident. Mechanics No more than one spelling and/or grammatical error in presentation. Two to three spelling and/or grammatical errors in presentation. Four or more spelling and/or grammatical errors in presentation. Identification of Rocks Users can accurately identify the unknown rock, using the key with no problem. One glitch/malfunction causes key to inaccurately identify unknown rock. More than one glitch/malfunction causes key to inaccurately identify unknown rock. Graphics At least 60% of slides incorporate technical art as a means to reinforce the concept related to rock identification. 40-59% of slides incorporate technical art as a means to reinforce the concept related to rock identification. Less than 40% of slides incorporate technical art as a means to reinforce the concept related to rock identification.
method V. explain improvements or extensions to the method 5. state improvements or extensions to the method. on the outcome of a scientific investigation 5. outline improvements or extensions to the method that would benefit the scientific investigation. 4. discuss the validity of the method on the outcome of a scientific investigation 5. describe improvements or extensions to the method that would benefit the scientific investigation. 4. evaluate the validity of the method based on the outcome of a scientific investigation 5. explain improvements or extensions to the method that would benefit the scientific investigation. D. Reflecting on the impacts of science Students should be able to: I. explain the ways in which science is applied and used to address a specific problem or issue II. discuss and evaluate the various implications of using science and is application to solve a specific problem or issue III. apply scientific language effectively IV. document the work of others and sources of information used The student: 1. outline the ways in which science is used to address a specific problem or issue 2. outline the implications of using science to solve a specific problem or issue, interacting with a factor 3. apply scientific language to communicate understanding but does so with limited success 4. document sources, with limited success. The student: 1. summarize the ways in science is applied and used to address a specific problem or issue 2. describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor 3. sometimes apply scientific language to communicate understanding 4. sometimes document sources correctly. The student: 1. describe the ways in which science is applied and used to address a specific problem or issue 2. discuss the implications of using science and its application to solve a specific problem or issue, interacting with a factor 3. usually apply scientific language to communicate understanding clearly and precisely 4. usually document sources correctly. The student: 1. explain the ways in which science is applied and used to address a specific problem or issue 2. discuss and evaluate the implications of using science and its application to solve a specific problem or issue, interacting with a factor 3. consistently apply scientific language to communicate understanding clearly and precisely 4. document sources completely.
- Projects that are not suitable include those reproducing text-book science experiments, or those exclusively quoting second-hand data or information from books and the internet. If, from the information given on the Project Outline, the organisers deem the proposal to be unsuitable for the competition, they reserve the to refuse the entry. Regulations • Each competitor may only submit one entry to the ESSS, either as an individual or as part of a team. • The language of entry must be one of the working languages. • Projects which have previously been entered into the ESSS, or a national competition such as EUCYS, are not eligible for resubmission. • A student can only enter a project as exclusive theirs if it is carried out without any contribution from other students. • Plagiarism is prohibited. The project entry must be the original work of the entrant(s). • Projects undertaken during summer or as part of extra-curricular clubs or activities may not be entered. • Entry forms must be completed with all relevant information. Incomplete entry forms will not be accepted. It is the responsibility of the entrant to inform the ESSS of any change of contact details. • The judges' decisions are final and no appeals will be heard or correspondence entered into. • A full list of winners will be published on the ESSS website and in any other
Desired Results BVSD Standard(s)/Essential Learnings: Science Standard 4 Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space. 1S8: Explains that there are different types of Earth’s materials that come in different shapes and sizes, and have varied uses Literacy Standard 2 Students listen, observe, speak, and write for a variety of purposes and audiences. 1LA8 Listens and contributes to and group discussions in a clear and respectful manner 1LA 9: plans for writing 1LA10: Writes to explain or give basic information about familiar topics Unit Enduring Understandings Earth’s materials come in a variety of different forms, sizes, textures, etc and can be compared and classified based on their properties. There are established parameters used to communicate messages orally and in writing. Unit Essential Questions What types of materials are found naturally on Earth, and where do they come from? How do people describe and classify Earth’s materials? How are personal messages shared through speaking, listening, writing, and reading? Students will know…… Key Academic Vocabulary: Soil Humus Listener Describe Discussion Students will be able to…… Describes, compares and classifies Earth’s materials based on their properties (for example: shape and size) Separates a simple mixture of Earth’s materials based on size and/or shape Follows rules of conversation ‐ taking turns, staying on topic, focus attention on speaker (P1I2, P1A1, P1A2, I1I2, I1A1, I1A4)± Explains, inquires, and compares (P1A4,
I1I2)± Rehearses statements to write by talking, drawing, listing/labeling ideas and words (P4I3, P4I7, P4I9, I4B5, I4B9)± Fluidly puts words together to form sentences (P4I2, P4I4, P4I10, I4B7)± Assessment Evidence Performance/Transfer Tasks Can students successfully design, in a group, a procedure to separate the “garden soil” on Day Four based on the separation of the soil they made in class on Day Two? Which students were able to stay on topic during small group discussions? Which students listened to speaker and took turns speaking in small group & large group discussions? What degree was each student able to explain, inquire, & compare information during small & large group discussions? Other Evidence Entries in Science Notebook: Soil Drawings Sheet Focus Question Prediction Claims and evidence Conclusion Observations While Writing: Note students’ of blending sounds/symbols to form words Note students’ skill of planning to write through talking, drawing, listing/labeling ideas and words Rubric Feedback Guide Proficiency for Pebbles Sand and Silt Writing Rubric for Planning & - teacher designed or use Being A Writer resource Student Self-Assessment and Reflection Reflection in science notebook
