see p. ok6-ok11 for a key to oklahoma standards....

See p. OK6-OK11 for a Key to Oklahoma Standards.

S 2.2

PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S2.2

PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S2.2

PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

Glencoe Physical Science w/Earth Science Lesson Plans Chapter 1

1 TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet TCR = Teacher Classroom Resources, TCH = Technology

Chapter 1 Section 1 The Methods of Science National Content Standards — UCP.1-3, UCP.5, A.1, A.2, F.5, G.2, 4A-B, TWE Oklahoma Standards - S 2.2; PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

Step 1—Disaggregate Data

Pre-test ExamView ® Pro Testmaker, Ch. 1, TCH

Step 2—Timeline and Focus Calendar

Schedule Block Schedule: 0.5 session ( denotes activities recommended for block schedule.) Single Periods: 1 sessions

Objectives 1. Identify the steps scientists often use to solve problems. 2. Describe why scientists use variables. 3. Compare and contrast science and technology.

Step 3—Benchmark Lessons

Motivate _____ Launch Lab, p. 5

____ Section Focus Transparency 1, p. 1, TCR; Transparency Activity, p. 44, CRB,

(ELL) _____ Foldables, p. 5; Foldables p. 17, CRB

_____ Reading Preview, p. 2, TWE

_____ Interactive Chalkboard, Ch. 1, Sec. 1, TCH



Teach (Differentiate, Accommodate)

Level 1

Labs: None

TWE Margin: __ Visual Learning, p. 3 __ Differentiated Instruction, English

Language Learners, p. 3 __ Use an Analogy, p. 4 __ Use Science Words, p. 4 __ Active Reading, p. 5 __ Use Science Words, p. 6 __ Science Journal, p. 7 __ Discussion, p. 7 __ Visual Learning, p. 7 __ Inquiry Lab, p. 8, T9 __ Reading Strategy, p. 8, (ELL) __ Daily Intervention, Check for

Understanding, p. 9 __ Daily Intervention, Reteach, p. 9

TCR: __ Reading Essentials, English,

Section 1, pp. 1-18, (ELL) __ Reading Essentials, Spanish,

Section 1, pp. 1-18, (ELL) __ Spanish Resources, Section 1,

pp. T5-T8, CRB, (ELL) __ Note-taking Worksheet, pp. 33-

35, CRB; Content Outline for Teaching, Section 1, p. T2, CRB

Technology: __ Science Web site,

www.gpescience.com, (ELL) __ Vocabulary PuzzleMaker, Ch. 1,

TCH, (ELL) __ Video Labs, Ch. 1, TCH, (ELL)

Level 2

SE: __ Science Online, p. 7 __ Science Online, p. 12 __ Integrate Earth Science, p. 7

Labs: None

TWE Margin: __ Visual Learning, p. 3 __ Use an Analogy, p. 4 __ Use Science Words, p. 4 __ Active Reading, p. 5 __ Use Science Words, p. 6 __ Curriculum Connection, p. 6 __ Discussion, p. 7 __ Visual Learning, p. 7 __ Science Journal, p. 7 __ Reading Strategy, p. 8, (ELL) __ Daily Intervention, Check for


TCR: __ Note-taking Worksheet, pp. 33-




TCH, (ELL) __ Video Labs, Ch. 1, TCH, (ELL) __ Virtual Labs, Ch. 1, TCH, (ELL)

Level 3

SE: __ Science Online, p. 7 __ Science Online, p. 12 __ Integrate Earth Science, p. 7

Labs: None

TWE Margin: __ Active Reading, p. 5 __ Curriculum Connection, p. 6 __ Differentiated Instruction,

Challenge, p. 6 __ Discussion, p. 7 __ Science Journal, p. 7








Step 4—Mini-Assessments

Assess _____ Assessment, p. 9, TWE

____ Section Review, p. 9, TWE

_____ Reading Strategy, p. 8, TWE

_____ Performance Assessment in the Science Classroom, pp. 95, 133, TCR

_____ Standardized Test Practice, pp. 8-11, TCR

_____ Section Focus Transparencies 1, p. 1, TCR

_____ ExamView ® Pro Testmaker, Ch. 1, TCH

_____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery

Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 20, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Science Notebook, Ch. 1, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p. 5, TCR, (ELL) __ StudentWorks Plu , Ch. 1, TCH, (ELL) __ More Section Review, Ch. 1, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Science Inquiry Lab Manual, pp. 13-14, T9, TCR __ Cultural Diversity, p. 29, TCR

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process

For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page 2T. For an explanation of Step 8 on how to maintain Efficacy of the Process see page 3T.



Section 2 Standards of Measurement

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, G.2, 4A-B, TWE Oklahoma Standards - S 2.2; PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 1 session ( denotes activities recommended for block schedule.) Single Periods: 2 sessions

Objectives 4. Name the prefixes used in SI and indicate what multiple of ten each one represents. 5. Identify SI units and symbols for length, volume, mass,density, time, and

temperature. 6. Convert related SI units.


Motivate ____ Section Focus Transparency 2, p. 2, TCR; Transparency Activity, p. 45, CRB,

(ELL) _____ Reading Preview, p. 10, TWE





Level 1

Labs: __ MiniLAB: Determining the

Density of a Pencil, p. 15; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Science Journal, p. 11 __ Identifying Misconceptions, p. 11 __ Make a Model, p. 12 __ Visual Learning, p. 13 __ Reading Strategy, p. 14, (ELL) __ Differentiated Instruction,

Behavioraly Disordered, p. 15 __ Reading Strategy, p. 16, (ELL) __ Daily Intervention, Check for

Understanding, p. 17 __ Daily Intervention, Reteach, p.

17









Level 2

SE: __ Integrate Earth Science, p. 13



TWE Margin: __ Science Journal, p. 11 __ Identifying Misconceptions, p. 11 __ Make a Model, p. 12 __ Quick Demo, p. 13 __ Visual Learning, p. 13 __ Curriculum Connection, p. 14 __ Curriculum Connection, p. 15 __ Reading Strategy, p. 14, (ELL) __ Reading Strategy, p. 16, (ELL) __ Daily Intervention, Check for


17






Level 3

SE: __ Integrate Earth Science, p. 13



TWE Margin: __ Identifying Misconceptions, p. 11 __ Science Journal, p. 11 __ Differentiated Instruction,

Challenge, p. 11 __ Make a Model, p 12 __ Teacher FYI, p. 12 __ Curriculum Connection, p. 14 __ Curriculum Connection, p. 15 __ Differentiated Instruction,

Challenge, p. 16


















Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 20, T9, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 24, T9, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Science Notebook, Ch. 1, Sec. 2, TCR, (ELL) __ StudentWorks Plus, Ch. 2, TCH, (ELL) __ More Section Review, Ch. 1, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 31, T11, CRB





Section 3 Communicating With Graphs National Content Standards — UCP.1-3, UCP.5, A.1, A.2, G.2, 4A-B, TWE Oklahoma Standards - S 2.2; PS 1.2, 1.3, 3.1, 3.2, 3.3. 3.4, 4.1, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 7. Identify three types of graphs and how they are used. 8. Distinguish between dependent and independent variables. 9. Analyze data using the various types of graphs.


