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MIAMI-DADE COUNTY PUBLIC SCHOOLS

Science Grade 11

Compendium of Instructional Strategies

Curriculum and Instruction, Science

2009-2010 Crunch Time

Calendar Frameworks

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Dr. Solomon C. Stinson, Chair

Perla Tabares Hantman, Vice Chair

Agustin J. Barrera

Renier Diaz de la Portilla

Dr. Lawrence S. Feldman

Dr. Wilbert “Tee” Holloway

Dr. Martin Stewart Karp

Ana Rivas Logan

Dr. Marta Pérez

Eboni Finley Student Advisor

Alberto M. Carvalho Superintendent of Schools

Milagros R. Fornell Associate Superintendent Curriculum and Instruction

Dr. Maria P. de Armas Assistant Superintendent

Curriculum and Instruction, K-12 Core

Beatriz Zarraluqui Administrative Director

Division of Mathematics, Science, and Advanced Academic Programs

TABLE OF CONTENTS Overview Grade 11 .............................................................................................. 1 2009-2010 Crunch Time Calendar Frameworks for Grade 11 .............................. 2 SSS Science Benchmarks ..........................................................................10 FCAT 2010 Key Facts to Know .............................................................................11

Hints for Students Taking the FCAT Test ........................................................... 12

Curriculum and Instruction, Science 1 Grade 11

OVERVIEW

There are 40 class days until the FCAT! Let’s help our students demonstrate their knowledge of the scientific concepts they have spent their time learning. The following 2009-2010 Crunch Time Calendar Frameworks is provided to assist you and your students in reviewing essential FCAT scientific content during the 40 classes prior to the test. Looking at the data from previous years, it is evident that the weight of the Annually Assessed (AA) benchmarks outweighs the Content Sample (CS) benchmarks. For this reason it is recommended that these 40 days focus on review of the AA benchmarks. This review is not designed to replace the development of course concepts; it is designed to supplement the normal work of the class. This will provide your students with an opportunity to discuss and practice scientific concepts that address each of the FCAT content focus areas listed. The dates in the column labeled Week of Implementation takes into account holidays and teacher planning days. A few final thoughts … Stress the importance of the test. Remind your students that we know they can do

well. We want all students to show learning gains. During the review, encourage high cognitive-level thinking rather than any kind of

memorization or recalling of facts. Provide time for cooperative group dialogue. This is very helpful for reviewing and

refining understanding of key scientific concepts. In the preparation for the Science FCAT, much more can be achieved by allowing

the students to investigate through inquiry-based, hands-on activities, and allowing them time to think critically, rather than lecturing them or asking them to memorize a large number of facts.

Some questions in the FCAT might be misleading, guiding the student to think that they are being asked to remember specific facts. When the question is read carefully, students will discover that the question is really asking to provide logical solutions to a problem. Instill in your students the confidence to believe in themselves; that they can succeed by reading the questions again and by searching for logical solutions.

REMINDER

Teachers should continue to refer to the grade level Pacing Guide for the Primary Strands and Primary Benchmarks. Due to the number of Annually Assessed Benchmarks, some of those in the Crunch Time packet may not have been taught. Therefore, when using the Crunch Time packet, it may require teaching a new concept.

The more activities in which the student is allowed to participate, the better prepared to excel the student will be in the Science FCAT.

Cluster H, “Scientific Thinking”, should be embedded in and discussed with all the labs.


2008-2009 CRUNCH TIME CALENDAR FRAMEWORKS FOR GRADE 11

Week of

Implementation Cluster

Targeted Benchmark(s)*

Content Focus Item Specification

Assessment Format Suggested Instructional

Strategies** Suggested Activities***

January 4 - 8 Physical and

Chemical Sciences

SC.A.1.4.3 The student knows that a change from one phase of matter to another involves a gain or loss of energy. (Also assesses B.1.4.3)SC.A.1.4.3

Phase changes Heat of fusion

Multiple Choice Gridded Response

According to the document Lessons Learned students should have the opportunity to compare and contrast, interpret, analyze, and explain chemical and physical concepts during laboratory activities and classroom discussions. To address common misconceptions, teachers should have students model their understandings of various relationships so teachers can modify instruction as needed. Whenever appropriate, instruction should emphasize the presence and role of catalysts using different contexts. Students should perform laboratory activities using enzymes or other catalysts and then write to explain the role of catalysts in these labs. Using real-life experiences, students

Gizmos: Calorimetry Lab Phase Changes

SC.A.1.4.4 The student experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.

