c Matrix for AI!!ebra I Specific Content Objective* Time ... · PDF fileWorksheet: Using :...

c Matrix for AI!!ebra I Specific Content

Scatterplot Trend data Correlation

Objective* Time Block

Time Yearlong

Instructiona I Strategies

Resources

Classroom Orientation Pre-Test

2 days 2 days NC EOC Coach Workbook Pre-Test p.9-29 Moving with Algebra Part B: Intef;er Review p. 248

3.03 Create linear models for sets of data to solve problems.

17 days 24 days Assessments without calculator

Carnegie Learning Lesson 1.8: US. Shirts NC EOC Buckle Down p.

Linear models Line-of-best fit Distance formula Midpoint formula Finding lengths and midpoints graphically

2.01 Find the lengths and midpoints of segments to solve problems.

6 days 209-217

Independent variable Dependent variable Slope Slope-intercept form Parallel Perpendicular Direct variation Constant of variation (k) y==kx

Solving systems

• Graphically

2.02 Use the parallelism or perpendicularity of lines and segments to solve problems.

1.03 Model and solve problems using direct variation.

4.03 Use systems of linear equations or inequalities in two variables to model and solve problems. Solve using tables, graphs and algebraic properties; justify results.

4 days

1 day

2 days

8 days

2 days

7 days

Assessment Study Island printable worksheets: Solving systems ofequations Moving with Algebra Part B: Parallel and perpendicular lines p. 329331 Carnegie Learning: Parking Lot Design Investigate Problems 1-3 p. 213A222A Passing the NC EOC Chanter 13 Test n. 204-20()

4.03 Use systems of linear equations or inequalities in two variables to model and solve problems.

II days 25 days Applications Assessment

• Elimination

• Substitution Linear equations Linear inequalities

Solve using tables, graphs and algebraic properties; justify results.

I days 4 days

. Exponents laws Adding polynomials Subtracting

LOla Write equivalent forms of algebraic expressions to solve problems.

Apply the laws of exponents.

3 days 7 days

polynomials Combining like terms Multiplying

4.04 Graph and evaluate exponential functions solve problems

2 days 8 days

polynom 1.01 b Write equivalent forms of algebraic expressions to solve problems 4 days

Operate with polynomials. Patterns 1.02 Use formulas and algebraic expressions, Formulas including iterative and recursive forms to model 8 days Recursive forms and solve problems Iterative forms

f---

Linear functions 4.02 Graph, factor, and evaluate quadratic functions 5 days 12 days Quadratics Texas Instruments, Inc. Input/output to solve problems. qUIz Worksheet: Using Domain/range Dividing and Symmetry to Find the Quadratic functions 1.01 b Write equivalent forms of algebraic 8 days 16 days factoring Vertex ofa Parabola Dividing polynomials expressions to solve problems polynomials Factoring polynomials Operate with polynomials. Exponential Exponential functions quiz Growth and decay 1.01 c Write equivalent forms of algebraic 4 days Interest expressions to solve problems

Factor polynomials 4.03 Use systems of linear equations or inequalities 3 days 6 days in two variables to model and solve problems. Solve using tables, graphs and algebraic properties; justify results.

Scalar multiplication 3.01 Use matrices to display and interpret data 2 days 10 days

3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems.

*1.02 and 4.01 are on-going objectives and embedded through the curriculum.

ALGEBRA 2

Check off

Time Block (Days)

Time Year long

(Days)

NCSCS Obj

TOPIC DESCRIPTION

Classroom orientation and Pretest

TEXTBOOK Subject Notes/Supplementary

2 2

2 5 2.04a & b

Create, justify and use best-fit mathematical models of linear functions to solve problems involving sets of data by interpreting the constants, coefficients, and bases in the context of the data and by checking the model for goodness-offit and use the model, where appropriate, to draw conclusions or make predictions.

Use equations and inequalities with absolute value to model and solve problems justify results by solving using tables, graphs, and algebraic properties. Justify results by interpreting the constants and coefficients in the context of the problem.

75-107 Linear equations and

slope

2 4 2.08a & b 67-74 Functions

1 2 1.05 Model and solve problems using direct variation. 094-095 Direct variation 1 1 Assessment

1 3 2.1 Use systems of two or more inequalities to model and solve problems, justify results.

108-113 Graphing inequalities

and systems of inequalities

Use equations and inequalities with absolute value to model

1 3 2.08a & b and solve problems justify results by solving using tables, graphs, and algebraic properties. Justify results by interpreting ltI:le-esA-staf1ts-aftd-ec-e-ffi-ete-nts-iII tile context-ofine-pm-Ult:::lll.

122-127 Absolute value

functions

1 2 2.1 Use systems of two or more equations to model and solve problems; justify results. Solve using tables and graphs.

139-147 Solving systems of

linear equations with qraphs and tables

1 2 2.1 Use systems of two or more equations to model and solve problems; justify results. Solve using algebraic properties.

148-155 Solving systems of

linear equations with algebraic methods

1 2 2.1 Use systems of two or more inequalities to model and solve problems, justify results.

156-162 Solving systems of linear inequalities

1 2 1.04 Operate with matrices to model and solve problems. 199-236 Matrices and matrix

operations

2 6 2.1 Use systems of two or more equations to model and solve problems; justify results. Solve using matrices.

230-236 Inverse matrices and systems of equations

1 1 Assessment

3 6 2.02a & b

Use quadratic functions and inequalities to model and solve problems; justify results by solving using tables, graphs, and algebriac properties. Justify results by interpreting the constants and coeffiecients in the context of the problem.

249-312 Quadratic functions

1 1 Assessment Define and compute wih complex numbers. 3 4 1.02 272-281 Complex numbers

4 10 202a & b

Use quadratic functions and inequalities to model and solve problems; justify results by solving using tables, graphs, and algebriac properties. Justify results by interpreting the constants and coeffiecients in the context of the problem.

Quadratic formula & completing the square

1 1 Assessment Use systems of two or more quadratic equations and inequalities to model and solve problems, justify results.

1 2 2.1 632-637 Solving quadratic

equations

2 4 2.04a & b

Create, justify and use best-fit mathematical models of quadratic functions to solve problems involving sets of data by interpreting the constants, coefficients, and bases in the context of the data, and by checking the model for goodness-of fit and use the model, where appropriate, to draw conclusions or make predictions.

306-311 Modeling with quadratic

functions

Mini-Assessment

1 4 2.06a Use cubic equations to model and solve problems by solving using tables and graphs. Justify results by interpreting the constants and coefficients in the context of the problem.

373-379 Modeling with cubic

functions

1 2 1.03 Operate with polynomial expressions to solve problems. 338-372 Polynomial operations .uS.e-pgl¥R-Qm-i-a-l-eEj~tfljff!-6egfeeOf hi-g-ilci lV "'VVCI

and solve problems by solving using tables and graphs. Justify results by interpreting the constants and coefficients in the context of the problem.

329-358 Polynomial functions 2.06a & b1 3

1 1 Assessment

Simplify and perform operations with rational exponents to solve problems.

2 4 1.01 401-411 Rational exponents

4 8 2.01 Use composition and inverse of functions to model and solve

I problems; justify results. 415-430 Inverse functions

Use equations with radical expressions to model and solve

3 6 207 & blProblems; justify results by solving using tables, graphs, and 431-444 Radical functions and

· a algebraic properties. Justify results by interpreting the degree, equations constants, and coefficients in the context of the problem.

2 Assessment Use exponential functions to model and solve problems; justify

3 6 203 & blresults by solving using tables, graphs and algebraic 465-485 Exponential functions

· a properties. Justify results by interpreting the constants and and equations coeffiecients in the context of the problem.

1 01 ISimplify and perform operations with logarithms (common and Logarithmic functions 3 7 486-508

. natural) to solve problems. and equations Assessment Create, justify and use best-fit mathematical models of exponential functions to solve problems involving sets of data

Modeling exponential 3 6 204 & bl by interpreting the constants, coefficients, and bases in the 509-516 functions and

· a context of the data and by checking the model for goodness-oflogarithmic functions

fita nd use the model, where appropriate, to draw conclusions or make predictions. Group assessment

1.05 I~.odel a.nd. solve problems using direct, inverse, combined and 2 4 534-539 VariationJOint vanatlon. Use rational equations to model and solve problems; justify

2 05 &b Iresults by solving using tables, graphs, and algebraic Rational expressions 3 6 540-574

. a properties. Justify results by interpreting the constants and and equations coefficients in the context of the problem. Use rational equations to model and solve problems; justify

I I d I 6 I 2.ese--!-resttlts-byidBlltifirrg-t11e asymptotes and Intercepts graphl~ 547-553 I Rational functions I I and algebraically. Assessment

3 6 1.03 IOperate with rational expressions to solve problems. 554-567 Solving rational

equations 2 4 1.03 IOperate with complex fractions to solve problems. 554-574 Complex fractions

Assessment Precisely describe parabolas algebraically according to definitions, characteristics, and constituent parts. Interpret the

1 2 2.09a & blconstants and coefficients of parabolas in the context of the 595-600 Parabolas as conics problems. Use the equations of parabolas to model and solve Iproblems, justifying and interpreting the results.

-- -- ---- -

2 4 2.09a & b

Precisely describe circles algebraically according to definitions, characteristics, and constituent parts. Interpret the constants and coefficients of circles in the context of the problems. Use the equations of circles to model and solve problems, Ijustifyinq and interpretinq the results.

601-609 Circles as conics

8 Honor Curriculum Adiustment 12 18 Schedule flexibility/Review 86 174 Total

- "----

-

- -

- .. ---

Specific Content Objective

Classroom Orientation Pretest

c I Matrix for G Time Block

2

t Time Year long 2 days

Instructional Strategies

Resources I

Vocabulary

f----

Logic

Perpendicular and Parallel Lines (Algebra Review Solving equations Solving systems) Triangles

Quadrilaterals

Transformations

. . .IVlatflCes WlLn

transformations

Similar triangles

Right Triangles Trigonometry

2.03 Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: triangles, quadrilaterals, other polygons, and circles. 2.01 Use logic and deductive reasoning to draw conclusions and solve problems 2.02 Apply properties, definitions, and theorems of angles and lines to solve problems and write proofs.

2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: triangles. 2.03b Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: quadrilaterals. 3.01 Describe the transformation (translation, reflection, rotation, dilation) of polygons in the coordinate plane in simple algebraic terms 3.02 Use matnx operatlons (addition, subtraction, multiplication, scalar multiplication) to describe the transformation of polygons in the coordinate plane. 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: triangles. 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: triangles.

4 days

4 days

8 days

4 days

7 days

2 days

5 days

5 days

10 days

15 days

22 days

12 days

8 days

8 days

18 days

15 days

Major Quiz

Test

Test

Quiz & Test

Test

Test

Graphing calculator

Test

Test

Chapter 1

Chapter 2

Chapter 3

Chapter 4,5

Chapter 6

Chapter 7

Appendix 2: Online resource (DPI)

Chapter 8

Chapter 9

1.01 Use the trigonometric ratios to model and

Circles Arc length Sector area Other polygons

solve problems involving right triangles. Chapter 1V2.03d Apply properties, definitions, and

theorems of two-dimensional figures to solve problems and write proofs: circles.

2.03c Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: other polygons.

1. days 15 days Quiz

Solids 2.04 Develop and apply properties of solids to solve problems.

2 days 4 days

Area of2dimensional

1.01 Use the trigonometric ratios to model and solve problems involving right triangles.

1.02 Use length, area, and volume of geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of three-dimensional figures; and perimeter, area, and volume of composite figures.

2 days 6 days Chapter 11

Probability 1.03 Use length, area, and volume to model and solve problems involving probability.


Surface Area Volume *Include spheres

1.02 Use length, area, and volume of geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of three-dimensional figures; and perimeter, area, and volume of composite figures.


WARREN NEW TEry HIGH SCHOOL PROJECT BASED LEARNING CURRICULU~, AP: ADVANCED PLACEMENT BIOLOGY

Objectives:

5.01 Examine the evidence thot

supports on evolutionory view of

life

5.02 Recoglllze the implications of

chemicol evolution ond Its impact

on the origin of life.

S.OJ Analyze current models for the

early evolution of life.

• Biological mocromolecules.

• Prokaryotic cells

• Eukaryotic cells. 5.04 Analyze the mechanisms of

evolution, their role, results and

implications.

• Identification of patterns ond

the responsible mechonisms

• Analyze heredity ond its link to

noturol selection.

• Examine speCtotion.

• Exanline macroevolution.

5.05 Investigate the contributions of

early rcscofchers, (e.g. Pasteur and

Darwlll) and their impact on the

current vIew of evo!utionory

biology.

How did different cultures explain the global development and dissemination of civilization?

w.r.t. Biology To what extent did Darwin' Theory of Evolution justify the global development and dissemination of civilization?

• Ural communication

• Work Ethic

• Content

• Critical Thinking

• Collaboration

Laboratory: Population Genetics and Evolution

• Lab: Fishy Frequencies

• Fossil ID activity at Science Junction

• NOVA video on Darwin's Dangerous Idea

• Human Variation Measurement Activity with histograms

• Sex and the Single Guppy Simulation

• Darwin's On the Origin of Species journal activities using gutenburg.org site

• Skull activity at Science Junction

• Workshop: Evolutionary Ideas

• Make memory card game using names/scientific contributions of scientists

• Webassign

• Laboratory reports

• Webassign assignments

• Quizzes I • Unit Test

Students will make a narrated movie using the "Alice" program in which they will compare the regional mythology of four different indigenous groups of people with Darwin's theory of evolution, with respect to answering the overall question of how did the homo sapiens population spread from one spot to essentially "all over the world." Team project with: English 10: Hunter Global Studies: Hand Biology: Askew AP Biology: Hendrickson Digital Media 2: TBD

Potential panel from NC Museum of Natural Sciences (particularly if done virtually)

Competency Go. ,'he learner will develop an unuerstanding of basic ecological principles Objectives 7.01 Analyze population dynamics. • Examine models to describe

growth. • Explore affects of abiotic and

biotic factors. • Analyze the impact of

population changes. 7.02 Examine the actions and interactions of communi lies and ecosystems. • Analyze energy flow.

Examine trophic structure. • Investigate water and element

cycling • Assess affects of abiotic and

biotic factors. Analyze relationships with in communities and ecosystems.

7.03 Assess current global issues. Analyze affects of human population. Analyze affects of technology. Exam ine causes Assess consequences.

7.04 Examine past and present research on ecolol!ical orinciDles.

2.5

•

\ Ecology I:

How does the presence ofthe wild ponies of •Shackleford Banks • affect the Barrier Island • Eco~ystem? • WIt. Biology How is the diversity of species affected by the presence ofthe ponies?

Written communication Oral communication Work Ethic Content Critical Thinking

Collaboration

Written communication

•

•

•

• • •

•

•

• • • •

•

Thoreau's Waldenjoumal • activities using gutenburg.org •

Laboratory:- Dissolved Oxygen and Aquatic • Primary Production •

Activity: Energy Flow & Cycles

ILab: Hunt or Be Hunted! SIM planet activity PowerPoint presentations on

Ihistorical scientists

Workshop: Ecology

Lab: Animal Responses to I Environmental Stimuli

Lab: Reproducing Roaches Lab: Field Study

Webassign Practice sheet: food webs

Lab: Confinnation tests for • biochemicals

Laboratory reports Webassign assignments Quizzes

Unit Test

Laboratory reports

Students will ..ent a Power Point presentation before a panel in either defense of the ponies remaining on the island or not being allowed to remain on the island.

ICross-curricular field study with AP Chemistry

IPotential panel from NC aquarium at Pine Knoll Shores virtually, UNC-W marine biology faculty virtually,

, NCDENR representative

Students will present a Grand Jury argument to the jury to

• Lab: Analysis of stomach convince them to bring• Webassign• OralHow do prosecution contents charges against the suspect.assignmentscommunicationand defense teams • Lab: Enzyme Catalysts Objectives 3.01 Analyze the chemical and physical properties of water. 3.02 Examine the structure and function of organic molecules.

• Role of carbon in molecular diverSity

• Synthesis and breakdown of macromolecules • [neluding • Carbohydrates.

Lipids. • Proteins. • NucleiC ACIds.

3.03 Analyze free energy changes in biochemical processes • Relate to laws of

thennodynarn ics Examine process partiCipants

3.04 DeSCribe the structure and function of enzymes. • Regulation bv enzymes of

utilize scientific data in representing their case to a Grand Jury?

• • •

Work Ethic

Content

Critical Thinking Collaboration

•

•

•

•

Workshop: Basic Biochemistry Workshop: Advanced Biochemistry Practice sheets on types of biochemicals Webassign

• •

Quizzes

Unit Test Possible Panel: Central Office/School Board members, local police officer, AG or DA

chemical rear""'ns. • Dependenc( eClficlty to

structure.

Objectives 2.0 I Compare and contrast prokaryotic and eukaryotic cells.

• Relationship to each other.

• Evolution. 2.02 Analyze cellular membranes

• Structure and function.

• Variations.

• Investigate mechanisms of transport.

2.03 Exanline sub cdlular organization.

• Describe the structure of cell organelles.

• Relate structure to function

• Identi fy factors that limit cell size.

• Interpret function of organelles in cellular processes.

2.04 Analyze the continUity and diversity provided by the cell cycle.

• Mechanisms of mitosis and cytokinesis.

• Regulation.

• Possible aberrations. 2.05 Examine past and present research on cells, their structure and function

How can new drug therapies developed for the treatment for cystic fibrosis be both economically feasible and scientifically functional?

Competency Goal 4: The learner will develop an understanding of the basis of heredity and the role of molecular genetics. Objectives 401 Analyze meiosis and gametogenesis

• Analyze heredity

- Compare and contrast gametogenesis in plants and animals

402 Assess the organization of eukaryotic chromosomes.

- Assess contribution of continuity

- Assess contribution of variability

4.5/2 I Genetics 4BiotecluwloUlI

How can DNA evidence be used to prove the identity of an individual?

• Written communication Oral- communication Work Ethic - Content-- Critical Thinking

• Collaboration

I- Written communication

• Oral communication

- Work Ethic

- Content


• Collaboration

• Lab: Diffusion and Osmosis

• Lab at Contemporary Science Center on cystic fibrosis

• Workshop: Cell Cycle

• Workshop: organelles

• Practice sheet: identifYing the parts of a cell

• Webassign

• Construction of a model of a prokaryotic, a plant and an animal cell

• Lab: examination of cells using a microscope

- Lab: Gel electrophoresis

- Lab: PCR (wet or virtural?) Lab: ELISA- Lab: Mitosis and Meiosis -

--Lab: Genetics a/Organisms

Lab: Molecular Biology

- Workshop: Mendelian Genetics

- Workshop: Punett Squares

• Webassign

• Practice sheet: genetic crosses

• Models of DNAlRNA for each of the following: transcriPtion, translation,


- Webassign assignments Quizzes

- Unit Test -



• Quizzes

• Unit Test

Students will present a debate at Warren New Tech, after being assigned to a position on the argument.

IContemporary Science Center, Durham, NC

Possible Panelists: CSC members, other New Tech schools, central office staff

Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect.

Possible Panelists: local police, local DA, central office staff

4.03 Interpret and' 'the principal patterns of inheri 4.04 Compare and ~vlltrast the structure and function of RNA and DNA

• Investigate replicallon and the complimentary nature of DNA.

• Examine transCrIption.

• Examine translation.

• Explore the role 0 f amino acids.

• Analyze energy reqUirements.

• Compare structure as It relates to function.

• Analyze genomes in prokaryotes and eukaryotes.

4.05 Assess gene regulation and the mechanisms by which it occurs. 4.06 Analyze the ways III which mutations can occur and the possibility of genetic variation. 4.07 Investigate viruses.

• Examine structure.

• Analyze steps of replication

• Assess ability to transfer genetic information between cells.

• Explore current applications and research.

40& Examine current nucleic acid technology and its applicallons.

• Analyze recombinant technology

• Examine practical applications in medicine, forensics, agriculture, and envIronmental issues.

• Assess legal and ethical Issues that may arise.

4.09 Examine past and present research on heredity and molecular genetics.

• Explore the work of Mendel

• Explore the work of Watson arId Crick.

Objective

• Compare and contrast:

3.5 I • Written

communication

I • Oral

I ~1l.Ux,f~~tJlffi.i

How does the Law of communication

and replication

Lab: rate of photosynthesis of• Elodea

• Lab: Fermentation of food

• Lab: Respiratory Rates

• Laboratory Students will present a discussion using PowerPoint reports

to an audience of panelists and • Webassign fellow Biology students from assignments

• Work Ethic Models of biochemicals

• Content Lab: ATP of fireflies

• Critical Thinking \. Lab: Plant Pigments and

Objectives 6.0 I Analyze evolutionary patterns.

• Examine DNA analysis. • Examine blochenllcal

analysis • Examine morphological

research. 6.02 Survey tbe diversity of life.

• Use keys to identi/Y organIsms.

• Examine representative organisms.

6.03 Analyze and apply current phylogenetic classification including:

• Domains. • Kingdoms. • Major Phyla and divisions of

animals and plants. 6.04 Analyze evolutionary relationships. • Investigate eVidence. • Explore research methods. • Analyze use of research. 6.05 Examine the structure and function of plants and animals. • Analyze reproduction,

growth, and development. Patterns. Adaptations (eg. alternatiOn of generations) Regulation as by hOnnones

• Analyze structural, phYSIOlogical, and behavioral adaptations. Cell level. Tissue level. Organ level. Interactions between levels of

FennentatiOr Cellular reSt n. Photosynthesl>.

• Examine the purpose, interactions, and adaptations of bioenergetic reactiOns.

3.06 Examine past and present research on biochemistry and cellular processes

Conservation of Energy work in the members of the biosphere on Earth?

1.5 I Survey ofthe Diversity ofLife 1:.. How can a dichotomous key be used to distinguish different life forms from each other?

• Collaboration

• Written communication


• Work Ethic

• Content


• Collaboration

I

• Quizzes

• Unit Test



• Quizzes

Unit Test•

I other classes ( 1-AP)

, Possible Panelists: Biology professors from ECU

, Audience: non-AP Biology classes (Askew)

IChoose your own adventure!

Students will create an open-ended "choose your own adventure" storybook in which questions will be developed to distinguish between different members of the Five Kingdoms. These questions will each have a dichotomous approach to being answered so to establish identifying properties for each species. The students will present their finished books to students from another New

Tech school.

Photosynthesis

• Lab: Cell Respiration

• Lab: Chromatography of Leaves

• Webassign

• Workshop: Photosynthesis

• Workshop: Fermentation

• Workshop: Respiration

• Practice sheets on each type of ener rocess

• Lab: Specimen microscopic examinations

• Workshop: Microscopic Life

• Practice sheet: properties of microscopic life

• Webassign

organization

• Identi fy res. ; to the environment.

6.06 Examine past and present research on the unity and diversity of life.

Objectives 6.01 Analyze evolutionary panerns.

• Examme DNA analysis.

• Examme biochemical analysis.

• Examine morphological research.

6.02 Survey the diversity of life.

• Use keys to IdentitY organisms

• Examine representative organisms.

6.03 Analyze and apply current phylogenetIc classification including:

• Domains

• Kingdoms.

Major Phyla and divisions of• animals and plants.

604 Analyze evolutionary relationships

• Investigate evidence.

Explore research methods. • • Analyze use of research. 605 Examine the structure and function of plants and animals

• Analyze reproduction, growth, and development. Panems. Adaptations (eg. alternation of generations). Regulation as by hormones.

Analyze structural, • physiological, and behavioral adaptations. Cell level. TIssue level. Organ level Interactions between levels of organization

• IdentitY responses to the environment

6.06 Examine past and present research on the unIty and diversity ofhfe Competency Goal 6: The learner will develop an understanding of the unitv and diversitv of life.

Survey afthe Diversity ofLife 3.' Animals

• Written

communication

4 Survey ofthe Diversity ofLife 2: _

I

• Written

communication

• Oral

communication

• Work Ethic

• Content


• Collaboration

• Lab: Flowers for Freddy

• Lab: Flower Dissection

• Lab: transpiration

• Workshop: Angiosperms vs. gymnosperms

• Workshop: Plant Reproduction

• Webassign

• Practice sheet: parts of a plant

• Practice sheet: types of plants

• Laboratory

reports

• Webassign

assignments

• Quizzes

• Unit Test

Choose your own adventure 2

Students will create an open-

ended "choose your own

adventure" storybook in

which questions will be

developed to distinguish

between different members of

the Five Kingdoms. These

questions will each have a

dichotomous approach to

being answered so to establish

identifying properties for each

species. The students will

present their finished books to

students from another New

Tech school

• Lab: Specimen dissections

• Lab: Animal Behavior Laboratory [ Choose your own adventure I• reports

Objectives 6.01 Analyze eve ary patterns.

• Examine DNA analysis.

• Examme biochemical analysIs.

• Examine morphological research.

6.02 Survey the diversity of life Use keys to identify• organisms.

Examine representative• organisms.

603 Analyze and apply current phylogenetic classification including·

Domains• Kingdoms• Major Phyla and divisions of• animals and plants.

6.04 Analyze evolutionary relationships

• Investigate evidence. Explore research methods.•

• Analyze use of research 6.05 Examine the structure and function of plants and animals.

Analyze reproduction,• growth, and development Patterns AdaptatIOns (eg alternation of generations) Regulation as by honnones. Analyze structural,• physiological, and behavioral adaptations. Cell leveL Tissue leveL Organ level Interactions between levels of organization. Identify responses to the• environment

6.06 Examine past and present research on the unity and diversity ofllIe. Competency Goal 6: The learner 3 will develop an understanding of > ..,',.,."

' ~cthe unity and diversity of life. Objectives 605 Examine the structure and *"-How do prosecution function of plants and animals. and defense teams • Analyze reproduction, utilize sCientific data in

growth, and development representing their case Patterns.

Adaptations (eg. alternation to a Grand .JUlY? of generations) Students will play the Regulation as by honnones.


• Work Ethic

• Content

• Critical Thinking Collaboration

• Written commun ication


• Work Ethic

• Content


• Collaboration

I , Workshop: Different Types of Animals

• Webassign Practice sheets on anatomy• and physiology of specimen

• Lab: Physiology of the Circulatory System Lab: Specimen dissection • (fetal pig autopsy) Workshop: body systems •

• Practice sheets on each body system

• Webassign


• Quizzes

• Unit Test



• Quizzes

• Unit Test

Students will r '·\te an open-ended "choo~ urown adventure" storybook in which questions will be developed to distinguish between different members of the Five Kingdoms. These questions will each have a dichotomous approach to being answered so to establish identifying properties for each species. The students will present their finished books to students from another New Tech school

*Compile all three into one working kiosk power point for sharing with our sister school

Panelists: TBD fellow New Tech School Biology class

Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect.

Possible Panelists: local police, local DA, central office staff

reverse role from their earlier role in the project on Biochemistry.

• IdentifY responses to the environment. __-L..--I__l __

Student.s Name _

Parent/Guardian initials Student initials _

Advanced Placement Biology William E. Hendrickson M.Ed., N.B.C.T.

Warren New Tech High School [email protected] or [email protected]

Course Schedule 2009-2010 Text: Biolo ,Prentice Hall, ©2008

Quarter of Study

1

Topics of Study

Introduction!Safety! Measurement

Project Question

N!A

Chapter(s)

in textbook

1

labs!Activities

Laboratory Safety

1

1

Evolutionary Biology: Early life, evidence, &

mechanisms

Evolutionary Patters

How did differentcultures explain the

global development and

dissemination of civilization?

w.r.t. Biology To what extent did Darwin' Theory of Evolution justifY the global development anddissemination of civilization?