Motivate ___ Section Focus Transparency 3, p. 3, TCR; Transparency Activity, p. 46, CRB,

(ELL) ____ Reading Preview, p. 18, TWE

____ Interactive Chalkboard, Ch. 1, Sec. 3, TCH




Level 1

Labs: __ MiniLAB: Graphing Temperature

Change, p. 21; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: What’s my Graph?, p. 27 (Worksheet, pp. 5-8, T9, CRB)

__ LAB: Developing a Measurement System, p. 28 (Worksheet, pp. 5-8)

__ Laboratory Activity 1, pp. 9-12, T9, CRB


TWE Margin: __ Visual Learning, p. 19 __ Reading Strategy, p. 19, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 20 __ Science Journal, p. 20 __ Daily Intervention, Check for


22






__ Teaching Transparency, p. 47, CRB, (ELL); Teaching Transparency Activity, p. 48, CRB




Level 2

SE: none







TWE Margin: __ Visual Learning, p. 19 __ Reading Strategy, p. 19, (ELL) __ Quick Demo, p. 20 __ Science Journal, p. 20 __ Daily Intervention, Check for


22







Level 3

SE: none







TWE Margin: __ Differentiated Instruction,

Challenge, p. 19 __ Teacher FYI, p. 20 __ Science Journal, p. 20










Assess _____ Assessment, pp. 21, 27, 28, TWE



_____ Performance Assessment in the Science Classroom, p. 113, TCR





Chapter Assessment ____ Chapter Study Guide, p. 31

____ Chapter Review, pp. 32-33

____ Chapter Review, pp. 37-38, T12, CRB

____ Chapter Assessment, p. 33, TWE

____ Chapter Test, pp. 39-42, T13, CRB

____ Assessment Transparency, p. 49, TCR;

____ Standardized Test Practice, pp. 8-11, TCR

____ Standardized Test Practice: www.gpescience.com

____ Standardized Test Practice, pp. 34-35




Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 21, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 25, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Reading and Writing Skill Activities, p. 47, T11, TCR, (ELL) __ Science Notebook, Ch. 1, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 7, TCR, (ELL) __ StudentWorks Plus, Ch. 1, TCH, (ELL) __ More Section Review, Ch. 1, www.gpescience.com

Enrichment





PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4



Chapter 2 Section 1 Science and Technology National Content Standards — UCP.1-5, A.1, A.2, E.1, E.2, F.6, 36A-B, TWE Oklahoma Standards - PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 1. Discuss how the study of science leads to a better understanding of natural events. 2. Describe the different types of technology. 3. Explain why the value of technology may differ for different people at different times.




(ELL) _____ Foldables, p. 37; Foldables p. 13 , CRB






Level 1

Labs: __ MiniLAB: Researching the Past,

p. 40; (Worksheet, pp. 3-5, T9, CRB)


TWE Margin: __ Science Journal, p. 37 __ Discussion, p. 39 __ Differentiated Instruction, English

Language Learners, p. 40 __ Visual Learning, p. 41 __ Fun Fact, p. 42 __ Identifying Misconceptions, p. 43 __ Daily Intervention, Check for



Section 1, pp. 19-34, (ELL) __ Reading Essentials, English,







Level 2

SE: __ Science Online, p. 45 __ Integrate Health, p. 42




TWE Margin: __ Science Journal, p. 37 __ Curriculum Connection, p. 39 __ Discussion, p. 39 __ Quick Demo, p. 41 __ Visual Learning, p. 41 __ Fun Fact, p. 42 __ Identifying Misconceptions, p. 43 __ Daily Intervention, Check for







Level 3





TWE Margin: __ Science Journal, p. 37 __ Curriculum Connection, p. 39 __ Discussion, p. 39 __ Differentiated Instruction,

Challenge, p. 42 __ Fun Fact, p. 42 __ Teacher FYI, p. 43 __ Differentiated Instruction,

Challenge, p. 44 __ Identifying Misconceptions, p. 43









Assess _____ Assessment, pp. 37, 40, TWE


_____ Mini-Assessment, p. 45, TWE

_____ Performance Assessment in the Science Classroom, pp. 89, 91, 169, TCR






Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 16, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 20, T10, CRB, (ELL) __ Reinforcement, p. 23, T11, CRB, (ELL) __ Science Notebook, Ch. 2, Sec. 1, TCR, (ELL) __ Mathematics Skills Activities, pp. 7-8, TCR __ Study Guide and Reinforcement, p. 8, TCR, (ELL) __ StudentWorks Plus, Ch. 2, TCH, (ELL) __ More Section Review, Ch. 2, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 26, T11, CR __ Earth Science Critical Thinking/Problem Solving, p.

11, TCR __ Physical Science Critical Thinking/Problem

Solving, p. 1, TCR __ Lab Management and Safety, pp. 7-8, TCR

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page 2T. For an explanation of Step 8 on how to maintain Efficacy of the Process see page 3T.



Section 2 Forces that Shape Technology

National Content Standards — UCP.1-5, A.1, A.2, E.1, E.2, F.5, F.6, G.2, G.3, 36A-B, TWE Oklahoma Standards - PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 4. Discuss how funds for science research come from the federal government, private

industries, and private foundations. 5. Explain how consumers affect technological development. 6. Describe the importance of responsible technological development.








Level 1

Labs: __ MiniLAB: Evaluating the

Benefits and Consequences of Technology, p. 47; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Who Contributes CO2? p. 51 (Worksheet, pp. 5-8, T9, CRB)



Learning Disabled, p. 48 __ Visual Learning, p. 48 __ Reading Strategy, p. 49, (ELL) __ Reading Strategy, p. 50, (ELL) __ Daily Intervention, Check for


50










Level 2

SE: __ Science Online, p. 50 __ Integrate Environment, p. 48 __ Integrate History, p. 49





TWE Margin: __ Curriculum Connection, p. 49 __ Visual Learning, p. 48 __ Reading Strategy, p. 49, (ELL) __ Reading Strategy, p. 50, (ELL) __ Daily Intervention, Check for


50







Level 3

SE: __ Science Online, p. 50 __ Integrate Environment, p. 48 __ Integrate History, p. 49





TWE Margin: __ Teacher FYI, p. 48 __ Curriculum Connection, p. 49













_____ Reading Strategy, p. 49, p. 50, TWE







Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 16, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 20, T10, CRB, (ELL) __ Reinforcement, p. 24, T11, CRB, (ELL) __ Science Notebook, Ch. 2, Sec. 2, TCR, (ELL) __ Reading and Writing Skills Activities, pp. 9-10, TCR __ StudentWorks Plus, Ch. 2, TCH, (ELL) __ More Section Review, Ch. 2, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 27, T10, CRB __ Life Science Critical Thinking/Problem Solving, p.

