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NOMS Accelerated Science |
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Sponge ContentStructure and Transformation of Matter SC-05-1.1.1 Students will describe the physical properties of substances (e.g., boiling point, solubility, density). A substance has characteristic physical properties (e.g., boiling point, solubility, density) that are independent of the amount of the sample. DOK 2 SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. A mixture of substances often can be separated into the original substances by using one or more of its characteristic physical properties. DOK 2 SC-06-1.1.2 Students will identify and describe evidence of chemical and physical changes in matter. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns that allow classification can be used to infer or understand real life applications for those substances. DOK 2 SC-07-1.1.1 Students will: (1) classify substances according to their chemical/reactive properties; (2) infer real life applications for substances based on chemical/reactive properties. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns, which allow classification, can be used to infer or understand real life applications for those substances. DOK 3 SC-07-1.1.2 Students will: (1) classify elements and compounds according to their properties; (2) compare properties of different combinations of elements. Observations of simple experiments illustrate that the atoms of chemical elements do not break down during normal laboratory reactions such as heating, exposure to electric currents, or reaction with acids. Elements combine in many ways to produce compounds. Common patterns emerge when comparing and contrasting the properties of compounds to the elements from which they are made. Understanding of these patterns allows for evidence- based predictions of new or different combinations of elements/compounds. DOK 2 Energy Transformations Monday, February 9th - RESCHEDULED SC-05-4.6.1 Students will: · classify energy phenomena as kinetic or potential; · describe the transfer of energy occurring in simple systems or related data. Energy can be classified as kinetic or potential. Energy is a property of many substances and energy can be found in several different forms. For example, chemical energy as found in food we eat or in the gasoline we burn in our car. Heat, light (solar), sound, electrical energy and the energy associated with motion (called kinetic energy) are examples of other forms of energy. Objects can have energy simply by virtue of their position, called potential energy. Energy is transferred in many ways. Analyzing simple systems can provide the basis for describing the transfer of energy occurring within the system. DOK 2
SC-05-4.6.2 Students will understand that the Sun is a major source of energy for changes on Earth’s surface. The Sun loses energy by emitting light. A tiny fraction of that light reaches Earth, transferring energy from the Sun to Earth.
SC-05-4.6.3 Students will: · draw conclusions about the transfer of energy within models/representations of electrical circuits as evidenced by the heat, light, sound and magnetic effects that are produced; · describe changes within the system that would affect the transfer of energy. Electrical circuits provide a means of transferring electrical energy. This transfer can be observed and described as heat, light, sound and magnetic effects are produced. Models and diagrams can be used to support conclusions and predict consequences of change within an electrical circuit. DOK 3
SC-05-4.6.4 Students will identify predictable patterns and make generalizations about light and matter interactions using data/evidence. Light energy interacts with matter by transmission (including refraction), absorption, or scattering (including reflection. DOK 3
SC-05-4.6.5 Students will understand that heat energy moves in predictable ways, flowing from warmer objects to cooler ones, until both objects reach the same temperature. By examining cause and effect relationships, consequences of heat movement and conduction can be predicted and inferred.
