| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| S.I. SYSTEM : | The Scientific Method is learned in conjuction with the study of measurement in the metric and S.I. systems (mass, volume, distance, time, temperature) "Why do scientists need a common language to communicate in?" "How do I communicate my understanding?" "What are the tools that help us to organize and communicate data?"  Metric and SI Measurement |
To ensure that students can routinely use metric measurement to develop the skill of estimation and make accurate measurements. To introduce students to the components of the Scientific Method. |
Text: Earth Science: The Challenge of Discovery: D.C. Heath Students travel through a series of stations and accurately make measurements Performing metric conversions: grams, meters, liters |
Homo Faber: "Why do scientists need a common language to communicate in?" - development of language - universal communication of data ATL: "How do I communicate my understanding of science in class?" -lab report planning "What are the tools that help us to learn, organize and communicate data?" - group work - discussion - charts - graphs - conversion exercises |
Class Work and homework exercises on metric conversion Laboratory report on accuracy Summative: topic quiz on metric conversions Informal assessment: participation, working well in a group, initiative, manipulating apparatus, planning |
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| GRAPH PLOTTING : | Two dimensional bar and line graphs are plotted and interpreted |
Students learn the mathematical skills necessary to choose the correct method of statistical representation which summarizing results. Students then learn how to interpret the meaning of such results Notion of dependent and independent variables are introduced. Draw ‘best fit’ line through data points on a graph. |
Worksheet-based group work: Students are presented with data to graph and interpret. Worksheets are graduated from introductory to challenging, enabling students to work at their own pace |
ATL - The importance of mathamatical analysis in science |
The worksheets from the graphing activity are assessed for accuracy, deduction, and mathematical precision. |
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| 3. COMPOSITION OF THE EARTH : | 3. COMPOSITION OF THE EARTH |
Students first lean the effective use of scientific literature: Reading and outlining text Improving reading comprehension of scientific information "RURA:": Read, Understand, Remember, Apply To learn effective test-taking (preparation, style of questions in science tests, etc.) |
Outlining chapters, textbook questions Exercises in the use of vocabulary |
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Chapter Test: True/false, correct the false, fill in blanks, multiple choice, diagram and graph interpretation |
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| 4. ATOMIC STRUCTURE II : | Periodic table Chemical elements Bonding Chemical equations Bohr model of the atom Periodic Table |
To ensure that students fully understand atomic structure as related to geology Students build on what they learned in sixth grade. To ensure that, through repetition, students build a foundation of knowledge on this topic which will be used throughout high school. |
Drawing Bohr models: Orbit rules,atomic number, atomic mass Draw models of atoms 1-20 Observing, describing and naming actual samples of elements Periodic Table ‘Races’ —timed activity |
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Homework: drawing Bohr models, writing chemical equations Quiz on drawing atoms 1-20 Test: Covalent and ionic problems designed for level II students |
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| MIXTURES AND SOLUTIONS : | Physical changes How can people use their understanding of chemistry to address global needs such as fresh water and utilizing natural resources? |
Students gain insight into the practical nature of physical and chemical changes. The skill of experimental design and planning for implementation. An approach to proving a scientific hypothesis To gain the background knowledge necessary to fully comprehend weathering, erosion and rock formation. Gain understanding of salt water solutions and the chemistry of desalination, and the understanding of the benefits and consequences of desalinization. |
Separating a mixture — is this a physical or chemical change? Using sand, iron filings, salt and water) Students design ways to separate these substances when mixed. This involves measurement, and laboratory design |
ATL: Group work RURA - Read, Understand, Remember, Apply (Reading for understanding) Homo Faber: Students use ideas and equipment in experimental design Environment: Process of changing an unusable natural resource, salt water, to usable resource, fresh water. Benefits and consequences of this process to people and the environment (ie. drinking water, irrigation, etc...) |
Laboratory report on the ‘separating a mixture exercise’. Elements of this exercise must be completed at home. **Lab report to be amended in the conclusion section to include "One World" criteria for assessment. They must submit evidence that they have: Designed a procedure that proves the nature of the change Rubric used. |
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| GEOLOGY I: MINERALS : | Mineral identification Minerals as non-renewable resources |
Effective individual research using portable wireless laptops. Finding world wide resources about minerals Students learn to readily identify common minerals and to perform a series of diagnostic tests Using Moh’s scale for hardness |
"RURA" (Read, understand, remember apply) Read and outline the chapter on minerals Laboratory exercise on mineral identification: Color Streak Hardness Luster Cleavage and fracture |
Homo faber - "Minerals are used in a variety of ways in everyday life. Can we get along without them?" Environment - "Does the mining of natural resources hurt the environment?" |
Homework: "RURA" on chapter in text book Laboratory report based on the mineral identification activity Presentation of Interdisciplinary Unit "Conflict and Change" of the mining and use of natural resources Chapter test on mineralogy: For format see section (3) |
