pacing - miami-dade county public...

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

CHEMISTRY I Course Code: 200334001

BODY OF KNOWLEDGE: Physical Science Pacing DateTOPIC VI: Nomenclature and Formulas Traditional 9 days 11-02-15 to 11-13-15How Do We Name Compounds? Block 4.5 days 11-02-15 to 11-13-15NEXT GENERATION SUNSHINE STATE

STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSStandard 8: MatterSC.912.P.8.6SC.912.P.8.7

Mathematics Clusters:MAFS.912.N-Q.1MAFS.912.F-IF.2MAFS.912.F-IF.3MAFS.912.S-ID.1MAFS.912.S-ID.2

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

A. Writing Formulas1. Ionic (formula unit)

a. Binary compoundsb. Transition Metalsc. Polyatomic ions

2. Covalent (molecular)

B. Naming Ionic and Covalent Compounds1. Ionic (formula unit)

a. Binary compoundsb. Transition Metalsc. Polyatomic ions

2. Covalent (molecular)

Explain the significance of a chemical formula and the meaning of symbols and subscripts.

Determine the formula and the name of an ionic compound formed between ions including binary, transition metals and polyatomic ions.

Write and name molecular compounds using prefixes.

Nature of Science, Math, and Language Arts benchmarks should be

integrated within appropriate topics throughout the year.

Core Text Book:Chapter 7, pp. 202-203 (Ionic);Chap 9, pp 271-303 (Ionic/Polyatomic).

Vocabulary: (see p. 2)Anion, binary, cation, formula unit,

Technology: (see p. 2)1. GIZMOS

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

Assessment: (see p. 2)1. Formal and Authentic2. Lab Reports

Labs: (see p. 2)1. Naming and Writing Formulas (HLS)2. Names and Formulas for Ionic

Compounds (Small-Scale Lab TX p 295)

Related Programs:

Division of Academics – Department of Science of 11Second Nine Weeks

http://www.explorelearning.com/index.cfm?method=cResource.dspBrowseCorrelations&v=s&id=FL

http://antoine.frostburg.edu/chem/senese/101/compounds/polyatomic.shtml

http://www.ausetute.com.au/wriiform.html

http://www.ausetute.com.au/wriiform.html

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



TOPIC VI ADDITIONAL INSTRUCTIONAL TOOLSVocabulary:molecule, monatomic ion, polyatomic ion, subscripts, prefix, diatomic molecules, oxidation numbers.

Technology:

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

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

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

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

Assessment:3. Cornell Style notes4. Class presentation5. Students can answer an online quiz on formula writing and naming at Quia .

Labs:3. Practice in naming compounds 4. Ionic Formula Writing from Flinn Scientific.5. Practice Writing Names and Formulas.

TOPIC VI GIZMO CORRELATIONBENCHMARK GIZMO TITLESC.912.P.8.7 Ionic BondsSC.912.P.8.7 Covalent Bonds


http://staffweb.psdschools.org/rjensen/genchem/morepracticenms_forms.htm

http://www.gunthersclass.com/Ionic%20Formula%20Writing%20Kit.pdf

http://pages.towson.edu/ladon/nomen.html

http://www.quia.com/quiz/1167389.html

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

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



Standard: SC.912.P.8.6

Video Covalent Bonds and Electronegativity Chemical Bonding: Valence Electrons Electron Transfer and Ionic Bonds Ionic and Molecular Compounds

Intermolecular Forces States of Matter: Intermolecular Forces Van Der Waal’s Repulsion

Dipole-dipole Bond Hydrogen Bonds in Water Hydrogen Bonding and Life

Article Atomic Structure; Ionic Bonding Atomic Structure; Covalent Bonding

Standard: SC.912.P.8.7 Video

Naming Compounds and Balancing Equations

Chemical Formulas Polyatomic and Multivalent Ions Defining Ionic Compounds Naming Ionic Compounds Ionic Compounds with Variable Charges