ELABORATE ACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100 geological events and impact on the earth. Communicate this understanding using scientific terminology. Extend on ideas by suggesting ways this can assist in natural disaster management. Provide evidence to support descriptions. Summarise findings and communicate ideas. Work effectively in prepare a poster that describes how one of the geological events learnt occurs, its impact on the earth’s surface and how scientific understanding can assist in natural disaster alerts and management and how these ideas have changed over time with research. Students to work co-operatively in pairs and plan/discuss, draft, proofread, edit and publish their information posters. Students must demonstrate that all points discussed are covered. Working in pairs. Lesson 8 EVALUATE Science understanding ACSSU096, ACSIS232, Science enquiry skills Communicating ACSIS110, Science as a human endeavour ACSHE100 Describe one of the geological events in detail. Describe the effect it has on the surface. Explain how scientific knowledge can assist in natural disaster alerts and management and how these ideas have changed over time with research. Design of poster depicting key points. Speaking and listening skills. Communicating their ideas. Students communicate their information and findings with confidence. Students use scientific explanations to describe their geological event. Reflect on learning with students and discuss its strengths and weakness. Summative assessment: copy of poster. Working in pairs. Presentation and communication skills.
For the following questions, please mark how much you agree with each sentence. 24. I like science. Strongly Agree Disagree Strongly disagree 25. I would like a job that involves using science. Strongly agree Agree Disagree Strongly disagree 26. I would like to study science after high school. Strongly agree Disagree Strongly disagree Your Engineering Skills & Attitudes 27. Do you know how to define an engineering design problem? Yes Sort of No 28. Do you know how to identify potential solutions to a design problem? Yes Sort of No 29. Do you know how to evaluate test results to identify the best solution? Yes Sort of No 30. Do you know how to communicate a design solution to others? Yes Sort of No
Science 10 Course Outline Teacher: Mr. Nguyen E-mail: nguyenmapleleaf@yahoo.com Office: Girls Campus 330 Tutorials: Thursday 4:00-5:30 Room 110 Class Website: nguyenmapleleaf.weebly.com BC Science 10 Additional Supplies Binder with dividers Scientific calculator Pencils, pens (black, blue, red), highlighter Ruler, eraser E-dictionary The Curriculum Chemistry Physics Term: Unit 2: Chemical Reactions & Radioactivity Chapter 4: Atomic Theory Chapter 5: Compound classification Chapter 6: Chemical Reactions Chapter 7: Radiation Unit 3: Physics Chapter 8: Velocity Chapter 9: Acceleration Geology Biology Term: Unit 4 Energy Transfer in Natural Systems Chapter 12: Plate tectonics Unit 1 Sustaining Earth’s Ecosystems Chapter 1: Biomes and Ecosystems Chapter 2: Energy Flow Chapter 3: Ecosystem Changes Mark Distribution Chemistry Physics Term Term Exam - 20% Lab Book - 20% Quizzes – 20% Tests - 40% Chemistry Physics Term Total - 100% Geology Biology Term Term Exam - 20% Lab Book - 20% Quizzes – 20% Tests - 40% Geology Biology Term - 100% Overall Mark Chemistry Physics Term - 40% Geology Biology Term - 40% Provincial Exam - 20% Total Mark - 100% for Science 10 Respect At all times you will respect your teacher, your classmates and your classroom. You will listen and not talk or sleep while teacher or another student is talking You will not say bad things about or to the teacher or other students
Grade 4 Grade 5 Grade 6 Remember and use most of the facts about the science I study – low demand questions based on recall of knowledge are completed successfully Work on my own to collect data, making minor adjustments as I work to ensure data collected is of a good quality Draw my own results tables with correct headings and units Calculate most the equations in physics and remember two thirds of them Draw graphs with minimal assistance – gaining at least 3 out of 4 marks from the old ISA marking criteria Describe trends in graphs and make reference to specific data Analyse data in graphs / tables to draw conclusions Show an understanding of how to handle repeat readings and anomalies Know the difference between mean / median / mode and range Remember and use the vast majority of the facts to do with the science I study, and explain WHY when asked to. Low demand questions will be completed accurately and medium demand questions (that ask for explanations) will also be completed with success Work on my own to collect high quality data, adjusting methods as appropriate Draw results tables and graphs with all key details complete and correct (old ISA marking criteria) Calculate all the equations in physics when given them, remember at least three quarters of them and be able to some of the simpler ones. Describe and explain trends and patterns in collected and given data Show a clear understanding of the benefits of repeat readings, replicated studies and how to handle repeats and anomalies Low demand questions completed almost perfectly, medium demand questions completed with high degree of success, and good attempts made on high demand questions – in relation to detailed explanations, evaluations and suggesting reasons for observed phenomena. Draw results tables and graphs successfully, line graphs with two y-axes completed without issue, data from lines can be calculated (e.g. rates of reaction) Calculate all the physics equations, remember at least three quarters of them, able to re-arrange around ¼ to ½ of them Give detailed explanations for collected and data, with reference to the quality of the data in relation to repeats, range of values or whether the study was replicated. Show a clear understanding of the benefit and application of repeat readings and replicated studies Suggest reasons for the occurrence of anomalies by considering the nature of the way data was collected Link subject knowledge to applied contexts to enable detailed explanations to be given.