•

• • • •

22,23,24, •25,26 •

• • •

26,29,32

Laboratory: Population Genetics and Evolution (AP8) Lab: Fishy Frequencies

FossillD activity at Science Junction NOVA video on Darwin's Dangerous Idea

Human Variation Measurement Activity with histograms

Sex and the Single Guppy Simulation Darwin's On the Origin of Species journal activities using gutenburg.org site Skull activity at Science Junction Workshop: Evolutionary Ideas Make memory card game using names/scientific contributions of scientists

• Evolution Lab (online)

Page 1 of 13

Student's Name

Parent/Guardian initials Student initials

2

Heredity: Meiosis & gametogenesis,

Eukaryotic chromosomes, Inheritance patterns

How can DNA evidence be used to

prove the identity of an individual? 13,14, 15

•

• Lab: Mitosis and Meiosis

• Fly Lab (online)

• Genetics of Drosophila (AP 7) and observations for (AP 11)

• Pedigree Lab (online)

Lab: Genetics of Organisms

Page 2 of 13

Student's Name


• Lab: Molecular Biology

• Workshop: Mendelian Genetics

• Workshop: Punett Squares

• Practice sheet: genetic crosses

2

2

3

3

Heredity: RNA & DNA structure and function,

Gene regulation & Mhtatidns

2" Nine Week Exam (Midterm Exam) Viral structure &

replication

Nucleic Acid technology & applications

N/A

15,16,17, 18,21

See above

19

20,21

• Translation Lab (online)

• Hemoglobin Lab (online)

• Molecular Biology - Green Gene Colony Transformation Kit (AP 6)

• Models of DNA/RNA for each of the following: transcription, translation, and replication

See above

• ELISA simulation online

• ELISA and HIV

• Gel electrophoresis virtual

• Gel electrophoresis Mystery

• Lab: PCR technique

Page 3 of 13

• • • •

Student's Name


N/A See above See aboveAP Exam *

• Written communication Oral communication

Objectives: 5.01 Examine the evidence that supports an evolutionary view of life. 5.02 Recognize the implications of chemical evolution and its impact on the origin of life. 5.03 Analyze current models for the early evolution of life.

Work Ethic

Content Critical Thinking Collaboration

Page 4 of 13

Student's Name


• Biological macromolecules. • Prokaryotic cells. • Eukaryotic cells.

5.04 Analyze the mechanisms of evolution, their role, results and implications.

• Identification of patterns and the responsible mechanisms. • Analyze heredity and its link to natural selection. • Examine speciation. • Examine macroevolution.

5.05 Investigate the contributions of early researchers, (e.g. Pasteur and Darwin) and their impact on the current view of evolutionary biology.

Competency Goal 7: The learner will develop an understanding of

basic ecological principles

Objectives

7.01 Analyze population dynamics.

• Examine models to describe growth.

· Explore affects of abiotic and biotic factors.

• Analyze the impact of population changes. 7.02 Examine the actions and mteractlOns of communities and ecosystems.

· Analyze energy flow.

· Examine trophic structure.

• Investigate water and element cycling.

· Assess affects of abiotic and biotic factors.

· Analyze relationships with in communities and ecosystems. 7.03 Assess current global issues.

· Analyze affects of human population.

· Analyze affects of technology.

· Examine causes.

· Assess consequences. 7.04 Examine past and present research on ecological principles.

• • • • • •

•


Oral communication

Work Ethic

Content

Critical Thinking

Collaboration

Written •

Objectives

3.01 Analyze the chemical and physical properties of water.

3.02 Examine the structure and function of organic molecules.

• Role of carbon in molecular diversity.

• SynthesiS and breakdown of macromolecules.

· Including:

· Carbohydrates.

· lipids.

· Proteins.

· Nucleic Acids. 3.03 Analyze free energy changes in biochemical processes.

• Relate to laws of thermodynamics.

· Examine process participants. 3.04 Describe the structure and function of enzymes.

• Regulation by enzymes of chemical reactions.

· Dependence of specificity to structure.

• Regulation of enzymes,

• • • •

communication

Oral communication

Work Ethic

Content

Critical Thinking

Collaboration

Page 5 of 13

Student's Name


Objectives

2.01 Compare and contrast prokaryotic and eukaryotic cells.

Relationship to each other.• • Evolution.

2.02 Analyze cellular membranes.

Structure and function. • • Variations.

• Investigate mechanisms of transport. 2.03 Examine sub cellular organization.

• Describe the structure of cell organelles.

• Relate structure to function.

• Identify factors that limit cell size.

Interpret function of organelles in cellular processes. • 2.04 Analyze the continuity and diversity provided by the cell cycle

• Mechanisms of mitosis and cytokinesis.

• Regulation.

Possible aberrations. • 2.05 Examine past and present research on cells, their structure and function. Competency Goal 4: The learner will develop an understanding of

the basis of heredity and the role of molecular genetics.

Objectives

4.0 I Analyze meiosis and gametogenesis

Analyze heredity . • • Compare and contrast gametogenesis in plants and animals.

4.02 Assess the organization ofeukaryotic chromosomes.

• Assess contribution of continuity.

Assess contribution of variability.• 4.03 Interpret and use the principal patterns of inheritance. 4.04 Compare and contrast the structure and function of RNA and DNA

Investigate replication and the complimentary nature of DNA.

Examine transcription.

•

• • Examine translation.

Explore the role of amino acids. • • Analyze energy requirements.

• Compare structure as it relates to function.

• Analyze genomes in prokaryotes and eukaryotes. 4.05 Assess gene regulation and the mechanisms by which it occurs. 4.06 Analyze the ways in which mutations can occur and the possibility of genetic variation. 4.07 Investigate viruses.

• Examine structure.

• Analyze steps of replication.

• Assess ability to transfer genetic information between cells.

• Written • communication


• Work Ethic

• Content


• Collaboration

• Written • communication


• Work Ethic

• Content


• Collaboration

Page 6 of 13

Student's Name


• Explore current applications and research. 4.08 Examine current nucleic acid technology and Its applications.

• Analyze recombinant technology.

• Examine practical applications in medicine, forensICs, agriculture, and environmental issues.

• Assess legal and ethical issues that may arise. 4.09 Examine past and present research on heredity and molecular

genetics.

• Explore the work of Mendel.

• Explore the work of Watson and Crick.

Objective

• Compare and contrast: Fermentation. Cellular respiration. Photosynthesis.

• Examine the purpose, interactions, and adaptations of bioenergetic reactions.

3.06 Examine past and present research on biochemistry and cellular processes.

Objectives

6.0 I Analyze evolutionary patterns

• Examine DNA analysis.

• Examine biochemical analysis.

• Examine morphological research. 602 Survey the diversity of life

• Use keys to identify organisms.

• Examine representative organisms. 6.03 Analyze and apply current phylogenetic classification including:

• Domains.

• Kingdoms.

• Major Phyla and divisions of animals and plants. 6.04 Analyze evolutiDnary relationships.

• Investigate evidence.

• Explore research methods.

• Analyze use of research. 6.05 Examine the structure and function Df plants and animals

• Analyze reproduction, growth, and development. Patterns. Adaptations (e.g. alternation of generations). Regulation as by hormones.

• Analyze structural, physiological, and behavioral adaptations. Cell level. Tissue level.

•

• • • • •

•

• • • • •


Oral communication

Work Ethic

Content

Critical Thinking

Collaboration

•

Written • communication

Oral communication

Work Ethic

Content

Critical Thinking

Collaboration

Page 7 of 13

Student's Name _


Organ level. Interactions between levels of organization.

• Identify responses to the enVIronment . 6.06 Examine past and present research on the unity and diversity of

life.

Proposed Fieldtrips (pending Board of Education approval)

1. Contemporary Science Center in Durham

2. Ecological Comparison of Cape Lookout and Shackelford Banks (overnight)

Joint study with AP Biology (AP Chemistry will be collecting water samples from the various locations and using probe-ware to analyze the samples for ion concentrations, pH, temperature, etc.)

TOPIC OUTLINE (from course description) Topic a/Course I Percentage

1. Molecules and Cells 25% A. Chemistry of Life " 7%

Water Organic molecules in organisms Free energy changes Enzymes

B. Cells 100/0 Prokaryotic and eukaryotic cells Membranes Subcellular organization Cell cycle and its regulation

C. Cellular Energetics 8% Coupled reactions Fermentation and cellular respiration Photosynthesis

II. Heredity and Evolution 25% A. Heredity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80/0

Meiosis and gametogenesis Eukaryotic chromosomes Inheritance patterns

B. Molecular Genetics 9% RNA and DNA structure and function Gene regulation Mutation Viral structure and replication Nucleic acid technology and applications

C. Evolutionary Biology 8%

Page 8 of 13

Student's Name _


Early evolution of life Evidence for evolution Mechanisms of evolution

III. Organisms and Populations 50% A. Diversity of Organisms 8%

Evolutionary patterns Survey of the diversity of life Phylogenetic classification Evolutionary relationships

B. Structure and Function of Plants and Animals 32% Reproduction, growth, and development Structural, physiological, and behavioral adaptations Response to the environment

C. Ecology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 10% Population dynamics Communities and ecosystems Global issues

EXPLANATION OF THE EIGHT MAJOR THEMES OF AP BIOLOGY

I. Science as a Process-Science is a way of knowing. It can involve ad iscovery process using inductive reasoning, or it can be a process of hypothesis testing.

Example: The theory of evolution was developed based on observation and experimentation. II. Evolution-Evolution is the biological change of organisms that occurs over time and is driven by the

process of natural selection. Evolution accounts for the diversity of life on Earth. Example: Widespread use of antibiotics has selected for antibiotic resistance in disease-causing bacteria.

III. Energy Transfer-Energy is the capacity to do work. All living organisms are active (living) because of their abilities to link energy reactions to the biochemical reactions that take place within their cells.

Example: The energy of sunlight, along with carbon dioxide and water, allows plant cells to make organic materials, synthesize chemical energy molecules, and ultimately release oxygen to the environment. IV. Continuity and Change-All species tend to maintain themselves from generation to generation using

the same genetic code. However, there are genetic mechanisms that lead to change over time, or evolution.

Example: Mitosis consistently replicates cells in an organism; meiosis (and hence sexual reproduction) results in genetic variability. V. Relationship of Structure to Function-The structural levels from molecules to organisms ensures

successful functioning in all living organisms and living systems. Example: Aerodynamics of a bird's wing permits flight.

VI. Regulation-Everything from cells to organisms to ecosystems is in a state of dynamic balance that must be controlled by positive or negative feedback mechanisms.

Example: Body temperature is regulated by the brain via feedback mechanisms. VII. Interdependence in Nature-Living organisms rarely exist alone in nature. Example: Microscopic organisms can live in a symbiotic relationship in the intestinal tract of another

organism; the host provides shelter and nutrients, and the microorganisms digest the food. VIII. Science, Technology, and Society-Scientific research often leads to technological advances that

can have positive and/or negative impacts upon society as a whole. Page 9 of 13

Student's Name _


Example: Biotechnology has allowed the development of genetically modified plants.

Class procedures

1. Students will be expected to work in groups throughout the course. If a student is assigned to a group that he or she is not comfortable working with, please notify me as soon as possible so that the necessary changes can be made. I do not wish to impose hardship upon anyone by forcing him or her to work with someone that causes distress or unease. I want all of my students to feel free to work with everyone in the room; however there are times that this is not in the best interest of all parties involved. I will make changes as needed to accommodate the best interest of all students.

2. Students will be expected to explain homework solutions to the class when the class is reviewing the previous night's assignments. I fully believe that it is important that students of science become more confident in communicating their ideas. At no time when a student is discussing their method for problem solving will negative statements or gestures be permitted. I want a sense of openness to all ideas of problem solving. My job is to guide the students to the scientific truths, but in order to due this I need to be able to understand the thought process that individual students have. Sometimes the class can learn more from a "wrong answer" by analyzing the incorrect thought processes and subsequently how to correct them, than they ever would by simply stating the correct response and proceeding forward.

3. During the term of the course, students may engage in activities that would be enhanced by videotaping their performance and then allowing them to review the tape for critique. Also videotaping disruptive classes is an excellent means of documentation of undesirable behaviors. Having gone through the National Board for Professional Teaching Standards certification process I am quite aware of the issues involved with videotaping a class. Therefore I am prOViding a checkbox at the bottom of this form that will give the parent/guardian the opportunity to grant or deny permission for their child to be recorded if the need were to arise. Any student who does not have said permission will not be allowed to participate in front of the camera. However substitute roles will be offered for those students to perform. The footage from such taping will only be used for the purpose of documentation of behaviors for the administration or more importantly as a source for the students to use in their research projects. At no times will the video be allowed for public display or viewing and at the end of the academic term all tapes will be erased. Students whose research projects are selected to compete for scholarships will have the opportunity to save their footage if they so choose.

4. Students leaving the classroom at anytime for any reason, or students arriving to class tardy for any reason must sign-in or sign-out on the log sheet located next to the telephone in my classroom.

5. Because of the very nature of the laboratories involved in the study of Biology, I require that all students and parents/guardians sign a copy of the safety agreement. This agreement is a separate document that will remain on file for the duration of the term. Students who do not return a signed safety agreement will not be allowed to participate in the laboratory activities until such time that an agreement is returned. In addition, any missed laboratory assignments will be scored as a zero!

Page 10 of 13

Student's Name


6. When students attend field trips or have guest speakers it is expected that their behavior will be at its best level. I will also be requesting volunteers to serve as chaperones for any trips taken. The cost of any trip will be the responsibility of the student, unless special conditions exist. If that is the case, please speak with me directly so that a reasonable solution can be worked out.

7. Students will need a calculator for home use for this course. I DO NOT suggest bringing personal calculators to class unless it is a special situation. I will provide graphing calculators for the students to use in class as needed.

8. Students will complete homework assignments using the WebAssign service as well as traditional written assignments. More information about WebAssign will be provided in a separate document.

9. All students are required to do a IIterm research projectll in science. These research projects may be done individually or as a team of up to three members. You will be expected to present your research at the Science Research and Engineering Fair on Friday, November 20!

10. Due to our current facilities for the fall term and the need for a complete laboratory experience, one Saturday per month you are required to be available to travel to North Carolina State University in order to do more complicated laboratory work than we are able to do at our current location. I will list the dates for the fall semester in hopes that we will be in our new building for the spring semester, however if we are not in the new bUilding for the second semester, I will announce Saturday dates for the spring when we return from the semester break.

a. August 22 b. September 19 c. October 17 d. November 14 e. December 12

Page 11 of 13


11. Finally I want each and every student to be successful this term. Please do not hesitate to contact me if you have any questions or concerns. Please call the school at least one day prior to schedule an appointment to meet with me during the day if you would like to discuss your student's progress. Also please note that Iwill be issuing progress reports every 4.5 weeks in order to keep you better informed of the academic progress of your student. Good marks are not GIVEN at the end of nine weeks; they are EARNED during nine weeks.

Laboratory Handouts The laboratory handouts should be brought to class the day before and the day of the laboratory experiment. You should have read over the investigation prior to coming to class the period before the laboratory investigation. You will need to pass a pre-lab quiz with at least an 85 in order to be allowed to perform the activity during the assigned period. If you do not pass the quiz on the day prior to lab, you may retake the quiz the day of the lab before school starts! Check the weekly agenda for lab dates.

Laboratory Notebook (Binder) The laboratory notebook is designed to organize students' GRADED lab reports. It should not be brought to class daily, but will graded at the end of each quarter. THIS NOTEBOOK IS MANDATORY! If a student is missing more than one lab each quarter, they will be given an "incomplete" until this deficiency is remedied. Once graded labs are returned, late labs will have a 50 percent reduction in points. A composition style notebook is required of each student to keep in the binder as well. This notebook is for use in the laboratory in order to record your data. All data should be recorded in INK! A single line marking through the error should correct any mistakes! All final laboratory reports are to be typed according to the laboratory report handout. The reports should then be printed in duplicate and placed into your binder.

Test Corrections Students may increase their test grade up to 12 percent (maximum grade of 87%) by doing test corrections. Students earning a grade of "D" or "F" on an exam must complete test corrections. Students earning a grade of "B" or "C" are strongly encouraged to examine problem area on their test also. Students will be given a test correction template to help guide them correct the errors on their exam.

Office Hours

I will offer weekly tutorial times after school as needed. I will not be available generally on Mondays due to faculty meetings, but otherwise students may sign-up with me at least one day in advance and I will gladly stay after school until 4:00 to offer tutorial services, time for make-up work, or additional laboratory facility access for projects as needed. Please make sure that each student has completed a rermissionform in order to be able to stay after schoolfor tutoring!

\Web-ASsign

IYou will need to be able to access the website www.webassign.netin order to complete homework, preIlab, post-lab, quiz and test assignments. As you hopefully recall, when you go to the site you will need to provide three pieces of information. You will complete the following with me in class so that you have a topy of the information in a convenient location when you need it.

Username: -------- example: whendrickson

Institution: wcs.nc -'-"-'==~------

Password: example: knights

Page 12 of 13


AP BIOLO~Y SYLLABUS

SI~NATURE PA~E

_ I give permission for my son/daughter to be videotaped/photographed if need be for academic

purposes.

_ I do not give permission for my son/daughter to be videotaped/photographed if need be for

academic purposes.

By signing this syllabus you acknowledge that you have read its

content and you will comply with the plan of instruction

established by this document.

Parent/Guardian name printed Student name printed

Parent/Guardian signature Student signature

Page 13 of 13

WARREN NEW TEr.... HIGH SCHOOL PROJECT BASED LEARNING CURRICULUM. .P: ADVANCED PLACEMENT CHEMISTRY

Competency Goal I: The Introduction to VPython Laboratory Students will present a Power learner will develop abilities necessary to do and understand scientific inquiry. Objectives 1.01 Design, conduct and analyze investigations to

How does the presence ofthe wild ponies of Shackleford Banks affect the Barrier Island Ecosystem? wr.t. Chemistry What

•

• • • •

communication Work Ethic Content Critical Thinking Collaboration

• Modeling the Method

•

• •

reports Webassign assignments Quizzes Unit Test

Point presentation before a panel in either defense of the ponies remaining on the island or not being allowed to remain on the island. Cross-curricular field study with AP Biology

answer questions related to physical eVIdence can be Potential panel from NC chemistry. obtained to support the aquarium at Pine Knoll Shores

* IdentifY questions and suggest hypotheses.

argument for or against the presence ofthe ponies?

virtually, UNC-W marine biology faculty virtually,

* IdentifY variables. NCDENR representative * Use a control when

appropriate. * Select and use

appropriate measurement tools.

* Collect and organize data in tables, charts and graphs.

* Analyze and interpret data.

* Explain observations. * Make inferences and

predictions. * Explain the relationship

between evidence and explanation.

* IdentifY how scientists share findings. 1.02 Analyze reports of scientific investigations from an informed scientifically literate viewpoint including considerations of:

* Appropriate sample. * Adeauacy of

experimental r ols. L* ReplicatioL findings.

* Alternative interpretations of the data 1.03 Analyze experimental designs with regard to safety and use safe procedures in laboratory investigations:

* Identity and avoid potential safety hazards given a scenario.

* Differentiate between safe and unsafe procedures.

* Use information from the MSDS (Material Safety Data Sheets) to assess chemical hazards. Competency Goal 2: The learner will develop an understanding of the composition and properties of matter. Objectives 2.01 Analyze the structure of matter at the atomic level

* Evidence for the atomic theory.

* Atomic masses; determination by chemical and physical means.

* Atomic number and mass number; isotopes.

* Electron energy levels: atomic spectra, quantum numbers, and atomic orbitals. 2.04. Assess the impact of nuclear chemistry

* Nuclear decay equations.

* Half-life and radioactivity.

* Chemical applications.

I

WrittenCompetency Goal 2: The 3 wks I The Periodic Table communicationlearner will develop an & Periodicity I : Oralunderstanding of the communicationcomposition and properties

How will adding level 8 and Work Ethicof matter. sublevel g elements change I•

4.5 wks

How do fireworks create colorful shows in the night sky?

WrittenI• communication


• Work Ethic Content Critical Thinking ,.• Collaboration

• Atomic Spectra and Flame Tests

• Introduction to Spectroscopy Spectroscopy & the• method of continuous Variation

• Rutherford's Target Practice

• Virtual Oil drop by Millikan

• Modeling Radioactive Decay

• VPython modeling of theories

• Physical 3-D Periodic Trends

• VPython models of trends

• Virtual Family Reactions



• Quizzes

• Unit Test



• Quizzes

Students will present a "fireworks demonstration" by either using a virtual website for creating their own show or by taking stock footage, and then explaining how the various effects are made. Potential Panel: Central office

Students will generate their version of what the "new" Periodic Table would look like and defend this model to a panel. They will include a

Objectives 2.01 Analyze L cructure

the appearance of the Periodic Table of the Elements?

of matter at the atomic level * Periodic relationships including, for example, atomic radii, ionization energies, electron affinities, oxidation states. 5.02 Analyze the relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements.

2.02 Examine the types of 3 wks IW''If",;,1,. chemical bonds and the nature of each

* Types: ionic, covalent, How can identirying substances based upon the

metallic, hydrogen bonding, van der Waals (including

type of bonds they possess be useful In forensic science?

London dispersion forces). * Relationships to states,

structure, and properties of matter.

* Polarity of bonds, electronegativities. 2.03 Analyze conceptual models of bonding and molecular shape and the relation to chemical and physical properties of matter.

* Lewis structures. * VSEPR. * Valence bond:

hybridization of orbitals, resonance, sigma and pi bonds.

* Geometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure. 5.03. Explore organic

• Content


• Collaboration



• Work Ethic

• Content


• Collaboration

Qualitative Analysis of Families

• Bond identifications

• VPython models of molecular shapes and polarity

• Unit Test



• Quizzes

• Unit Test

discussion of" , periodicity

will be affectl Potential panel: NCSU Chemistry via distance, NCSSM via distance (M. Halpin)

Students will build a case of evidence against a suspect in a murder investigation and then present their findings before a panel. Potential panel: local DA, law officers, etc.

I chemistry on ? troductory level

* Hydrocarbons and functional groups (structure, nomenclature, chemical properties) .

* Physical and chemical properties of simple organic compounds should also be included as exemplary material for the study of other areas such as bonding, equilibria involving weak acids, kinetics, colligative properties, and stoichiometric detenninations of empirical and molecular fonnulas.

2.5Competency Goal 3: The • Written communicationwks

understanding of the states learner will build an

• Oral communicationof matter and the connection

• Work Ethic to chemical and physical How can pressure be used to • Contentproperties. provide lift for a rocket? • Critical Thinking Objectives

• Collaboration3.01 Examine the relationships between pressure, volume and temperature of ideal gases

* Laws of ideal gases: Boyle's, Charles'.

* The ideal gas equation. * Partial pressures and

Dalton's Law. 3.02. Analyze kineticmolecular theory

* Interpretation of ideal gas laws on the basis of this theory.

* Avogadro's hypothesis and the mole concept.

* Dependence of kinetic energy of molecules on temperature.

* Deviations from ideal gas laws. 3.03. Assess the nature of liquids and solids

• Crystalline Structures (NCSU kits)

• VPython modeling of phases

• Virtual Gas Laws

• Effects of changes in temperature and pressure on a gas

• Intermolecular forces of Attraction

• Properties of Water

Students will construct a reports

• Laboratory water powered rocket and parachute system to see which

assignments • Webassign

can achieve the greatest air time. Potential panel: in house

• Quizzes

• Unit Test

* Liquids all' 'lids from the kinetic-mo. .ar viewpoint.

* Phase diagrams of onecomponent systems.

* Changes of state, including critical points and triple points.

* Structure of solids; lattice energies.

Competency Goal 4: The learner will develop an understanding of chemical reactions. Objectives 4.0 I Analyze the various types of common chemical reactions

* Acid-base reactions; concepts of Arrhenius, Bronsted-Lowry, and Lewis;

* Coordination complexes; amphoterism.

* Precipitation reactions. * Oxidation-reduction

reactions. Oxidation number.

4.02 Apply the principles of stoichiometry

* Ionic and molecular species present in chemical systems: net ionic equations.

* Balancing of equations including those for redox reactions.

* Mass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants. Competency Goal 5: The learner will build a knowledge of descriptive chemistry Objectives 5.0 I Examine chemical reactivity and oredict the

3.5

I I • Written

I : wks communication


I •How can detennining the • Work Ethic Identities of unknown • Contentsubstances help to identify

Critical Thinking I •

victims in the wreckage of a • plane crash? • Collaboration

I •

•

•

•

Reaction Types

Indicators, pH and titrations Will it precipitate? A welldone lab.

Inquiry into limiting reagents and gas production: A Quantitative study. Determination of the Molecular Weight of an Acid Identifying an unknown Hydrogen carbonate

Determination of Iodine in iodine tincture Introduction to Organic Synthesis (aspirin)

•

•

• •

Laboratory reports

Webassign assignments

Quizzes

Unit Test

Students will build a case of evidence against a suspect in a plane crash investigation, correctly identify each of the victims and then present their findings before a panel. Potential panel: local DA, law officers, etc.

products of che~' :r:al reactions.

3.04 Examine the nature of solutions

* Types of solutions and factors affecting solubility.

* Methods of expressing concentration (The use of normalities is not tested.).

* Raoult's law and colligative properties (nonvolatile solutes); osmosis.

* Non-ideal behavior (qualitative aspects).

4.04 Analyze chemical kinetics

* Concept of rate of reaction.

* Use of differential rate laws to determine order of reaction and rate constant from experimental data.

* Effect of temperature change on rates.

* Energy of activation; the role of catalysts.

* The relationship between the rate-determining step and a mechanism.

4.03 Analyze systems in dynamic equilibrium

* Concept of dynamic equilibrium, both physical and chemical; Le Chatelier's principle; equilibrium constants.

* Quantitative treatment for gaseous reactions using Kp and Kc.

* Quantitative treatment for reactions in solution Kc.

3 wks

3 wks

3 wks

Phases of Matter II: Solutions & Their Properties How can colligatIve properties be used to make roadways safer during abnormal weather conditIons?

-§ How can reaction time affect the "relief time" experienced by a consumer taking a needed medication?

How can an equilibnum reaction be used In forensic science?



• Work Ethic • Content • Critical Thinking

• Collaboration



• Work Ethic • Content • Critical Thinking • Collaboration




• Fundamentals of Chromatography

• Crime Scene Evidence Separation Techniques: Distillation, Filtration & Chromatography (both at WNT and NCSU for GC)

• Waters of Constitution & Hydration Colligative Properties in• Action: Freezing Point Depression & Boiling Point Elevation

• Molar Mass by Freezing Point Depression

• Beer's Law Clock Reactions: Real and • Virtual

• Inquiry into the Kinetics of Alka-Seltzer Tablets Chemical Kinetics lab•

VPython modeling of • LeChatlier's principle

• Cobalt and Iron compounds: LeChatlier in motion

• Determination of the Ka of acetic acid

• Buffers, pH and salt Hydrolysis

• Identification of an unknown acid



• Quizzes

• Unit Test



• Quizzes

• Unit Test



• Quizzes

• Unit Test

Students will develop a solution of "deicer" which can be marketed commercially. They will also create an initial advertising campaign for their product. Potential panel: Central office, chamber of commerce

Students will play the role of consumer testers to see which products actually provide pain relief the quickest, and why. They will then present their findings to a panel. Potential panel: distance panel from university or Glaxo in Greenville

Students will build a case of evidence against a suspect in a murder investigation and then present their findings before a panel. Potential panel: local DA, law officers, etc.

* Quantitati ~atment

of for acids ana vdses; using Ka and Kb, pKa and pKb and pH.

* Quantitative treatment for precipitation reactions and the dissolution of slightly soluble compounds using the solubility product constant, Ksp.

* Common ion effect; buffers; hydrolysis.

4.05 Analyze chemical thermodynamics

* State functions. * First law: change in

enthalpy; heat of formation; heat of reaction; Hess's law; heats of vaporization and fusion; calorimetry.

* Second law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changes.

* Relationship of change in free energy to equilibrium constants and electrode potentials.

(from Goal 4) The role of the electron in oxidation-reduction.

Electrochemistry: electrolytic and galvanic cells; Faraday's laws; standard half-cell potentials; Nemst equation; prediction of the direction redox reactions. (from Goal 2) Geometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of

3 wks

3wks

3wks

Can natural insulation have enough "R-value" to qualify for insulation in a building in Warren County?

How can you use a wet cell battery to power a Rube-Goldberg machine?

Coordination Compounds

How is the nomenclature for coord ination compounds unique?








• Oral commun ication


• Coffee Cup Calorimetry

• Principles of Thermodynamics (No Free Lunch!)