4, TCR




Section 3 Developing Technology National Content Standards — UCP.1-5, A.1, A.2, E.1, E.2, F.6, 36A-B, TWE Oklahoma Standards - PS 3.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 7. Discuss how the roles of a scientist and engineer differ. 8. Explain how technological problems often create a demand for new scientific

knowledge. 9. Describe the general process used to find technical solutions to problems or human

needs.








Level 1

Labs: __ LAB: Care Package, p. 58

(Worksheet, pp. 5-8, T9, CRB)


Learning Disabled, p. 53 __ Fun Fact, p. 53 __ Reading Strategy, p. 53, (ELL) __ Inquiry Lab, p. 54, T9 __ Science Journal, p. 55 __ Visual Learning, p. 55 __ Make a Model, p. 56 __ Active Reading, p. 56 __ Use an Analogy, p. 56 __ Reading Strategy, p. 57, (ELL) __ Daily Intervention, Check for


57









Level 2

SE: __ Integrate Life Science, p. 54 __ Integrate Career, p. 56



TWE Margin: __ Reading Strategy, p. 53, (ELL) __ Fun Fact, p. 53 __ Science Journal, p. 55 __ Quick Demo, p. 55 __ Visual Learning, p. 55 __ Make a Model, p. 56 __ Active Reading, p. 56 __ Use an Analogy, p. 56 __ Reading Strategy, p. 57, (ELL) __ Daily Intervention, Check for


57






Level 3

SE: __ Integrate Life Science, p. 54 __ Integrate Career, p. 56



TWE Margin: __ Fun Fact, p. 53 __ Teacher FYI, p. 55 __ Science Journal, p. 55 __ Differentiated Instruction,

Challenge, p. 56 __ Make a Model, p. 56 __ Active Reading, p. 56












_____ Reading Strategy, pp. 53, 57, TWE










____ Assessment Transparency, p. 45, TCR







Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 17, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 21, T10, CRB, (ELL) __ Reinforcement, p. 25, T11, CRB, (ELL) __ Science Notebook, Ch. 2, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 10, TCR, (ELL) __ StudentWorks Plus, Ch. 2, TCH, (ELL) __ More Section Review, Ch. 2, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 28, T11, CRB __ Home and Community Involvement, p. 27, TCR __ Cultural Diversity, pp. 49-50, TCR

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page 2T. For an explanation of Step 8 on how to maintain Efficacy of the Process see page 3T

S 2.1

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4


S 2.1

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

S 2.1

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 3 Section 1 Describing Motion National Content Standards — UCP.1-3, A.1, A.2, B.4, 68A-B, TWE Oklahoma Standards - S 2.1; PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Distinguish between distance and displacement. 2. Calculate average speed. 3. Interpret motion graphs.










Level 1

Labs: __ MiniLAB: Measuring Average

Speed, p. 71; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ Laboratory Activity 1, pp. 9–12, T9, CRB

TWE Margin: __ Use Science Words, p. 71 __ Visual Learning, pp. 71, 74 __ Use an Analogy, p. 72 __ Identifying Misconceptions, pp. 72, 74 __ Differentiated Instruction, English

Langauage Learners, p. 73 __ Daily Intervention, Check for





pp. T5–T8, CRB, (ELL) __ Note-taking Worksheet, p. 34,

CRB; Content Outline for Teaching, Section 1, p. T2, CRB





Level 2

SE: __ Science Online, pp. 72, 75 __ Integrate Astronomy, p. 74




TWE Margin: __ Discussion, p. 73 __ Use Science Words, p. 71 __ Visual Learning, pp. 71, 74 __ Use an Analogy, p. 72 __ Identifying Misconceptions, pp.

72, 74 __ Quick Demo, p. 73 __ Curriculum Connection, p. 73 __ Daily Intervention, Check for


TCR: __ Note-taking Worksheet, p. 34,






Level 3

SE: __ Science Online, pp. 72, 75 __ Integrate Astronomy, p. 74




TWE Margin: __ Curriculum Connection, p. 73 __ Discussion, p. 73 __ Teacher FYI, p. 74


















Reinforcement

Level 1 __ Directed Reading for Content Mastery, pp. 19–20, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, pp. 23–24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Science Notebook, Ch. 3, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, pp. 9-11, TCR, (ELL)__ StudentWorks Plus, Ch. 3, TCH, (ELL) __ More Section Review, Ch. 3, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Cultural Diversity, p. 72, TWE





Section 2 Acceleration

National Content Standards — UCP.1-3, A.1, A.2, B.4, 68A-B, TWE Oklahoma Standards - S 2.1; PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 1 session ( denotes activities recommended for block schedule.) Single Periods: 1 session

Objectives 5. Identify how acceleration, time, and velocity are related. 6. Describe how to calculate the average acceleration of an object. 7. Explain how positive and negative acceleration affect motion.


Motivate ___ Section Focus Transparency 2, p. 11, TCR; Transparency Activity, p. 45, CRB,

(ELL) ____ Reading Preview, p. 76, TWE

____ Interactive Chalkboard, Ch. 3, Sec. 2, TCH




Level 1

Labs: __ Inquiry Lab, pp. 23–24, T9

TWE Margin: __ Reading Strategy, p. 77, (ELL) __ Quick Demo, p. 79 __ Daily Intervention, Reteach, p.

80









Level 2

SE: __ Integrate History, p. 77 __ Visualizing Acceleration, p. 78


TWE Margin: __ Curriculum Connection, p. 77 __ Reading Strategy, p. 77, (ELL) __ Quick Demo, p. 79 __ Daily Intervention, Check for

Understanding, p. 80


CRB; Content Outline for Teaching, Section 2, T3 , CRB




Level 3

SE: __ Integrate History, p. 77 __ Visualizing Acceleration, p. 78


TWE Margin: __ Curriculum Connection, p. 77 __ Teacher FYI, p. 77 __ Differentiated Instruction,

Challenge, p. 78 __ Quick Demo, p. 79 __ Daily Intervention, Check for


















Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 21, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, pp. 23–26, T10, CRB, (ELL) __ Reinforcement, pp. 28, T11, CRB, (ELL) __ Science Notebook, Ch. 3, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, pp. 9-11, TCR, (ELL)__ StudentWorks Plus, Ch. 3, TCH, (ELL) __ More Section Review, Ch. 3, www.gpescience.com

Enrichment

Level 3 __ Challenge Activity, p. 78, TWE __ Enrichment, p. 31, T11, CRB





Section 3 Motion and Forces National Content Standards — UCP.1-3, A.1, A.2, B.4, G.3, 68A-B, TWE Oklahoma Standards - S 2.1; PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 3 sessions

Objectives 8. Explain how force and motion are related. 9. Compare and contrast static friction and sliding friction. 10. Describe the effects of air resistnace on falling objects.