Iron Oxides What is a Polyatomic Ion Common Polyatomic Ions Ionic Compounds with Polyatomic Ions:

Example Naming Binary Molecular Compounds Naming Carbon Dioxide and Carbon

Monoxide

Naming Molecules: Example 1 Naming Molecules: Example 2 Naming Molecules: Example 3 Molecular

Geometry and Bonding Theories Polarity and Molecular Geometry Studying Molecular Structure

Video

Glue With Mussels: Purdue Chemist Synthesizes Wet-Set AdhesiveChemistry Professor Researches Metal-Organic FrameworksFighting to Stop TuberculosisIt's a Wash: The Chemistry of SoapDiamonds, Pencils and Buckyballs: A Look at BuckminsterfullereneTobacco Plant Lights Up After Scientists Insert Firefly GeneSustainability: Water - Dead Trees & Dirty Water in the RockiesSustainability: Water - Baltimore's Urban StreamsChance Discoveries: KevlarMars Rover Discovers Complex ChemicalsGeorgia Tech Chemist Works to Detect "Fake" MedicinesChance Discoveries: Synthetic Dye

ImageEarly--Maybe First--Sketch of a Buckyball (1985)Why Do Flowers Have Scent?Why Spider Webs Glisten With DewHow Can Graphite and Diamond Be So Different If They Are Both Composed of Pure Carbon?


http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=54905
















http://player.discoveryeducation.com/index.cfm?guidAssetId=58023103-BAFB-457D-BA6E-D0F72A97FE52&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=980605FA-5ADB-4E5A-B716-D889FE087F6E

http://player.discoveryeducation.com/index.cfm?guidAssetId=82D603DA-E147-4E5C-96B1-E67BB6B61266&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=82D603DA-E147-4E5C-96B1-E67BB6B61266&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=A9E71DE0-EB80-4009-8ECB-AEB374CB21CF

http://player.discoveryeducation.com/index.cfm?guidAssetId=A9178BB9-CE69-4969-BE14-19801D9E1B6A

http://player.discoveryeducation.com/index.cfm?guidAssetId=69EB0AAC-97CF-43DA-8C83-B02A7EC3330E

http://player.discoveryeducation.com/index.cfm?guidAssetId=8ADF0BAE-DFF9-43AC-A81A-4C0DCEFC3F13

http://player.discoveryeducation.com/index.cfm?guidAssetId=8ADF0BAE-DFF9-43AC-A81A-4C0DCEFC3F13

http://player.discoveryeducation.com/index.cfm?guidAssetId=FFEA01F4-053D-4E69-B84F-486582FF5C44

http://player.discoveryeducation.com/index.cfm?guidAssetId=D04634E1-2002-4644-8D7D-D898C4FB6F5F-55E6-45D2-A089-A5A8EE5E7A39

http://player.discoveryeducation.com/index.cfm?guidAssetId=D04634E1-2002-4644-8D7D-D898C4FB6F5F-55E6-45D2-A089-A5A8EE5E7A39

http://player.discoveryeducation.com/index.cfm?guidAssetId=486983A0-55E6-45D2-A089-A5A8EE5E7A39

http://player.discoveryeducation.com/index.cfm?guidAssetId=A94B9EDD-57B1-4157-8F38-737ECEE40D9E

http://player.discoveryeducation.com/index.cfm?guidAssetId=44334D86-C993-4BED-9D0F-3FCD96F9DA37

http://player.discoveryeducation.com/index.cfm?guidAssetId=989EF987-872F-4BCD-8ACD-0660B8632AD8

http://player.discoveryeducation.com/index.cfm?guidAssetId=5C7A9F8C-5319-492F-BFAA-C11C93DD4955

http://player.discoveryeducation.com/index.cfm?guidAssetId=73E9D381-85DC-4DAF-94F3-F68A19224CB3

http://player.discoveryeducation.com/index.cfm?guidAssetId=8bcf0ef6-e6b9-4be2-b222-3d1ba1e250cf&blnFromSearch=1&productcode=HUB

