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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

BIOLOGY I Course Code: 200031001

BODY OF KNOWLEDGE: L: Life Science Pacing DateTOPIC VII: EVOLUTION – Theory of Evolution Traditional 8 days 10-01-14 to 10-10-14How do scientists think life began and continues to change on earth? Block 4 days 10-01-14 to 10-10-14NEXT GENERATION SUNSHINE STATE

STANDARDS ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSStandard 2: The Characteristics of Scientific KnowledgeSC.912.N.2.1SC.912.N.2.2

Standard 3: The Role of Theories, Laws, Hypotheses and ModelsSC.912.N.3.1

Standard 14: Organization and Development of Living OrganismsSC.912.L.14.26*

Standard 15: Diversity and Evolution of Living OrganismsSC.912.L.15.1*SC.912.L.15.10

Mathematics Clusters:MAFS.912.N-Q.1

Language Arts Clusters:LAFS.910.SL.1LAFS.910.SL.2LAFS.910.RST.1LAFS.910.RST.2LAFS.910.RST.3LAFS.910.RST.4LAFS.910.WHST.1LAFS.910.WHST.2LAFS.910.WHST.3LAFS.910.WHST.4

*Annually Assessed benchmark.

A. Evidence for The Theory of Evolution (15.1)1. Fossil Record2. Comparative Anatomy (Homologous

and Vestigial)3. Comparative Embryology4. Biogeography5. Molecular Biology (Genetic Code)6. Observed Evolutionary Change

B. Trends in Human Evolution (15.10)1. Hominid Evolution: Early Ancestors (6

mya) to Modern Humansa. Brain Sizeb. Jaw Sizec. Languaged. Manufacture of Tools

C. Brain Structure (14.26)1. Cerebrum2. Cerebellum3. Brain Stem: Pons, Medulla Oblongata4. Lobes: Frontal, Parietal, Occipital,

Temporal

Identify some bodies of evidence that support the scientific theory of evolution. (ALD)

Explain how evidences such as fossils, biochemical similarities, embryonic development, homologous and vestigial structures, and similarities and differences between organisms in different parts of the world are used to substantiate biological changes through time.

Recognize anatomical similarities such as homologous structures and vestigial organs when referring to comparative anatomy and comparative embryology.

Predict ancestry of certain organisms based on homologous or vestigial structures.

Analyze molecular information for statistical evidence of evolution.

Identify basic trends in hominid evolution. (ALD)

Relate the development of language and the manufacturing of tools to changes in the skull and brain size in humans.

Identify the major parts of the brain on diagrams.

All Mathematics and Language Arts benchmarks must be incorporated into

the instruction throughout the year, where applicable.

Core Text Book: Chapter 16.4,Chapter 26.3 (p.767-772),Chapter 31.2 (p.902-903)

Vocabulary: (see p.2)biogeography, brain stem, cerebellum, cerebrum, comparative anatomy,

Technology: (see p.2)1. NOVA: Fossil Evidence2. NOVA: Guess the Embryo3. PBS.org: 3- D Brain Anatomy 4. Edgenuity 5. Extended Learning Modules

Strategies: (see p.2)o ELL:o Enrichment:o SPED:

Assessment: (see p.2)1. Formal and authentic2. Lab reports

Labs: (see p.2)1. Evidence for the Theory of Evolution

(HSL)2. Hominid Evolution (HSL)3. Amino Acid sequences: Indicators for

Evolution #16 (LM) p. 954. Evidence for Evolution WebQuest5. Evolution Lab: Activity 12 (Compares

humans to primates)

Related Program:

Division of Academics – Department of Science of 14First Nine Weeks

http://www.cabrillo.edu/~pdarcey/Bio%2013A/bio13alab/bio13alabs_pdf/bio13alab_1%20spr09.pdf

http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html

http://science.dadeschools.net/highSchool/handsOnActivities.html

http://science.dadeschools.net/highSchool/handsOnActivities.html

https://village.dadeschools.net/

http://learn.education2020.com/

http://www.pbs.org/wnet/brain/3d/

http://www.pbs.org/wgbh/nova/evolution/guess-embryo.html

http://www.pbs.org/wgbh/nova/evolution/fossil-evidence.html

http://science.dadeschools.net/byod/byod_students_hs.html



TOPIC VII INSTRUCTIONAL TOOLSVocabulary:hominid, homologous structure, medulla oblongata, molecular biology, occipital lobe, parietal lobe, pons, temporal lobe, vestigial structure, embryo, evolution, fossil, frontal lobeTechnology:6. NOVA: Fossils Can Show How Species evolve7. Palomar College: Evidence of Evolution8. Art Review: Homologous and Analogous9. HippoCampus Biology: The Evidence for Evolution10. HippoCampus Biology: Central Nervous System11. Bozeman Podcast: Scientific Evidence for Evolution12. Bozeman Podcast: Evidence for Evolution II13. TED Talks: Robert Wright on Human Evolution14. PBS Science Odyssey: Human Evolution Activity