Level 1

Labs: __ MiniLAB: Comparing Friction, p.

83; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Force and Acceleration, p. 87 (Worksheet, pp. 5–8, T9, CRB)

__ Laboratory Activity, pp. 13–15, T9, CRB

TWE Margin: __ Use Science Words, p. 84 __ Visual Learning, p. 82 __ Identifying Misconceptions, pp.

82, 91 __ Active Reading, p. 85 __ Daily Intervention, Reteach, p.

86 __ Science Journal, p. 85 __ Inquiry Lab, p. 85 __ Fun Fact, p. 85









Level 2

SE: __ Science Online, p. 82 __ Science and Language Arts, p.

90 __ Integrate Physics, p. 90




__ Laboratory Activity, pp. 13–15, T9, CRB

TWE Margin: __ Identifying Misconceptions, pp.

82, 91 __ Inquiry Lab, p. 85 __ Active Reading, p. 85 __ Daily Intervention, Check for

Understanding, p. 86 __ Daily Intervention, Reteach,

p.86 __ Science Journal, p. 85 __ Fun Fact, p. 85






Level 3

SE: __ Science Online, p. 82 __ Science and Language Arts, p.

90 __ Integrate Physics, p. 90




__ Laboratory Activity , pp. 13–15, T9, CRB

TWE Margin: __ Teacher FYI, p. 82 __ Identifying Misconceptions, pp. 82, 91 __ Inquiry Lab, p. 85 __ Science Journal, p. 85 __ Fun Fact, p. 85
















Chapter Assessment ____ Chapter Study Guide, p. 91, TWE


____ Chapter Review, pp. 92–93, T12, CRB



____ Assessment Transparency, p. 49, TCR; Assessment Transparency Activity, p.

49, T14, CRB







Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 22, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, pp. 23–26, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Science Notebook, Ch. 3, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, pp. 9-11, TCR, (ELL)__ StudentWorks Plus, Ch. 3, TCH, (ELL) __ More Section Review, Ch. 3, www.gpescience.com

Enrichment

Level 3 __ Challenge Activity, p. 84, TWE __ Enrichment, p. 32, T11, CRB __ Earth Science Critical Thinking/ Problem-Solving,

p. 9, TCR __ Home and Community Involvement, p. 41, TCR __ Cultural Diversity, p. 63, TCR



S 2.1, 2.2

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3


S 2.1, 2.2

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3

S 2.1, 2.2

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3



Chapter 4 Section 1 The First Two Laws of Motion National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, 96A-B, TWE Oklahoma Standards - S 2.1, 2.2; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 1. Define Newton’s first law of motion. 2. Explain how inertia and mass are related. 3. Define Newton’s second law of motion. 4. Apply Newton’s second law of motion.










Level 1

Labs: __ MiniLAB: Observing Inertia, p. 99;

MiniLAB Worksheet, p. 3, T10, CRB, (ELL)

TWE Margin: __ Visual Learning, p. 99 __ Reading Strategy, p. 99, (ELL) __ Make a Model, p. 100 __ Discussion, p. 101 __ Daily Intervention, Check for


103




pp. T5–T9, CRB, (ELL) __ Note-taking Worksheet, pp. 33-

34, CRB; Content Outline for Teaching, Section 1, pp. T2-T3, CRB




Level 2

SE: __ Science Online, p. 101



TWE Margin: __ Visual Learning, p. 99 __ Reading Strategy, p. 99, (ELL) __ Make a Model, p. 100 __ Discussion, p. 101 __ Quick Demo, p. 102 __ Daily Intervention, Check for


103






Level 3




TWE Margin: __ Teacher FYI, p. 99 __ Differentiated Instruction,

Challenge, p. 100 __ Make a Model, p. 100 __ Discussion, p. 101



















Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 20, T11,

CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p.

24, T11, CRB, (ELL) __ Reinforcement, p. 27, T12, CRB, (ELL) __ Reading and Writing Skill Activities, p. 49, TCR,

(ELL) __ Science Notebook, Ch. 4, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p. 13, TCR, (ELL) __ StudentWorks Plus, Ch. 4, TCH, (ELL) __ More Section Review, Ch. 4, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 30, T12, CRB __ Home and Community Involvement, p. 39, TCR

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see

page 2T. For an explanation of Step 8 on how to maintain Efficacy of the Process see

page 3T.



Section 2 Gravity

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, 96A-B, TWE Oklahoma Standards - S 2.1, 2.2; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 5. Describe the gravitational force. 6. Distinguish between mass and weight. 7. Explain why objects that are thrown will follow a curved path. 8. Compare circular motion with motion in a straight line.








Level 1

Labs: __ MiniLAB: Observing Centripetal

Force, p. 110; MiniLAB Worksheet, p. 4, T10, CRB, (ELL)

__ LAB: Gravity and Air Resistance, p. 112 (Worksheet, pp. 5-6, T10, CRB)


TWE Margin: __ Fun Fact, p. 105 __ Reading Strategy, p. 105, (ELL) __ Science Journal, p. 106 __ Identifying Misconceptions, p.

106 __ Active Reading, p. 107 __ Discussion, p. 107 __ Use Science Words, pp. 108,

110 __ Visual Learning, p. 109 __ Differentiated Instruction,

Learning Disabled, p. 110 __ Inquiry Lab, p. 109, T10 __ Daily Intervention, Check for


111









Level 2

SE: __ Science Online, p. 105 __ Integrate (Astronomy), p. 105 __ Integrate (Earth Science), p.

108

Labs: __ Inquiry Lab, p. 109, T10 __ MiniLAB: Observing Centripetal




TWE Margin: __ Fun Fact, p. 105 __ Reading Strategy, p. 105, (ELL) __ Quick Demo, pp. 105, 106, 107 __ Science Journal, p. 106 __ Identifying Misconceptions, p. 106 __ Active Reading, p. 107 __ Discussion, p. 107 __ Curriculum Connection, p. 108 __ Use Science Words, pp. 108,

110 __ Visual Learning, p. 109 __ Daily Intervention, Check for


111






Level 3

SE: __ Science Online, p. 105 __ Integrate (Astronomy), p. 105 __ Integrate (Earth Science), p.