Catalyst Pressure as

a catalyst Reaction rate Surface area

and rate of diffusion

Concentration


Factors Affecting Rate of Reactions Gizmo: Collision Theory

January 11 - 15 SC.A.2.4.5 The student knows that elements are arranged into groups and families based on similarities in electron structure, and that their physical and chemical properties can be predicted.

Electron configuration

Periodic Trends

Periodic table

Multiple Choice

Periodic Trends Gizmos: Element Builder Electron Configuration Covalent Bonds

SC.B.1.4.1 The student understands how knowledge of energy is fundamental to all the scientific disciplines (e.g.,

Energy conversions

Energy transfer-abiotic


Energy Content of Foods and Fuels Gizmo: Food Chain


Week of Implementation

Cluster Targeted

Benchmark(s)* Content Focus

Item Specification Assessment Format

Suggested Instructional Strategies**

Suggested Activities***

the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).

systems Conservation

of mass and energy

Conservation of energy

Conservation of mass

Energy transfer through biotic systems

Heat energy

should make connections between observations and applications of the laws of conservation of energy and mass (e.g., using a chemical reaction to demonstrate the conservation of mass, tracing the amounts of energy moving through a food chain, analyzing changes in potential and kinetic energy for objects in motion).s

January 19–22 SC.C.1.4.1 The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion. (Also assesses C.1.4.2 and C.2.4.6)

Acceleration Relative

motion


Gizmos: Fan Cart Physics Freefall Laboratory Gravitational Force

SC.C.2.4.1 The student knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects. SC.C.2.4.1

Gravitational acceleration

Gravitational force


Light at a Distance Gizmos: Atwood MachineFreefall Laboratory Golf Range! Gravitational Force



Cluster Targeted





January 25–29 Earth and

Space Sciences

SC.D.1.4.1 The student knows how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).

Climate patterns

Weather patterns

Predict environmental changes

Fossils

Multiple Choice

Students should have practice explaining Earth and space concepts using words and labeled diagrams.

Laboratory activities can be used to model and demonstrate relationships such as plate interactions, gravity and tides, planetary motion, and climate and weather patterns.

By allowing students to use models, perform inquiry-based labs, and write explanations, teachers can identify common misconceptions and adjust instruction as needed.

Instruction should also provide students with opportunities to compare and contrast local (Florida) weather patterns to those of other regions.

During instruction, students should be given the opportunity to use

What Causes the Seasons Gizmos: Coastal Winds and Clouds Greenhouse Effect Seasons Around the World Seasons in 3D Seasons: Earth, Moon, and Sun Seasons: Why do we have them?

SC.D.1.4.2 The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth's surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).

Tectonic plate movement

Mountain range formation

Climatic patterns

Divergent boundaries

Multiple Choice

Gizmos: Plate Tectonics



Cluster Targeted





February 1 – 5 SC.D.2.4.1 The student understands the interconnectedness of the systems on Earth and the quality of life. (Also assesses SC.G.2.4.4)

Changes to habitat

Environmental degradation

Multiple Choice

models to represent the positions of Earth, the Moon, the Sun, and other planets to describe their effect on Earth events, such as eclipses and seasons.

In space science, students should have more opportunities to practice calculations involving astronomical units.