15. Human Evolution 3D Gallery16. PBS Video: Becoming Human “First Steps”17. PBS Interactive: Building Faces From Fossils18. PBS interactive: Origins of Humankind19. PBS Science Odyssey: Human Evolution Activity20. HMI Interactive: DNA Human Origins21. PBS Video: Becoming Human Part 222. PBS Interactive: Who’s who in Human Evolution?23. Khan Academy: Human Evolution Overview

Strategies: CRISS - Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL,

Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, and Exit Cards. Differentiated Instruction - Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning,

Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo Lab Strategies - Use the scientific method to analyze the variables in labs and report results in a proper lab write-up format. Assign lab roles to student; Project

Director, Materials Manager, Technical Manager, Safety Director. Follow the district’s guideline for Power Writing in Science.

Assessment:3. Cornell Style Notes (AVID)4. Class presentation

Labs:6. Adaptation Lab Activity - Performing tasks with thumbs and no thumbs7. Opposable Thumbs Adaptation Lab 8. Evolving Altitude Aptitude : Article with discussion and questions9. Evolutionary History of Jogging : Article with discussion and questions10. Hall of Human Origins: Compare Primates11. Human Cranium Comparison

TOPIC VII GIZMO CORRELATIONBENCHMARK GIZMO TITLESC.912.L.15.1 Rainfall and Bird Beaks


http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=620

http://www.indiana.edu/~ensiweb/lessons/hom.cran.html

http://www.amnh.org/education/school_groups/hall.php?id=149

http://evolution.berkeley.edu/evolibrary/news/100301_jogging

http://evolution.berkeley.edu/evolibrary/news/101001_altitude

http://www.kunaschools.org/staff/KunaHighSchool/Bowen_Kim/documents/OpposableThumbsLab.pdf

http://bhhs.bhusd.org/ourpages/auto/2009/2/6/43956041/Adaptation%20lab%20_updated%202009_.pdf

http://science.dadeschools.net/highSchool/documents/WritingInScience/PowerWritingModel2009.docx

http://science.dadeschools.net/highSchool/documents/SafetyLaboratoryAssignments/LabRolesAndTheirDescriptions.docx

https://www.youtube.com/watch?v=frE1rjhH77Y&feature=player_embedded

http://www.pbs.org/wgbh/nova/evolution/whos-who-human-evolution.html

http://video.pbs.org/video/1319997127/

http://www.dnai.org/d/index.html?m=4

http://www.pbs.org/wgbh/aso/tryit/evolution/shockwave.html

http://www.pbs.org/wgbh/evolution/humans/humankind/

http://www.pbs.org/wgbh/nova/evolution/building-fossils-faces.html

http://www.pbs.org/wgbh/nova/evolution/becoming-human-part-1.html

http://www.anth.ucsb.edu/projects/human/

http://www.pbs.org/wgbh/aso/tryit/evolution/shockwave.html

http://science.howstuffworks.com/life/1811-robert-wright-on-human-evolution-video.htm

http://www.youtube.com/watch?feature=player_embedded&v=cC8k2Sb1oQ8

http://www.youtube.com/watch?v=ooGKYediys8&feature=player_embedded

http://hippocampus.org/HippoCampus/Biology?loadLeftClass=CourseCombination&loadLeftId=9&loadTopicId=379

http://hippocampus.org/HippoCampus/Biology?loadLeftClass=CourseCombination&loadLeftId=9&loadTopicId=241

http://www.pearsonsuccessnet.com/snpapp/learn/navigateIDP.do?method=scoViewer&internalId=301310110000749

http://anthro.palomar.edu/evolve/evolve_3.htm

http://www.ucmp.berkeley.edu/education/explorations/tours/stories/middle/C7b.html



Standard: SC.912.N.2.2

Video Scientific Inquiry Scientific Investigation

Deductive Reasoning Dinosaurs Without Feathers

Understanding the Essence of Humanity Eighteenth-Century Philosophy

Article New Thought

Standard: SC.912.N.3.1 Video

Meteorite Extinction Theory Theorizing Continental Drift and Plate

Tectonics Escaping Natural Selection

String Theory Changing Theories on Evolution Gregor

Mendel's Reseach on Pea Plants and His Development of Theories of Inheritance

Support for the Theory of Evolution Cell Theory Did Charles Darwin Discover Evolution?