Salt Bridge Conductivity • • Wet Cell Battery

Simulation

• VPython Models of coordinate compounds



• Quizzes

• Unit Test



• Quizzes

• Unit Test



• Quizzes

• Unit Test

Students will design and construct model houses with natural insulation to see if they match the building code for Warren County. They will then present their findings to a panel. Potential panel: planning board members, Habitat for Humanity

Students will design and construct a working Rube-Goldberg machine that will be demonstrated for a panel. Potential panel: in-house

Students will participate in a review game of nomenclature with Mr. Hendrickson serving as emcee.

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Advanced Placement Chemistry

William E. Hendrickson M.Ed., N.B.C.T. Warren New Tech High School

[email protected] or wil/[email protected] Course Schedule 2009-2010

Text: Chemistry The Central Science, Prentice Hall, ©2009

I

I Projected

Quarter of

Study

Topics of Study

Chapter(s) in

textbook Labs

1 Introduction/Safety/Measurement 1 Introduction to VPython

Modeling the Method

1 Atomic Theories and Perspectives

(Including nuclear chemistry) 2,6,21

Atomic Spectra and Flame Tests

Introduction to Spectroscopy

Spectroscopy & the method of continuous Variation

Rutherford's Target Practice

Virtual Oil drop by Millikan

Modeling Radioactive Decay

VPython modeling of theories

1 The Periodic Table & Periodicity 2. 7

Physical 3-D Periodic Trends

VPython models of trends

Virtual Family Reactions

Qualitative Analysis of Families

1 1st Nine Week Exam See above See above

2 Bonding 2,8,9,25

Bond identifications

VPython models of molecular shapes and polarity

2 Phases of Matter & Intermolecular

Forces of Attraction 10,11 Crystalline Structures (NCSU kits)

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I VPython modeling of phases

Virtual Gas laws

Effects of changes in temperature and pressure on a gas

Intermolecular forces of Attraction

Properties of Water

Reaction Types

Indicators, pH and titrations

Will it precipitate? A well-done lab.

2 Reactions and Stoichiometry 3,4

Inquiry into limiting reagents and gas production: A Quantitative

study.

Determination of the Molecular Weight of an Acid

Identifying an unknown Hydrogen carbonate

Determination of Iodine in iodine tincture

I

Introduction to Organic Synthesis (aspirin)

2 2nd Nine Weeks Exam (Midterm Exam) See above See above

Fundamentals of Chromatography

3 Phases of Matter II: Solutions & Their

Properties 13

Crime Scene Evidence Separation Techniques: Distillation, Filtration & Chromatography (both at WNT

and NCSU for GC)

Waters of Constitution & Hydration

Colligative Properties in Action: Freezing Point Depression &

Boiling Point Elevation

Molar Mass by Freezing Point

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I Depression

Beer's Law

Clock Reactions: Real and Virtual

Inquiry into the Kinetics of Alka14Chemical Kinetics 3 Seltzer Tablets

Chemical Kinetics lab I

f--

VPython modeling of LeChatlier's principle

Cobalt and Iron compounds: LeChatlier in motion

15,16,17Chemical Equilibria 3 Determination of the Ka of acetic acid

Buffers, pH and salt Hydrolysis I

Identification of an unknown acid

See above See above3'd Nine Week Exam3 I

Coffee Cup Calorimetry

Thermochemistry & Chemical 5,194 Principles of Thermodynamics (No Thermodynamics

Free Lunch!)

Salt Bridge Conductivity 204 Electrochemistry

Wet Cell Battery SimulationI I

See above See above4th Nine Week Exam

See above

4

See aboveAP Exam

VPython Models of coordinate

*

244 Coordination Compounds compounds

Proposed Fieldtrips (pending Board ofEducation approval)

1. Contemporary Science Center in Durham

2. Ecological Comparison of Cape Lookout and Shackelford Banks (overnight)

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Joint study with AP Biology (AP Chemistry will be collecting water samples from the various locations and using probe-ware to analyze the samples for ion concentrations, pH, temperature, etc.)

TOPIC OUTLINE (from course description) I. Structure of Matter (200/0) A. Atomic theory and atomic structure 1. Evidence for the atomic theory 2. Atomic masses; determination by chemical and physical means 3. Atomic number and mass number; isotopes 4. Electron energy levels: atomic spectra, quantum numbers, and atomic orbitals 5. Periodic relationships including, for example, atomic radii, ionization energies, electron affinities, oxidation states B. Chemical bonding 1. Binding forces a. Types: ionic, covalent, metallic, hydrogen bonding, van der Waals (including London dispersion forces) b. Relationships to states, structure, and properties of matter c. Polarity of bonds, electronegativities 2. Molecular models a. Lewis structures b. Valence bond: hybridization of orbitals, resonance, and sigma and pi bonds c. VSEPR 3. Geometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure C. Nuclear chemistry: nuclear equations, half-lives, and radioactivity; chemical applications

II. States of Matter (20%) A. Gases 1. Laws of ideal gases a. Equation of state for an ideal gas b. Partial pressures 2. Kinetic molecular theory a.lnterpretation of ideal gas laws on the basis of this theory b. Avogadro's hypothesis and the mole concept c. Dependence of kinetic energy of molecules on temperature d. Deviations from ideal gas laws B. Liquids and solids 1. Liquids and solids from the kinetic-molecular viewpoint 2. Phase diagrams of one-component systems 3. Changes of state, including critical points and triple points 4. Structure of solids; lattice energies C. Solutions 1. Types of solutions and factors affecting solubility 2. Methods of expressing concentration (use of normalities is not tested) 3. Raoult's law and colligative properties (nonvolatile solutes); osmosis 4. Nonideal behavior (qualitative aspects)

III. Reactions (35-40%) A. Reaction types

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1. Acid-base reactions; concepts of Arrhenius, Br0nsted-Lowry, and Lewis; coordination complexes; amphoterism 2. Precipitation reactions 3. Oxidation-reduction reactions a. Oxidation number b. The role of the electron in oxidation-reduction c. Electrochemistry: electrolytic and galvanic cells; Faraday's laws; standard half-cell potentials; Nernst equation; prediction of the direction of redox reactions B. Stoichiometry 1. Ionic and molecular species present in chemical systems: net ionic equations 2. Balancing of equations, including those for redox reactions 3. Mass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants C. Equilibrium 1. Concept of dynamic equilibrium, physical and chemical; Le Chatelier's principle; equilibrium constants 2. Quantitative treatment a. Equilibrium constants for gaseous reactions: Kp, Kc b. Equilibrium constants for reactions in solution (1) Constants for acids and bases; pK; pH (2) Solubility product constants and their application to precipitation and the dissolution of slightly soluble compounds (3) Common ion effect; buffers; hydrolysis D. Kinetics 1. Concept of rate of reaction 2. Use of experimental data and graphical analysis to determine reactant order, rate constants, and reaction rate laws 3. Effect of temperature change on rates 4. Energy of activation; the role of catalysts 5. The relationship between the rate-determining step and a mechanism E. Thermodynamics 1. State functions 2. First law: change in enthalpy; heat of formation; heat of reaction; Hess's law; heats of vaporization and fusion; calorimetry 3. Second law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changes 4. Relationship of change in free energy to equilibrium constants and electrode Potentials

IV. Descriptive Chemistry (10-15%) Knowledge of specific facts of chemistry is essential for an understanding of principles and concepts. These descriptive facts, including the chemistry involved in environmental and societal issues, should not be isolated from the principles being studied but should be taught throughout the course to illustrate and illuminate the principles. The following areas should be covered: 1. Chemical reactivity and products of chemical reactions 2. Relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements 3. Introduction to organic chemistry: hydrocarbons and functional groups (structure, nomenclature, chemical properties)

V. Laboratory (5-100/0)

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The differences between college chemistry and the usual secondary school chemistry course are especially evident in the laboratory work. The AP Chemistry Exam includes some questions based on experiences and skills students acquire in the laboratory: • Making observations of chemical reactions and substances • Recording data • Calculating and interpreting results based on the quantitative data obtained • Communicating effectively the results of experimental work

Class procedures

1. Students will be expected to work in groups throughout the course. If a student is assigned to a group that he or she is not comfortable working with, please notify me as soon as possible so that the necessary changes can be made. I do not wish to impose hardship upon anyone by forcing him or her to work with someone that causes distress or unease. I want all of my students to feel free to work with everyone in the room; however there are times that this is not in the best interest of all parties involved. I will make changes as needed to accommodate the best interest of all students.

2. Students will be expected to explain homework solutions to the class when the class is reviewing the previous night's assignments. I fully believe that it is important that students of science become more confident in communicating their ideas. At no time when a student is discussing their method for problem solving will negative statements or gestures be permitted. I want a sense of openness to all ideas of problem solving. My job is to guide the students to the scientific truths, but in order to due this I need to be able to understand the thought process that individual students have. Sometimes the class can learn more from a "wrong answer" by analyzing the incorrect thought processes and subsequently how to correct them, than they ever would by simply stating the correct response and proceeding forward.

3. During the term of the course, students may engage in activities that would be enhanced by videotaping their performance and then allowing them to review the tape for critique. Also videotaping disruptive classes is an excellent means of documentation of undesirable behaviors. Having gone through the National Board for Professional Teaching Standards certification process I am quite aware of the issues involved with videotaping a class. Therefore I am providing a checkbox at the bottom of this form that will give the parent/guardian the opportunity to grant or deny permission for their child to be recorded if the need were to arise. Any student who does not have said permission will not be allowed to participate in front of the camera. However substitute roles will be offered for those students to perform. The footage from such taping will only be used for the purpose of documentation of behaviors for the administration or more importantly as a source for the students to use in their research projects. At no times will the video be allowed for public display or viewing and at the end of the academic term all tapes will be erased. Students whose research projects are selected to compete for scholarships will have the opportunity to save their footage if they so choose.

4. Students leaving the classroom at anytime for any reason, or students arriving to class tardy for any reason must sign-in or sign-out on the log sheet located next to the telephone in my classroom.

5. Because of the very nature of the laboratories involved in the study of Chemistry, I require that all students and parents/guardians sign a copy of the safety agreement. This agreement is a separate document that will remain on file for the duration of the term. Students who do not return a signed safety agreement will not be allowed to participate in the laboratory activities

Page 6 of 9


until such time that an agreement is returned. In addition, any missed laboratory assignments will be scored as a zero!

6. When students attend field trips or have guest speakers it is expected that their behavior will be at its best level. I will also be requesting volunteers to serve as chaperones for any trips taken. The cost of any trip will be the responsibility of the student, unless special conditions exist. If that is the case, please speak with me directly so that a reasonable solution can be worked out.

7. Students will need a calculator for home use for this course. I DO NOT suggest bringing personal calculators to class unless it is a special situation. I will provide graphing calculators for the students to use in class as needed.

8. Students will complete homework assignments using the WebAssign service as well as traditional written assignments. More information about WebAssign will be provided in a separate document.

9. All students are required to do a "term research project" in science. These research projects may be done individually or as a team of up to three members. You will be expected to present your research at the Science Research and Engineering Fair on Friday, November 20!

10. Due to our current facilities for the fall term and the need for a complete laboratory experience, one Saturday per month you are required to be available to travel to North Carolina State University in order to do more complicated laboratory work than we are able to do at our current location. I will list the dates for the fall semester in hopes that we will be in our new building for the spring semester, however if we are not in the new building for the second semester, I will announce Saturday dates for the spring when we return from the semester break.

a. August 22 d. November 14 b. September 19 e. December 12 c. October 17

11. Finally I want each and every student to be successful this term. Please do not hesitate to contact me if you have any questions or concerns. Please call the school at least one day prior to schedule an appointment to meet with me during the day if you would like to discuss your student's progress. Also please note that I will be issuing progress reports every 4.5 weeks in order to keep you better informed of the academic progress of your student. Good marks are not GIVEN at the end of nine weeks; they are EARNED during nine weeks.

Laboratory Handouts The laboratory handouts should be brought to class the day before and the day of the laboratory experiment. You should have read over the investigation prior to coming to class the period before the laboratory investigation. You will need to pass a pre-lab quiz with at least an 85 in order to be allowed to perform the activity during the assigned period. If you do not pass the quiz on the day prior to lab, you may retake the quiz the day of the lab before school starts! Check the weekly agenda for lab dates.

Laboratory Notebook (Binder) The laboratory notebook is designed to organize students' GRADED lab reports. It should not be brought to class daily, but will graded at the end of each quarter. THIS NOTEBOOK IS MANDATORY! If a student is missing more than one lab each quarter, they will be given an "incomplete" until this deficiency is remedied. Once graded labs are returned, late labs will have a 50 percent reduction in points. A composition style notebook is required of each student to keep in the binder as well. This notebook is for use in the laboratory in order to record your data. All data should be recorded in INK! A single line marking through the error should correct any mistakes! All final laboratory reports are to be typed according to the laboratory report handout. The reports should then be

Page 7 of 9


printed in duplicate and placed into your binder.

Test Corrections Students may increase their test grade up to 12 percent (maximum grade of 87%) by doing test corrections. Students earning a grade of "D" or "F" on an exam must complete test corrections. Students earning a grade of "B" or "C" are strongly encouraged to examine problem area on their test also. Students will be given a test correction template to help guide them correct the errors on their exam.

Office Hours

I will offer weekly tutorial times after school as needed. I will not be available generally on Mondays due to faculty meetings, but otherwise students may sign-up with me at least one day in advance and I will gladly stay after school until 4:00 to offer tutorial services, time for make-up work, or additional laboratory facility access for projects as needed. Please make sure that each student has completed a permission form in order to be able to stay after school for tutoring!

Web-Assign

You will need to be able to access the website www.webassign.netin order to complete homework, prelab, post-lab, quiz and test assignments. As you hopefully recall, when you go to the site you wi II need to provide three pieces of information. You will complete the following with me in class so that you have a copy of the information in a convenient location when you need it.

Username: example: whendrickson

Institution: wcs.nc-'-'--'=-=-------Password: example: knights

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AP CHEMISTRY SYLLABUS

SI~NATURE PA~E

_ I give permission for my son/daughter to be videotaped/photographed if need be for academic

purposes.

_ I do not give permission for my son/daughter to be videotaped/photographed if need be for

academic purposes.

By signing this syllabus you acknowledge that you have read its

content and you will comply with the plan of instruction

established by this document.

Parent/Guardian name printed Student name printed

Parent/Guardian signature Student signature

Page 9 of 9

WARREN NEW TEr'-t HIGH SCHOOL PROJECT BASED LEARNING C, RICULUM MATRIX: BIOLOGY

Standards Time Project Idea & 21 st Century Skills/ Activities/ Assessments Potential Partners (shared

Driving Question/ School Wide Experiences within assessment, guest speakers, Authentic Problem Learning the Project panelists, etc)

or Scenario Outcomes (scaffolding activities. labs. experiments. interviews. etc)

Competency Goal I: The learner 2 wks \ How can an authentic • Written • Farmer Cletus: The Lab (10 • Laboratory Skype with other high schools will develop abilities necessary to do and understand scientific inquiry. Objectives 10 I IdentifY biological questions

scientific study be conducted?

communication

• Oral

communication

• Work Ethic

drops water, 3 drops fertilizer)

• Measurement Lab

• Practice sheet: metric

•

•

reports

Webassign

assignments

Quizzes

in the county to communicate data from lab comparing graphs to determine which fertilizer is the most effective

and problems that can be answered • Content conversions • Unit Test through scientific investigations. 1.02 Design and conduct scientific Investigations to answer biological


• Collaboration • Practice sheet: scientific

notation

questions • Practice sheet: scientific • Create testable hypotheses method • IdentifY variables. • Dr. Biology comic for safety• Use a control or comparison

group when appropriate • Select and use appropriate

measurement tools. • Collect and record data. • Organize data into charts and

graphs. • Analyze and interpret data. • Communicate findings.

103 Formulate and revise scientific explanations and models of biological phenomena using logic and eVidence to·

• Explain observations • Make inferences and

predictions. • Explain the relationship

between evidence and explanatIOn. 104 Apply safety procedures in the laboratory and in field studies:

• Recognize and avoid potential hazards

• Safely manipulate materials and equipment needed for scientific investigations. 1.05 Analyze reports of SCientific investigations from an informed, scientifically literate viewpoint includlllg considerations of:

• Appropriate sample. • Adequacy of experimental

controls. • Replication of findings • Alternative interpretations of

the data.

Competency Goal 3: The learner will develop an I 'tanding of the continuity of . Jld the changes of organIsms over time 305 Examine the development of the theory of evolution by natural selection including:

• Development of the theory. • The origin and history oflife • fossil and biochemical

evidence. • Mechanisms of evolution, • Applications (pesticide and

antibiotic resistance),

2 wks ~I"

How did different cultures explain the global development and dissemination of civilization?

w.r.t. Biology To what extent did Darwin' Theory of Evolution justify the global development and dissemination of civilization'?

•

•

• • •

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

Competency Goal 5: The learner will develop an understanding of the ecological relationships among organisms. Objectives 5 01 Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems.

• Techniques of field ecology. • AbiotiC and biotic factors, • Carrying capacity

5.02 Analyze the flow of energy and the cycling of matter in the ecosystem

• Relationship of the carbon cycle to photosynthesis and respiration,

• TrophiC levels - direction and efficiency of energy transfer 5.03 Assess human population and Its impact on local ecosystems and global environments:

• Historic and potential changes in population

• Factors assOCiated with those changes.

• Climate change • Resource use • Sustainable

practices/stewardship

2 wks Eeol6Ug

How are the biomes across the Earth able to support a diverse population of organisms'?

•

•

• • •

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

I • Fishy frequencies Lab

• Pangaea puzzle pieces

• NCSU Science Junction



• Quizzes

• Unit Test



• Quizzes

• Unit Test

activity on matching skulls

• http://www.fossilmuseum.net /Fossi IGalieries.htm websearch

• Jigsaw on Scientists

• Biome tourist videos

• Lab: Effects of Acid Rain on Seedling Growth

• Lab: Field Study

Students will make a narrated movie using 'Alice" program in WhIch they will compare the regional mythology of four different indigenous groups of people with Darwin's theory of evolution, with respect to answering the overall question of how did the homo sapiens population spread from one spot to essentially "all over the world." Team project with: English 10: Hunter Global Studies. Hand Biology: Askew AP Biology: Hendrickson Digital Media 2: TBD

Potential panel from NC Museum of Natural Sciences (particularly if done virtually)

Students will create tourist videos for their assigned biome.

A panel will then judge these videos.

Potential panel: Chamber of Commerce for Warren County

Competency Goal' The learner will develop an l tanding of the physical, chen,_._1 and cellular basis of life. Objectives 20 I Compare and contrast the structure and functions of the following organIc molecules:

• Carbohydrates. • Proteins. • Lipids. * Nucleic acids.

2.04 Investigate and describe the structure and function of enzymes and explain their importance in biological systems.

2.02 Investigate and describe the structure and funcllons of cells including:

• Cell organelles • Cell specialization. • Communication among cells

within an organism 2.03 Investigate and analyze the cell as a living system including:

• Maintenance of homeostasis. • Movement of materials into

and out of cells. • Energy use and release in

biochemical reactions.

2.05 investigate and analyze the bioenergetic reactions:

• Aerobic Respiration. • Anaerobic Respiration. • Photosynthesis.

Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time. Objectives 3.0 I Analyze the molecular basis of heredity includmg

• DNA replication. • Protein syntheSIS (transcription,

translation). • Gene regulation.

302 Compare and contrast the characteristics of asexual and sexual reproduction 3 03 Interpret and predict panems of inheritance

• Dommant, recessive and

3.5 wks

2.5 wks

I

1 wk

7 wks

How do prosecution and defense teams utilize sCientific data in representing their case to a Grand Jury?

I

Can an analogy be developed to simplify understanding ofthe processes ofthe organelles ofthe cell?

How does the Law of Conservation of Energy work in the members of the biosphere on Earth?

GenetiCS-t Biotechnology

How can DNA evidence be used to prove the identity of an individual?



• Work Ethic

• Content


I



• Work Ethic

• Content




• Work Ethic

• Content




• Work Ethic

• Content


• Lab: Confirmation tests for biochemicals

• Properties of Enzymes

I

• Lab: Cell-ebration

• Lab: Osmosis and Diffusion

• Lab: How do biological materials respond to acids and bases

• Bum some food

• lello Family

• Lab: Yeast fermentation

• Lab: Geranium from owl book on photosynthesis

• Models for transcription, translation and replication

• Lab: Effects of mutations on protein synthesis

• Lab: Cell Cycle Lab: Genetics of Parenthood•

• Lab: Dihybrid Crosses Lab: Using Chi-Square with • Genetics of Parenthood

• Gel electrophoresis

• Genetic Detectives


• Wehassign assignments

• Quizzes

• Unit Test

I



• Quizzes

• Unit Test



• Quizzes

• Unit Test



• Quizzes

• Unit Test

I

Students will . "sent a Grand Juryargumt ) the jury to convince them to bring charges against the suspect.

Possible Panel: Central Office/School Board members, local police officer, AG

list Nine Weeks Benchmark stops with this material

Students will generate one of the products from the "Cell ebration" activity to be presented to an audience of younger students.

Possible panel: elementary/middle school students

Students will make posters to present to an audience of panelists and fellow Biology students from other classes

Possible Panelists: Biology professors from ECU

Audience: other Biology classes (Askew/Hendrickson) Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect.

\ Possible Panelists: local police, local DA, central office staff

I Semester Exam ends here

intermediate traits. • Multiple alit • Polygenic in. -'"ceo • Sex-linked traits • Independent assonment. • Test cross. • Pedigrees. • Punnett squares.

3.04 Assess the impact of advances in genomics on individuals and society

• Human genome prOJect. • Applications of biotechnology.

Competency Goal 4 The learner will develop an understanding of the unity and diversity of life Objectives 4.01 Analyze the classification of organisms according to their evolutionary relationshIps.

• The historical development and changing nature of classification systems.

• Similarities and differences between eukaryotic and prokaryotic organisms.

• Similarities and differences among the eukaryotic kingdoms: Protists, Fungi, Plants, Animals.

• Classify organisms using keys. 4.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including:

• Unicellular protists, annelid worms, insects, amphibians, mammals, non vascular plants, gymnosperms and angiosperms.

• Transpon, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development. 4.03 Assess, describe and explain adaptations affecting survival and reproductive success.

• Structural adaptations in plants and animals (form to function).

• Disease-causing viruses and microorganisms.

• Co-evolution. 4 .04 Analyze and explam the interactive role of internal and external factors in health and disease:

• Genetics. • Immune response. • Nutrition.

I

2

6

6

Survey a/the Diversity a/Lifel: _.. How can a dichotomous

key be used to

distinguish different life

forms from each other?

Survey a/the Diversity a/Life 2: _

Survey a/the Diversity 0/Life 3.' Animals

....••.:. ".'·.V~;1. • :' .,' _. M$. ",~,.,;

How do prosecution and defense teams utilize SCientific data in representing their case to a Grand Jury? Students will play the

• Parasites. reverse rale (ram their • Toxins. earlier role in the

4.05 Analyze the broad patterns of

I



• Work Ethic

• Content


• Collaboration

• Dichotomous keys to identify organisms created by students

Observe representative• organisms from listed groups

• Organism Newspaper project

• Plant Webquest

• PowerPoint on bacterial, viral and genetic diseases

• Lab: How effective is Listerine?

• Case studies on nutrition, parasites, and toxins

Lab: Animal Responses to• Environmental Stimuli

• Lab: Termite Behavior

• Lab: dissections



• Quizzes

• Unit Test

Choose your own adventure 1

Students will create an open-

ended "choose your own

adventure" storybook in

which questions will be

developed to distinguish

between different members of

the Five Kingdoms. These

questions will each have a

dichotomous approach to

being answered so to establish

identifying properties for each

species. The students will

present their finished books to

students from another New

Tech school.

J'd Nine week exam does lIot

include animals

Students will present a Grand

Jury argument to the jury to

convince them to bring

charges against the suspect.

Possible Panelists: local police,

local DA, central office staff

animal behavior ?" --1aptatlOns to project on I

the environment Biochemistry.• Innate behavll-.. • Learned behavior • Social behavior.

2 • • EOe Review •

WARREN NEW TECu HIGH SCHOOL PROJECT BASED LEARNING CL .ICULUM MAP: CHEMISTRY

Standards Time Project Idea &

Competency Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry. Objectives 1.01 Design, conduct and analyze investigations to answer questions related to chemistry.

* Identify questions and suggest hypotheses.

* Identify variables. * Use a control when

appropriate.

I* Select and use

appropriate measurement tools.

* Collect and organize data in tables, charts and graphs.

* Analyze and interpret data.

* Explain observations. * Make inferences and

predictions. * Explain the relationship

between evidence and explanation.

* Identify how scientists share findings. 1.02 Analyze reports of scientific investigations from an informed scientifically-literate viewpoint including considerations of:

* Appropriate sample. * Adeauacy of

Driving Question/ Authentic Problem

or Scenario

Whal evidence is Ihere for safety procedures being followed by bUSinesses In our community?

21 st Century Skills/ School Wide Learning Outcomes



• Work Ethic • Content • Critical Thinking • Collaboration I

Activities/ Experiences within

the Project (scaffolding activities. labs. experiments.

interviews. etc)

• Modeling the Method

• Practice sheets

• Start on fair project

Assessments



• Quizzes

• Unit Test

Potential Partners (shared assessment. guest speakers.

panelists. etc)

Students will compile a photo-scrapbook to document how different businesses in Warren County address safety. The compilation will be presented as a kiosk PowerPoint.

, Potential panel: in-house

experimental c' ·ols. * Replicatio. fmdings. * Alternative

interpretations of the data 1.03 Analyze experimental designs with regard to safety and use safe procedures in laboratory investigations:

* Identify and avoid potential safety hazards given a scenario.

* Differentiate between safe and unsafe procedures.

* Use infonnation from the MSDS (Material Safety Data Sheets) to assess chemical hazards.

Competency Goal 2: The learner will build an understanding of the structure and properties of matter. Objectives 2.0 I Analyze the historical development of the current atomic theory.

* Early contributions: Democritus and Dalton.

* The discovery of the electron: Thomson and Millikan.

* The discovery of the nucleus, proton and neutron: Rutherford and Chadwick.

* The Bohr model. * The quantum

mechanical model. 2.02 Examine the nature of atomic structure.

* Subatomic particles: protons, neutrons, and electrons.

* Mass number. * Atomic number. * Isotopes.

Competency Goal 4: The learner will build an understanding of energy

5 wks • Written communication


• Work Ethic • Content

Is nuclear energy a safe and • Critical Thinking economical method for

Collaborationgenerating energy?

• Atomic Spectra and Flame Tests

• Introduction to Spectroscopy

• Spectroscopy & the method of continuous Variation

• Rutherford's Target Practice

• Virtual Oil drop by Millikan

• Modeling Radioactive Decay



• Quizzes

• Unit Test

Students will present a debate on whether or not it would be safe and economical for Warren County to invest in a nuclear reactor for power. Potential Panel: Central office

I Benchmark exam will stop at this point!

_1__

-- --

-- -

changes in chep- '"try. Objectives 4.01 Analyze the Bohr model in terms of electron energies in the hydrogen atom.

* The spectrum of electromagnetic energy.

* Emission and absorption of electromagnetic energy as electrons change energy levels. 4.04 Analyze nuclear energy.

* Radioactivity: characteristics of alpha, beta and gamma radiation.

* Decay equations for alpha and beta emission.

* Half-life. * Fission and fusion. -- -

Competency Goal 3: The learner will build an understanding of regularities in chemistry. Objectives 3.0 I Analyze periodic trends in chemical properties and use the periodic table to predict properties of elements.

* Groups (families). * Periods. * Representative elements

(main group) and transition elements.

* Electron configuration and energy levels.

* Ionization energy. * Atomic and ionic radii, * Electronegativity,

3 wks The Periodic Table & Periodicity

What are the distinguishable properties of the various families on the Periodic Table?