108

Labs: __ Inquiry Lab, p. 109, T10 __ MiniLAB: Observing Centripetal




TWE Margin: __ Fun Fact, p. 105 __ Differentiated Instruction,

Challenge, pp. 105, 106, 109 __ Science Journal, p. 106 __ Identifying Misconceptions, p. 106 __ Teacher FYI, p. 107 __ Active Reading, p. 107 __ Discussion, p. 107 __ Curriculum Connection, p. 108



















Reinforcement



25, T11, CRB, (ELL) __ Reinforcement, p. 28, T12, CRB, (ELL) __ Science Notebook, Ch. 4, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p. 14, TCR, (ELL) __ StudentWorks Plus, Ch. 4, TCH, (ELL) __ More Section Review, Ch. 4, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 31, T12, CRB __ Life Science Critical Thinking/Problem-Solving, p.

14, TCR __ Earth Science Critical Thinking/Problem-Solving,

p. 5, TCR __ Cultural Diversity, p. 25, TCH





Section 3 The Third Law of Motion National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, 96A-B, TWE Oklahoma Standards - S 2.1, 2.2; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 9. State Newton’s third law of motion. 10. Identify action and reaction forces. 11. Calculate momentum. 12. Recognize when momentum is conserved.








Level 1

Labs: __ LAB: The Momentum of

Colliding Objects, p. 118 (Worksheet, pp. 7-8, T10, CRB)


TWE Margin: __ Reading Strategy, p. 114, (ELL) __ Science Journal, p. 114 __ Visual Learning, pp. 114, 117 __ Fun Fact, p. 115 __ Differentiated Instruction,

English-Language Learners, p. 115

__ Discussion, p. 116 __ Identifying Misconceptions, p. 116 __ Daily Intervention, Check for


117 __ Active Reading, p. 118









Level 2

SE: __ Integrate (Career), p. 114




TWE Margin: __ Reading Strategy, p. 114, (ELL) __ Science Journal, p. 114 __ Visual Learning, pp. 114, 117 __ Quick Demo, p. 115 __ Fun Fact, p. 115 __ Discussion, p. 116 __ Identifying Misconceptions, p. 116 __ Daily Intervention, Check for


117 __ Active Reading, p. 118






Level 3





TWE Margin: __ Science Journal, p. 114 __ Fun Fact, p. 115 __ Discussion, p. 116 __ Identifying Misconceptions, p. 116 __ Differentiated Instruction,

Challenge, p. 116 __ Active Reading, p. 118
























49, T14, CRB







Reinforcement



26, T11, CRB, (ELL) __ Reinforcement, p. 29, T12, CRB, (ELL) __ Science Notebook, Ch. 4, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 15, TCR, (ELL) __ StudentWorks Plus, Ch. 4, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 4, www.gpescience.com

Enrichment




S 3.1, 5.2

PS 1.1, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4


S 3.1, 5.2

PS 1.1, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 5 Section 1 The Nature of Energy National Content Standards — UCP.2, UCP.3. UCP.5, A.1, A.2, B.2, B.4, 126A-B, TWE Oklahoma Standards - S 3.1, 5.2; PS 1.1, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Distinguish between kinetic and potential energy. 2. Calculate different forms of potential energy. 3. Describe different forms of potential energy. 4. Calculate gravitational potential energy.










Level 1

Labs: __ MiniLAB: Interpreting Data from a

Slingshot, p. 131; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ LAB: Bouncing Balls, p. 134 (Worksheet, pp. 5-6, T9, CRB) __ Laboratory Activity 1, pp. 9-12,

T9, CRB

TWE Margin: __ Science Journal, p. 129 __ Differentiated Instruction, English-

Language Learners, p. 129 __ Discussion, p. 129 __ Use Science Words, p. 130 __ Use an Analogy, p. 131 __ Visual Learning, p. 131 __ Reading Strategy, p. 131, (ELL) __ Daily Intervention, Check for


133










Level 2

SE: __ Science Online, p. 130 __ Integrate (Language Arts), p. 132



__ LAB: Bouncing Balls, p. 134 (Worksheet, pp. 5-6, T9, CRB)


TWE Margin: __ Science Journal, p. 129 __ Discussion, p. 129 __ Curriculum Connection, p. 130 __ Use Science Words, p. 130 __ Quick Demo, pp. 130, 132

__ Use an Analogy, p. 131

__ Visual Learning, p. 131 __ Reading Strategy, p. 131, (ELL) __ Daily Intervention, Check for


133







Level 3

SE: __ Science Online, p. 130 __ Integrate (Language Arts), p. 132



__ LAB: Bouncing Balls, p. 134 (Worksheet, pp. 5-6, T9, CRB) __ Laboratory Activity 1, pp. 9-12,

T9, CRB

TWE Margin: __ Science Journal, p. 129 __ Discussion, p. 129 __ Curriculum Connection, p. 130




















Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 20, T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, p. 24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Reading and Writing Skill Activities, p. 35, TCR,


Enrichment






Section 2 Conservation of Energy

National Content Standards — UCP.2, UCP.3, UCP.5, A.1, A.2, B.2, B.4, B.5, G.3, 126A-B, TWE Oklahoma Standards - S 3.1, 5.2; PS 1.1, 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 2 sessions ( denotes activities recommended for block schedule.) Single Periods: 4 sessions

Objectives 5. Describe how energy can be transformed from one form to another. 6. Explain how the mechanical energy of a system in the sum of the kinetic and

potential energy. 7. Discuss the law of conservation of energy.








Level 1

Labs: __ MiniLAB: Transforming Energy

in a Paper Cup, p. 140; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Swinging Energy, pp. 144-145 (Worksheet, pp. 7–8, T9, CRB)


TWE Margin: __ Make a Model, p. 136 __ Visual Learning, pp. 136, 142 __ Reading Strategy, p. 137, (ELL) __ Identifying Misconceptions, pp. 137, 142 __ Science Journal, p. 139 __ Use Science Words, pp. 139,

141, 142 __ Fun Fact, p. 140 __ Differentiated Instruction,

Learning Disabled, p. 140 __ Inquiry Lab, p. 141, T9 __ Active Reading, p. 142 __ Daily Intervention, Check for


143









Level 2

SE: __ Science Online, p. 141 __ Integrate (Environment), p. 139 __ Integrate (Health), p. 142



__ Inquiry Lab, p. 141, T9 __ LAB: Swinging Energy, pp. 144-

145 (Worksheet, pp. 7–8, T9, CRB)


TWE Margin: __ Quick Demo, p. 136 __ Make a Model, p. 136 __ Visual Learning, pp. 136, 142 __ Reading Strategy, p. 137, (ELL) __ Curriculum Connection, p. 137 __ Identifying Misconceptions, pp.