Video Choices and Your Brain The Teenage Brain Having a Hunch

Thinking Cap Active Brain

Image The brain and the functions of its Parts

Science Content

Collection

The Brain


Video The Cerebrum and the Diencephalon The Brain Stem and the Cerebellum

The Protective Layers of the Brain How the Central Nervous System

Regulates Responses to Stimuli

Science Content

Collection

The Brain





Video The Ice Age and Significant Fossil

Discoveries Agents of Evolution

Evidence for Evolution Interpreting the Fossil Record

Support for the Theory of Evolution The Evidence for the Theory of

Evolution

Image The Swedish botanist Carolus Linnaeus

(1707-1778).

Audio Evolution: Speciation: Adaptation & the

Niche Evolution: Speciation: Isolating

Mechanisms Evolution: Speciation: What Is A

Species?

Article Species and Speciation Taxonomy


Historical Geology: A Glimpse of the Earth's Past


Video

The Development of the Genus Homo Paleoanthropology: A Work in Progress Speech of Early Man Other Important Discoveries

A New Hominid Genus Origins of Bipedalism Evolutionary Advantages of Walking

Upright Early Europeans

New Chapter in Hominid Evolution Miocene Hominoids Biocultural Evolution Just the Facts: Early Man: Ancestors of

Modern Man

Image Homo sapiens: single origin




Video

Cracking the Genetic Code: The First "Book of Life" Hacking the Gene Code of Huntington’s Disease DNA Testing: How Accurate Is It? And How Is It Done? Mary Leakey: First Lady of Paleontology 'Missing Link' Skeleton, Ardi, Discovered 10 "Big Question" Mysteries for Chemistry to Solve Brain Development During Puberty Marine Census Finds Thousands of New and Weird Sea Creatures Gorillas in Zoos, Like Humans, At Risk of Heart Disease

Image Chemistry: 10 Unsolved Mysteries


MIAMI-DADE COUNTY PUBLIC SCHOOLSLearning Goals


SC.912.L15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (Cognitive Complexity: Level 3: Strategic Thinking & Complex)

SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES

Score/Step 5.0

I am able to evaluate the multiple bodies of evidence that support the scientific theory of evolution.

Investigate the lines of evidence of evolution through student stations that address each of the following fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

Score/Step 4.0 I am able to assess some of the multiple bodies of evidence that support the

scientific theory of evolution.Research and create a flip book of how each line of evidence supports the theory of evolution.

Score/Step 3.0 Target(Learning Goal)

I am able to identify some bodies of evidence that support the scientific theory of evolution.

Construct a graphic organizer that includes examples of the lines of evidence that support the theory of evolution.

Examples should include fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

Score/Step 2.0 I am able to identify some bodies of evidence that support the scientific theory of

evolution.Distinguish between the lines of evidence that support the theory of evolution.

Score/Step 1.0 I am able to define evolution.


MIAMI-DADE COUNTY PUBLIC SCHOOLSLearning Goals


SC.912.L15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT ACTIVITIES

Score/Step 5.0

I am able to analyze information to determine basic trends in hominid evolution. Research how the development of language or manufacturing of tools resulted from the development of changes in the skull or brain size.

Score/Step 4.0

I am able to analyze information to determine basic trends in hominid evolution. Collect data by measuring and observing primate skulls and use that data to describe evolutionary trends between fossil and living specimens of hominids.

Score/Step 3.0 Target(Learning Goal)

I am able to identify basic trends in hominid evolution. Analyze the basic trends in hominid evolution by examining given images of human skulls from early ancestors six million years ago to modern humans.

Score/Step 2.0

I am able to identify basic trends in hominid evolution. Interpret a hominid evolution timeline according to changes from early ancestors six million years ago to modern humans.

Score/Step 1.0 I am able to recognize that humans are changing over time.




NEXT GENERATION SUNSHINE STATE STANDARDSNATURE OF SCIENCE BODY OF KNOWLEDGEStandard 2: The Characteristics of Scientific KnowledgeA. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural,

aesthetic, or other ways of knowing, such as art, philosophy, or religion.B. Scientific knowledge is durable and robust, but open to change.C. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as

well as creativity and discovery.BENCHMARK CODE BENCHMARK

SC.912.N.2.1

Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Remarks/Examples: Science is the systematic and organized inquiry that is derived from observations and experimentation that can be verified or tested by further investigation to explain natural phenomena (e.g. Science is testable, pseudo-science is not science seeks falsifications, pseudo-science seeks confirmations.)

Cognitive Complexity: Level 3: Strategic Thinking & Complex

SC.912.N.2.2

Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Remarks/Examples: Identify scientific questions that can be disproved by experimentation/testing. Recognize that pseudoscience is a claim, belief, or practice which is presented as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification).CCSS Connections: MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.

Cognitive Complexity: Level 3: Strategic Thinking & ComplexStandard 3: The Role of Theories, Laws, Hypotheses, and ModelsThe terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science.