2.06 Assess bonding in metals and ionic compounds as related to chemical and physical properties,

4 wks

How can identifying substances based upon the

1

• Written • Physical 3-D Periodic communication Trends

• Oral • models of trends communication • Virtual Family Reactions

• Work Ethic • Qualitative Analysis of• Content

Families• Critical Thinking

• Collaboration

• Written • Bond identifications communication • models of molecular

• Oral shapes and polarity communication



• Quizzes

• Unit Test



Students wiIl generate a presentation on an assigned family from the Periodic Table. Potential panel: Chemistry via distance at WCHS

Students will build a case of evidence against a suspect in a murder investigation and then present their findings before a

type of bonds they possess be useful in forensic science?2.07 Assess co 11t

bonding in molecular compounds as related to molecular geometry and chemical and physical properties.

* Molecular. * Macromolecular. * Hydrogen bonding and

other intermolecular forces (dipole/dipole interaction, dispersion).

* VSEPR theory. 2.03 Apply the language and symbols of chemistry.

* Name compounds using the IUPAC conventions.

* Write formulas of simple compounds from their names.

6 wks learner will develop an understanding of chemical reactions.

Competency GoalS: The

How can detennining the Objectives identities of unknown 5.0 I Evaluate various types substances help to identitY

victims in the wreckage of aof chemical reactions. plane crash?* Analyze reactions by

types: single replacement, double replacement (including acid-base neutralization), decomposition, synthesis, and combustion including simple hydrocarbons.

* Predict products. 5.02 Evaluate the Law of Conservation of Matter.

* Write and balance fornmlas and equations.

* Write net ionic equations. 5.03 Identify and predict the indicators of chemical change.

* Formation of a precipitate.

I: Work Ethic Content


• Collaboration




• Collaboration

I • Quizzes

I· Unit Test I

• Reaction Types

• Indicators, pH and titrations

• Will it precipitate? A well-done lab.

• Inquiry into limiting reagents and gas production: A Quantitative study.



• Quizzes

Unit Test •

panel. Potential pane :al DA, law officers, etc.

Students will build a case of evidence against a suspect in a plane crash investigation, correctly identify each of the victims and then present their findings before a panel. Potential panel: local DA, law officers, etc.

Bcnchmarks will stop with balancing cquations and cquation types!

* Evolution r r ~ gas. * Color eha, * Absorption or release of

heat. 3.02 Apply the mole concept, Avogadro's number and conversion factors to chemical calculations.

* Particles to moles. * Mass to moles. * Volume of a gas to

moles. * Molarity of solutions. * Empirical and

molecular formula. * Percent composition.

3.03 Calculate quantitative relationships in chemical reactions (stoichiometry).

* Moles of each species in a reaction.

* Mass of each species in a reaction.

* Volumes of gaseous species in a reaction.

2.04 Identiry substances using their physical properties:

* Melting points. * Boiling points. * Density. * Solubility.

2.05 Analyze the basic assumptions of kinetic molecular theory and its applications:

* Ideal Gas Equation. * Combined Gas Law. * Dalton's Law of Partial

Pressures. 2.08 Assess the dynamics of physical equilibria.

* Interpret phase diagrams.

* Factors that affect phase changes. 4.02 Analyze the law of conservation of energy,


4wks


• Work Ethic How can pressure be used to • Content provide lift for a rocket? Critical Thinking •

• Collaboration

• Laboratory• Virtual Gas Laws reports• Effects of changes in

• Webassigntemperature and pressure assignmentson a gas

• Quizzes• Intermolecular forces of Attraction • Unit Test

• Properties of Water

Students will construct a water powered rocket and parachute system to see which can achieve the greatest air time. Potential panel: in house

energy transfor-- 1 tion, and various fonus lergy involved in chemical and physical processes.

* Differentiate between heat and temperature.

* Analyze heating and cooling curves.

* Calorimetry, heat of fusion and heat of vaporization calculations.

* Endothermic and exothermic processes including interpretation of potential energy.

* Diagrams (energy vs reaction pathway), enthalpy and activation energy.

3 wks I mJI~m,,~!~

affect the rates of chemical reactions.

5.06 Assess the factors that

How can reaction time affect the "relief time" experienced by a consumer taking a

* The nature of the reactants.

needed medication?* Temperature. * Concentration. * Surface area. * Catalyst.

3 wks 5.04 Identify the physical I I • and chemical behaviors of acids and bases. How can an equilibrium

* General properties of reaction be used in forensic acids and bases. science?

* Concentration and dilution of acids and bases.

* Ionization and the degree of dissociation (strengths) of acids and bases.

* Indicators. * Acid-base titration. * pH and pOH.

4.03 Analyze the 2 wks relationship between entropy and disorder in the universe. ~

WrittenI • communication

. Oral • communication


Written communication Oral communication

I: Work Ethic

• Content • Critical Thinking

• Collaboration



• Work Ethic

• Clock Reactions: Real and Virtual

• Inquiry into the Kinetics of Alka-Seltzer Tablets

• Chemical Kinetics lab

• VPython modeling of LeChatlier's principle

• Cobalt and Iron compounds: LeChatlier in motion

• Determination of the Ka of acetic acid

• Buffers, pH and salt Hydrolysis

• Identification of an unknown acid

• Coffee Cup Calorimetry

• Principles of Thermodynamics (No Free Lunch l )



• Quizzes

• Unit Test

• Laboratory reports Webassign• assignments

• Quizzes

• Unit Test

Students will play the role of consumer testers to see which products actually provide pain relief the quickest, and why. They will then present their findings to a panel. Potential panel: distance panel from university or Glaxo in Greenville Benchmark l!iven at this noint Students will build a case of evidence against a suspect in a murder investigation and then present their findings before a panel. Potential panel: local DA, law officers, etc.

Students will design and• Laboratory construct model houses withreports natural insulation to see if• Webassign they match the building codeassignments for Warren County. They will• Quizzes

--rcan ,

5.05 Analyze 2wks oxidation/reduction reactions with regard to the transfer of electrons.

* Assign oxidation numbers to elements in REDOX reactions

* IdentifY the elements oxidized and reduced.

* Write simple half reactions.

* Assess the practical applications of oxidation and reduction reactions.

natural insulation have ~nough "R-value" to qualify for Insulation in a building in Warren County?

How can you use a wet cell battery to power a simple Rube-Goldberg machine?

• Content • Unit Test then present t" '.. findings to a • Critical Thinking panel. • Collaboration Potential panel: planning board

members, Habitat for Humanity Written communication

I : Oral communication

• Work Ethic

• Content


• Collaboration

_I

Students will design and • Salt Bridge Conductivity • Laboratory construct a working simple reports• Wet Cell Battery

I Rube-Goldberg machine that Simulation • Webassign will be demonstrated for a panel.

assignments

• Quizzes Potential panel: in-houseI. Unit Test

I l__

Civics and Economics Curriculum Guide

Day Date Unit Ob.iectives Instructional Processes I First Day of School Ice breakers, rules and

regulations 2 Foundations of

American Democracy 1.01 Describe how

geographic diversity influenced economic, social, and political life in colonial America.

1.06 Compare viewpoints about govt in the Federalist and Anti- Federalist Papers.

Make map of geographic diversity among colonies

3 1.02 Trace and analyze the development of ideas about self-govt in British North America

Annotated timeline of self-government

4 1.03 Examine the causes of the American Revolution

. 1.04 Elaborate on the emergence of the American Identity

Cause and effects of American Revolution graphic organizer

5 1.05 Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution.

Role-playing and begin Constitutional Convention

6 1.05- Identify the major domestic problems ofthe nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution.

Finish Constitutional Convention and write news article

7 1.06-Compare viewpoints about govt in the Federalist and Anti- Federalist Papers. 2.07 -Identify modem controversies related to the powers of the federal gOvt that are similar to the debates b/w Federalists and Anti-Federalists over ratification of the US

Point-counterpoint opinions regarding Federalist and Anti-Federalists

Day Date Unit Objectives Constitution.

Instructional Processes

8 1.07-Evaluate the extent to which the Bil\ of Rights extended the Constitution. 3.06-Analyze how the 14th

Amendment extends the Bill

Letter to the editor about Bill of Rights

of Rights' protection to citizens of a state.

9 10

Authentic Assessment Review

Compiling time period newspaper

II 12 Government

Structure

Multiple Choice Assessment 2.01- Identify the principles in the Us Constitution.

Constitutions scavenger hunt

3.01-Identify the principles in the NC Constitution and local charters.

13 I

2.03- Explain how the IS Constitution grants and limits the authority of public officials and govt agencies. 2.01,3.01, and 2.03

14 2.02- Explain how the US Constitution defines the

Legislative representation scenarios

framework, organization and structure of the 3 branches of govt at the national level. 3.02 -Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level.

15 5.04- Evaluate the role of Howa bill becomes a law simulation

16

debate and compromise in the legislative process 2.02- Explain how the US Constitution defines the

Roles of the executive

framework, organization and structure of the 3 branches of gOvt at the national level. 3.02- Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level.

17 2.09 -Describe the services provided by the selected govt agencies and how funding is provided. 3.09 -Describe the services

Matching descriptions of executive agencies

provided by state and local gOvt agencies and how funding is provided.

Day Date Unit Objectives Instructional Processes 3.03 -Explain how the state constitution grants and limits the authority of public officials and govt agencies

18 2.08 -Examine taxation and Research and presentations of revenue other revenue sources at the and expenditures national government. 3.08 -Examine taxation and other revenue sources at the state and local level.

19 2.02- Explain how the US Hierarchies of court systems and Constitution defines the flowcharts framework, organization and structure of the 3 branches of govt at the national level. 3.02 -Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level. 5.02- Identify the jurisdiction of state and federal courts.

20 5.02 -Identify the Creation of MySpace pages jurisdiction of state and federal courts. And authentic assessment

21 Authentic assessment and Creation of MySpace pages review

22 9/12 4.5 Weeks Test Benchmark test and and 2/6

multiple-choice assessment

23 Re-teaching 24 Government Function 2.04- Describe how the US

Constitution may be Visual representation of Amendments 1-27

changed and analyze the impact of specific changes. 3.04- Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes.

25 2.05-Analyze court cases Supreme Court Matching Sheet that illustrate the US Supreme Court Matching Game Constitution is the supreme law of the land. 2.06-Analyze court cases that demonstrate how the US Constitution and the Bill of Rights of Individuals 3.05- Analyze court cases that illustrate the NC Constitution is the law of the

Day Date Unit Objectives Instructional Processes state.

26 2.05, 2.06 and 3.05 Supreme Court Cases Analysis Cube 27 Authentic Assessment Supreme Court Cases Analysis Cube 28 Review 29 Multiple Choice Assessment 30 Re-teaching 31 Political Process and

Action 4.01-Examine the structure and organization of political parties. 4.02- Describe the election process and the qualifications and procedures for voting. 4.03-Analyze information on political issues and candidates seeking political office. 4.04- Demonstrate active methods of promoting and inhibiting change through political action. 4.08-Participate in civic life and politics and govt.

Mock Voter Registration and Election

32 4.01,4.02,4.03,4.04, and 4.08

Mock Election

33 6.04-IdentifY ways citizens can be informed about laws. 6.05-Investigate the role and responsibility of gov't to informed citizenry. 1O.OI-Explain the distinction between personal and civic responsibilities and tensions that may arise between them.

10.03-Evaluate the importance of supporting and educating oneself in the US society. 10.04-Demonstrate characteristics of effective citizenship. 10.05-Describe examples of recurring public problems and issues.

Venn diagram-Compare/contrast duty responsibilities and rights

34 4.06- Describe the benefits of civic participation. 4.07-Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local state and national level.

Speech to foreign visitors on the importance of civic activity.

Day Date Unit Ob.iectives Instructional Processes 35 6.04-Identify ways citizens

can be informed about laws. 6.05-Investigate the role and responsibility of gov't to informed citizenry. 1O.Ol-Explain the distinction between personal and civic responsibilities and tensions that may arise between them.

Poll-How people stay informed about laws.

36 6.01-Trace the development of law in American Society.

Timeline

37 6.02-Cite examples of common, criminal, civil, constitutional, administrative, and statutory law.

Wheel Diagram

38 6.03-ldentify the various procedures in the enactment, implementation, and enforcement of law.

Round Robin Match

39 6.06-Analyze the role of lobby groups and special interest groups in the enactment of legislation.

"How to Guide" for American citizens

40 6.07-Compare responsibilities, jurisdictions, and methods of law enforcement agencies.

"How to Guide"

41 6.08-Evaluate methods used by society to address criminal and anti-social behaviors. 4.05-Analyze consequences of compliance or non compliance with laws governing society.

"How to Guide"

42 Authentic Assessment 43 Review 44 10/10

and 3/10

End-or-Nine Weeks Test

45 Conflict 4.09-Utilize various methods of resolving conflicts. 5.0l-Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts. 5.03-Describe the adversarial nature of the judicial process.

Town Meeting-Banning Hip-Hop

46 5.05-Explain how local

Day Date Unit Ob.iectives Instructional Processes gov't agencies balance interest and resolve conflicts. 5.06-Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution and govt action.

•

• ••

Government/economic systems chart (1.08,2.08,3.08, 7.06,8.01)

Learning stations (7.01, 7.02, 7.03,7.05)

Sandwich shop (7.04, 7.05) Authentic assessment

47 Authentic Assessment/ Review

48 Multiple Choice Assessment

49 Economic Choices

Days 1: Unit Intro 2: Student teacher Q&A; Learning centers 3: Learning stations

1.08-Compare the American System of government to other forms ofgovernment. 2.08-Examine taxation and other revenue sources at the national level of government.

4: Learning stations, Sandwich shop 5: Sandwich shop 6: Business plans and loan apps 7: Business plans and loan apps 8: Production Day 9: Presentation practice 10: Authentic assessment ] 1: Review 12: Test 13: Re-teaching

3.08-Examine taxation and other revenue sources at the state and local level. 7.06 Compare and contrast how different economic systems address key economic factors. 8.01 Compare characteristics of command, market, traditional, and mixed economies. 7.01 Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic activities. 7.02 Explain how scarcity influences producers and consumers to make choices. 7.03 Compare examples of tradeoffs and opportunity costs of economic choices. 7.04 Analyze the impact on economic activities of specialization, division of labor, consumption and production increases. 7.05 Explain the impact of investment on human, capital, productive, and natural resources.

(business plans/loan application = all objectives)

50 51

Day Date Unit Objectives Instructional Processes 52 53 54 55 56 57 58 59 Review 60 Multiple Choice Assessment 61 Re-teaching

62 11/5 13.5 Weeks Test 8.02-Describe how the free Free Enterprise Activity and enterprise system Free Enterprise Trivial Pursuit Game 4/2 Features of Economic encourages private

System ownership of property and promote individual initiative.

63 8.03- Explain the circular Chart flow of economic activities Big Apple Simulation and how interactions determine the prices of goods and services. 8.04-IlJustrate how supply and demand affects prices. 8.06-Explain how changes in the level of competition can affect price and output levels. 8.05-Predict how prices change when there is a shortage or surplus.

64 8.07-Indentify and describe Chart-Compare and Contrast the roles and functions of various economic institutions and business organizations.

65 8.08-Evaluate the Taking Stock of Market investment decisions made by individuals, business, and the govt. 8.09-Describe the role of money in trading borrowing and investing.

66 Free Enterprise Business Magazine 67 Authentic Assessment Free Enterprise Business Magazine 68 Review

I 69 Multiple Choice Assessment

I 70 Re-teaching 71 Factors influencing 9.01-Identify phases of the Chart

US economy business cycle and the 4 Comers economic indicators use to measure economic activities and trends.

Day Date Unit Obiectives Instructional Processes 72 9.02-Describe the impact of

gov't regulation on specific economic activities.

Guess Who's Coming to Dinner Activity

73 9.03-Explain the impact of the movement of human capital resources on the US economy.

Immigrant Labor in the US activity

74 9.04-Assess how current events impact decisions made by consumers, producers, and gov't policy makers. 9.05- Explain the impact on the US economy of international trade and global products. 9.06- Investigate the ways that domestic and international economies are interdependent.

Interdependence Map

75 9.07-Analyze the short and long term effects of fiscal and monetary policy on the US economy. 9.08-Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities.

76 Authentic Assessment 77 Review 78 Multiple Choice Assessment 79 Re-Teaching 80 12/4

and 5/7

Review

81 12/5 and 5/8

Review

82 12/8 and 5111

Review

83 12/9 and 5/12

Review

84 1211 0 and 5113

Review

85 12/11 and 5/14

Review

86 12/12 and

Review

Day Date Unit Objectives Instructional Processes 5/15

87 12/15 EDC and 5/19

88 12/16 EDC and 5/20

89 12/17 EDC and 5/21

90 12/18 EDC and 5/22

Warren County High School: Pacing Guide

COURSE: English I

This guide is based on a 4x4 gO-day block schedule and takes into consideration 10 days for review, 10

days for benchmarks and other forms of assessment, and 5 days for EOC.

This guide is also based on thematic units rather than genre. Teachers may choose from the suggested

themes and resources and may supplement this list with their own resources. They may teach the

objectives in any order, but should follow the pacing guide to determine how many days to spend on

each goal.

Page numbers are based on McDougall Littell's The Language of Literature gth grade edition.

Expressive Texts (memoirs, etc.) Goal 1: The learner will express reflections and reactions to print and non-print text and personal experience.

1.01 Narrate personal experiences that offer an audience:

• scenes and incidents located effectively in time and place.

• vivid impressions of being in a setting and a sense of engagement in the events occurring.

• appreciation for the significance of the account. • a sense of the narrator's personal voice.

1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:

• an understanding of the student's personal reaction to the text.

• a sense of how the reaction results from a careful consideration of the text. • an awareness of how personal and cultural influences affect the response.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.

• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

• providing textual evidence to support understanding of and reader's response to text.

• demonstrating comprehension of main idea and supporting details.

• summarizing key events and/or points from text.

• making inferences, predicting, and drawing conclusions based on text. • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

• making connections between works, self and related topics.

• analyzing and evaluating the effects of author's craft and style. • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters

and/or experiences.

• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

Priority Objectives1 Resou_r_c_e_s ~ _+_-I-n-s-t-r-u-ct-io-n-a-I-S-t-r_at_eg,--ie_s_-l

1.01 • Excerpt from Frank • students will write McCourt's Angela's Ashes their own memoirs

• Ch. 1 of Richard Wright's (can base them on Black Boy picture book: When I

1.02

• reference Maya Angelou's I Was Young and Know Why the Caged Bird Living in the Sings (students may have Mountains) read in middle school)

1.03

• "Only Daughter" by Sandra Cisneros

• Memoirs from celebrities (e.g. Michael Jackson)

1 Objectives listed in bold are the highest priority. The other objectives listed are to be touched on as much as possible, but are not necessarily tested.

,-----------------------------------------Informational Texts (newspapers, articles, research paper, etc.)

Goal 2: The learner will explain meaning, describe processes, and answer research questions to inform an audience.

2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:






• making inferences, predicting, and drawing conclusions based on text.

• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.


• analyzing and evaluating the effects of author's craft and style.

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

• identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.

2.02 Explain commonly used terms and concepts by:

• clearly stating the subject to be defined.

• classifying the terms and identifying distinguishing characteristics.

• organizing ideas and details effectively.

• using description, comparison, figurative language, and other appropriate strategies purposefully to elaborate ideas.

• demonstrating a clear sense of audience and purpose.

2.03 Instruct an audience in how to perform specific operations or procedures by:

• considering the audience's degree of knowledge or understanding.

• providing complete and accurate information.

• using visuals and media to make presentations/products effective.

• using layout and design elements to enhance presentation/product.

2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by:

• deciding upon and using appropriate methods such as interviews with experts, observations, finding print and non-print sources, and using interactive technology or media.

• prioritizing and organizing the information.

• incorporating effective media and technology to inform or explain.

• reporting (in written and/or presentational form) the research in an appropriate form for a specified audience.

Time Requirement Instructional StrategiesResourcesPriority Objectives

8 days 2.01 2.02 2.03 2.04

• Pg. 258- 259- cause and

effect

• Pg. 387-388- reading for directions

• student chosen articles on assigned research topic

• Pg. 170 "A Respite from the Troubles" (technology)

• Articles on cell phone use, iPods, etc.

• Pg.550- "The Summit: Next

Stop for Those on Everest"

• Scholastic Magazine Articles

• Time for Kids

• Pg. 639- article on PTSD

• Students will participate in a 3 day

I-search paper (pg. 1161-1171)- teacher may suggest or require topics, or may leave it open-ended for the students to choose

• Pgs.1128-1141-how to read a textbook (mapping a text)

• Pg. 550- reading for information

• Pg. 639- comparing and contrasting

Argumentative Texts (opinion-editorials, debates, etc.)

Goal 3: The learner will examine argumentation and develop informed opinions.

3.01 Study argument by:

• examining relevant reasons and evidence.

• noting the progression of ideas that substantiate the proposal.

• analyzing style, tone, and use of language for a particular effect.

• identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.

• identifying and analyzing rhetorical strategies that support proposals.

3.02 Express an informed opinion that:

• states clearly a personal view.

• is logical and coherent.

• engages the reader's interest or curiosity.

3.03 Support that informed opinion by:

• providing relevant and convincing reasons.

• using various types of evidence, such as experience or facts.

• using appropriate and effective language, reasons, and organizational structure for the audience and purpose.

• demonstrating awareness of the possible questions, concerns, or counterarguments of the audience.

~.

3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by:






• making inferences, predicting, and drawing conclusions based on text. • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.




• identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

Priority Objectives

3.01 3.02 3.03 3.04

Time Requirement

5 days

Resources

• op-ed on the use of cell phones in public places

• op-eds on death penalty

• controversial issues in the news

• letters to the editor

• Scholastic Magazine articles

• Time for Kids


• pg. 1160- writing persuasive papers

• mock trial

Critical Texts: book reviews, movie reviews, etc. Goaf 4: The learner wifl create and use standards to critique communication.

4.01 Evaluate the effectiveness of communication by:

• examining the use of strategies in a presentation/product.

• applying a set of predetermined standards. • creating an additional set of standards and applying them to the presentation/product.

• comparing effective strategies used in different presentations/products.

4.02 Read and critique various genres by:

• using preparation, engagement, and reflection strategies appropriate for the text.

• identifying and using standards to evaluate aspects of the work or the work as a whole. • judging the impact of different stylistic and literary devices on the work.

4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. • identifying and analyzing text components (such as organizational structures, story elements,

organizational features) and evaluating their impact on the text.

----• providing textual evidence to support understanding of and reader's response to text.

demonstrating comprehension of main idea and supporting details. • • summarizing key events and/or points from text.






• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.

Resources Instructional Strategies ----------+---------=---1 • Pg. 968- strategies

book review format • Pg. 710- "A Local Universe"

for reading a book review

literary texts read in class • Critical commentary of the

• Graphic organizers (Le., if the class is reading to determine what Romeo and Juliet, they the author's biases should read a critical are review of a local production of the play)

• Movie reviews of popular movies that fit the theme (Le., if the class is doing a Love theme, read a review of the movie Twilight)

__ l ~ ~"__ _ literary Texts: short stories, poetry

GoalS: The learner will demonstrate understanding a/various literary genres, concepts, elements, and terms.

5.01 Read and analyze various literary works by:

• using effective reading strategies for preparation, engagement, reflection.

• recognizing and analyzing the characteristics of literary genres, including fiction (e.g., myths, legends, short stories, novels), nonfiction (e.g., essays, biographies, autobiographies, historical documents), poetry (e.g., epics, sonnets, lyric poetry, ballads) and drama (e.g., tragedy, comedy).

• interpreting literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, dialogue, diction, and imagery.

• understanding the importance of tone, mood, diction, and style.

• explaining and interpreting archetypal characters, themes, settings. • explaining how point of view is developed and its effect on literary texts.

• determining a character's traits from his/her actions, speech, appearance, or what others say about him or her.

• explaining how the writer creates character, setting, motif, theme, and other elements.

• making thematic connections among literary texts and media and contemporary issues. • understanding the importance of cultural and historical impact on literary texts. • producing creative responses that follow the conventions of a specific genre and using appropriate

literary devices for that genre.

5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres. 5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by:











• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.

Priority Objectives -+--T_i_m_ec--R_e-"q_u_ir--=e_m~e_n_t___4-R-e-s-o-u-r-ce-s +-In_s_truetional Strategies 5.01 30 days • short stories (e.g. Lamb to • use poetry to teach

5.02 the Slaughter, The Most literary devices 5.03 Dangerous Game, The (simile, metaphor,

Scarlet Ibis, The Neck/ace, rhyme schemes, Little Things, Sunday in the etc.) Park, The Secret Life of • use short stories to Walter Mitty, excerpts teach plot, from A House on Mango characterization, Street excerpts from The reading strategies Ta/e of Despereaux, (predicting, excerpts from / Know Why inferring, the Caged Bird Sings summarizing,

• poems (e.g. Mother to Son, visualizing, etc.) The Raven, A Dream Deferred, selections from Romeo and Juliet

• novels (e.g., The Pearl, The Outsiders,

• selections from The Odyssey

Grammar and Conventions Goal 6: The learner wiff apply conventions of grammar and language usage.

6.01 Demonstrate an understanding of conventional written and spoken expression that:

• uses varying sentence types (e.g., simple, compound, complex, compound-complex) purposefully, correctly, and for specific effect.

• selects verb tense to show an appropriate sense of time.

• applies parts of speechto clarify and edit language. ---------------~--------

• addresses clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and conciseness.

• analyzes the place and role of dialects and standard/nonstandard English.

• uses vocabulary strategies such as roots and affixes, word maps, and context clues to discern the meanings of words.

6.02 Discern and correct errors in spoken and written English by:

• avoiding fragments, run-ons, and comma splices.

• selecting correct subject-verb agreement, consistent verb tense, and appropriate verbs.

• using and placing modifiers correctly. • editing for spelling and mechanics (punctuation and capitalization).

Priority Objectives Time Requirement Resources Instructional Strategies------r --------------t--------=--------t 6.01 20 mins. per class Some may be teacher created, • determine what 6.02 period while the others may be pulled needs to be

from the grammar textbook. addressed based on Complete sentences (run • Chompchomp.com student writing ons, fragments/comma samples splices), COMMAS, • give 20 minute minisubject-verb agreement, lessons on the conjunctions, double problems that negatives, capitalization appear in student and punctuation writing samples

• follow mini-lessons Proofreading and editing with quizzes

Context clues IL ~ L_ __'_ ___' _

Suggested Themes

Adventure, Love, Death, Struggle, Coming of Age, The Inner Circle (family and friends), Technology, In the Heat of

the Moment (actions and consequences)

ENGLISH I CORE READING SELECTIONS

FICTION NON-FICTION POETRY DRAMA

Novels To Kill a Mockingbird "Only Daughter" Selections from Romeo and Juliet

Harper Lee Sandra Cisneros Homer's The Odyssey Shakespeare

Great Expectations(h) "Not Much ofMe "I "The Raven" A Raisin in the Sun Charles Dickens "With a Task Before

Me" Edgar Allan Poe Lorraine Hansberry

Fahrenheit 451 Abraham Lincoln "A Dream Deferred" Ray Bradbury Langston Hughes

or The Last Book in the "The Seven Ages of Universe Man"

Rodman Philbrick Shakespeare

Short Stories "The Most Dangerous Game" Richard Connell

"The Scarlet Ibis" James Hurst

All high schools will teach these titles; in addition, teachers will add selections from the adopted textbooks and supplementary book list to meet the goal of providing a strong foundation for literary analysis. Through required and teacher-selected readings, students will develop an understanding of literary concepts, elements, genres and terms as background for further study of world, American and British literature (SCS, p. 74).

On the pacing guide that follows, teachers can include these titles, additional textbook selections and titles from the supplemental list. This form can be used for year-long planning and for preobservation conferences.

Concept: .:.;(~1r_d....;;G:::..;r;..;a;;..:d~e:.L)___:;.;.M~a:;:,;t::;.;h~_...;;:F....;;i;.:..r:;;.:st:......:.N..;.:I;.:.:·n:.=e_m:...:....:e:.=e..:.:k~s _

Ob'ective 1.0] Develop Number Sense for whole

Numbers a)Connect model,

number word, and number using a variety of representations b)Bu iId understanding of place vaJue(ones through thousands). c)Compare and order.