137, 142 __ Science Journal, p. 139 __ Use Science Words, pp. 139,

141, 142 __ Fun Fact, p. 140 __ Active Reading, p. 142 __ Daily Intervention, Check for


143






Level 3

SE: __ Science Online, p. 141 __ Integrate (Environment), p. 139 __ Integrate (Health), p. 142



__ Inquiry Lab, p. 141, T9 __ LAB: Swinging Energy, pp. 144-

145 (Worksheet, pp. 7–8, T9, CRB)



Challenge, p. 136 __ Make a Model, p. 136 __ Curriculum Connection, p. 137 __ Teacher FYI, pp. 137, 141 __ Identifying Misconceptions, pp.

137, 142 __ Science Journal, p. 139 __ Fun Fact, p. 140 __ Active Reading, p. 142
























47, T13, CRB







Reinforcement

Level 1 __ Directed Reading for Content Mastery, pp. 21-22,

T10, CRB, (ELL) __ Spanish Directed Reading for Content Mastery, pp.

25-26, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Science Notebook, Ch. 5, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 18, TCR, (ELL) __ StudentWorks Plus, Ch. 5, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 5, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Cultural Diversity, p. 53, TCR



PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4


PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4



Chapter 6 Section 1 Work National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, 152A-B, TWE Oklahoma Standards - PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 1. Explain the meaning of work. 2. Describe how work and energy are related. 3. Calculate work. 4. Calculate power.




(ELL) _____ Foldables, p.153; Foldables, p.19, CRB






Level 1

Labs: __ MiniLAB: Calculating Your Work

and Power, p. 157; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Science Journal, p. 152 __ Identifying Misconceptions, p. 152 __ Differentiated Instruction,

Learning Disabled, p. 155 __ Discussion, p. 156 __ Differentiated Instruction,

Physically Challenged, p. 157 __ Visual Learning, p. 157 __ Reading Strategy, p. 157, (ELL) __ Fun Fact, p. 158 __ Discussion, p. 158 __ Daily Intervention, Check for


159




pp. T5–T8, CRB, (ELL) __ Note-taking Worksheet, pp. 35–





Level 2



TWE Margin: __ Identifying Misconceptions, p. 152 __ Science Journal, p. 155 __ Quick Demo, p. 156 __ Curriculum Connection, p. 156 __ Discussion, p. 156 __ Visual Learning, p. 157 __ Reading Strategy, p. 157, (ELL) __ Discussion, p. 158 __ Curriculum Connection, p. 158 __ Fun Fact, p. 158 __ Daily Intervention, Check for


159

TCR: __ Note-taking Worksheet, pp. 35–





Level 3



TWE Margin: __ Identifying Misconceptions, p. 152 __ Science Journal, p. 155 __ Teacher FYI, p. 156 __ Curriculum Connection, p. 156 __ Discussion, p. 156 __ Fun Fact, p. 158










_____ Assessment, p. 157, TWE









Reinforcement



26, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Mathematics Skill Activities, p. 11, TCR __ Science Notebook, Ch. 6, Sec. 1, TCR, (ELL) __ StudentWorks Plus, Ch. 6, TCH, (ELL) __ More Section Review, Ch. 6, www.gpescience.com

Enrichment






Section 2 Using Machines

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, 152A-B, TWE Oklahoma Standards - PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 5. Explain how machines make doing work easier. 6. Calculate the mechanical advantage of a machine. 7. Calculate the efficiency of a machine.










Level 1

Labs: __ MiniLAB: Machines Multiplying,

p. 162; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)


Learning Disabled, p. 161 __ Discussion, p. 161 __ Science Journal, p. 162 __ Visual Learning, p. 163 __ Identifying Misconceptions, p.

163 __ Reading Strategy, p. 163, (ELL) __ Fun Fact, p. 164 __ Daily Intervention, Check for


165





37, CRB; Content Outline for Teaching, Section 2, pp. T2–T4, CRB




Level 2

SE: __ Science Online, p. 163 __ Integrate (Chemistry), p. 164



TWE Margin: __ Discussion, p. 161 __ Curriculum Connection, p. 162 __ Science Journal, p. 162 __ Quick Demo, p. 163 __ Visual Learning, p. 163 __ Identifying Misconceptions, p. 163 __ Reading Strategy, p. 163, (ELL) __ Fun Fact, p. 164 __ Daily Intervention, Check for


165






Level 3




TWE Margin: __ Discussion, p. 161 __ Differentaited Instruction,

Challenge, p. 161 __ Curriculum Connection, p. 162 __ Science Journal, p. 162 __ Identifying Misconceptions, p.

163 __ Teacher FYI, p. 164 __ Fun Fact, p. 164


















Reinforcement


CRB, (ELL) __ Spanish Directed Reading for Content Mastery,\p.

26, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Science Notebook, Ch. 6, Sec. 2, TCR, (ELL) __ StudentWorks Plus, Ch. 6, TCH, (ELL) __ More Section Review, Ch. 6, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 33, T11, CRB __ Physical Science Critical Thinking/Problem-

Solving, p. 3, TCR





Section 3 Simple Machines National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, 152A-B, TWE Oklahoma Standards - PS 1.3, 3.3, 4.3, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 8. Describe the six types of simple machines. 9. Explain how the different types of simple machines make doing work easier. 10. Calculate the ideal mechanical advantage of the different types of simple machines.



____ Section Focus Transparency 3, p. 27, TCR; Transparency Activity, pp. 49–50, CRB, (ELL) _____ Foldables, p. 153; Foldables p. 19, CRB






Level 1

Labs: __ LAB: Levers, p. 175 (Worksheet,

pp. 5–6, T9, CRB) __ LAB: Using Simple Machines, pp.

176–177 (Worksheet, pp. 7–8, T9, CRB)



TWE Margin: __ Use Science Words, p. 167 __ Visual Learning, p. 168 __ Discussion, p. 169 __ Visual Learning, p. 169 __ Make a Model, p. 169 __ Inquiry Lab, p. 170, T9 __ Identifying Misconceptions, p. 171 __ Differentiated Instruction, English-

Language Learners, p. 171 __ Discussion, p. 171 __ Reading Strategy, p. 171, (ELL) __ Visual Learning, p. 172 __ Make a Model, p. 173 __ Active Reading, p. 173 __ Fun Fact, p. 173 __ Daily Intervention, Check for



Section 3, pp. 83-100, (ELL) __ Reading Essentials, Spanish, Section

3, pp. 83-100, (ELL) __ Spanish Resources, Section 3, pp.