SC-06-4.6.1 Students will describe or explain the cause and effect relationships between oceans and climate. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. DOK 2
SC-06-4.6.2 Students will describe: (1) the effect of the Suns’ energy on the Earth system; (2) the connection/relationship between the Sun’s energy and seasons.The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3
SC-07-4.6.2 Students will: (1) describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical); (2) explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object. The transfer and transformation of energy can be examined in a variety of real life examples. Models are an appropriate way to convey the abstract/invisible transfer of energy in a system. Heat energy is the disorderly motion of molecules. Heat can be transferred through materials by the collisions of atoms or across space by radiation. If the material is fluid, currents will be set up in it that aid the transfer of heat. To change something's speed, to bend or stretch things, to heat or cool them, to push things together, to expand or contract them or tear them apart all require transfers (and some transformations) of energy. Heat lost by hot object equals the heat gained by cold object. This is an energy conservation statement. Whenever hot and cold objects are put in contact, heat energy always transfers from the hot object to the cold object and this continues until all the mass is at the same temperature. Students should understand that heat produced by burning comes from the release of chemical energy of the substance. DOK 3
SC-07-4.6.4 Students will describe or represent the flow of energy in ecosystems, using data to draw conclusions about the role of organisms in an ecosystem. For most ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism in food webs. DOK 3 Earth and the Universe Monday, March 16th SC-05-2.3.1 Students will: · describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans and atmosphere (water cycle); · explain how matter is conserved in this cycle. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. This cycle maintains the world’s supply of fresh water. Students should have experiences that contribute to the understanding of evaporation, condensation and the conservation of matter. DOK 2
SC-05-2.3.2 Students will explain interactions of water with Earth materials and results of those interactions (e.g., dissolving minerals, moving minerals and gases). Water dissolves minerals and gases and may carry them to the oceans. DOK 3
SC-05-2.3.3 Students will: · describe Earth’s atmosphere as a relatively thin blanket of air consisting of a mixture of nitrogen, oxygen and trace gases, including water vapor; · analyze atmospheric data in order to draw conclusions about real life phenomena related to atmospheric changes and conditions. Earth is surrounded by a relatively thin blanket of air called the atmosphere. The atmosphere is a mixture of nitrogen, oxygen and trace gases that include water vapor. The atmosphere has different properties at different elevations. Conclusions based on the interpretation of atmospheric data can be used to explain real life phenomena (e.g., pressurized cabins in airplanes, mountain-climber’s need for oxygen). DOK 3
SC-05-2.3.4 Students will: · analyze global patterns of atmospheric movement; · explain the basic relationships of patterns of atmospheric movement to local weather. Global patterns of atmospheric movement can be observed and/or analyzed by interpreting patterns within data. Atmospheric movements influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. Related data can be used to predict change in weather and climate. DOK 3
SC-05-2.3.5 Students will compare components of our solar system, including using models/representations that illustrate the system. Earth is the third planet from the Sun in a system that includes the moon, the Sun, eight other planets and their moons, and smaller objects. The Sun, an average star, is the central and largest body in the solar system. Models/diagrams provide understanding of scale within the solar system. DOK 2
SC-06-2.3.1 Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of objects in the solar system (e.g., earth, sun, moon). Observations and investigations of patterns indicate that most objects in the solar system are in regular and predictable motion. Evaluation of this data explains such phenomena as the day, the year, phases of the moon and eclipses. DOK 3
SC-06-2.3.2 Students will explain cause and effect relationships in the Rock cycle. Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle, which can be investigated using a variety of models. DOK 2
SC-06-2.3.3 Students will compare constructive and destructive forces on Earth in order to make predictions about the nature of landforms. Landforms are a result of a combination of constructive and destructive forces. Collection and analysis of data indicates that constructive forces include crustal deformation, faulting, volcanic eruption and deposition of sediment, while destructive forces include weathering and erosion. DOK 2
Interdependence Friday, January 9th SC-05-4.7.1 Students will: · describe and categorize populations of organisms according to the function they serve in an ecosystem (e.g., producers, consumers, decomposers); · draw conclusions about the effects of changes to populations in an ecosystem. Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers because they make their own food. All animals, including humans, are consumers, and obtain their food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers and decomposers in an ecosystem. Using data gained from observing interacting components within an ecosystem, the effects of changes can be predicted. DOK 3
SC-05-4.7.2 Students will understand that a population consists of all individuals of a species that occur together at a given place and time. All populations living together and the physical factors with which they interact compose an ecosystem.
SC-06-4.7.1 Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). DOK 2
SC-07-4.7.1 Students will compare abiotic and biotic factors in an ecosystem in order to explain consequences of change in one or more factors. The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition). Given adequate biotic and abiotic resources and no diseases or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. DOK 3 Biological Change Friday, March 6th SC-05-3.5.1 Students will describe cause and effect relationships between enhanced survival/reproductive success and particular biological adaptations (e.g., changes in structures, behaviors, and/or physiology) to generalize about the diversity of populations of organisms. Biological change over time accounts for the diversity of populations developed through gradual processes over many generations. Examining cause and effect relationships between enhanced survival/reproductive success and biological adaptations (e.g., changes in structures, behaviors, and/or physiology), based on evidence gathered, creates the basis for explaining diversity. DOK 2
SC-05-3.5.2 Students will understand that all organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.