.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:

a)Strategies for adding and subtracting numbers. b)Estimation of sums and differences in appropriate situations. c) Relationships between operations

] .04 Use basic properties of addition and subtraction(identity, commutative, associative) for addition/subtraction

1.06 Develop flexibility in solving problem (addition and subtraction only)

5.03 Symbols to represent unknown quantities in number sentences(adding/subtracting) 5.04 Find the value of the unknown

Sept.21-0ct.23 24 days Topic 2,3,4 (Envisions)

Integrated with obj. 1.02a,b,c




Resources Envision Math Series Buckle Down Math Coach Base ten blocks Place Value Wark mats/charts Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.arg www.unitedstreaming.com Accelerated Math

Envision Math Series Buckle Down Math Coach Base ten blocks Place Value Work mats/charts Chart Paper Materials for centers/workstations www.pem"sonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math

Instructional Strategies *Always introduce the specific vocabulary using various methods: foldables, semantic webbing, thinking maps

*Use manipulatives to model and provide hands-on experiences with the various representations of numbers using the overhead projector, LCD projectors, thinking maps, graphic organizers, etc.

*Use math journals to assist students with note-taking, working out problems, etc.

*Allow students to practice skills through review charts using journals, work-stations/centers with a specific focus.

*Other strategies: Draw pictures, make tables, look for patterns, make an organized list, try-checkrevise, write a number sentence, act it out, use reasoning, work backward, etc.

"'Differentiated instruction and leveled homework using small group instruction focusing on "Problem of the day activities to review

Concept: .l...:(3;,...:.r....;;.;d'-G.;;;;.";,.;ra:.:.;d:.:.;e;;.L)--=M=a;.:.;t;.:.;h'----_.::;;:S~e.:;.,co::;.;n:.:.;d:::..._:N,:.....:...:;.:in~e::;..",,:,,,;W:....:e::..:e;.:.k:;.:;:~s _

[ Objective Time Requirement Resources Instructional Strategies

Jan. 6 - Jan. 19 9 days Topic 9 (Envisions)

Envision Math Series Buckle Down Math Coach Manipulatives-two sided colored disk, square tiles Grid Work mats/charts Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org w,,,w.united streaming.com www.mathdrills.com Accelerated Math

Envision Math Series Buckle Down Math Coach Base ten blocks Place Value Work mats/charts Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math Pattern blocks

*Always introduce the specific vocabulary using various methods: foldables, semantic webbing, thinking maps *Write to explain, repeated addition and subtraction and their relationships to multiplications. *Skip counting nmnber lines and learning multiples of numbers.

*Use manipulatives to model and provide hands-on experiences with the various arrays to represent multiplication equations. *Hands on activities such as cut and paste, art projects, etc.

*Estimation games and activities using jars, benchmark numbers and number lines. Act it out using logical reasoning.

*Allow students to practice skills through review chalts using journals, work-stations/centers with a specifIc focus.

*Other strategies: Draw pictures, make tables, look for patterns, make an organized list, try-checkrevise, write a number sentence, act it out, use reasoning, work backward, etc. * Recording number patterns, describing patterns, and using literature to introduce.

*Differentiated instruction alld leveled homework using small group instruction focusing on *Problem of the day activities to review

I

I 1.03 Develop fluency with I Multiplication from lxl to 12x12 and I Division up to two-digit numbers using:

a)Strategies for multiplying and dividing numbers. I

I b )Estimation of products and quotients · 111 appropflate sItuatIOns. . c)Relationships between operations.I

1.0il Use basic propcrties (identity, commutative, associative, order of operations) for mUltiplication and division

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calcu latol's -or computers, and paper and

'lCi!.

5.03 Use symbols to represent unknown quantities in number sentences.

5.04 Find the value 0 the unknown in a number sentence.

5.01 Describe and extend numeric and geometric patterns

5.02 Extend and find missing terms of repeating and growing patterns.

Oct. 26-Dec. 17 32 days Topic 5,6,7,8 (Envisions)

Integrated with obj. 1.03a,b,c Topic 5, 6, 7, 8 (Envisions)

Integrated with obj. 103a,b,c Topic 5,6,7,8 (Envisions)

Integrated with obj. 1.03a,b,c Topic 5,6,7,8 (Envisions)

Integrated with ohj. 1.03a,b,c Topic 5,6,7,8 (Envisions) Jan. 6 - Jan. 19 9 days Topic 5,6,7,8 (Envisions)

Concept: .l...::(3c...:.r~d____'G;;...;;I_"a_'d'""'eL...)....;;;M....;;;;...;.;a-'th'"'"-_ _'T,;;:...;'h-'l;;.;.·r...;;.;;d-=-N.....:.i"'-"n~e_'~.;........;;.e=ek;,..;.;s"-- _

I Instructional Strategies Re uirement

! Objective I Time Resources

Jan. 25-Jan.29 Envision Math Series *Always introduce theI ],01 Usc appeap""'c vocab"la,y to comp"'c, specific vocabulary using

describe, and classify two and three dimensional 5 days Buckle Down

various methods: foldables, semantic webbing, thinking

Math CoachTopic 10,11 fi ames (Envisions) Manipulatives!I b mapsGeometric figures

*Make connections between Work mats/charts geometrical shapes and real

1.05 Use area or region models and set models Feb. I-Feb.19 Chart Paper world objects through use of of fractions to explore part-whole 14 days Materials for sorting by attributes relationships. centers/workstationsTopic 12,13 activities.

a)represent fractions concretely and www.pearsonsuccessnet.com *Use solid figures to symbolically(halves, fourths, thirds, sixths, www.studyisland.com identify faces, eighths) edges,vertices. b)com pare and order fractions using models and

www.classscape.org www.unitedstreaming.com

*Use manipulatives to benchmark numbers(zero, one-half, one); Integrated with www.mathdrills.com model and provide hands-on describe comparisons Accelerated Mathobj. 1.03a,b,c experiences with the various c)model and describe common equivalents, Topic 5, 6, 7, 8 figures.

especially relationships among halves, fourths, (Envisions) *Classify angles that make and eighths, and thirds and sixths up a square and determine d)understand that the fractional relationships their names. that occur between zero and one also occur Use art activities to provide I ~tween every two consecutive whole numbers Integrated with more hands-on learning

Jnderstand and use mixed numbers and their experiences. equivalent fraction forms.

obj 1.03a,b,c Topic 5,6,7,8

*Draw pictures of fraction(Envisions) strips to show equivalent 3.02/4.0 I /4.02/4.03 Envision Math Series fractions, order fractions,

Buckle Down and recognize fractions. 3.02 Use a rectangular coordinate system to Feb. 22-Mar. 5 Math Coach *Use models to assist solve problems. 10 days Work mats/charts students in comparing a)Graph and identify points with whole number Topic 20 Chart Paper fractions

and/or letter coordinates Materials for *Use fractions as a b)describe the path between given points on the benchmark to estimate parts

plane Integrated with centers/workstations

ofa whole.obj. 1.03a,b,c wwv".pearsonsLlccessnet.com *Allow students to collect 4.01 Collect, organize, analyze, and display data Topic 5,6,7,8 www.studyisland.com and display data using a 4.02 Determine the number of permutations and I (Envisions) www.classscape.org variety of charts, graphs, combinations of up to three items www.unitedstreaming.com and tables for one set of4.03Solve probability problems using Integrated with Accelerated Math data. Use surveys to create

permutations and combinations obj. I.03a,b,c Pattern blocks this data. Have students I Fraction bars and overhead enlarge the sample group

2.02 Estimate and measure using appropriate transparencies and then compare the units. I results. a)Capacity(cu pS,pints,q uarts,gallons,l iters) *Students work in

cooperative groups to c)M ass(ounces,pounds,grams,kilograms) 29 days

Ib)Length(miles,kilometer) Mar. 8-Mar.12 complete assignments. *Small group d)Temperature(Fahrenheit, Celsius) Topic instruction/whole group 14,15,16,17 instruction, work stations )] Solve problems using measurement (Envisions) I

. __, __ , __ :. I ~ng skill building 1 1_.:._

l II' ('''l1cepts and procedures involving: lapsed time.

r b)Equivalent measures within the same I measurement system. Mar. 16-Mar.26

(29 days) I Topic 17 I I I

I I 1.06 Develop flexibility in solving problems by i selecting strategies and using mental

computation, estimation, calculators or l I, computers, and paper and pencil.

Envision Math Series Buckle Down Math Coach Work mats/charts

Chart Paper Materials for cen ters/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.QIg \VWW .unitedstreaming.col11 Accelerated Math Pattern blocks Fraction bars and overhead transparencies

materials. * Use hands-on activities to show student permutations and combinations.

*Allow students to practice skills through review charts using journals, workstations/centers with a specific focus.

*Other strategies: Draw pictures, make tables, look for patterns, make an organized list, try-checkrevise, write a number sentence, act it out, use reasoning, work backward, etc. * Recording number patterns, describing patterns, and using literature to introduce.

*Differentiated instruction and leveled homework using small group instruction focusing on *Problem of the day activities to review *Use a variety of thinking maps to explore and extend each concept.

-~ I

Concept: (..:::..3..:....rd;;.:...._G.:;;..;;...;ra~d.;;.,;:eCL..).....:M~a;..;;,.th~_.....;:R'--'o::....;u;.;;.:r'--=-N......:l;.;;.:·n....;;;,e.....:~~e"""'ek;.;;.:s"-- _

Instructional Strategies -lI Objective Time Requirement Resources *Intensive small group interventions that focus on skills not mastered.

II

I

I Review All Math Objectives Taught

\

! I

III

Apr. 6-May 14

Envision Math Series Mastery&Practice Test Ready \1ath Coach Focus and Review DPI Samples EOG Mathematics Test Prep(Envisions) www.pearsonsuccessnet.com www.studyisland.col11

II

www.classscape.org www.unitedstreaming.com

II

IiI :II

iII

I

Accelerated Math

I

CONCEPT: READING (3RD GRADE) FIRST NINE WEEKS

Objective Time Requirement Theme, Story, Story Resources Instructional Strategies

Objectives I ________________----;.- . .. . ... .1..

1.01 Phonics *1.02 Prefixes & Suffixes

1.03 Integrate Prior Experience

1.04 Vocabulary 1.05 Reference Materials 1.06 Fluency

J *2.01 Reading Comprehension

*2.02 Interact with text *2.03 Genre *2.04 Elements of Fiction

Nonfiction *2.08 Listening *3.01 Respond to Genre

i *3.03 Use text and experience to verify

4.01 Fluency/Oral Reading

5.01 Grammar 5.02 Subject/Verb

Agreement 5.03 Sentences

l_~~ .__.

Something SpeciaL August 31 5t _ September 4th .Officer Buckle and Gloria

• Decode words .. Read and understand

fantasy • Complete sentences • Descriptive paragraphs

Pepita Talks Twice September 8th

- 11 th • Story Elements • Fiction Selection • Statements/Questions • Adjectives in Journal

Nate the Great September 14th _18 th • Decode words

• Mystery Selection • Commands

!Exclamations • Personal Narratives

I Allie's Basketball Dream September 21 st _ 25th

September 28th - October 2nd

th th I October 5 - 9

• Character Analysis • Realistic/Expository

Text • Subject/Predicate • Sensory Details

Olympic Games • Nonfiction selections • Expository

NonfictioniPoetry • Personal narratives • Compound

Subject/Predicates What a Team

Turtle Bay • Author's Purpose • Realistic Fiction

Workstations/Centers

Computer Software Programs Earobics

Phonics Express Accelerated Reading

Internet Websites www.ClassScape.org

www.StudyIsland.com

Supplemental Reading Materials

Reading Coach DPI Samples Buckle Down

Test Ready Practice & Mastery Focus and Review

Vocabulary Word relationships : • Antonyms• Synonyms• Homophones• Prefixes/Suffixes•

Comprehension Classify•

• Narrative Elements

• Fact and Opinion

• Prior Knowledge .. Main Idea/Details

• Author's Purpose

• Listening

• Inferences

• Prediction

Fluency

• Goal 120 wpm by May 2010

• Compound sentences I .. Writing Direction~

! ~--------~ I

Objective Time Requirement Theme, Story, Story Resources Instructional Strategies Objectives

Balto October Ith

_ 16th 6 Classify word

relationships o Compare and Contrast

Narrative nonfiction to timeline

f!l Common/Proper Nouns

o Write infonnational i paragraphs i Wild Shots

! I It Author's Purpose IOctober 19th

- 231d l) Compare magazine

articles El Singular/Plural nouns til Write summary

,

I I

I

_

IJ'October 26 th

- 29 th

Little Grunt and the Big Egg

I » Context Clues

... Compare/Contrast FastasylNonfiction

I I1 I

I e Plural Nouns ~

I ~--------- ---

Gl How To Essay -.--- --------

*Focus heavily on these objectives Benchmark Testing I: October 20-21,2009

________

CONCEPT: READING (JRD GRADE) SECOND NINE WEEKS

Objective

1.01 Phonics *1.02 Prefixes & Suffixes



*2.01 Reading Comprehension

*2.02 Interact with text *2.03 Geme *2.04 Elements of Fiction

Nonfiction *2.05 Drawing Conclusions *2.06 Summarize

I

I *2.07 Choices .*3.01 Respond to Geme *3.02 Simi1aritiesiDifferences *3.05 Analyze 4.01 Fluency/Oral

Reading 4.02 Oral Written

Language 4.05 Identify Purpose 4.08 Revisions 4.09 Writing 5.04 Compose

Paragraphs

Time Requirement

•November 2nd

November 9th

I

6th _

_ 13 th

INovember 16th _ 20 th

November n rd _ 25th

November 30th - December 4th

5.05 Spellling Strategies 1

Theme, Story, Story ObJectives

U'hat a Team Rosie, A Visiting Dog's Story

Decode words o Personal

Narratives/Nonfiction (l) Singular Possessive

Nouns • How To Essay Friends to Grow With

The Stories Julian Tells • Sequential Order • Realistic Fiction • Plural Possessive

Nouns e Persuasive Paragraphs

The Talent Show • Prefixes/Suffixes 6 Realistic

FictionJ1v1ystery Stories

• Abbreviations • Persuasive Speech

Centerfield Ballhawk e Time Order Clues • Compare

NonfictioniRealistic Stories

• Singular/Plural Nouns • Persuasive Letter

Ramona Forever • Prefixes/Suffixes • Compare Realistic

FictionIPoetry • Subject Pronouns o Write Reviews

~avings We Share

Resources





www.Studylsland.com

Supplemental Reading Materials




Vocabulary • Prefixes/Suffixes Il'l Plural Nouns o Word Knowledge ., Adjectives

Comprehension (continued to reinforce first nine week skills)

e Drawing Conclusions

• Sequence <il Listening El Predictions e Figurative

Language • Compare and

Contrast

Fluency 6 Goal 120 wpm by

May 2010

Objective Time Requirement Theme, Story, Story Resources Instructional Strategies Objectives

5.06 Proofread December 7th - II th Cl> Problem/Conflict!

5.07 Edit Resolutions

5.08 Create Document () e

Proverbs/Fables Object Pronouns

e Persuasive Compositions Tell Me Storv

.Papa Tells Chita A Story December 14th

- 18th Gl Summarize Ci Historical Fiction Cl Adjectives

i e Comparitive Paragrahs I ~otes Places the Stars

t!I Compare/Contrast January 6th

- 8th o Native American

LiteraturelNonfiction Article

e Adjectives ~ Contrasting Paragraphs

Why Mosquitoes Buzz in People's Ears

January 11 th - 15 th e Summarize I

I I

0

9

Compare Folk TaleSJ Adjectives

_

L __ ~ ~__e ~:Ja~~:;~7 --'. ---!

*Focus heavily on these objectives Benchmark Testing II: January 20-21,2010

CONCEPT: READING (3RD GRADE) THIRD NINE WEEKS

Objective

1.01 Phonics *1.02 Prefixes & SuffIxes



i *2.0 1 Reading , Comprehension *2.02 Interact with text *2.03 Geme *2.04 Elements of Fiction

Nonfiction *2.08 Listening *3.01 Respond to Geme *3.03 Use text and

experience to verify 4.01 Fluency/Oral

Reading 4.02 Oral Written

Language 4.03 Share Oral Products 4.04 Using Planning

Strategies 4.05 Identify Purpose 4.06 Compose Draft 4.10 Explore Technology 5.04 Paragraphs 5.05 Spelling

· 5.06 Proofread 5.07 Edit

_____ 0__ ~_

Time Requirement

January 25th - 29 th

5thIFebruary 1st _

February 8th - lih

February 15th - 19th

February 22nd _ 26th

Theme, STOry, Story Objectives

Tell Me Storv :Lon Po Po

e Classify Likeness/Difference

III Folktales '" Articles .. Compare/Contrast

Essay Crowded House

o Compare Author's Purpose

'" Compare/Contrast Play /Folktales

" Adjectives CiI Expository Paragraph

Good Neighbors Leah's Pony

III Fact/Opinion <ll Historical Fiction • Action Words e Brainstorm/Research!

Take Notes Yippee Yay!

II '" Main Idea/Details of Expository Text

g Nonfiction/Songs 9 Helping Verbs 6) Organizing

Information Boom Town

o Fact/Opinion '" Historical

FictionINonfiction e Present Tense Verbs I) Outlines

Cocoa Ice

Resources





www.StudyIsland.com

Supplemental Reading .Materials




Vocabulary

• Word Knowledge Gl Verbs <l References and

Resources

Comprehension (Reinforce skills taught 1st

and 2nd nine weeks) .. Fact/Opinion «) Main Idea &

Details III Listening e Compare &

Contrast • Author's Purpose

Fluency • Goall20 wpm by

May 2010

I

Objective Time ReCJllirement Theme, Story, Story Resources instructional Strategies Objectives

<> Likeness/Differences5.08 Create Document 5th within Text March 1st

_

Q Historical Fiction/Poetry

e Past Tense Verbs III Revise Draft

i If You Made a Million III Stated/Unstated Main

Idea & Detail .March 8th - 1i h

61 Expository Nonfiction! . Advertisements

• Irregular Verbs • Publish & Evaluate

Research Celebrate Our World

I'm In Charge of Celebrations • Summarize e Free Verse Poem IMarch 15 th

_ 19th

• Irregular Verb Tense I e Figurative Language &

Imagery in Poem Alejandro's Gift

I I III Cause & Effect

March nnd _ 26th e Realistic FictionINonfiction

G Verbs El Thank You Letter _~__JL__-"--- ----- I

*Focus heavily on these objectives Benchmark Testing III: March 23-24,2010

CONCEPT: READING (3RD GRADE) FOURTH NINE WEEKS

Objective Time Requirement Theme, Story, Story Resources Objectives

1.03 Integrate Prior Celebrate Our World Workstations/Centers 91h

Experience . April 6'h _ ;Rocking and Rolling @ Locate Information 1. 04 Vocabulary Computer Software a Nonfiction1.05 Reference Materials Programs<;> Contractions1.06 Fluency

*2.04 Elements of Fiction e Wnte a Play Earobics Nonfiction .Armadlllo (rom Amarillo Phonics Express


Vocabulary e Grapic Aids

Comprehension .(Reinforce skills taught 15t, 2J1d & 3rd nine weeks)

.. Summarize ,. Cause and Effect

Fluency " Goal 120 wpm by

May 2010

*Whole group ·instruction focus on skills but integrate intense

IEOG test skills during small group instruction.

~-----._..

*Focus heavily on these objectives

• Cause & EtIect i Accelerated Reading o Information Narratives I

/Expository Nonfiction I Internet Websites

& Adverbs e Invitation www.ClassScape.org

Visitors From Space www.Studylsland.com It Locate Information

and Prove Answers Supplemental Reading III Nonfiction

Materials <) Adverbs e Write a Story Reading Coach

Intensive Interventions DPI Samples Buckle Down

Possible EOG Test Dates Test Ready Practice & MasteryIntensive Remediations Focus and Review

Possible Retest

*2.06 Summarize . *2.07 Choices *3.01 Respond to Geme *3.06 Conduct Research 4.01 Fluency/Oral

Reading 4.02 Oral Written Language 4.03 Share Oral Products 5.05 Spelling Strategies 5.06 Proofread 5.07 Edit 5.08 Create Document

April lib _ 161h

n rdApril 191h _

I April 261h_ May 14 th

May 16'h_ 21 st

May 24th - 28th

4thJune 15t _

MACMILLAN McGRAW-HILL Life Science A,B

Benchmark I: 5th Grade Science

1---- Objec-tiv-e-~I--"-rime , Resources InstructionalII Goal IRequirement --t- Strategies Jr-------------+-- --~~--+--

14th Grade Review 1.05 Recognize that humans can understand themselves better by learning about other animals

Ecosystems 1.01 Describe and Competency Goal I: The compare several learner will conduct common ecosystems investigations to build an (communities ofunderstanding of the organisms and their interdependence of plants interaction with the and animals. environment).

1.02 IdentifY and analyze the functions of organisms within the population of the ecosystem:

• Producers.

• Consumers. • Decomposers.

1.03 Explain why an ecosystem can support a variety of organisms.

1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life.

1.05 Determine the interaction of organisms within an ecosystem.

I

7 days Chapter 1 Lessons 1,2 pp.A4-21

4 days Chapter 5 Lesson 1

pp. B4-B15


pp. A92-A101


pp.A28-A41

17 days Chapters 2-3 Lessons 4-7

pp. A42-A85 Chapter 4 Lesson 9

pp. AI04-A115 Chapter 5 Lesson 2

pp.B16-B31

~--~-------'---------"------~

-Suggested strategies from

textbook

-Labs/experiments

-Technology Intergration

(LCD projector, computer,science cds and videos)

-Whole group instruction

-Hands on instruction

-Cooperative learning

-Data/Science Notebooks

-Small group instruction

-Demonstrations

- Inquiry based assignments

J

I

Websites: 1www.nm s.org

I

www.jenuinetech. I I

I com/calendar.html I

I \vww.learnnc.org I I www.ncpubJicschool.org

-(ScienceUnits)

enchantedleaming.co ill

kids.yahoo.com

billnye.com I

Books: Mailbox

Teacher Helper Science EOG Coach Competitive Edge Science Workout

i

I Macmillan Teacher

Resources

Computer Assisted I Programs:

I

studyisland.com classcape

unitedstreaming. com

Other:

I

Transparencies Science Kits

~ Carolina Biological

\

- Computer Assisted r Programs: .


unitedstreaming.com

Other: Transparencies

Science Kits Carolina Biological

I 1.06 Explain and evaluate some ways that humans affect ecosystems.

1

I

'" Habitat reduction due to deve] opment.

'" Pollutants. 4> Increased

nutrients.

1.07 Determine how materials are recycled

in nature.

i----Ghaptcr-5 Lesson3 r------l 21days

3 days

'1° pp. B32-B41 Chapter 5 Lesson5

pp. B62-B75 Chapter 5 Lesson 6

I Chapter 7 Lesson 4 pp. C18-C27 I

Chapter 8 Lesson 5 pp.C60-C67


I

Chapter 5 Lesson pp. B48-B59

Chapter 5 Lesson 2 pp. B16-B31

Websites: www.runls.org

www.unitedstreaming.com WW\v. ienuinetech. com!calendar.html.

www.learnnc.org

www.ncpublicschool.org -

-(Science Units) enchantedleaming.com

kids.vahoo.com

billnve.com

Books: Mailbox

Teacher Helper Science EOG Coach

Competitive Edge Science Workout

Macmillan Teacher Resources

-------------- J

CONCEPT: Fourth Graot: Math 1st Nine Weeks

~b'.J

1.0" , 1.0 1.0 1.0 1.0

1.0 1.0 1.0

1.0 1.0

1.0

1.0

l

Instructional Strategies ResourcesTimeTopiciective _JRequirement-Small group instruction for lower level students Envision topic 1

.b c

8 days Numerationla

Use class-scape on the LCD projector for whole class as a ~a remediation tool ;

Use charts for multiplication Envision topic 2 8 days Adding and ~a

Instructional games on the overhead for whole class reinforcement subtracting whole ~b

) numbers Break the class up into small groups and have students to collaborate with others to get the answer. Keep up with the points . and the winning team get a prize Envision topic 3 8 days Multiplication~a-e

) Meanings and facts Use place value chilli to show periods

I Envision topic 4

and facts 6 days Division Meaning ~ a-e

I Envision topic 5

digit numbers 9 days Multiplying by 1 ~a-c

I I

I

I

---------

CONCEPT: fourth Grade Math 21ld Nine Weeks

TopicObjective

5.01a 5.01b 1.05

II.03c 1.04 I.02e

1.02b I.02e

I I.02d I 1.02a

3.02

1.03

-Patterns and Expressions

Multiplying by 2 digit

Dividing by 1 digit divisors

Lines, angles and shapes

Understanding Fractions

Time Requirement 5 days

8 days

11 days

8 days

10 days

nal Strategies -------)lnstructioResources

Creat{~ flEnvision topic 6 relations

Use COUl

IEnvision tnpic 7 Use mul

Use StU( Envision topic 8

Have tht will feed

Use ove] Envision topic 9 whole, p

Class mt Envision topic J0 facts/pre

I

I

I I

-._-- --------~--------·---ll ction machines that students can use to show math ps

ers and math mats to create arrays

plication and division Quizmo

Island

tudents take a recipe and convert a simple recipe that people to feed the number of students in the class

ead fraction pieces to show concept of fraction of a art of a group

mbers group themselves to correlate with division ems

~ L

CONCEPT: Fourth Grade Math 3rd Nine Weeks

Objective

1.04a 1 (Ie;I oJ_

1.01a 1.01 c

I 1.03 1 1.05

1.01b 1.04b 1.04a 1.02 a~e

1.05 1.04c

I

12.01

II 20') "J

I

1T:~iC Adding and subtracting fractions

Understanding I decimals

Operations with decimals

Area and Perimeter

Measurement, time and temperature *Part of the new curriculum but students need to know this information

Resour~;'s---~ I~siructional Strateg-ies---------·.---lI Time - I _ I Requirement 5 days ----+-IE-:n-_vision t~pic 1J~J se graph paper to color fi'actional parts to add and~5ubtract ----------1

Give the students "fifty dollars" and the sale ads from the I newspaper. They will have to sop for 5 meals without going over

7 days their limit Envision topic 12

Have the students draw a floor plan of their dream house putting in ,I

each room dimensions. Then they will tind the total square feet of the house

Envision topic j 3 (Money ii'om Math kit)

18 days

Envision topic 1410 days

13 days I Envision topic 16 (clocks, rulers, thennometers)