T5–T8, CRB, (ELL) __ Note-taking Worksheet, pp. 35–37,

CRB; Content Outline for Teaching, Section 3, pp. T2–T4, CRB





Level 2

SE: __ Science Online, p. 172 __ Integrate (History), p. 167

Labs: __ LAB: Levers, p. 175 (Worksheet,

pp. 5–6, T9, CRB) __ LAB: Using Simple Machines, pp.

176–177 (Worksheet, pp. 7–8, T9, CRB)



TWE Margin: __ Quick Demo, p. 167 __ Use Science Words, p. 167 __ Visual Learning, p. 168 __ Discussion, p. 169 __ Visual Learning, p. 169 __ Make a Model, p. 169 __ Curriculum Connection, p. 171 __ Discussion, p. 171 __ Identifying Misconceptions, p. 171 __ Reading Strategy, p. 171, (ELL) __ Visual Learning, p. 172 __ Make a Model, p. 173 __ Active Reading, p. 173 __ Fun Fact, p. 173 __ Daily Intervention, Check for


TCR: __ Note-taking Worksheet, pp. 35–37,






Level 3


Labs: __ LAB: Levers, p. 175

(Worksheet, pp. 5–6, T9, CRB)

__ LAB: Using Simple Machines, pp. 176–177 (Worksheet, pp. 7–8, T9, CRB)




Challenge, p. 167 __ Differentiated Instruction,

Challenge, p. 169 __ Discussion, p. 169 __ Make a Model, p. 169 __ Curriculum Connection, p.

171 __ Discussion, p. 171 __ Identifying Misconceptions,

p. 171 __ Teacher FYI, p. 173 __ Make a Model, p. 173 __ Active Reading, p. 173 __ Fun Fact, p. 173

TCR: __ Note-taking Worksheet, pp.

35–37, CRB; Content Outline for Teaching, Section 3, pp. T2–T4, CRB



www.gpescience.com, (ELL) __ Vocabulary PuzzleMaker,

Ch. 6, TCH, (ELL) __ Video Labs, Ch. 6, TCH,

(ELL) __ Virtual Labs, Ch. 6, TCH,

(ELL)















____ Chapter Review, pp. 180–181



____ Chapter Test, pp. 41–44, T13, CRB

____ Assessment Transparency, p. 51, CRB







Reinforcement



27-28, T10, CRB, (ELL) __ Reinforcement, pp. 31, T11, CRB, (ELL) __ Science Notebook, Ch. 6, Sec. 3, TCR, (ELL) __ StudentWorks Plus, Ch. 6, TCH, (ELL) __ More Section Review, Ch. 6, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 34, T11, CRB __ Physical Science Critical Thinking/ Problem-

Solving, pp. 6-7, TCR __ Cultural Diversity, p. 167, TWE



S 2.2

PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3


S 2.2

PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3

S 2.2

PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3



Chapter 7 Section 1 Earth in Space National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.3, 184A-B, TWE Oklahoma Standards - S 2.2; PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 1. Compare and contrast Earth’s physical characteristics with those of other planets. 2. Explain Earth’s magnetic field. 3. Describe Earth’s movement in space and how eclipses occur.










Level 1

TWE Margin: __ Identifying Misconceptions, p. 184 __ Science Journal, p. 184 __ Visual Learning, p. 187 __ Reading Strategy, p. 187, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 188 __ Discussion, p. 188 __ Daily Intervention, Check for


189










Level 2

SE: __ Science Online, p. 189 __ Integrate (Physics), p. 188

TWE Margin: __ Identifying Misconceptions, p. 184 __ Science Journal, p. 184 __ Quick Demo, p. 187 __ Visual Learning, p. 187 __ Reading Strategy, p. 187, (ELL) __ Curriculum Connection, p. 188 __ Discussion, p. 188 __ Daily Intervention, Check for


189







Level 3

SE: __ Science Online, p. 189 __ Integrate (Physics), p. 188

TWE Margin: __ Identifying Misconceptions, p. 184 __ Science Journal, p. 184 __ Curriculum Connection, p. 188 __ Discussion, p. 188




Technology: __ Science Web site, (ELL) __ Vocabulary PuzzleMaker, Ch. 7,

TCH, (ELL) __ Video Labs, Ch. 7, TCH,

www.gpescience.com, (ELL) __ Virtual Labs, Ch. 7, TCH, (ELL)













Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Reading and Writing Skill Activities, pp. 11–12, TCR,

(ELL) __ Science Notebook, Ch. 7, Sec. 1, TCR, (ELL) __ StudentWorks Plus, Ch. 7, TCH, (ELL) __ More Section Review, Ch. 7, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Cultural Diversity, p. 187, TCR __ Home and Community Involvement, p. 36, TCR




Section 2 Time and Seasons

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, 184A-B, TWE Oklahoma Standards - S 2.2; PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 4. Calculate the time and date in different time zones. 5. Differentiate between revolution and rotation. 6. Discuss what causes seasons to change.










Level 1

Labs: __ MiniLAB: Modeling the Sun’s

Rays at Solstice, p. 195; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ LAB: Comparing the Angle of Sunlight to its Intensity, p. 196 (Worksheet, pp. 5–6, T9, CRB)


TWE Margin: __ Discussion, p. 191 __ Differentiated Instruction,


__ Reading Strategy, p. 191, (ELL) __ Use an Analogy, p. 192 __ Use Science Words, p. 192 __ Science Journal, p. 192 __ Fun Fact, p. 192 __ Identifying Misconceptions, p.

193 __ Visual Learning, p. 194 __ Daily Intervention, Check for


195 __ Differentiated

Instruction,Visually Impaired, p. 196









Level 2





TWE Margin: __ Discussion, p. 191 __ Reading Strategy, p. 191, (ELL) __ Use an Analogy, p. 192 __ Use Science Words, p. 192 __ Science Journal, p. 192 __ Fun Fact, p. 192 __ Identifying Misconceptions, p.

193 __ Quick Demo, p. 194 __ Visual Learning, p. 194 __ Daily Intervention, Check for


195






Level 3





TWE Margin: __ Teacher FYI, p. 191 __ Discussion, p. 191 __ Science Journal, p. 192 __ Fun Fact, p. 192 __ Identifying Misconceptions, p.

193 __ Teacher FYI, p. 194


















_____ ExamView ® Pro Testmaker, Ch 7, TCH



Reinforcement





Enrichment

Level 3 __ Enrichment, p. 31, T11, CRB __ Home and Community Involvement, p. 45, TCR __ Cultural Diversity, p. 29, TCR





Section 3 Earth’s Moon National Content Standards — UCP.1-5, A.1, A.2, D.3, D.4, 184A-B, TWE Oklahoma Standards - S 2.2; PS 1.3, 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 7. Describe how tides on Earth are caused by the Moon. 8. Explain how the Moon’s phases depend on the relative positions of the Sun, the

Moon, and Earth. 9. Compare and contrast solar and lunar eclipses. 10. Analyze what surface features of the Moon reveal about its history.