Endangered Species: Florida Panther Gizmos: Forest Ecosystem Prairie Ecosystem Pond Ecosystem

February 8 - 12 SC.E.1.4.1 The student understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the Sun. (Also assesses SC.E.1.4.2 and SC.E.1.4.3)

Earth’s orbit Planetary

orbits Seasons Gravitational

force Tides Solar eclipse Earth’s

rotation Earth’s tilt Conditions

for life

Multiple Choice

Effects of the Earth, Sun, and Moon on Tides Gizmos: Tides Moon Phases Moonrise, Moonset, and Phases



Cluster Targeted





February 16-19 Life and

Environmental

Sciences

SC.F.1.4.1 The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. (Also assesses SC.F.1.4.3 and SC.F.1.4.5)

Enzymes Metabolic

processes Enzyme

function Concentratio

n gradients Cell

membrane functions

Cellular respiration

Multiple Choice

Teachers should use guided practice to model how to write explanations of ecological concepts.

Rather than teaching parts in isolation, teachers should use graphic organizers to teach a biological process and to show how the individual steps contribute to that entire process (e.g., use a concept map to show the process of cellular respiration, use a Venn diagram to compare and contrast mitosis and meiosis).

Instruction should help students clarify their understanding of biotic and abiotic factors within ecosystems, factors that produce change in a population, and advantages of sexual and asexual reproduction.

Students should have opportunities to solve genetic problems using Punnett squares.

Students should investigate and explain

Diffusion through Membranes Gizmos: Cell Energy Cycle Photosynthesis Lab

SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and SC.F.1.4.2)

Mechanisms of change

Mutation Structural

adaptations-plants

Natural selection

Structural adaptations-animals

Multiple Choice

Selection and Variation in the Egyptian Origami Bird Gizmos: Evolution: Mutation and Selection Natural Selection Rainfall and Bird Beaks

February 22- 26 SC.G.1.4.1 The student knows of the great diversity and interdependence of living things. (Also assesses SC.G.1.4.2)

Predator/prey relationship

Decomposers

Parasite/host relationships

Population dynamics

Food chain

Multiple Choice

Population Explosion Gizmos: Food Chain Interdependence of Plants and Animals

March 2 - 5 SC.G.2.4.2 The student knows that

Ecological impact

Multiple Choice

Gizmos: Food Chain



Cluster Targeted





changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition. (Also assesses SC.B.1.4.5 and SC.G.2.4.5)

Limiting factors

Succession

factors affecting biodiversity in an ecosystem.

Rabbit Population by Season

January 5 – March 6

These Strand H benchmarks

have been listed at the

end because they need to

be embedded continuously

throughout the whole year

and throughout the Crunch Time.

SC.H.1.4.1 The student knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. (Also assesses SC.H.1.2.1, SC.H.1.2.2, SC.H.2.4.2, SC.E.2.4.6, and SC.E.2.4.7)

Data Analysis

Drawing conclusions

Hypothesis Communicati

ng results Repetition Scientific

theories


Students must practice designing experiments and using the scientific method throughout the science course.

Teachers should incorporate the scientific method through more inquiry-based activities.

Critical thinking skills should be emphasized during instruction so that students can make connections between practice and theory.

Students should understand that data may not always support the hypothesis and why this may occur. When this occurs, students should be able to determine the next appropriate steps (i.e.,

These benchmarks and the content focus of the benchmarks should be applied while performing each one of the lab activities listed above.

SC.H.2.4.1 The student knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systematic study.

Experimental design

Analyzing data

Scientific reasoning

Multiple Choice



Cluster Targeted





understanding the scientific process).

Teachers should provide students more practice with writing lab reports to analyze data (using a variety of formats), form conclusions, and conduct peer reviews.

Instruction should use current events to increase awareness of new technologies and applications of technology in routine tasks. This should include discussions on how science has influenced the development of technology and how existing technology can be applied to other situations.

SC.H.3.4.2 The student knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. (Also assesses SC.H.3.4.5 and SC.H.3.4.6)

Applications of new technology

Research technologies

Multiple Choice



Cluster Targeted





* There are 17 AA benchmarks for Grade 11. The Strand H benchmarks have been listed at the end because these need to be embedded continuously throughout the whole year and throughout the Crunch Time.