I

I

I-----~ -_I ~L_---l_

CONCEPT: Fo!!!!!LGradt: Math 4th Nine Weeks

IObjective I Topic

14.0~ tDataandGraPhS

14.I I

4.0.~ 03

3.01

I

1 5.02 1.05 5.03

Equations

3.03a 3.03b 3.03c

Transformation, congruence and symmetry

4.04 Probability

~~~:kem€nt-] Resou~ces ~~~~tructional ~tra~egieS --:_"__ ~ ' '_~:]I 11 days

16 days I

8 days

5 days

I Envision topic 17 Create a test on class-scape. Put the test up on the projector for I the whole class to see. The students will individually work out the I

problems using the white boards and manipulative. The students (' will then record their answers and tum in their finished test. Students with 80 or higher will get a prize. I

Envision topic 18 IStart reviewing/reinforcing skills with EOG books. Use small I EOG Books

Envision topic ]9

Envision topic 20

grouping for students having problems on the same objectives. I

Use pattem blocks to make a tree diagram to show possible outcomes.

I I I

1

__I~

CONCEPT: Fourth Grade Reading/LA - 15t Nine Weeks

* = Priority Focus RY = Remainder ofthe Year M = Support Objectives

Code Objective Number

Objective Description Time Requirement

Resources Designed for all Objectives


*RY 2.01 Use metacognitive strategies to comprehend text and to clarify vocabulary meanmg.

Weeks 1-3 Harcourt Trophies, Test Ready (Longer Passages, Reading/Vocabulary, Plus Reading), Focus (Drawing Conclusions & Making Inferences, Understanding Main Idea & Details), The Competitive Edge, CARS (Comprehensive Assessment of Reading Strategies), Reading Detective grades 3-4 & 5-6, Teacher's Helper, Mailbox, McGraw-Hill LA, Empowering Writers, 4th Grade Required Readers (How to Eat Fried Words, Pale as the Moon, The Whipping Boy, Fables, Crow Boy), NC EOG Reading Practice and Mastery, DPI K-12 Curriculum, Scholastics.com, Learn NC, United Streaming, Class Scape, Accelerated Reader, Education City.com, StudyIsland.com, Daily Language Practice

Thinking Maps, Graphic Organizers, Jigsaw (passage is broken into sections for each group to explain to whole class), Carousel

* RY 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text.

Weeks 1-3 Literature circles

* 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Weeks 1-3 Graphic Organizer

M 4.01 Read aloud with grade-appropriate text with fluency, comprehension, and expression.

Weeks 1-3 Peer Reading/Read Aloud/Whole Group/Small Group

--

I * 2 02 1 .

r---5.01M

2.03*------1--

2.06*

5.02M

2.07*

2.08*

2.09* 4.02M

1--

4.03M

Review All Bench mark

! Interact with the text before, during, and after reading, listening,

\ and viewing. I Use correct

capitalization and punctuation. Read a variety of text. Summarize major points from fiction and nonfiction text to clarify and retain information and ideas. Demonstrate understanding in speaking and writing Language Arts concepts. Determine usefulness of information and ideas consistent with purpose. Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. Listening skills. Use oral and written language. Make oral and written presentations using visual aids with an awareness of purpose and audience. All

I Weeks 1-3

I

Weeks 1-3

Week 4 Week 4

Week 4-5

Week 4-5

Week 6-7

Week 6-7 Week 6-7

Week 8

Week 8 Week 9

Literature Circles/Book Reports/Books on Tape

Overhead activities/Peer Tutoring

I ~ooks on Tape/Literary Circles Graphic Organizer/Jigsaw

LA board games/Add on stories

Genre identification game (read paragraph and ask students to identify genre).

Use of dictionary and other reference sources.

Books on tape of CD. Oral Book Reports

Book Reports/Plays

I

I

CONCEPT: F - --- h Grade Reading/LA - 2nd Nine Week ~

* = Priority Focus RY = Remainder of the Year M = Support Objectives

Code Objective Objective Description Time Resources Instructional Number Requirement Strategies

* 3.01 Response to fiction, non- Weeks 1-3 Harcourt Trophies, Test Ready (Longer Graphic fiction, poetry and drama using interpretative, critical

Passages, ReadingNocabulary, Plus Reading), Focus (Drawing Conclusions &

Organizers, Thinking Maps

and evaluated processes. Making Inferences, Understanding Main Idea & Details), The Competitive Edge, CARS (Comprehensive Assessment of Reading Strategies), Reading Detective grades 3-4 & 5-6, Teacher's Helper, Mailbox, McGraw-Hill LA, Empowering Writers, 4th Grade Required Readers (How to Eat Fried Words, Pale as the Moon, The Whipping Boy, Fables, Crow Boy), NC EOG Reading Practice and Mastery, DPI K-12 Curriculum, Scholastics.com, Learn NC, United Streaming, Class Scape, Accelerated Reader, Education City.com, StudyIsland.com, Daily Language Practice

M 4.05 Use planning strategies to generate topics and organize ideas.

Weeks 1-3 Graphic Organizers, Thinking Maps

M 5.01 Use correct capitalization and punctuation.

Weeks 1-3 Overhead/Board Games

* 3.02 Analyze characters, events, and plots within and between selections and site

Weeks 4-5 Literature Circles/Book Reports/Bubble

supporting evidence. Maps M 4.06 Compose a draft that

conveys major ideas and Weeks 4-5 Mapping

maintains focus on the topic with specific, relevant supporting details by using preliminary plans.

--

,

M 14.08

* 3.03

* 3.04

3.05*

3.06*

5.03M

5.04M

2.01*RY

2.04*RY

Focus revision on a specific element.

I Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response. Make informed judgments about television/films productions. Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and or maps. Conduct research for assigned or self-selected projects from a variety of sources through the use of technological and informal tools. Elaborate information and ideas in writing and speaking. Compose multiple paragraphs.

Use metacognitive strategies to comprehend text and to clarify vocabulary meaning.

Identify and interpret elements of fiction and nonfiction and support by referencing the text.

Weeks 4-5

Weeks 6-7

Weeks 6-7

Weeks 6-7

Week 8

Week 8

Week 8

Weeks 1-9

Weeks 1-9

I Word processing/reading backwards Picture drawing/dioramas

Video/Literature/ Jigsaw

Dictionaries, encyclopedias, Internet

Internet Encyclopedia

Mapping/organizers

Graphic organizer/group writing/whole class modeling Cloze activities, context clue

Genre study, speakers

* RY 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Week 1-9 Pictures walks, watching the news

Review All All Week 8 Benchmk Week 9

CONCEPT: Fourth Grade Reading/LA - 3rd Nine Weeks

* = Priority Focus RY = Remainder of the Year M = Support Objectives

Code Objective Number

Objective Description Time Requirement

Resources Instructional Strategi~

*RY 3.01 Respond to fiction, nonfiction, poetry, and drama using interpretative, critical and evaluative processes.

Weeks 1-2 Harcourt Trophies, Test Ready (Longer Passages, Reading/Vocabulary, Plus Reading), Focus (Drawing Conclusions & Making Inferences, Understanding Main Idea & Details), The Competitive Edge, CARS (Comprehensive Assessment of Reading Strategies), Reading Detective grades 3-4 & 56, Teacher's Helper, Mailbox, McGraw-Hill LA, Empowering Writers, 4th Grade Required Readers (How to Eat Fried Words, Pale as the Moon, The Whipping Boy, Fables, Crow Boy), NC EOG Reading Practice and Mastery, DPI K-12 Curriculum, Scholastics.com, Learn NC, United Streaming, Class Scape, Accelerated Reader, Education City.com, StudyIsland.com, Daily Language Practice


* 1.01 Use word identification strategies appropriately and automatically when encounting unknown words.

Weeks 1-2 Crossword puzzles, word search

* 1.02 Infer word meaning from taught roots, prefixes/suffixes to decode words in text to assist comprehension.

Weeks 1-2 Card games - matching games

* 1.03 Identify key words and discover their meanings and relationships through a variety of strategies.

Weeks 3-4 Cloze activities, concentration game

*RY 3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and or maps.

Weeks 3-4 Graphs, Charts, and Maps

M 4.10 Use technology as a tool to gather, organize, and present information.

Weeks 3-4 Internet, Study Island, Education City, Class Scape

M 5.06 Proofread and correct most misspellings independently with references to resources.

Weeks 5-6 Word processing - fix it work sheets

* 1.04 Increase reading and writing vocabulary.

Weeks 5-6 Reading log, AR

* 1.05 Use word reference materials to identify and comprehend unknown words.

Weeks 7-8 Google, dictionary, thesaurus

M 5.02 Demonstrate understanding in speaking and writing by appropriate use of grammar skills.

Week 7-8 Oral reports and written reports

MRY 5.01 Use correct capitalization and punctuation.

Weeks 1-9 Overhead activities/Peer Tutoring

* 1.06 Read independently daily from self-selected materials.

Weeks 1-9 Library, in-class library, small group reading, paired reading

*RY 2.01 Use metacognitive strategies to comprehend text and to clarify vocabulary meaning.

Weeks 1-9 Graphic Organizer/Jigsaw/ Thinking maps

* RY 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text.

Weeks 1-9 Genre identification game (read paragraph and ask students to identify genre).

* RY 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Weeks 1-9 I IMovie review, waiChnews

Review All All Week 8 Benchmk Week 9

CONCEPT: Fourth Grade Reading/LA - 4th Nine Weeks * = Priority Focus RY = Remainder of the Year M = Support Objectives

Code Objective Objective Description Time Resources Instructional Number Requirement Strategies

*RY 2.01 Use metacognitive strategies to comprehend text and to clarify vocabulary meaning.

Review For EOG Preparation

Harcourt Trophies, Test Ready (Longer Passages, Reading/Vocabulary, Plus Reading), Focus (Drawing Conclusions & Making Inferences, Understanding Main Idea & Details), The Competitive Edge, CARS (Comprehensive Assessment of Reading Strategies), Reading Detective grades 3-4 & 56, Teacher's Helper, Mailbox, McGraw-Hill LA, Empowering Writers, 4th Grade Required Readers (How to Eat Fried Words, Pale as the Moon, The Whipping Boy, Fables, Crow Boy), NC EOG Reading Practice and Mastery, DPI K-12 Curriculum, Scholastics.com, Learn NC, United Streaming, Class Scape, Accelerated Reader, Education City.com, StudyIsland.com, Daily Language Practice


*RY 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text.


Peer Reading/Read Aloud/Whole Group/Small Group

* 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.


Movie review, watch news

*RY 3.01 Response to fiction, nonfiction, poetry and drama using interpretative, critical and evaluated processes.


' Writing activities, Jigsaw, Graphic Organizers

rv 3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts,


Geme identification game (read paragraph and ask students to

I identify geme).

and or maps. MRY 5.01 Use correct capitalization Review For EOG Overhead

and punctuation. Preparation activities/Peer Tutoring

MRY 5.02 Demonstrate understanding in speaking and writing Language Arts concepts.


I Oral reports and written reports

M 5.08 Demonstrate evidence of language cohesion.


Sequential activities

M 5.09 Create readable documents through legible handwriting or word


Word processing activities, copying from the board

processmg.

Pacing Guide Fifth Grade Math 2009 - 2010 School year

.jenchmark I Unit Title

Topic One Numeration

Subject

Number: Place Value

Number: Comparing and Ordering Whole Numbers

Textbook Chapter/Lesson

1- 1

1 - 2

NCSCOS/Old NCSCOS

1.01.a.b /1.01

1.01.c/1.01

6 Days Decimals: Decimal Place Value

Decimals: Comparing and Ordering Decimals

Problem Solving: Look for a Pattern

1- 3

1- 4

1-5

1.01.a.c/1.01

1.01.c/1.01

5.01.b/1.03

Topic Two Adding and Subtracting Whole Numbers and Decimals

9 Days

Number Sense: Mental Math

Number Sense: Rounding Whole Numbers and Decimals Number Sense: Estimating Sums and Differences

Problem Solving: Draw a Picture and Write an Equation Number: Adding and Subtracting

2 - 1

2-2

2-3

2-4

2-5

5.03.b/1.02b

1.01.b/1.02b

1.03.b/1.02b

5.02a/1.03

6.01.a/1.02b

Decimals: Adding Decimals 2-6 1.03.a/1.02b

Decimals: Subtracting Decimals 2-7 1.03.a/1.02b

Topic Three Problem Solvinq: Multiple-Step Problems Multiplication: Multiplication Properties

2-8 3 - 1

6.02/1.03 5.03.b/1.01

i

Multiplying Whole Numbers

Multiplication: Using Mental Math to Multiply

Multiplication: Estimating Products

3-2

3-3

5.03b/1.01

1.02.c/1.01

9 Days Multiplication: Multiplying by I-Digit Numbers

Multiplication: Multiplying 2-Digit by 2-Digit Numbers Multiplication: Multiplying Greater Numbers

3-4

3-5

3-6

1.02.a/1.01

1.02a/1.01

1.02.a/1.01

Multiplication: Exponents 3-7 1.01.a/1.01

Problem Solving: Draw a Picture and Write an Equation

3-8 5.02.a/1.03

Topic Four

Dividing by 1D" divisors

Division: Dividing Multiples of 10 and 100 Division: Estimating Quotients

Division: Problem Solving - Reasonableness

4-1 4-2

4-3

1.0111.01 1.02.c/1.01

6.03.a/1.01

10 Days Division: Connecting Models and Symbols

Division: Dividing by 1-digit Divisors

4-4

4-5

1.02.b/1.01

1.02.b/1.01

Division: Zeros in the Quotients 4-6 1.02.b/1.01

Division: Understanding Factors 4-7 1.01.d/1.01

Division: Prime and Composite Numbers 4-8 1.01.d/1.01

Problem Solving: Draw a Picture and Write an Equation

Division: Using Patterns to Divide

4-9 5.02.0/1.03

Topic Five 5 - 1 6.01.0/1.01

Dividing by 2-Digit

Division: Estimating Quotients with 2-Digit Divisors

5-2 1.02.c/1.01

Divisors Problem Solving: Multiple-Step Problems 5-4 1.02.b/1.01

9 Days Division: I-Digit Quotients 5-5 1.02.b/1.01

Division: 2-Digit Quotients 5-6 1.02.b/1.01

Division: Estimating and Dividing with Greater Numbers

5-7 6.04.0 /1.01 1.02.c

Problem Solving: Missing or Extra Information 5-8 6.0211.03 Review Benchmark 1

Benchmark II

Unit Title Subject Textbook Chapter NCSCOS/old NCSCOS Tfloic Six Algebra: Variables and Expressions 6-1 5.02.a/5.01

Variables and Algebra: Patterns and Expressions 6-2 5.02.a/5.01

Expressions Algebra: More Patterns and Expressions 6-3 5.02a/5.01

7 Days Algebra: Distributive Property 6-4 5.03.c15.01

Algebra: Order of Operations 6-5 5.04/5.01

Problem Solving: Act It Out and Use Reasoning 6-6 6.03a/1.03 Topic Seven Decimals: Multiplying Decimals by 10, 100, or

1000 7-1 6.01.b/1.02

Multiplying and Dividing

Decimals: Multiplying a Decimal by a Whole Number

7-2 6.01.b/1.02

Decimals Decimals: Estimating the Product of a Decimal and a Whole Number

7-3 6.01.b/1.02

10 Days Decimals: Multiplying Two Decimals 7-4 6.01.b/1.02

Decimals: Dividing Decimals by 10, 100, Or 1000 7-5 6.01.b/1.02

Decimals: Dividing a Decimal by a Whole Number 7-6 6.01.b/1.02

Decimals: Estimation: Decimals Divided by Whole Numbers

7-7 6.01.b/1.02

Decimals: Dividing a Decimals by a Decimal 7-8 6.01.b/1.02

Problem Solving: Multiple Step Problems 7-9 6.02/1.03

Envision Resources Package

Topic Eight Geometry: Basic Geometric Ideas 8-1 6.05/3.01

..pes Geometry: Measuring and Classifying Angles 8-2 2.0212.02

7 Days Geometry: Polygons 8-3 6.05/3.01

Geometry: Triangles 8-4 3.01/3.01

Geometry: Quadrilaterals 8-5 3.0113.01

Geometry: Solving problems: sum of measures Supplement 3.020, b/3.04 a, b, c and diagonals needed

Topic Nine

Fract ions and Decimals

12 Days

Fractions: Meanings of Fractions Fractions: Fractions and Division

Fractions: Mixed Numbers and Improper Fractions Fractions: Equivalent Fractions

9-1 9-2

9-3

9-4

1.01.0/1.02

1.01.0/1.02

1.01.a/1.02

1.01.a/1.02

Fractions: Comparing and Ordering Fractions and Mixed Numbers Fractions: Common Factors and Greatest Common Factor Fractions: Fractions in Simplest Form

9-5

9-6

9-7

1.01.0/1.02

1.01.0/1.02

1.010/1.02

Number: Tenths and Hundredths 9-8 1.010/1.02

Number: Thousandths 9-9 1.01.0/1.02

Number: Fractions and Decimals on the Number Lines Problem Solving: Writing to Explain

9-10

9-11

1.010/1.02

6.04/1.03

Unit Ten

Adding and Subtracting Fractions and Mixed Numbers

8 Days

Fractions: Adding and Subtracting Fractions with Like Denominators Fractions: Common Multiples and Least Common Multiple Fractions: Adding Fraction with Unlike Denominators Fractions: Subtracting Fractions with Unlike Denominators Fractions: Adding Mixed Numbers

10-1

10-2

10-3

10-4

10-5

6.02/1.02

1.01.d/1.02

1.01.0/1.02

1.030/1.02

1.03.0/1.02

Fractions: Subtracting Mixed Numbers 10-6 1.03.0/1.02

Problem Solving: Try, Check, and Revise 10-7 6.02/1.03

L liew Benchmark II

Benchmark III

Unit Title

'c Eleven

Multiplying Fractions and Mixed Numbers

6 Days

Topic Twelve

Subject

Fractions: Multiplying Fractions and Whole Numbers Fractions; Multiplying Two Fractions

Fractions: Multiplying Mixed Numbers

Fractions: Relating Division to Multiplication of Fractions Problem Solving: Draw a Picture and Write an Equation Measurement: Using Customary Units of Length

Textbook Chapter

11-1

11-2

11-3

11-4

11-5

12-1

NCSCOS/old NCSCOS

6.01.b/1.02

6.01.b/1.02

6.01.b/1.02

6.01.b/1.02

6.05/1.03

6.05/3.01

,

Perimeter and Area

Measurement: Using Metric units of Length

Measurement: Perimeter

12-2

12-3

6.05/3.01

6.04.a/3.01

9 Days Measurement: Area of Squares

Measurement: Area of Parallelograms

12-4

12-5

6.04.a/3.01

6.04.a/3.01

Measurement: Area of Triangles 12-6 6.04.a/3.01

Measurement: Circles and Circumference 12-7 6.04,a/3.01

12-8 6,05/1.03

f-C

Thirteen Geometry: Solids

Geometry: Relating Shapes

13-1

13-2

3.03.a/3.01

3.03.b/3.01

Solids

8 Days

Geometry: Solving problems: sum of measures and diagonals (2-3 days)

Supplement materials needed

3,02a, b/3.04

Geometry: Views of Solids 13-4 6.01.b/3.01

Geometry: Irregular Shapes and Solids 13-6 3.04/3,01

Problem Solving: Use Objects and Solve a Simpler Problem

13-7 6.05/1.03

Topic Fourteen

Measurement: Customary Units of Capacity Measurement: Metric Units

14-1 14-2

2.0112.01 2.0112.01

I Measurement Units, Time, and Temperature

Measurement: Units of Weight

Measurement: Converting Customary Units

Measurement: Converting Metric Units

14-3

14-4

14-5

2.0112,01

2.0112.01

2.0112.01

10 Days Metric to Customary units conversion (2 days) Supplement materials needed

12.01

Measurement: Temperature Change 14-8 6,04.a/2,Ol

Problem Solving: Make a Table 14-9 6.05/1.03

Tonic Fifteen

Solving and Writing Equations and Inequalities

6 Days

Algebra: Solving Addition and Subtraction Equations Algebra: Solving Multiplication and Division Equations Algebra: Inequalities and the Number Line

Algebra: Patterns and Equations

Problem Solving: Draw a Picture and Write and Equations

15-1

15-2

15-3

15-4

15-5

5.02.c/5.02

5.02.c/5.02

5.02.c/5.02

5.01.0/5.02

5.02.0/1.03

Review Benchmark III I

BencIvnark IV

Unit Title Subject Textbook Chapter NCSCOS/old NCSCOS

,-lic Sixteen Number: Understand Ratios 16-1 1.01.a/1.03

Ratio and Number: Understanding Percent 16-2 1.01.a/1.03

Percent Number: Percent, Fractions, and Decimals 16-3 1.01.a/1.03

6 Days Number: Finding Percent of a Whole Number 16-4 6.02/1.03

Constant and Varying rates of change Supplement materials /5.03 needed

Topic Seventeen

Understanding Integers

Ordered Pairs

17-1

17-2 6.04/5.01

5.01 c/5.01

Equation and Distances on Number Lines and the Coordinate 17-3 5.01 c/5.02

Graphs Plane Graphing Equations 17-4 5.01 c/5.02

, lays Problem Solving: Work Backward 17-5 5.01 c/1.03

Problem Solving: Work Backward 17-5 6.02/1.03 Topic Data from Surveys 18-1 4.01 b/4.01 Eighteen

Bar Graphs and Picture Graphs 18-2 4.01 b/4.01

Graphs and Data

Line Graphs 18-3 4.01 b/4.01

Stem and Leaf Plots 18-4 4.01 b/4.01 10 Days

Histograms 18-5 4.01 b/4.01

Circle Graphs 18-6 4.01 b/4.01

Mean 18-7 4.01 d/4.03

Median, Mode and Range 18-8 4.01 c/4.03

18-9 4.01 b/1.03Problem Solving: Make a Graph

TranslationsTopic Nineteen 19-1 6.05/3.03

19-2Reflections 6.05/3.03Transformatio

Rotations 19-3ns, 6.05/3.03Congruence

19-4Congruenceand Symmetry 6.05/3.03

19-5Symmetry7 Days 6.05/3.03

19-6Problem Solving: Use Objects

6.05/1.03

Topic Twenty 20-1Outcomes 4.0211.03 20-2Writing Probability as a Fraction

4.02/1.03 Experiments and Predictions 20-3Probability

6.02/1.03 20-4Problem Solving: Solve a Simpler Problem 7 Days 6.05/1.03

Math Websites

http://edtech.kennesaw.edu/intech!cooperativelearning.htm#activities

http://www.education-world.com/

http://www.aplusmath.com/

http://www.mathfactcafe.com/

http://www.nctm.org/resources/families.aspx

http://www.agnesscott.edu/lriddle/women/Women.htm

http://mathforum.org/teachers/dem!]-5/

http://www.edinformatics.com!timss/popl/mpopl.htm

http://nlvm.usu.edu/en/naY/vlibrary.html

http://illuminations.nctm.org/

http://www.arcytech.org/j ava/patterns/patterns j.shtml

http://www.powersoflO.com!

http://www.bbc.co.uk!schoo1s/ks2bitesize/index.shtml

http://inside.ot1.pps.kl2.or.us/.docs/pg/ll261

http://home.att.net/~clnetwork!math.htm

http://math-drills.com!

http://www.pearsonsuccessnet.com

http://www.learnnc.org/

http://www.internet4classrooms.com!skills5thmath.htm

http://community.learnnc .org!dpi/math!archives/2005/06/grades 35 resou l.php

http://abcteach.com/

http://www.teach-nology.com/teachers/lesson plans/math!

http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/index.html

Reading Pacing Guide - Stl. Grade pf Nine Weeks

Objective

1.01 Expand and refine vocabulary through knowledge I ofprefIXes, suffIXes, roots, derivatives, and etymologies to assist comprehension. I

Time Requirement

These skills will be ongoing throughout

the year.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessaryfor comprehension.

I

1.03 Increase reading and writing vocabulary through wide reading, word study, word reference materials, content area study, writing process elements, writing as a tool, debate, discussions, seminars, examining the author's craft

1.04 Use word reference materials to identify and comprehend unknown words.

1. 05 Read independently daily from selfselected materials to build background knowledge and expand and refine vocabulary.

12.02 Interact with text before, during and after reading

Resources

Textbook - Theme 1 & 2

!Trophies Reading & Spelling Workbook

I Reading Fluency workbooks

Mailbox

Teacher's Helper

and listening by making predictions,formulating I questions, supporting answers from textual information, I

previous experience, and/or other sources, drawing on Trophies Leveled Readers personal, literary, and cultural understandings, seeking additional information, and making connections with Trophies

Suggested Instructional

Strategies

whole group

I

small group

independent reading

Reader's Theater

Shared Reading 1

I

previous experiences, information, and ideas. textbook transparencies Differentiated Instructio

2.03 Read a variety oftext: fiction, nonfiction, and Reading Response !poetry Story Works - Scholastic Journals

12.04 Identify elements offiction and nonfiction and 'support by referencing the text to determine plot development, author's choice ofwords, effectiveness of Administer Fluency jtlgurative language, and tone Ii Computer Assisted Programs exerCIses

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: examining reasons for a character's actions, taking into /account the situation and basic motivation the character, creating, and presenting a product that effectively demonstrates a personal responds to a selection or experience, examining alternative perspectives, evaluating the differences among genres, examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes.

i

I WebsitesIwww.unitedstreaming.com , www.learnnc.com I www.kidsyahoo.com

NCDPI website

13.05 Integrate main idea and supporting details from I

lmultiple sources to expand understanding oftexts 1_ I Videos & DVDS J ..l-c4~).M-

Curriculum Strand: Phonics, Fluency, Writing, Comprehension. Reading concepts are not being in isolation.1\

**Skills to cover this 9 weeks: prefixes, suffixes, roots; narrative/story elements; author's purpose; inferences; predictions; cause & effect; and make judgments

Reading Pacing Guide - 5'" Grade 2nd Nine Weeks

I Objective Time Requirement I

! 11.02 Select key vocabulary critical to the text and apply appropriate meanings as necessaryfor comprehension.

1.03 Increase reading and writing vocabulary through wide reading, word study, word reference materials, Icontent area study, writing process elements, writing as a These skills will be tool, debate, discussions, seminars, examining the ongoing throughout

the year. author's craft

1.05 Read independently daily from selfselected materials to build background knowledge and expand and refine vocabulary.

12.01 Use metacognitive strategies independently and 'yzexiblY to monitor comprehension and extend [vocabulary (e.g., skim, scan, reread the text, consult other sources, askfor help, summarize, paraphrase, question).

12.02 Interact with text before, during and after reading and listening by making predictions,formulating I (qUestions, supporting answersfrom textual information, 'Previous experience, and/or other sources, drawing on 'Personal, literary, and cultural understandings, seeking additional information, and making connections with previous experiences, information, and ideas. I

2.03 Read a variety oftext: fiction, nonfiction, and poetry I

I I SuggestedInstructional

Strategies

whole group

I

I

Resources

Textbook - Themes 2 & 3

I

ITrophies Reading & Spelling I

small group Workbook

I Reading Fluency workbooks independent reading I

I

Mailbox Reader's Theater

Teacher's Helper Shared Reading I

Trophies Leveled Readers

Trophies textbook transparencies )ifferentiated Instructio

I

2.05 Evaluate inferences, conclusions, and ,generalizations and provide evidence by referencing the text(s}. 2.06 Analyze choice ofreading materials congruent with !purposes (e.g., readingfor information, reading to extend content area learning, readingfor pleasure, entertainment). Reading Response

Story Warks - Scholastic Journals

2.09 Listen actively and critically by: asking questions, delving deeper into the topic, elaborating on the

Iinformation and ideas presented, evaluating information and ideas, making inferences and drawing conclusions, Administer Fluency making judgments Computer Assisted Programs exerCises

IWebsites WVvw.unitedstreaming.com I

www.leanmc.com I 2.10 Identify strategies used by a speaker or writer to www.kidsyahoo.com I inform, entertain, or influence an audience. NCDPI website I

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

Iexamining reasons for a character's actions, taking into account the situation and basic motivation the character, creating, and presenting a product that effectively demonstrates a personal responds to a selection or experience, examining alternative perspectives, I evaluating the differences among genres, examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes. Videos & DVDS