SC-06-3.5.1 Students will explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. DOK 2 SC-07-3.5.1 Students will: (1) describe the usefulness of fossil information to make conclusions about past life forms and environmental conditions; (2) explain the cause and effect relationship of the extinction of a species and environmental changes. Extinction of species is common and occurs when the adaptive characteristics of a species are insufficient to allow its survival. Most of the species that have lived on Earth no longer exist. Fossils provide evidence of how environmental conditions and life have changed. DOK 3 Unity and Diversity Friday, March 20th SC-05-3.4.1 Students will describe and compare living systems to understand the complementary nature of structure and function. Observations and comparisons of living systems at all levels of organization illustrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals), and ecosystems. Examining the relationship between structure and function provides a basis for comparisons and classification schemes. DOK 2 SC-05-3.4.2 Students will explain the essential functions of cells necessary to sustain life. Cells carry on the many functions needed to sustain life. Models of cells, both physical and analogical, promote understanding of their structures and functions. Cells grow and divide, thereby producing more cells. This requires that they take in nutrients, which provide energy for the work that cells do and make the materials that a cell needs. DOK 2 SC-05-3.4.3 Students will understand that all organisms are composed of cells, the fundamental unit of life. Most organisms are single cells; other organisms, including plants and animals are multicellular. SC-06-3.4.1 Students will describe the relationship between cells, tissues and organs in order to explain their function in multicellular organisms. Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form tissues. Different tissues are, in turn, grouped together to form larger functional units called organs. Examination of cells, tissues and organs reveals that each type has a distinct structure and set of functions that serve the organism. DOK 3 SC-06-3.4.2 Students will make inferences about the factors influencing behavior based on data/evidence of various organism’s behaviors. Behavior is one kind of response an organism may make to an internal or environmental stimulus. Observations of organisms, data collection/analysis, support generalizations/conclusions that a behavioral response is a set of actions determined in part by heredity and in part from experience. A behavioral response requires coordination and communication at many levels including cells, organ systems and organisms. DOK 2 SC-07-3.4.1 Students will: (1) describe the role of genes/chromosomes in the passing of information from one generation to another (heredity); (2) compare inherited and learned traits. Every organism requires a set of instructions for specifying its traits. This information is contained in genes located in the chromosomes of each cell that can be illustrated through the use of models. Heredity is the passage of these instructions from one generation to another and should be distinguished from learned traits. DOK 2 SC-07-3.4.2 Students will describe and compare sexual and asexual reproduction. Reproduction is a characteristic of all living systems and is essential to the continuation of every species as evidenced through observable patterns. A distinction should be made between organisms that reproduce asexually and those that reproduce sexually. In species that reproduce sexually, including humans and plants, male and female sex cells carrying genetic information unite to begin the development of a new individual. DOK 2 Motion and Forces Friday, April 24th SC-05-1.2.1 Students will interpret data in order to make qualitative (e.g., fast, slow, forward, backward) and quantitative descriptions and predictions about the straight-line motion of an object. The motion of an object can be described by its relative position, direction of motion and speed. That motion can be measured and represented on a graph. DOK 3
SC-05-1.2.2 Students will understand that forces are pushes and pulls, and that these pushes and pulls may be invisible (e.g., gravity, magnetism) or visible (e.g., friction, collisions). SC-06-1.2.1 Students will describe friction and make inferences about its effects on the motion of an object. When an unbalanced force (friction) acts on an object, the change in speed or direction depends on the size and direction of the force. DOK 3 SC-07-1.2.1 Students will explain the cause and effect relationship between simple observable motion and unbalanced forces. An object remains at rest or maintains a constant speed and direction of motion unless an unbalanced force acts on it (e.g., gravity). When an unbalanced force acts on an object, the change in speed or direction depends on the size and direction of the force. DOK 3 |
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