** All suggested Instructional Strategies have been taken from the Florida Department of Education document FCAT Science Lessons Learned (Copyright © 2008 Florida Department of Education | FCAT Science Lessons Learned)

***All activities listed in this column can be found in the document named Grades 9-12 FCAT Science Resource Guide (RG) posted at http://science.dadeschools.net or they are Explorelearning Gizmos.


SSS SCIENCE BENCHMARKS ASSESSED Benchmark

Coding Description of Benchmark Assessment

Schedule Item

Format SC.A.1.4.3 The students know that a change from one phase of

matter to another involves a gain or loss of energy. (Also assesses B.1.4.3)

AA MC, GR

SC.A.1.4.4 Experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.

AA MC, GR

SC.A.2.4.5 Knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted.

AA MC

SC.B.1.4.1 Understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).

AA MC

SC.C.1.4.1 The student knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion. (Also assesses C.1.4.2 and C.2.4.6)

AA MC, GR

SC.C.2.4.1 Knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.

AA MC, GR

SC.D.1.4.1 Knows how climatic patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).

AA MC

SC.D.1.4.2 Knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth’s surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).

AA MC

SC.D.2.4.1 Understands the interconnectedness of the systems on Earth and the quality of life. (Also Assesses SC.G.2.4.4)

AA MC


Benchmark Coding

Description of Benchmark Assessment Schedule

Item Format

SC.E.1.4.1 Understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun. (Also Assesses SC.E.1.4.2; SC.E.1.4.3)

AA MC

SC.F.1.4.1 Knows that the body processes involve specific biochemical reactions governed by biochemical principles. (Also Assesses SC.F.1.4.3; SC.F.1.4.5)

AA MC

SC.F.2.4.3 Understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also Assesses SC.D.1.4.4; SC.F.1.4.2)

AA MC

SC.G.1.4.1 Knows of the great diversity and interdependence of living things. (Also Assesses SC.G.1.4.2)

AA MC

SC.G.2.4.2 Knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition. (Also Assesses SC.B.1.4.5; SC.G.2.4.5)

AA MC

SC.H.1.4.1 Knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. (Also Assesses SC.H.1.2.1; SC.H.1.2.2; SC.H.2.4.2; SC.E.2.4.6; SC.E.2.4.7)

AA MC, GR

SC.H.2.4.1 Knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.

AA MC

SC.H.3.4.2 Knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. (Also Assesses SC.H.3.4.5; SC.H.3.4.6)

AA MC

ITEM FORMATS

CS – Content Sample MC – Multiple Choice

AA – Annually Assessed GR – Gridded Response


FCAT 2010 KEY FACTS TO KNOW

There are several question formats on the FCAT, depending on the grade level and the subject (content area) being tested. The types of questions on each test are explained below. The graphic icons are used in student test documents to identify the different types of FCAT test questions. Multiple-choice (MC) questions require students to choose the best answer from four possible choices and to mark their answers by filling in the appropriate “bubble” in their test books or answer documents.

Gridded-response (GR) questions require students to solve problems and mark their numerical answers in answer grids. Answers may be gridded using several correct formats. Students MUST accurately fill in the bubbles below the grids to receive credit for their answers.

The Performance Task questions are no longer included in the Science Florida Comprehensive Assessment (FCAT).

Science

Science


HINTS FOR STUDENTS TAKING THE FCAT SCIENCE TEST Here are some hints to help you do your best when you take the FCAT science test. Keep these hints in mind when you answer the sample questions. Learn how to answer each kind of question. FCAT science tests have two types of

questions: multiple-choice and gridded-response. Read each question carefully and think carefully before you try to answer the

question. Answer the questions you are sure about first. If a question seems too difficult, skip it

and go back to it later. Be sure to fill in the answer bubbles correctly. Do not make any stray marks around

answer spaces. Think positively. Some problems may seem hard to you, but you may be able to

figure out what to do if you read each question carefully. When you have finished each problem, reread it to make sure your answer is

reasonable. Relax. Some people get nervous about tests. It’s natural. Just do your best.

ANTI-DISCRIMINATION POLICY

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law: Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.

Revised 9/2008

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