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| GEOLOGY II : | ROCKS AND ROCK CYCLE Igneous (Intrusive, extrusive), sedimentary (clastic, organic & chemical), metamorphic (foliated, non-foliated) rocks |
Students learn to differentiate between the three types of rocks and recognize specific examples of rock types; Students will explain the significance of rock formation |
Examination of samples of a wide range of rock types Students view visuals of rock and mineral formation using worldwide examples |
Environment, homo faber: "How can the study of rock formations help us to understand our constantly changing world?" |
Unit test on rocks and the rock cycle: True/false Correct the false Short answer Multiple choice Diagram analysis Chapter homework's |
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| GEOLOGY III : | PLATE TECTONICS Continental drift Expanding oceans Plate boundaries Mountain building Boundaries: converging, diverging & sliding |
To examine the nature of forces under the Earth's surface which resulted in the breakup of the continents since Pangaea To realize the significance of the work of Wegener and his theory of continental drift To discuss the proofs of Wegener’s work by modern technology (echo sounding,etc) To relate the structure of the surface layers of the Earth and how they allow the plates to move by convection currents To describe the formation of folded mountains To connect this work with the rock cycle |
Videos: the making of a continent Activity" Puzzling Pangaea" — modeling activity incorporating rock types, fossils, showing students how modern continents evolved |
Homo faber - Wegener introduced the theory of Continental Drift before the technology to prove it was in place. "How could he make such accurate predictions?" |
Chapter test True/false Correct the false Diagram interpretation Short answer Multiple choice Chapter homework's |
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| EARTHQUAKES AND VOLCANOES : | Fault types Seismic waves Locating earthquakes and measuring strength Types of volcanic eruptions Features of volcanoes and predicting eruptions |
To realize the power of the earth To learn the structure of volcanoes and their activity Mapping earthquakes and connecting this work with the previous topic on plate tectonics (‘ring of fire") To determine the precision with which humans can predict vulcanicity or earthquake activity How technological advances can be a result of such research To examine how building techniques have evolved to incorporate design to withstand earthquake activity |
Video: "Earth quakes and volcanoes" Using a seismograph with a man-made mini-earthquake Locating an earthquake’s epicenter : compass/map drawing exercise, obtaining data from three seismograph stations |
ATL - using math and technology skills to find the epicenter of an earthquake |
Laboratory report : "Locating the epicenter of an earthquake" Chapter test earthquakes & volcanoes True/false Correct the false Diagram interpretation Short answer Multiple choice Chapter homeworks |
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| ASTRONOMY I : | Earth Rotation,revolution,time Seasons Time zones, calendars |
For students to describe the motions of the Earth as object in space and the effect that those motions have on time and seasons. To present students with a varied but consistent testing format to ensure that students maintain confidence in test preparation |
Group modeling exercise to aid in the comprehension of the Earth’s rotation. Demonstration model of the sun-earth-moon system — how the tilt of the Earth affects the seasons Reading and interpreting a time zone map of the U.S. Outlining of chapter |
Homo faber: "What cultures across the globe contributed to our present calendar?" |
Laboratory report: Interpreting time zones: Calculation, tabulation and data analysis. Homework assignments: reading comprehension Unit test on motions of the Earth True/false Correct the false Diagram interpretation Short answer Multiple choice |
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| ASTRONOMY II : | The Moon: Motions, rotation, phases Solar and lunar eclipses Gravity & tides |
To compare the rotation and revolution of the moon with that of the Earth To distinguish between solar and lunar eclipses To determine the effects of the gravitational attraction between the Moon and Earth Introduction to Newton’s Universal Law of Gravitation |
To use models to understand solar and lunar eclipse Drawing phase diagrams of the moon |
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Topic test: Moon, gravity Interpret moon phase and eclipse drawings Short answer: Newton’s Laws |
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| ASTRONOMY III : | The solar system Planetary positions Inner & outer planets Comets, asteroids, meteors Kepler’s Laws of Planetary Motion |
To compare planets’ sizes and distances from the Sun To be able to state Kepler’s laws Astronomical units and distance To give students important practice at effective note-taking, being concise and understanding main ideas |
Video: "Inner and outer planets" — six-part series where students take notes |
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Homeworks: chapter reading comprehension exercises Unit test on the solar system: True/false Correct the false Diagram interpretation Short answer Multiple choice Writing: Students write short essays on four out of the six video presentations |
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| REVIEW FOR FINAL : | FINAL EXAMINATION Entire years chapters |
To expose young students to the rigor and formality of a final examination. To learn skills needed to prepare for an examination based on multiple content "Did we learn something more than just memorization of facts in this course?" |
Students complete review sheets in class to revisit course work. Discussion regarding study methods takes place to ensure that all possible, learning styles’ needs are met. |
ATL - Skills needed to study for final exams. |
Final examination: Multiple choice, short essays. |
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