http://player.discoveryeducation.com/index.cfm?guidAssetId=2ff2d5ef-02ef-4931-b907-dfd595229804&blnFromSearch=1&productcode=HUB

http://player.discoveryeducation.com/index.cfm?guidAssetId=F548333B-949F-48AD-AFC2-7A3C9D13FE4D

http://player.discoveryeducation.com/index.cfm?guidAssetId=F548333B-949F-48AD-AFC2-7A3C9D13FE4D

http://player.discoveryeducation.com/index.cfm?guidAssetId=1329B2E7-0DCA-4390-939F-63E607D5AA84&blnFromSearch=1&productcode=DSC

http://player.discoveryeducation.com/index.cfm?guidAssetId=273CF6F2-1034-4508-A018-F93FC94F0967&blnFromSearch=1&productcode=DSC

http://player.discoveryeducation.com/index.cfm?guidAssetId=9AF79FA5-A777-4CDF-9BF3-2F439DAA6C45

http://player.discoveryeducation.com/index.cfm?guidAssetId=A1B15F99-7CF5-4AE0-9EA5-C5308B8F16D7

http://player.discoveryeducation.com/index.cfm?guidAssetId=425B44D8-44F5-4014-B7CC-14DEC0CB87F7

http://player.discoveryeducation.com/index.cfm?guidAssetId=0ca7a0f7-a1c0-4485-b8ed-e40bd529f7c8&blnFromSearch=1&productcode=HUB

http://player.discoveryeducation.com/index.cfm?guidAssetId=5BC30CB8-1B9D-4C67-845D-DBB5BA9B395E

http://player.discoveryeducation.com/index.cfm?guidAssetId=1A453017-98A4-4E76-A876-8CC35B0669F4

http://player.discoveryeducation.com/index.cfm?guidAssetId=7f9c990a-7eaa-4fcb-b800-925d6a6d96d0&blnFromSearch=1&productcode=HUB

http://player.discoveryeducation.com/index.cfm?guidAssetId=D2BF0FD4-4908-4A8C-91E5-8215940E9EF5

http://player.discoveryeducation.com/index.cfm?guidAssetId=668DBD24-F000-45BC-826B-48441065CD4B&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=415A53F5-7AEE-42B2-B1CF-75A51A7F398D



NEXT GENERATION SUNSHINE STATE STANDARDSPHYSICAL SCIENCE BODY OF KNOWLEDGEStandard 8: MatterA. A working definition of matter is that it takes up space, has mass, and has measurable properties. Matter is comprised of atomic, subatomic, and elementary particles.B. Electrons are key to defining chemical and some physical properties, reactivity, and molecular structures. Repeating (periodic) patterns of physical and chemical properties occur

among elements that define groups of elements with similar properties. The periodic table displays the repeating patterns, which are related to the atom's outermost electrons. Atoms bond with each other to form compounds.

C. In a chemical reaction, one or more reactants are transformed into one or more new products. Many factors shape the nature of products and the rates of reaction.D. Carbon-based compounds are building-blocks of known life forms on earth and numerous useful natural and synthetic products.

BENCHMARK CODE BENCHMARK

SC.912.P.8.6

Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. Remarks/Examples: Describe how atoms combine to form molecules through ionic, covalent, and hydrogen bonding. Compare and contrast the characteristics of the interactions between atoms in ionic and covalent compounds and how these bonds form. Use electronegativity to explain the difference between polar and nonpolar covalent bonds.

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

SC.912.P.8.7

Interpret formula representations of molecules and compounds in terms of composition and structure. Remarks/Examples: Write chemical formulas for simple covalent (HCl, SO2, CO2, and CH4), ionic (Na+ + Cl- → NaCl) and molecular (O2, H2O) compounds. Predict the formulas of ionic compounds based on the number of valence electrons and the charges on the ions.


MATHEMATICS:Reason quantitatively and use units to solve problems.