3.04 Make informedjudgments about television, radio,

I

video/film productions, and other electronic mediums and printformats

13.05 Integrate main idea and supporting details from I I I I Imultiple sources to expand understanding oftexts. I 13.06 Conduct research (with assistance) from a variety of .,ourcesfor assigned or self-selectedprojects (e.g., print i

ond non-print texis, artifacts, people, libraries, databases, I1

computer networks). I

te:u...sh.. t Curriculum Strand: Phonics, Fluency, Writing, Comprehension. Reading concepts are not bein~n isolation.

Skills to cover this 9 weeks: main idea & details, sequencing, graphic aids, summarize, fact/opinion, and drawing conclusions. Continue to maintain 1st 9 week skills.

Readinl! PacinI! Guide - 5111 Grad, 3,d Nine Weeks

- Suggested Instructional

Objective Time Requirement Resources These skills will be '1.01 Expand and refine vocabulary through knowledge ,

Textbook ofprefIXes, suffIXes, roots, derivatives, and etymologies to ongoing throughout the year. Themes 4 & 5assist comprehension.

1.03 Increase reading and writing vocabulary through wide reading, word study, word reference materials, content area study, writing process elements, writing as a tool, debate, discussions, seminars, examining the I ITrophies Reading & Spelling author's craft Workbook

1. 05 Read independently daily from selfselected materials to build background knowledge and expand and refine vocabulary. Reading Fluency workbooks

2.02 Interact with text before, during and after reading and listening by making predictions, formulating questions, supporting answers from textual information, iprevious experience, and/or other sources, drawing on 'Personal, literary, and cultural understandings, seeking additional information, and making connections with !previous experiences, information, and ideas. Mailbox

2.03 Read a variety oftext: fiction, nonfiction, and I !poetry Teacher's Helper

Trophies Leveled Readers 2.04 Identify elements offiction and nonfiction and support by referencing the text to determine plot development, author's choice ofwords, effectiveness of Trophies figurative language, and tone textbook transparencies

2.07 Evaluate the usefulness and quality ofinformation and ideas based on purpose, experiences, text(s), and graphics.

Story Works - ScholasticI

Strategies

whole group

small group

independent reading

Reader's Theater

Shared Reading

Differentiated Instruction

Reading Response Journals

i

12.09 Listen actively and critically by: asking questions, delving deeper into the topic, elaborating on the

I I

I

information and ideas presented, evaluating information -

and ideas, making inferences and drawing conclusions, Administer Fluency makingjudgments Computer Assisted Programs exerCIses i

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: examining reasons for a character's actions, taking into account the situation and basic motivation the character, Icreating, and presenting a product that effectively demonstrates a personal responds to a selection or !experience, examining alternative perspectives, Websites evaluating the differences among genres, examining www.unitedstreaming.com !relationshiPs among characters, making and evaluating www.learnnc.com inferences and conclusions about characters, events, and www.kidsyahoo.com themes. NCDPI website

3.02 Make connections within and between texts by recognizing similarities and differences based on a common lesson, theme, or message. I

3.03 Justify evaluation ofcharacters and eventsfrom

text(s). different selections by citing supporting evidence in the

!

Videos & DVDS

"RlI..'f"r Curriculum Strand: Phonics, Fluency, Writing, Comprehension. Reading concepts are not being in isolation.

" Skills to cover this 9 weeks: compare/contrast; characterization; figurative language; and story mapping. Maintain skills from previous 2 9-week periods.

Reading Pacing Guide - 5th Grade 4th Nine Weeks

I - Suggested Instructional

Objective I Time Requirement Strate2iesResources

1.03 Increase reading and writing vocabulary through wide reading, word study, word reference materials, I Textbook Theme content area study, writing process elements, writing as a I These skills will be 5 & 6 Computer tool, debate, discussions, seminars, examining the ongoing throughout Iassisted programs Story I author's craft ~ the year. Works whole group I 1.05 Read independently daily from selfselected , materials to build background knowledge and expand I Trophies Reading & Spelling and refine vocabulary. Workbook small group

2.08 Explain and evaluate relationships that are: casual, hierarchical, temporal, andproblem-solving Reading Fluency workbooks I independent reading

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: examining reasons for a character's actions, taking into account the situation and basic motivation the character, creating, and presenting a product that effectively demonstrates a personal responds to a selection or experience, examining alternative perspectives, evaluating the differences among genres, examining relationships among characters, making and evaluating inferences and conclusions about characters, events, and themes.

Websites www.unitedstreaming.com

www.learnnc.com Reader's Theater www.kidsyahoo.com Reading Response

NCDPI website Journals

3.03 Justify evaluation ofcharacters and events from different selections by citing supporting evidence in the Teacher's Helper Shared Reading text(s). Mailbox Videos Administer Fluency

& DVDs exercises

I I I ITroPhies Leveled Readers

3.07 Make informedjudgments about: bias, propaganda, I l. Trophies Differentiated stereotyping, and media techniques I textbook transparencies I Instruction

Curriculum Strand: Phonics, Fluency, Writing, Comprehension. Reading concepts are not being in isolation.

Review all skills taught in previous grading periods.

MACMILLAN McGRAW-HILL Life Science A,B

Benchmark I: 5tb Grade Science

Goal I

4th Grade Review

Ecosystems Competency Goal 1: The

learnerwill conduct investigations to build an

understanding of the interdependence of plants

and animals.

Objective Time Resources Instructional--

Requirement Strategies LOS Recognize that 7 days Chapter 1 Lessons 1,2 -Suggestedhumans can understand

pp.A4-21 strategies from themselves better by learning about other textbook animals

-Labs/experiments

Chapter 5 Lesson 1 -Technology 1.01 Describe and 4 days pp. B4-B15 Intergrationcompare several common ecosystems (LCD projector, (communities of computer,scienceorganisms and their

cds and videos) interaction with the environment).

Chapter 4 Lesson 8 -Whole group 1.02 Identify and

4 days pp.A92-AIOl instructionanalyze the functions of organisms within the population of the -Hands on ecosystem:

instruction

• Producers. -Cooperative • Consumers.

learning• Decomposers.

1.03 Explain why an Chapter 2 Lesson 3 -Data/Science ecosystem can support 4 days pp. A28-A41 Notebooksa variety of organisms.

1.04 Discuss and -Small group determine the role of instructionlight, temperature, and soil composition in an Chapters 2-3 Lessons 4-7 ecosystem's capacity to 17 days -Demonstrations pp. A42-A85support life.

Chapter 4 Lesson 9 pp. A104-Al15 - Inquiry based

interaction of organisms LOS Determine the

Chapter 5 Lesson 2 assignments within an ecosystem. pp.B16-B31

_.-._ -~-~~~~----,--

Websites: www.nmls.org

www.jenuinetech. cornJcalendar.html

www.learnnc.org

www.ncpublicschool.org -(ScienceUnits)

enchantedlearning.co m

kids.yahoo.com

billnye.com

Books: Mailbox



Computer Assisted Programs:


unitedstreaming.com



" --'~~-'---~~~--r--~~~--~--



unitedstreaming.com



1.06 Explain and evaluate some ways that humans affect ecosystems.

• Habitat

to

• Pollutants

• Increased nutrients.

1.07 Determine ho materials are recyc

in nature.

_.-- -~_. -------- .. _-

Chapter 5 Lesson3 pp. B32-B41

21days Chapter 5 Lesson5 pp. B62-B75

Chapter 5 Lesson 6 Chapter 7 Lesson 4

pp. C18-C27 developmenl.

reduction d ue



w 3 days Chapter 5 Lesson pp. led

B48-B59 Chapter 5 Lesson 2

pp. B16-B31


www.unitedstreaming.com www.jenuinetech. com!calendar.html.

www.learnnc.org

www.ncpublicschool.org -

-(Science Units) enchantedlearning.com

kids.yahoo.com

billnye.com

Books: Mailbox



MACMILLAN McGRAW-HILL Earth Science C, D

Benchmark II: 5th Grade Science

~'--'--'----~'-,------~._-

Goal

Landforms

Competency Goal 2: The learner will make

observations and conduct investigations

to build an understanding of

landforms.

Objective

2.01 Identify and analyze forces that cause change III landforms over time including. Water and Ice

• Wmd

• Gravity

2 02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land fonns

2.03 D,SCUSS and conslder the wearing away and movement of rock and soil in eroslOll and its importance in forming.

• Canyons

• Valleys.

• Meanders.

• Tributanes.

204 Describe the deposition of eroded material and its importance in establishing landforms including

• Deltas

• Flood Plams

2.05 Discuss how the flow of water and the slope ofthe land affect erosion

2.06 Identify and use models, maps, and aerial photographs as ways of representing landfonns

2.07 Discuss and analyze how humans influence erosion and deposition in local communities. includmg school grounds. as a result of

• Clearing land

• Planting vegetation

Time Requirem

ent

Resources Instructional Strategies

3 days Chapter 7 Lesson 1 pp. C4-C15

Suggested strategies from

textbook

-Labs/experiments

4days

4 days

4 days

Chapter 7 Lesson 2 C18- C27

Chapter12 Lesson1 pp.E4-E19






3days Chapter13 Lesson6 pp.E80-E89



3days Chapter 7 Lesson 3 pp.C30-C39



-Demonstrations

www.jenuinetech. com/calendar.html


www.learnnc.org

enchantedlearning.com

billnye.com

• www.ncpublicschool.org -(Science Units)

BUlldmg dams.

Books: Mailbox

Teacher Helper Science Coach





unitedstreaming.com



Goal

Weather & Climate

Competency Goal 3: The learner will conduct

investigations and use appropriate technology

to build an understanding of

weather and climate.

MACMILLAN McGRAW-HILL Earth Science D

Physical Science E

Benchmark III: 5th Grade Science

Objective Time Requirement

~~-~--~~-+-~

3.01 Investigate the water cycle including the processes of:

• Evaporation.

• Condensation. • Precipitation.

• Run-off.

3.02 Discuss and determine how the following are affected by predictable patterns of weather:

• Temperature.

• Wind direction and speed.

• Precipitation.

• Cloud cover.

• Air pressure.

3.03 Describe and analyze the formation of various types of clouds and discuss their relation to weather systems.

3.04 Explain how global atmospheric movement patterns affect local weather.

3.05 Compile and use weather data to establish a climate record and reveal any trends.

3 days

3days

3days

4 days

4days

3days


----------+--

Chapter10 Lesson3 pp.D26-D35

Chapterl OLesson4 pp.D36-D4l

Chapter1OLesson5 pp. D42-D49

Chapter11 Lesson8 pp. D74-D81

Chapter1OLesson6 pp.D52-D61

ChapterilLesson7 pp.D68-D73


textbook

-Labs!experiments








-Demonstrations


3.06 Discuss and determine the influence of geography on weather and climate:

• Mountains • Sea breezes

• Water bodies.

4 days Chapter11 Lesson9 pp.D82-D91


www.jenuinetech. com/calendar.html

www.learnnc.org

www.ncpublicschool.org

(Science Units) enchantedlearning.com

kids.yahoo.com

billnye.com

Books: Mailbox

Teacher Helper Science EOG Coach





unitedstreaming.com



MACMILLAN McGRAW-HILL Physical Science E, F

Benchmark IV: 5th Grade Science

~--------~.-----~-----

Goal Objective

Force & Motion

Competency Goal 4: : The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.

4.01 Determine the motion of an object by following and measuring its position over time.

4.02 Evaluate how pushing or pulling forces can change the position and motion of an object

4.03 Explain how energy is needed to make machines move.

• Moving air.

• Gravity.

4.04 Determine that an unbalanced force is needed to move an object or change its direction.

4.05 Determine factors that affect motion including:

• Force

• FrictioIl.

• Inertia.

• Momentum

4.06 Build and use a model to solve a mechanical design problem.

• Devise a test for the model.

• Evaluate the results of test

4.07 Determine how people use simple machines to solve problems.

--Tim-e-~ Resources Requirement I

-~--r-~~-------

4 days

3days

3 days

4 days

1day

Chapter13Lesson 5 pp. E68-E79

Chapter 14Lesson1 pp.F4-F15

Chapter14Lesson2 pp.F16-F31




Science EOG Coach




textbook

-Labs/experiments








-Demonstrations


CONCEPT: Seventh Grade English lSI Nine Weeks

Objective Topic Time Requirement


1.02.2 Summarize Main Idea Week 1 Papa's Parrot Daily Language Practice 1.02.7 Summarize Inference Weekly writing assignments (essays, stories, alternate 2.01.3 Resources endings) 2.01.6 2.02.1 Classroom competition (Jeopardy, Rags to Riches, 6.01.6 Musical Chairs) 6.01.7 Using New 6.02.3 Words/Spelling/Grammar Book Reports

Pre/Post Diagnostic Tests

1.02.1 Monitoring Understanding Week 2 An American Research background of reading selections (research 1.02.4 Make Connections Childhood foot binding before reading "Ribbons") 4.02.2 Conclusions A Day's Wait 5.01.1 Effective Reading Strategies 5.01.8 Plot

1.02.11 Book Review Week 3 All Summer in a Day Poetry Cafe 1.03.1 Respond to questions 2.01.2 Analyze infonnation work Presenting projects to class using palms and LCD 4.01.1 Monitoring for Understanding projector 4.01.4 Author's Craft 5.02.2 Genre-specific characteristics

1.02.4 Make connections Week 4 My First Free Peer tutoring 3.01.5 Summarize Author's Purpose Summer 4.01.4 Understanding Author's Watch channel One 5.02.4 Purpose

Impact of setting Paraphrasing sample EOG questions

--

CONCEPT: Seventh Grade English 1st Nine Weeks -

-

Objective Topic Time Resources Instructional Strategies Requirement

1.04.3 3.01.7 4.02.2 5.01.11 5.01.8

1.02.4 5.01.1 5.01.11 5.02.4

Apply personal experience WeekS The Bear Boy Connection to work and self The Treasure of Draw conclusions Lemon Brown Analyze relationships Impact of setting

Make Connections Week 6 Letters from Rifka Effective reading Strategies Analyze Relationships Impact of setting

CONCEPT: Seventh Grade English 1st Nine Weeks



1.02.2 1.02.7

Summarize Main Idea Summarize Inference

Week 1 Papa's Parrot Daily Language Practice Weekly writing assignments (essays, stories, alternate

2.01.3 Resources endings)

2.01.6 2.02.1 Classroom competition (Jeopardy, Rags to Riches,

6.01.6 Musical Chairs)

6.01.7 Using New 6.02.3 Words/Spelling/Grammar Book Reports


1.02.1 Monitoring Understanding Week 2 An American Research background of reading selections (research

1.02.4 Make Connections Childhood foot binding before reading "Ribbons")

4.02.2 Conclusions A Day's Wait

5.01.1 Effective Reading Strategies 5.01.8 Plot

1.02.11 Book Review Week 3 All Summer in a Day Poetry Cafe

1.03.1 2.01.2

Respond to questions Analyze infonnation work Presenting projects to class using palms and LCD

4.01.1 Monitoring for Understanding projector

4.01.4 Author's Craft 5.02.2 Genre-specific characteristics

1.02.4 Make connections Week 4 My First Free Peer tutoring

3.01.5 4.01.4

Summarize Author's Purpose Understanding Author's

Summer Watch channel One

5.02.4 Purpose Impact of setting Paraphrasing sample EOG questions

------


Objective Topic

1.04.3 Apply personal experience 3.01.7 Connection to work and self 4.02.2 Draw conclusions 5.01.11 Analyze relationships 5.01.8 Impact of setting

1.02.4 Make Connections 5.01.1 Effective reading Strategies 5.01.11 Analyze Relationships 5.02.4 Impact of setting

Time Requirement WeekS

Week 6

Instructional Strategies Resources

The Bear Boy The Treasure of Lemon Brown

Letters from Rifka




1.02.2 1.02.7

Summarize Main Idea Summarize Inference

Week 1 Papa's Parrot Daily Language Practice Weekly writing assignments (essays, stories, alternate

2.01.3 Resources endings)

2.01.6 2.02.1 Classroom competition (Jeopardy, Rags to Riches,

6.01.6 Musical Chairs)

6.01.7 Using New 6.02.3 Words/Spelling/Grammar Book Reports


1.02.1 Monitoring Understanding Week 2 An American Research background of reading selections (research

1.02.4 Make Connections Childhood foot binding before reading "Ribbons")

4.02.2 Conclusions A Day's Wait

5.01.1 Effective Reading Strategies 5.01.8 Plot

1.02.11 Book Review Week 3 All Summer in a Day Poetry Cafe

1.03.1 2.01.2

Respond to questions Analyze information work Presenting projects to class using palms and LCD

4.01.1 Monitoring for Understanding projector

4.01.4 Author's Craft 5.02.2 Geme-specific characteristics

1.02.4 Make connections Week 4 My First Free Peer tutoring

3.01.5 Summarize Author's Purpose Summer

4.01.4 Understanding Author's Watch channel One

5.02.4 Purpose Impact of setting Paraphrasing sample EOG questions

--


IObjective Topic Time Requirement

Resources Instructional Strategies -

1.04.3 3.01.7 4.02.2 5.01.11 5.01.8

1.02.4 5.01.1 5.01.11 5.02.4

Apply personal experience Connection to work and self Draw conclusions Analyze relationships Impact of setting

Make Connections Effective reading Strategies Analyze Relationships Impact of setting

--

WeekS The Bear Boy The Treasure of Lemon Brown

Week 6 Letters from Rifka




1.02.2 Summarize Main Idea Week 1 Papa's Parrot Daily Language Practice 1.02.7 Summarize Inference Weekly writing assignments (essays, stories, alternate 2.01.3 Resources endings) 2.01.6 2.02.1 Classroom competition (Jeopardy, Rags to Riches, 6.01.6 Musical Chairs) 6.01.7 Using New 6.02.3 Words/Spelling/Grammar Book Reports


1.02.1 Monitoring Understanding Week 2 An American Research background of reading selections (research 1.02.4 Make Connections Childhood foot binding before reading "Ribbons") 4.02.2 Conclusions A Day's Wait 5.01.1 Effective Reading Strategies 5.01.8 Plot

1.02.11 Book Review Week 3 All Summer in a Day Poetry Cafe 1.03.1 Respond to questions 2.01.2 Analyze information work Presenting projects to class using palms and LCD 4.01.1 Monitoring for Understanding projector 4.01.4 Author's Craft 5.02.2 Genre-specific characteristics

1.02.4 Make connections Week 4 My First Free Peer tutoring 3.01.5 Summarize Author's Purpose Summer 4.01.4 Understanding Author's Watch channel One 5.02.4 Purpose

Impact of setting Paraphrasing sample EOG questions

----


Objective Topic Time Resources Instructional Strategies Requirement -

1.04.3 Apply personal experience WeekS The Bear Boy

3.01.7 Connection to work and self The Treasure of

4.02.2 Draw conclusions Lemon Brown

5.01.11 Analyze relationships 5.01.8 Impact of setting

1.02.4 Make Connections Week 6 Letters from Rifka

5.01.1 Effective reading Strategies 5.01.11 Analyze Relationships 5.02.4 Impact of setting

I

CONCEIP'T~ §ev®IDlth§Jr31«1j~_,~!WtJ ~~)\HJm~ 'Vi!e_~t¥1

--·---------n-·---·--·--I Obi~etive I Topn~ Tnm,z Reg6lUiR";~§ wI" ]Ref.fdlltllT'~m(l;':!!!t J __

~-:O-~~.2. --l ~u·~-l-m-ar-··,-~:-.~- Mai~l Idea

------ ._---,'., 'il'''; W"!il~ .l. '"','r- /~V'hllstn_E::t'lfll.n",_ §h aldi;§~oj;;~

Daily Languag~~ Practice --"-~I Weekly writing assignments (essays" [,tories; alternate . endings) I

Classroom competition (Jeopardy, Rags to R.iches, ll,f • J r.,t . ' JVIllSlCa. '~J.aIrs)

Book RepOlis I


I Research background of reading selections (resf;ardJ foot binding before reading "Ribbons")

I

I ') C '" 1: oetry 'arc I

I Presenting projects to dass usingpaluls and LCD I projector

I ;

Peer tutoring

';Vatch channel One

Paraphrasing sample EOG questions

_ .

IWeek] 11.02.7 I 2.01.3 I ,", [)'j ,I LlLb ['/ 0" 'JI "-." ../." . ' '-I" ,"I u.CLo

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Monitoring Understanding Week 2 lViake Connections Conclusions Effective Reading Strategies Plot

'Week 3 Respond to questions Analyze information work Monitoring for Understanding Author's Craft Genre-specific characteristics

Book Review

IPapa's Parrot

An jHnerican Childhood A Day',c; Wait

,All Summer in a Day

My ~ir',t FreeMake connections Yr./eek -4 I '.." - _.c -

Summanze Author's Purpose Summer Undoerstanding Author's Purpose Impact of setting

I I

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Draw coucluslO!lf:,

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I. ,', ,

I PJ'Obl~m/Solution j ,o.L 7 I Creatmg arguments ' fI'") 1n I P"t'''onal O~\l'nl'oll ,.J ~J:" v ~," ~ . 1" 1 •.

~,G~,,:{ I ~OhClt ~ther O?:mol1s JJH.? ::'upportmg EvlCtence 1.t)3.3 Knowledge of language '1/-"-) 1.1 nO~'n~ OE_V:~-_' j • \..!.). " .r . .~l. l "1' Jc 'vv

" ()' ,"'j I .J.'v l. .t., I

.t , .. I'·" I f.}.\.U.

r

I ,~l.03

1.0:2..~; Compare/contra3t 1.04·.3 Personal Experience

I Evaluate InfonTlatio:n I r') (',.., 'II L•. .J.<:.••J

IvIonitor comprehension 4 02 2

i 3.01.1 Condusion~~

1 . .

I ., 'Y" r.I LLL"J Compare/contrast I

t;: ,', ~ 1]).\)j, ,.. A"la1)"'7C> T? e1 ""t'I'OI"l,'h in<:_.&~_, ...........\.~.... llo.pJ:\~ .:.} _.!""lJ

I t:: (".~ '1 Read Variety of Literature). i/..,.I

I

! .-' "., " i'~ 1 t l' ."I LULJ I t.va ua,e mo \ 3.0.1 A I Exam.ine ~ayle

" 0') 1 n bl mJe 1" .jI .:i. ." -- I " ro e ,')0 vtlOIJ.

I I"~ , , _I __~ llenCllmarK

I II ,

i I I I I I

II

I

I \'V~r>'j,T'~~ (A~... '\,. .J

'Week6

Week'?

T~/-O,~l( g\t ~ l ...•,.

·W f-'e]{' 0_-..' ..... _"- .7

I !

"Th,.> Flernal.1!...1A'<o,.I ~'_g',.

Frontiers"

' ,-,rl (~"Tt'''r of 7

CO\vboy'~ Life R••,Q IJ LI .. ) __.J

Seventh Grade Stolen Day

Reading Informational Materials

Bluefbrd Sei'ies

Rr;;::quired Reading D.ovelS

u(:lass Seape

Study Island

Book Reports

Quia.cmn

Jnter4cJassrooms

1_._.

I I

O[))NCEPT; §\?vteHltlfn GnM.h: .=Jrn,g!R§h Jrd NUliM': \JVedu;~_~"""==-c""=, .."""""'_._~_._,,,,,,,,~=,,,,~~--,~--~,,,,,,,,,,-~"'=-'''''':'-'''-=

Otl:ijednve I')f@pn6: ----'1 'll~-~--[frn-e-. ---,-----1 Re§,l)r..Rii·(~~ll '--Ti"st"","~iO';;;' §ir.leg'O§ ,'

1keiJlm!r~fi1i1i1errntt I -- ----------_._-----_._---------, 1--;;-1·ci~I--J.·-~-l;'!~~~-;r~l 'v'V-:::-O--,,-k'--- ----r~~::e-k-l--~--T·"-'-rh--f'--.-Ridel:';-·----- !

_ ,v b ~ ,'<1_.' J ••,1 III I "Seal" "Haiku" II1,02.4 Expressions

I "'\~l;nter" "Fnr<"n']l;a"II '1. '- --,-. .> .. . , ..-,,)' l 1 j ,02.6 1 Inference Conclusions

I

"I''''''II 5,02.1 l{eclC a vanety ot 1J.terature 115.02.2 Analy.ze genre. ~ specific

I,' 0')' '1 (·j'la-~r'·erl· stier..J, .-0,,:- I A I. Ll_.L - . hJ

I .Author's choice

, I 'I J.0)..7 I Ma.in Id.ea

Ii fl'" 'J r .. , l',j".,, ., .. c'.!..", ,./oJ.1clL_"oh.::. I L1 ip '" I I·1'·e..··l"'f""I:TIl' ("n"I ,,~. _I.,L I .1.. 1. e ~., ~._. "v.

I ;.~).~ I G~~oup.discus.s,ion

I_"~ J'.! I L:J::aJ~ ~e~lce. I 6.01 ..1 Pdl,.'3 O.l ,:)pcech

I ". ('2' ') Impact of setting!,. } .....JI ! <:; I)) 4i _'.l .~,

Summarization1.02.2 Expression1.02.4

Essays I 3.03.2. I Justify Judgement

3.02.3

1 0'" I Q ••I..1 J. t::mpport opuuons i 1.03.3 Justify judgement

I,~ .O:~ .~! So~i~it and respect others i J.O.5.2 I OpmlOi1 I (:" r\ -'4 '"1I),VI.,J

I ! I Benchmark

"Life" "The CourageWl'x;k 2 I That },/i:y Mother Had" . "T ·~" ..'vVi+"·, ........ \J.~~ ... to'

I "r\ /fLl .,...~. - ("I 'X-'l1~'iJ.OU1el. W 0C'1

I "'It.. . w -~il1"-". "<io' 'O,:::lWeek 3 I _,.- .lit" ,I u_~a!:;:."" o.

ul·'cJ('::nri·l'l" ·"f-'.).u"I j ...J' (.".. ." .....,,~.L ... t .~)

· "Pi 'Jh,,,,"'\1 )\/j"1" '"\Aleel< 4 • L o""" '''',1 -- .",,1I "C"en',_ "1":on of_ . (I '-'m. ~·L .La .1· 1 ,:)(.<...1I

WeekS

'Week6

Vv'eek '7

WeekS

Magee")

"Sarah Cynthia Sylvia Stout" "VIeaiher" "One"

"Full Fathom Fire" "Train Tune"

"Annabel Lee" "Nlm~tin

Luther King" ''I'm Nobody" "Stopping by Woods on a Sno'wy I

Pva·ninO'''_-J \.I~•.. ... f';::l

I I

I I I I

I

I i 1

I

Jwo_ek_9_l L _ _1_

CON{]~}P'f: §ei~£m.h-G_iloaVJe =JiJlgfuJh 4~:1! l\Hnl\eJiV~!~.§i

I Obj~~tRve I '1f~pk ----- 'i~~~~Ir'emeE1\U;-TiRe§(\,1lJJROr~§ --------lli~1l§ij:R"m~trR([H1W\n B~xat~giie§1

Relationships mnong characters Monii:or for understanding

P-:-6-3.1 I f..~.f;porl-d to comments

I J 0 1 ') I ~·ll-)po·r'i -1g- ~Vl' r'C11C' ~ '. 1.".. , ;; .lJ.. _LJ..' L, U ", .. ,t~

I "I 0" ,-, I:', :J.J..I! , I

I

I r rr .. ]..H L 1 1.02. ]

, It 0 1 "\I ,. ,.~

ow· 1 ,.~ee (..L

rwe~k 1

How the snakf got pOlson

---l-:7Icams an(fi)-;;,~d-alus .".,(1 Da-<'~p'I' (--ll~"

'I <;ill'[ I \;,t"" .. J. H __ ,,,

I

1-----------------·-

1 ,.. J) '1 '">-i

I I J.\.J L!

r.. 1)-' ('

I J .. l . ..?

1 6.02 .3 I I . Cp '2"L .....

I 1.02.11 Setting in l\Jarrative Book Report

Literary Devices Tcxtual them~s

Week 4

TNlet~:k 3 ""r"" U p . - l~ r'--'Jl ~I L He .!.,op e I..-oULO

II .('.y"I ."

I t' 02 ,~ I J. .j

i

I I

EOG Revie'w

I A,uthor's Choice

I

Wt;;ek 5

Week 6-9

I

I I

I

I

I

I 1 - 1 --1L

I

I I I_________.....J

CONCEPT: Sixth Grade - English Language Arts 1st Nine Weeks

~-

Objective Topic Time Reauirement


5.01d.g.i. Increase fluency, comprehension and insight through a meaningful and comprehensive literacy program

Week 1-3 Text: "Stray," "Drive-In Movie" Class-Scape Study Island Buckle Down

• Explain such as plot, theme, point of view, characteristics, mood and style

• Identity plot, theme, plot, characterization and style from various stories and read in class

• Have students create their stories that include plot, theme, characterization, mood and style

6.01 a-g Demonstrate an understanding of conventional written and spoken expression

Week 4-6 "The Tail" "Zlateh the Goat" "The Old Woman Who Lived with the Wolves" "The All-American Slurp" "Writing and Grammar Supplementary"

• Padeia seminar on various stories. Book report project that includes the identification of the elements of fiction

• Explain and discuss different roles of the parts of speech in sentence construction (nouns, pronouns, verbs, adjectives, conjunctions, prepositions, interjections, phrases and clauses)

• Identify and use a variety of sentence types 1.02 a-j Explore expressive correctly, punctuating them correctly avoiding 1.03 a-d materials that are

read, heard and/or viewed

Interact appropriately in group settings

fragment run-ons, and using appropriate subject-verb agreement

• Demonstrate and discuss how to use context clues, vocabulary, spelling, roots, prefixes and suffixes and reference materials

• Identify dialect in everyday speech, literature and have them use dialect in writing to express realism according to culture

CONCEPT: Sixth Grade - English Language Arts - 2nd Nine Weeks



4.01 a-d Determine the purpose of the author or creator