Overview Students will come to class prepared and ready to learn. 6th grade science will include the following topics: Scientific method Energy and Heat The Earth’s Layers Continental Drift The theory of Plate Tectonics The study of Earthquakes Volcanoes Rocks and minerals Weathering and Erosion Health Triangle Physical Health/ Nutrition Mental/Emotional Health Suggested Materials 3-ring binder spiral notebook or composition book pens/pencils (pencil sharpener) colored pencils Classroom Rules Students will treat people and property with respect. When the teacher is talking the students will not.
Social Health Alcohol and Tobacco awareness Grading Scale Tests/projects – 50% Classwork- 25% Homework- 15% Participation – 10% Students must raise their hand if they have a question or need to get out of their seat. Consequences Verbal warning Name on the board Time out reflection during nutrition or lunch Phone call home “Empowerment and Achievement through Technology”
Critical Content: My students will Know… Key Skills: My students will be able to (Do)… Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary: Technical Vocabulary: Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable):
Technical Vocabulary: Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
3. What is the best description of a material with a high specific heat capacity? (a) warms slowly (b) cools slowly (c) both warms and cools slowly Changes of State Some substances like water (or wax) can undergo observable changes through all three states of matter - solid liquid and gas. Melt – change from ______ to liquid Freeze- change from _______ to solid Evaporate – change from __________ to ___________ Condense – change from ________ to ___________ Sublimation- when gas changes directly to a ________ or a solid changes directly to a ________ Any pure substance can exist in all three states of matter 4. Complete the following table: Relating Heat to State Changes Change of State Thermal Energy change required (added or removed) Initial (solid, Liquid, or gas) Final State (solid, Liquid or gas) Melting Freezing Condensation Evaporation Sublimation (solid to gas) Sublimation (gas to solid) 5. Determine the phase change (process) that occurs when water vapour in the air touches a cold object and forms water drops solid carbon dioxide (dry ice) turns directly into a gas solid metal is heated so hot it begins to flow
Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)… Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): Academic Vocabulary:
Technical Vocabulary: Unit Title Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
Grade 5 Curriculum Connections Subject Strand Cluster Standard Number Science Physical Science Properties of Matter Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. SC.5.P.8.1 Forces and Changes in Motion Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. SC.5.P.13.1 Nature of Science The Practice of Science Recognize and explain the difference between personal opinion/interpretation and verified observation. SC.5.N.1.6 The Characteristics of Scientific Knowledge Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.5.N.2.1 Recognize and explain that when scientific investigations are carried out, the evidence produced by investigations should be replicable by others SC.5.N.2.2 This add-on also may also cover standards in other subject areas.
Teacher Room 1 2 3 4 5 6 7 8 Steve Block A212 Phys 11 Phys 12 AP Physics 1 Sc 9 Phys 11 Phys 12 Vince Chan A215 Sc 9 Chem 12 Chem 11 Chem 11 Sc 9 Chem 11 AP Chem Dennis Lam A205 Sc 8 Bio 11 Sc 8 Bio 11 Sc 8 AP Bio Bio 11 Chris Lock A214 Geo 12 Sc 10 Geo 12 Sc 10 Phys 12 AP Physics 2 Geo 12 Kent Lui A203 AID 11 AID 12 Phys 11 Phys 11 Phys 11 Sc 9/10 Sc 9/10 Pattyson A204 Chem 12 Chem 11H Sc 10 Sc 10 Sc 10 Chem 12 Chem 11H Roberta Samra A232 Bio 12 Sc 8 Sc 8 Sc 8 Bio 11H Bio 12 Sc 8 Jamie Stewart A213 Bio 11 ESc 11 Bio 12 Bio 11 Bio 12 ESc 11 Lili Ana Wong A202 Chem 11 Sc 8H Sc 9 Chem 12 Chem 12 Chem 11 Sc 8H Nathalie Burns A218 Math 9 Math 8 Math 9 Sc 9 Sc 9 Sc 10 Sc 9 Dilpreet Ghtaura E212 Sc 10 Sc 10 Sc 10 Punjabi