MAFS.912.N-Q.1.1

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


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





MATHEMATICS:Interpret functions that arise in applications in terms of the context.


MAFS.912.F-IF.2.4

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Remarks/Examples: (a) Algebra 1, Unit 2: For F.IF.4 and 5, focus on linear and exponential functions; (b) Algebra 1 Assessment Limits and Clarifications, i) Tasks have a real-world context. ii) Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions, piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers. Compare note (ii) with standard F-IF.7. The function types listed here are the same as those listed in the Algebra I column for standards F-IF.6 and F-IF.9; (c) Algebra 2 Assessment Limits and Clarifications, i) Tasks have a real-world context , ii) Tasks may involve polynomial, exponential, logarithmic, and trigonometric functions. Compare note (ii) with standard F-IF.7. The function types listed here are the same as those listed in the Algebra II column for standards F-IF.6 and F-IF.9.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsAnalyze functions using different representations.


MAFS.912.F-IF.3.7

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (a) Graph linear and quadratic functions and show intercepts, maxima, and minima; (b) Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions; (c) Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior; (d) Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior; (e) Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift. Remarks/Examples: Algebra 1, Unit 2: For F.IF.7a, 7e, and 9 focus on linear and exponentials functions. Include comparisons of two functions presented algebraically. For example, compare the growth of two linear functions, or two exponential functions such as y=3n and y=1002

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSummarize, represent, and interpret data on a single count or measurement variable.


MAFS.912.S-ID.1.1

Represent data with plots on the real number line (dot plots, histograms, and box plots). Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.


MAFS.912.S-ID.1.2

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.





MATHEMATICS:Summarize, represent, and interpret data on a single count or measurement variable.


MAFS.912.S-ID.1.3

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.


MAFS.912.S-ID.1.4

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSummarize, represent, and interpret data on two categorical and quantitative variables.


MAFS.912.S-ID.2.5Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.


MAFS.912.S-ID.2.6

Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, and exponential models. Informally assess the fit of a function by plotting and analyzing residuals. Fit a linear function for a scatter plot that suggests a linear association. Remarks/Examples: Students take a more sophisticated look at using a linear function to model the relationship between two numerical variables. In addition to fitting a line to data, students assess how well the model fits by analyzing residuals. S.ID.6b should be focused on linear models, but may be used to preview quadratic functions in Unit 5 of this course. (a) Algebra 1 Assessment Limits and Clarifications, i) Tasks have a real-world context. ii) Exponential functions are limited to those with domains in the integers. (b) Algebra 2 Assessment Limits and Clarifications, i) Tasks have a real-world context. ii) Tasks are limited to exponential functions with domains not in the integers and trigonometric functions.





LANGUAGE ARTS:Comprehension and Collaboration


LAFS.910.SL.1.1

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

Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

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


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

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


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


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





LANGUAGE ARTS:Key Ideas and Details


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

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

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


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

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


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


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


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

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


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


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


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





LANGUAGE ARTS:Range of Reading and Level of Text Complexity


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

Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsText Types and Purposes


LAFS.910.WHST.1.1

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

Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

LAFS.910.WHST.1.2

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

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


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


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


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





LANGUAGE ARTS:Research to Build and Present Knowledge


LAFS.910.WHST.3.7

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


LAFS.910.WHST.3.8

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


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

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


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



MIAMI-DADE COUNTY PUBLIC SCHOOLSInstructional Focus Template


Date Pacing guide Benchmark(s) Data Driven Benchmark(s) Activities Assessment(s) StrategiesTraditional:11-02-15 to 11-13-15

Block:11-02-15 to 11-13-15

Standard 8: MatterSC.912.P.8.6SC.912.P.8.7

Mathematics Clusters:MAFS.912.N-Q.1MAFS.912.F-IF.2MAFS.912.F-IF.3MAFS.912.S-ID.1MAFS.912.S-ID.2

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

Nature of Science, Math, and Language Arts

benchmarks should be integrated within

appropriate topics throughout the year.


pacing - miami-dade county public...

Documents