Week 1-4 Textbook Unit 4 Poetry Handbook Literary Genre Stars

• Explain and discuss the four purposes of writing (author/creator)

• As a class identify the author's purpose in various reading selections

• Students will create their own writing selection (1 )entertainment (2)informational (3 )persuasive (4)pleasure

• Explain and discuss bias, apparent or hidden 5.02 a-d Study the

characteristics of literacy genres (fiction, nonfiction, drama, and poetry)

Week 4-8 messages, emotional factors, and or propaganda techniques found in literature

• Monitoring comprehension through the identification of bias, hidden messages, emotional factors and propaganda techniques found in literature

• Model and demonstrate the use of the above techniques (creating commercials, infomercials, brochures, etc.)

• Read aloud selections from various literacy genres

• Discuss the different characteristics for each literacy genre, and what impact it has on the story/work

• Students will rite one type of each genre (all stories must be original and presented orally)

• Book report project that reflects the characteristics of literacy genres

CONCEPT: Sixth Grade - English Language Arts - 3rd Nine Weeks

Objective Topic Time Resources Instructional Strategies Requirement

2.01 a-h Explore Week 1-2 Textbook • KWL chart on infonnational material infonnational Websites • Explain and discuss print and nonprint material that are Class-Scape infonnational material read, heard or Stars • Students will create a list of familiar and viewed unfamiliar infonnational material and their

purpose 2.02 a-c Use multiple sources Week 3-4 • Students will make connections between works

of nonprint and print and self by bringing in infonnational material infonnation in from home or that is used at home. designing and Infonnational material will be identified as developing primary or secondary source infonnational • Students will compare and contrast various material infonnational material through oral discussion

• Students will read a variety of infonnational 3.01 a-h Explore Week 5-6 material (brochures, magazines, textbooks) and

argumentative works identify 10 things they inferred from the that are read, heard selection and will have to explain the clues and viewed they used to infer or draw conclusions

• Students will read a variety of infonnational 3.02 a-b Explore the problem Week? material choosing one selection to write 10

solution process critical thinking questions using Marzano questioning stems

3.03 a-b Study arguments that evaluate through

Week 8-9 • Explain and discuss argumentative works/writing

• Analyze the characteristics of argumentative works and identifying opposing points of view

• Discuss the difference between fact and opinion

• Monitor comprehension for understanding through summarizing the author's purpose and making connections between works, read and argumentative selection, choose sides for or against and debate the issues read

~-

CONCEPT: Sixth Grade - English Language Arts - 3rd Nine Weeks



• Students will read and respond to a letter that has an opposing point of view

• Students will read a letter to the editor on the issue of recess for all students and will answer questions that will require them to infer 5 points of information

• Read aloud 3 fictional and 3 nonfictional selections and identify the problem in all selections and identify in the first 3 selections and students will come up with solutions in the last 3 selections

• Students will explain why solution is appropriate

• Students will write 2 essays (l) will deal with a problem that will affect our society today and develop a solution for that problem (2) will identify and write about a problem in our school system and offer a supported solution to the problem (behavior issues)

• Students will complete a book report project that reflects the argumentative and/or problem/solution characteristics

CONCEPT: Sixth Grade - English Language Arts - 4th Nine Weeks

-



1.01 a-d Narrate an expressive account (fictional which is autobiographical)

Week 1-4 • Review 5 steps in writing process • Review types of writing and transitional words,

paragraphing, structural organization, dialogue, introduction, supporting paragraphs and conclusions

• Identify characteristics of personal narrative. Read a personal narrative in class

• Model a personal narrative. Students will write a personal narrative

• Read an autobiography • Identify characteristics of autobiography • Model an autobiography. Write an

autobiography • Students will read autobiography of Abraham

Lincoln • Identify characteristics of biography • Model a biography. Student will interview

another student and write a biography

Review for EOG Week 5-9

CONCEPT: S_. _... th Grade En!!lish 3rd Nine Week~

Objective

1.02.3 1.02.4 1.02.6

5.02.1 5.02.2 5.02.3

1.02.7 4.02.2 4.03.2

5.01.5 5.01.7 6.01.3

1.02.3 5.02.4

1.02.2 1.02.4

3.02.3 3.03.2

1.02 1.03.3 1.03.4 3.03.2 5.01.3

Topic

Literary Work Expressions Inference Conclusions

Read a variety of literature Analyze genre- specific characteristics Author's choice

Main Idea Conclusions Interpretations

Group discussion Literary Device Parts of Speech

Impact of setting

Summarization Expression

Essays Justify Judgement

Support opinions Justify judgement Solicit and respect others opinion

Benchmark

Time Requirement Week 1

Resources

"The Rider" "Seal" "Haiku" "Winter" "Forsythia"


Week 2 "Life" "The Courage That My Mother Had" "Lou-Wit" "Mother to Son"

Week 3 "The Village Blacksmith" "Fog"

Week 4 "Highway Man" "Cremation of Sam Magee"

WeekS "Sarah Cynthia Sylvia Stout" "Weather" "One"

Week 6 "Full Fathom Fire" 'Train Tune"

Week 7

Week 8 "Annabel Lee" "Martin Luther King" "I'm Nobody" "Stopping by Woods on a Snowy Evening"

Week 9

CONCEPT: S - . - th Grade En2lish 2nd Nine Week

Instructional Strategies ResourcesTimeTopicObjective Requirement

1.02.6 5.02.4

3.01.5 4.01.3

4.03.3 5.01.8 5.01.9 5.02.1

5.01.7

1.02.7 2.10.4 3.02.2 3.02.3 4.02.2 4.02.3

The Third Wish Week 1 Inference Conclusion Amigo Brothers Impact of Setting

Author's Purpose I

Evaluating Assumptions Critical response Plot Theme

Week 2

I

"Zoo" or "Ribbons"

After Twenty Years

Variety of Literature

I

Literacy devise

Main Idea Information Problem/Solution Essays Conclusions Impact of conclusions

Week 3 Life Without Gravity

Monitor Understanding

I

CONCEPT: S- . - ..... _--bG- - --lisb 1st Nine W -_.........

Instructional Strategies ResourcesTimeTopicObjective Requirement WeekS The Bear Boy Apply personal experience 1.04.3

The Treasure ofConnection to work and self 3.01.7 Lemon Brown Draw conclusions 4.02.2

Analyze relationships 5.01.11 Impact of setting5.01.8

Week 6 Letters from Rifka Make Connections 1.02.4 Effective reading Strategies 5.01.1 Analyze Relationships 5.01.11 Impact of setting5.02.4

I

--l

1

CONCEPT: S_.. _.........hG---- Emdish 1st Nine Weeks

r---

ResourcesITime Requirement

Objective Topic

Summarize Main Idea 1.02.2 1.02.7 Summarize Inference 2.01.3 Resources 2.01.6 2.02.1 6.01.6 6.0J .7 Using New 6.02.3 Words/Spelling/Grammar

I

1.02.1 Monitoring Understanding 1.02.4 Make Connections 4.02.2 Conclusions 5.01.1 Effective Reading Strategies 5.01.8 Plot

1.02.11 Book Review 1.03.] Respond to questions 2.01.2 Analyze information work 4.01.1 Monitoring for Understanding 4.01.4 Author's Craft 5.02.2 Genre-specific characteristics

1.02.4 Make connections 3.01.5 Summarize Author's Purpose 4JJl.4 Understanding Author's 5.02.4 Purpose

I

I Impact of setting

I I

I Week 1

I

I

Week 2

Week 3

I

Week 4

Papa's Parrot

An American IChildhood

A Day's Wait

I

All Summer in a Day

My First Free Summer

Instructional : Strategies

e P~actice· --------1Daily Langua Weekly writil endings)

Classroom co Musical Chai

Book ReportE

Pre/Post DiaE

Research bac foot binding 1

Poetry Cafe

Presenting pr projector

Peer tutoring

Watch channl

Paraphrasing

g assignments (essays, stories, alternate ,

mpetition (Jeopardy, Rags to Riches, )

ostie Tests

ground of reading selections (research fore reading "Ribbons")

eets to class using palms and LCD

One

Iample EOG questions

JI

I

CONCEPT: Sev~qth Graue Englis~ 1st Nine Weeks

!Tinlc- --------~-Resourc~---I Instructional Strategies Ob,jective Topic _ _

I 1.04r3l~Apply personal experience 3.01.7 Connection to work and self 4.02.2 Draw conclusions 5.01.11 Analyze relationships 5.01.8 Impact of setting

Re uirement WeekS

~.

The Bear Boy The Treasure of Lemon Brown

~ I[

I

I

11.02.4 5.01.1 5.01.11 5.02.4

Make Connections Effective reading Strategies Analyze Relationships Impact of setting

I Week 6

I

Letters from Rifka

CONCEPT: Seventh Grade English 2nd Nine Weeks _. ·--------1Instructional Strategies

3.01.5 4.01.3

4.03.3 5.01.8 5.01.9 5.02.1

5.01.7

1.02.7 2.10.4 3.02.2 3.02.3

. 4.02.2 [ 4.02.3

I ObIective r Topic

1.02.6 II Inference Conclusion 5.02.4 Impact of Setting

Week 1 I The Third Wish I Amigo Brothers i

-----···--r'·----Time Resoun~es

Reauirement.

Author's Purpose I

Evaluating Assumptions Week 2 I "Zoo" or "Ribbons" Critical response

I

After Twenty Years Theme

Variety of Literature

Plot

I I'.Jteracy d'eVlse

Main Idea Information Life Without Gravity Problem/Solution Essays Conclusions Impact of conclusions

Monitor Understanding

Week 3

J

I-----1 I

I

CONCEPT: ~eventh Grade English 2nd Nine Weeks

'~Objective I Topic ITime Requirement

1.02.1 I Make Connection Week 4 Main Idea

1.02.4 i Aliistic Interpretation I

Problem/Solution 'I '1 Creating arguments1.0.:..7 Personal opinion1.02.1 0 Solicit other Opinions3.02.4 Supporting Evidence3.03.2 Knowledge of language1.03.3

WeekS1.03.4 !Point of view 3.01.2

" 4.02.1 4.03

Week 61.02.5 I Compare/contrast 1.04.3 Personal Experience

IEvaluate Information 2.02.3 I

3.01.1 4.02.2

1.02.5

5.01.11

5.02.1

2.01.3 3.0] .4 3.02.1

Monitor comprehension Conclusions

Compare/contrast Week 7

Analyze Relationships

"The Eternal Frontiers"

Real Story of a Cowboy's Life

Seventh Grade Stolen Day

IReading

Read Variety of Literature Informational Materials

Evaluate Info IWeek 8 Examine Style I Problem/Solution

Benchmark _I Week 9 _ [

Resource. Tln.tr;;ctio~al Strategies __ ___. __ --I

]I am a Native of North America I

I

I

Blueford Series

Required Reading novels

Class-Scape

Study Island

Book Reports

Quia.com

Inter4classrooms

____J_JL.-

--

CONCEPT: Seventh Grade English 3rd Nine Weeks

TopicObjective Time ! Reso~ Requirement

"TheWeek 1 Literary Work 1.02.3 "SealExpressions1.02.4 "WirInference Conclusions1.02.6

"LifeWeek 2Read a variety of literature5.02.1 ThatAnalyze genre- specific 5.02.2 "Lou

Author's choice characteristics5.02.3

"Mot

"TheWeek 3 Main Idea 1.02.7 BlaclConclusions4.02.2

Interpretations4.03.2

"HigiGroup discussion I Week 4 5.01.5 "ere]Literary Device 5.01.7 MagtParts of Speech6.01.3

"SanWeekSImpact of setting1 02 3 1 . .

Stout "WeI

5.02.4

"FullWeek 6 Summarization1.02.2 "TraiExpression1.02.4

Week 7 Essays3.02.3 Justify Judgement 3.03.2

I "AnnWeek 8 Support opinions 1.02 LuthcJustify judgement 1.03.3 NobcSolicit and respect others 1.03.4 WOOlopmlOn3.03.2 Even g"5.01.3

Benchmark Jw~ek9

way Man" ation of Sam

Cynthia Sylvia

her" "One"

athom Fire" Tune"

bel Lee" "Martin King" "I'm

yO' "Stopping by

on a Snowy I

__I ~

CONCEPT: Seventh Grade English 4th Nine Weeks

I Objective

11r--11.03.1

3.01.2 3.03.2

1

I 5.01.11 1.02. ] 4.01.3

1 5.01.7 5.01.9 6.02.3

1.01.2 1.02.11

5.02.3

Topic

Respond to commentsIsupporting Evidence

Relationships among characters Monitor for understanding

Literary Devices Textual themes

Setting in Narrative Book Report

Author's Choice

EOG Review

"

instructional Stmtegies ~imeIResource§. IRequirement -1- I .---------lI

"Icarus and Daedalus and Persephone"

Week 2

Week 1

How the snake got pOlson

Week 3 "The People Could Fly"

Week 4

WeekS

Week 6-9

I

I[_----'--I_~ I

-----------~

----

Pacing Guide

7th Grade Math 2009-2010 School Year

Benchmark I (20% - 25%)

iUnilTille- - - - -- Subj;ct- -- -- ~~~~~:~-'NCSCOS-- lTimeline

rDecimals & Using Estimation Strategies 1--1,4-1- 1.02 c) Esti~at-;h Day-l. the results of

Integers computations

i Acldi~g.& SU.. btr~ctingDecim. als -. lJ.-2-- --- 1.02-;)Al1alYZetDay· . t-- - - - - - -- -~ -- -- computational - --- .--\ Multiplying & Di~iding Decimals 1-3 strategies d) ~2 Days __1

~1.Measuringinrvktric Unit;-- -lJ:.l~4---- ;Judge the 11 Day reasonableness

• I

of solutIOns

1 i c-- --- --- ------+ ---- ---- --- --- --Using a Problem Solving Plan 11-5,3-7,5-3 1.03 Develop 1 Day

flexibility , "solving

I problems by ,selecting strategies in using mental computation,

.estimation, calculators or computers and paper and

__I pen~il_ ...._ Comparing and Ordering Integers 1-6 '1.02 Develop to;;

1fluency in addition, subtraction, multiplication, and division of

I rational I

~ _. -- - .-----.. 1 numbers+_.- .--.-:------ - ·--·1 I

L .__. _ I Adding & Subtracting Integers ~_. .

' 1-7 ~__

11.02 a _--.1.._ .__

2 Days __ 1______ _J

Multiplying & Dividing Integers 11-8 I I 2 Days

I I

f J~---l .~----J19rder of Operations and the 11-9 11.02 a 12 Days ' i ---JEistributive Property __1 1----1-____

I 1.02 a IExponents, ~rrtsand ord~fo;;e~-I 11 Oa-y-

I Factor~, and I:iViSibility Tests -l:i- =- IJDaY--J I Fractlons Prime Factorization 3-4 2 Days -J I Simplifying Fractions 3-5 *01 Develop 1 Day I

~... ~ and use ratios, ~ 1 Companng & Ordenng Fractlons 3-6 1 proportions and 11 Day,1 _

I

Mixed Numbers & Improper 13-8---1percents to 2 Days I I Fractions I solve problems ,I

, ~ I

II 1Fractions & Decimals ------ 3-9 ----- 1.02 De~elop -fDayS I

- fluency In +, -, ' 1 *, / of rational I

I~tional Numbers 13-10-=1 :u:~r_s II O;y---=

~--~I--I----L 1 ! Oper~tions IAdding & SUbtracting~=actions_E=- ~ :h~~eclu7t:t~~ate ~ays I

I wIth I Addin.g & Subtracting Mixed 14-3 I computations, 2 Days ~ Fractions INumbers d) Judge the 2 Da;I I

IMultiplying Fractions & Mixed 14=4---, reasonableness ~.--~ I Numbers ~OfSolutions 2 Days1 __ 1

1_ I~~::;, Fractious & Mixed t I 1;--n,

j:atiO:~:ateSr::it:tes =-= -:--=- =.fs:~ ---- !~~::l11.01

~Proportions ISolving Proportion Problems -15:4, 5-5 _ -1--------- _~3 oay,--l

IAppli~ations ~nderstanding Percent-s--- i~l--------tlll.OI·· rI o,;;----j

of Percents IP~rcent0ractions-and Decimals--!6-2, 6-3 FD~;~---'I"I ___~__________ _ L -.-L --' _

----

4 Days

2 Days

2 Days

Applications of Percents .6-7

~nding-perc~nt ofChan~ -=-~-8-= Days

_-_-_--_-_~ ilmPIe& Compoun! Interest~ 1 9

-7

.__

I .__ __

Square Roots & Irrational Numbers 8-5 11.02 a) Analyze . 1 DaySquare I computationalRoots & I strategies

Irrational Numbers ________________________L

-- -- f--- -- --- - -- - Review JBenChmark 1

f------ - - - --- --- -- - --- ~

L L______ =L -\

Warren County Middle School Revised July 7, 2009

2009-201 0 Pacing Guide 8th Grade Math

Pacing Structure for Each of the Nine Weeks 1st Nine Weeks: I Goal 1: The learner will understand and compute with real

numbers. Goal 5: The learner will understand and use linear relations and functions.

2nd Nine Weeks: I Goal 5 continued: The learner will understand and use linear relations and functions. Goal 4: The learner will understand and use graphs and data analysis.

3rd Nine Weeks: I Goal 2: The learner will understand and use measurement concepts. Goal 3: The learner will understand and use properties and relationships in geometry.

4 th Nine Weeks Review for End-of-Grade Test

1st Nine weeks Goal 1: The leamer will understand &- compute with real numbers.

Objective and Chapters Time Resources Essential Question Vocabulary Strateqies

~ 1.02 Develop flexibilit~ in solving

problems b~

selecting strategies and using mental

computation, estimation,

calculators or computers, and paper

and pencil

NC Wise

Textbook

Coach Books

Buckle Down

DPI Strategies

.:. How do I determine if there is sufficient data to solve a problem?

.:. How do I determine the strategies to use when solving a problem?

.:. How can I organize the data or facts?

.:. How will an organized

Guess and test

Table

Chart

Graph

Diagram

Learning centers

Peer collaboration

Jigsaw

Anchor activities

~ 1-2 1 da~ list help? ~ 2-S 2 da~s Blackline .:. How can I use tables, Organized Group-work ~ 3-S 1 da~ Masters charts, and diagrams? list ~ 4-7 1 da~ .:. How do I work Instruction ~ S-2 2 da~s Stud~ Island backwards? Work ~ S-3 1da~ .:. What methods do I use backwards Discussion ~ 6-2 2 da~s Classscape to guess and check? ~ 6-7 1 da~ .:. How can I use trial and Work a Qwizdom ~ 7-S 1 da~ United error? simpler ~ g-4 1 da~ Streaming .:. How can I determine if problem Power point ~ 9-g 1 da~ there is a pattern? Presentation ~ 10-g 1 da~ Internet Pattern ~ 11-6 1 da~

~ 12-7 1 da~ NC Learn

\s-r rJl~ eJS~ ~)ra

Goal S: The learner will under~nd and use linear relationships and functions .I 1-· nd haO~[A ~ Q, C pter Time Resources Essential Questions VocabuIarg Strategies u 5.01 Develop an

understanding of function

o Translate among verbal tabular, graphic, and algebraic representations of functions.

o Identifl:J relations and functions as linear or nonlinear.

o Find. identify, and interpret the slope (rate of change) and intercepts of a linear relation. Interpret and compare properties of linear functions from tables, graphs, or equations. ~ 3-2 ~ 3-3 ~ 3-6 ~ 12-1 ~ 12-2 ~ 12-3 ~ 12-4 ~ 12-5 ~ 12-6

2 days 1day 2 days 2 days 2 days 2 days 2 days 2 days 2 days

NC Wise

Textbook

Coach Books

Buckle Down

DPI Strategies

Blackline Masters

Study Island

Classscape

United Streaming

Internet

NC Learn

Math Manipulatives

• How do I show relations as sets of ordered pairs?

• How do I define functions in pairs, tables, mappings, and graphs?

• How do I interpret the graph of a function?

• How do I write an equation representing a function?

• What is the meaning of the x and y intercept?

• What is the slope? • What trend or relationship appears

to exist? • What is the difference between a

line with no slope and a line with zero slope?

• What determines if a graph is linear or non-linear?

Input Output Relation

Function table

Function rule

Function notation

Domain Range Solution Variable Independent Dependent CoeffiCient Equation Compound inequality

Learning centers

Peer collaboration

Jigsaw

Anchor activities

Group-work

Instruction

Discussion

Qwizdom

Power point Presentation

~\IlW ~t' 1?W~~rlc

K.t~ d.~s

1,5.02 Write r ~quation of a linear relatiol~hip given: two points, the slope and one point on the line, or the slopt. and y-intercept

~ 3-4 2 days

5.03 Solve problems using linear equations and inequalities; justify symbolically and graphically.

~ 2-6 2 days ~ 2-7 2 days ~ 2-g 2 days ~ 3-7 2 days

5.04 Solve problems using the inverse relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cuhtroots.

~ 2-1 1day ~ 2-2 1day ~ 2-3 2 days ~ 2-4 2 days ~ 5-4 1day ~ 6-3 2 days ~ 6-4 2 days

L---

" - I ~ .. _ 1/ -1 -*-", .. I

Tv\1'y', H'ow(f()fwrite'An equation in -t- ;(ttcl standard form?

.:. How do I write an equation when given two points?

.:. When do I use slope-intercept form?

.:. When do I use point-slope form?

.:. Given a line, what methods can I use to graph and write the equation?

• How do I represent and interpret single variable equations/inequalities on a number line and two variable equations using the coordinate plane?

~ow can I interpret situations mathematically and write appropriate algebraic expressions to represent them?

• How can I solve for the indicated variable?

-Given the volume, how can I find the length of an edge of a box in the shape of a cube?

Coordinate plane Graph Slope X&Yintercepts Slope-intercept form Point-slope form Standard form Properties of equality

Linear function Non-linear function Increasing Decreasing Parallel lines Intersecting lines Perpendicular lines Collinear lines

Pythagorean 'Theorem Radical expression Area,Volume Additive inverse Multiplicative inverse

~t'\etl'll~ Data Analys and Graphs Goal 4: The leamer will understand and use graphs and data analysis

StrategiesEssential Questions VocabularyObjective and chapter Time Resources Learning centers

and display data (including 4.01 Collect, organize, analyze, NC Wise • How do I construct and interpret a

scatterplot? Coordinate scatterplots) to solve

Textbook Peer collaboration

problems planeCoach Books • How do I determine appropriate Dependent/

}o> 10-1 Buckle Down scales and accurately plot and label

2 days paired-data? Independent Jigsaw }o> 10-3

DPI Strategies variables

}o> 10-4 I day • How do I recognize trends in data?

,·How do I use scatterplots to make Anchor activities }o> 10-6

Trend line I day Blackline Line of best fit Trend

predictions and draw conclusions? 2 days Masters Group-work

Study Island Correlation Positive Instruction

Classscape correlation Negative Discussion

United correlation Streaming Qwizdom

No Internet

No correlation

Power point Constant relationship

Presentation NC Learn relationship

4.02 Approximate a line of best fit for a given .:. What is a Hline of best fitH for XandY scatterplot; explain the a scatterplot? intercept meaning of the line as it .:. When must I use informal Ordered pair relates to the problem and Slope (rate of make predictions

methods to find lines of best change)

}o> 10-5 fit?

2 days .:. How is statistical data often Measures of

statistical & num data 4.03 Id misuses of

misused? central }o> 10-2 .:. How can I distinguish between tendency }o> 10-7

2 days representative, biased, and Range, Outlier,

}o> 11-7 2 days

insufficient sampling? Sample .:. How can I interpret the effects

2 days Representative

of changing the scale on a sample14 ~ ?#MAl•• Biased sample graph?JL .--~ --. :...J _ \ 1!~<'l0for ~~L ....

~

ScaleS

~ l\/tl'1Gt ~

Measurement Goal Z: The learner will understand and use measurement concepts

Objective and chapter Time Resources Essential Question Vocabulary Strategies 2.01 Determine the effect on perimeter, area or volume when one or more dimensions of two- and three-dimensional figures are changed.

• Same as above • What are the effects on the volume of a solid figure when dimensions are changed?

• What are the effects on the area when

Length Width Base Height Radius Diameter

Same as above

~ 9-4 2 days Circumference ~ 9-5 2 days Pi ~ 9-6 2 days Polygon ~ 9-7 2 days Prism ~ 9-g 1day

2.02 Apply and use concepts of indirect measurement • How do I apply the indirect Cube ~ 5-5 2 days measurement concept? Cylinder ~ 5-7 1 day • How can I use ratios, similar figures, Similar figures ~ 5-g 2 days and measurements that are difficult Corresponding ~ 9-9 1 day or inconvenient to find? parts

Ratio Proportion Scale drawings Pythagorean Theorem

:;to tJ lY)(., wetX-S GeOl ltry

Goal g: The learner will understand and use properties and relationships in geometry <"'~ and chapter Time Resources Essential Questions Voca~ StJoategies

3':"01 Represent problem Same as above • How do I build three-dimensional Area Same as above situations with geometJ'ic figures? models. • How do I solve by using models? Volwne

y 5-g 2 days How do I make a scale drawing? y g-3 2 days Cylinder y 9-2 2 days y 9-3 1day Cube

3.02 Apply geometric • When should I use the Pythagorean Right triangle properties and relationships, Theorem to solve problems? Hypotenuse including the Pythagorean • How do I apply ratios, similarity, Leg Theorem, to solve problems and proportional reasoning to solve Pythagorean triple

y 4-9 2 days problems? Complementary y 5-5 2 days • How do I apply formulas for finding angles y g-3 2 days area,perimeter/cacwnference, and

volwne to solve problems? Supplementary angles Perimeter Area Square Square root Irrational nwnber

~-

3.03 Identify, predict, and describe dilations in the coordinate plane

y 5-6

1ZwLou~~{

1day

~ al~.5

• How do I compare and contrast similar figures and congruent figures?

• How do I use sample notation to describe dilations?

Transformations Enlargement vs. reduction Scaling - shrink vs. stretch Scale factor hnage Similarity Ratio/proportion Corresponding parts Coordinate plane

4th Nint, Weeks Review for End-of-Grade

Goals 1: The learner will understand and compute with real nwnbers. Goal 2: The learner will understand and use measurement concepts.

Goal g: The learner will understand and use properties/relationships in geometry. Goal 4: The learner will understand and use graphs/data analysis.

Goals S: The learner will understand and use linear relations/function.

Topic gth Grade objectives

Suggested Strategies

Resources

EOGReview EOG Review to cover all goals and objectives

Games, review activities to apply skills, manipulatives, calculator review (TIg3 plus), application, and problem solving.

www.brainchild.com

www.stud~land.com

Indicators

Strategy Notebook

NCDPI sample questions

Prentice Hall EOG preparation

Ongoing objectives to be taught as you go, throughout the school year 1.01: Develop number sense for real numbers

Topic and Chapters gth Grade Objectives Essential Questions Vocabu1ary Real Numbers

~ 1-1 algebraic expressions ~ 1-3 absolute value ~ 1-4 adding and subtracting

integers ~ 1-5 multiplying and dividing

integers ~ 1-6 central tendencies ~ 1-7 exponents ~ 1-15 properties ~ 4-1 factors ~ 4-2 equivalent forms of rational

numbers ~ 4-3 Comparing rational numbers ~ 4-4 Adding and subtracting

rational numbers ~ 4-5 Multiplying and dividing

rational numbers ~ 4-15 Irrational numbers ~ 5-1 Ratios and rates ~ 6-1 Percents ~ 7-1 Scientific Notation ~ 7-2 Exponents and multiplication ~ 7-3 Exponents and division ~ 7-4 Power rules

.

a) Define and use irrational numbers

o Compare and order.

o Use estimates of irrational numbers in appropriate situations.

• How do I identify subsets of the real number system?

• Why do I simplify radical expressions?

• Why might I need to determine whether radical expressions represent rational or irrational numbers?

• Why should I b able to approximate thee value of irrational numbers between two consecutive numbers?

• Why are irrational numbers not expressed as the ratio or quotient of two integers?

• Why is it important to be able to graph real numbers on the number line?

Radical Terminating decimal Repeating decimal Non-terminating Non-repeating Pi Square root Radicand Perfect square Number line Equal Less than Greater than Less than or equal Greater than or equal Compound inequality Ascending order Descending order Estimation Place value Benchmark values

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