BENCHMARK CODE BENCHMARK

SC.912.N.3.1

Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Remarks/Examples: Explain that a scientific theory is a well-tested hypothesis supported by a preponderance of empirical evidence. CCSS Connections: MAFS.K12.MP.1: Make sense of problems and persevere in solving them and, MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LIFE SCIENCE BODY OF KNOWLEDGEStandard 14: Organization and Development of Living OrganismsA. Cells have characteristic structures and functions that make them distinctive.B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.


SC.912.L.14.26*Identify the major parts of the brain on diagrams or models. Remarks/Examples: Annually Assessed on Biology EOC. CCSS Connections: MAFS.K12.MP.4: Model with mathematics.

Cognitive Complexity: Level 1: Recall




LIFE SCIENCE BODY OF KNOWLEDGEStandard 15: Diversity and Evolution of Living OrganismsA. The scientific theory of evolution is the fundamental concept underlying all of biology.B. The scientific theory of evolution is supported by multiple forms of scientific evidence.C. Organisms are classified based on their evolutionary history.D. Natural selection is a primary mechanism leading to evolutionary change.


SC.912.L.15.1*

Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Remarks/Examples: Annually Assessed on Biology EOC. Also assesses SC.912.L.15.10 SC.912.N.1.3 SC.912.N.1.4 SC.912.N.1.6 SC.912.N.2.1 SC.912.N.3.1 and SC.912.N.3.4.

Cognitive Complexity: Level 3: Strategic Thinking & Complex

SC.912.L.15.10Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.

Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MATHEMATICS:Reason quantitatively and use units to solve problems.


MAFS.912.N-Q.1.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Remarks/Examples: Algebra 1, Unit 1: Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions.


MAFS.912.N-Q.1.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Remarks/Examples: Algebra 1, Unit 1: Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions.





LANGUAGE ARTS:Comprehension and Collaboration


LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


LAFS.910.SL.1.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.


LAFS.910.SL.1.3Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningPresentation of Knowledge and Ideas


LAFS.910.SL.2.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


LAFS.910.SL.2.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningKey Ideas and Details


LAFS.910.RST.1.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


LAFS.910.RST.1.2Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.





LANGUAGE ARTS:Key Ideas and Details


LAFS.910.RST.1.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsCraft and Structure


LAFS.910.RST.2.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.


LAFS.910.RST.2.5Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).


LAFS.910.RST.2.6Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsIntegration of Knowledge and Ideas


LAFS.910.RST.3.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.


LAFS.910.RST.3.8Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.


LAFS.910.RST.3.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsRange of Reading and Level of Text Complexity


LAFS.910.RST.4.10By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.





LANGUAGE ARTS:Text Types and Purposes


LAFS.910.WHST.1.1

Write arguments focused on discipline-specific content. (a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. (c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from or supports the argument presented.

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

LAFS.910.WHST.1.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Cognitive Complexity: Level 4: Extended Thinking &Complex ReasoningProduction and Distribution of Writing


LAFS.910.WHST.2.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


LAFS.910.WHST.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


LAFS.910.WHST.2.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.





LANGUAGE ARTS:Research to Build and Present Knowledge


LAFS.910.WHST.3.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


LAFS.910.WHST.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


LAFS.910.WHST.3.9Draw evidence from informational texts to support analysis, reflection, and research.

Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningRange of Writing


LAFS.910.WHST.4.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Template


Date Pacing Guide Benchmark(s) Data Driven Benchmark(s) Activities Assessment(s) StrategiesTraditional:10-01-14 to 10-10-14

Block:10-01-14 to 10-10-14

Standard 1: The Practice of ScienceSC.912.N.1.3SC.912.N.1.4SC.912.N.1.6

Standard 2: The Characteristics of Scientific KnowledgeSC.912.N.2.1SC.912.N.2.2

Standard 3: The Role of Theories, Laws, Hypotheses and ModelsSC.912.N.3.1SC.912.N.3.4

Standard 14: Organization and Development of Living OrganismsSC.912.L.14.26*

Standard 15: Diversity and Evolution of Living OrganismsSC.912.L.15.1*SC.912.L.15.10

Mathematics Clusters:MAFS.912.N-Q.1

Language Arts Clusters:LAFS.910.SL.1LAFS.910.SL.2LAFS.910.RST.1LAFS.910.RST.2LAFS.910.RST.3LAFS.910.RST.4LAFS.910.WHST.1LAFS.910.WHST.2LAFS.910.WHST.3LAFS.910.WHST.4

*Annually Assessed benchmark.

All Mathematics and Language Arts

benchmarks must be incorporated into the

instruction throughout the year, where applicable.


big idea #2: - mdcp's science home...

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