Level 1

Labs: __ MiniLAB: Modeling Phases and

Eclipses, p. 200; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Activity Identifying the Moon’s Surface Features and Apollo Landing Sites, pp. 208–209 (Worksheet, pp. 7–8, T9, CRB)


TWE Margin: __ Identifying Misconceptions, p. 198 __ Reading Strategy, p. 198, (ELL) __ Discussion, p. 199 __ Use Science Words, p. 199 __ Differentiated Instruction, Learning

Disabled, p. 200 __ Visual Learning, p. 200 __ Science Journal, pp. 201-202 __ Inquiry Lab, p. 202, T9 __ Visual Learning, p. 203 __ Make a Model, p. 203 __ Fun Fact, p. 203 __ Differentiated Instruction,

Behaviorally Disordered p. 206 __ Visual Learning, p. 206 __ Daily Intervention, Check for

Understanding, p. 207 __ Daily Intervention, Reteach, p. 207 __ Differentiated Instruction, Learning

Disabled, p. 209 __ Discussion, p. 210 __ Identifying Misconceptions, p. 210



Section 3, pp. 101-118, (ELL) __ Spanish Resources, Section 3, pp.

T5–T8, CRB, (ELL) __ Note-taking Worksheet, pp. 33–35,





Level 2

SE: __ Science Online, p. 211 __ Integrate (History), p. 200 __ Integrate (History), p. 201



__ Inquiry Lab, p. 202, T9 __ LAB: Activity Identifying the Moon’s

Surface Features and Apollo Landing Sites, pp. 208–209 (Worksheet, pp. 7–8, T9, CRB)


TWE Margin: __ Identifying Misconceptions, p. 198 __ Reading Strategy, p. 198, (ELL) __ Discussion, p. 199 __ Use Science Words, p. 199 __ Visual Learning, p. 200 __ Science Journal, p. 201 __ Science Journal, p. 202 __ Visual Learning, p. 203 __ Fun Fact, p. 203 __ Quick Demo, p. 203 __ Make a Model, p. 203 __ Visual Learning, p. 206 __ Daily Intervention, Check for

Understanding, p. 207 __ Daily Intervention, Reteach, p. 207 __ Discussion, p. 210 __ Identifying Misconceptions, p. 210






Level 3

SE: __ Science Online, p. 211 __ Integrate (History), p. 200 __ Integrate (History), p. 201



__ Inquiry Lab, p. 202, T9 __ LAB: Activity Identifying the

Moon’s Surface Features and Apollo Landing Sites, pp. 208–209 (Worksheet, pp. 7–8, T9, CRB)


TWE Margin: __ Identifying Misconceptions, p.

198 __ Teacher FYI, p. 199 __ Discussion, p. 199 __ Science Journal, p. 201 __ Science Journal, p. 202 __ Fun Fact, p. 203 __ Make a Model, p. 203 __ Teacher FYI, p. 204 __ Differentiated Instruction,

Challenge, p. 205 __ Discussion, p. 210 __ Identifying Misconceptions, p.

210

























49, T14, CRB







Reinforcement



25, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 39–40, TCR __ Science Notebook, Ch. 7, Sec. 3, TCR, (ELL) __ StudentWorks Plus, Ch. 7, TCH, (ELL) __ More Section Review, Ch. 7, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 32, T11, CRB __ Earth Science Critical Thinking/Problem-Solving,

p. 23, TCR __ Laboratory Management and Safety, p. 66, TCR __ Cultural Diversity, pp. 71-72, TCR



S 5.2

PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4


S 5.2

PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 5.2

PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 5.2

PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4



Chapter 8 Section 1 Planet Motion National Content Standards — UCP.1-5, A.1, A.2, B.4, D.3, D.4, G.3, 216A-B, TWE Oklahoma Standards - S 5.2; PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 1. Compare and contrast geocentric and heliocentric models of the solar system. 2. Describe each planet’s position in orbit around the Sun. 3. Classify planets by location and characteristics.










Level 1

Labs: __ MiniLAB: Plotting Retrograde

Motion, p. 219; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Differentiated Instruction, Visually

Impaired, p. 219 __ Discussion, p. 221 __ Visual Learning, p. 221 __ Daily Intervention, Check for


222









Level 2

SE: __ Integrate (History), p. 219 __ Integrate (Physics), p. 220



TWE Margin: __ Quick Demo, p. 221 __ Discussion, p. 221 __ Visual Learning, p. 221






Level 3




TWE Margin: __ Teacher FYI, p. 220 __ Discussion, p. 221




















Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, pp. 27, T11, CRB, (ELL) __ Science Notebook, Ch. 8, Sec. 1, TCR, (ELL) __ StudentWorks Plus, Ch. 8, TCH, (ELL) __ More Section Review, Ch. 8, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 31, T11, CRB __ Laboratory Management and Safety, p. 69, TCR





Section 2 The Inner Planets

National Content Standards — UCP.1-5, A.1, A.2, D.3, G.3, 216A-B, TWE Oklahoma Standards - S 5.2; PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 4. Compare and Contrast other inner planets with Earth. 5. Describe important characteristics for each inner planet. 6. Evaluate the success of various missions to Mars.










Level 1

Labs: __ LAB: Interpreting Features of

Mar’s Surface, p. 230 (Worksheet, pp. 5–6, T9, CRB)


TWE Margin: __ Discussion, p. 224 __ Science Journal, p. 224 __ Visual Learning, p. 224 __ Fun Fact, p. 224 __ Reading Strategy, p. 225, (ELL) __ Make a Model, p. 225 __ Fun Fact, p. 225 __ Identifying Misconceptions, p.

226 __ Visual Learning, p. 226 __ Visual Learning, p. 227 __ Use Science Words, p. 227 __ Fun Fact, p. 228 __ Daily Intervention, Check for


229









Level 2

SE: __ Integrate (Chemistry), p. 228




TWE Margin: __ Discussion, p. 224 __ Visual Learning, p. 224 __ Science Journal, p. 224 __ Fun Fact, p. 224 __ Curriculum Connection, p. 225 __ Fun Fact, p. 225 __ Reading Strategy, p. 225, (ELL) __ Make a Model, p. 225 __ Identifying Misconceptions, p.

226 __ Visual Learning, p. 226 __ Use Science Words, p. 227 __ Visual Learning, p. 227 __ Quick Demo, p. 228 __ Fun Fact, p. 228 __ Daily Intervention, Check for


229






Level 3





TWE Margin: __ Discussion, p. 224 __ Science Journal, p. 224 __ Fun Fact, p. 224 __ Curriculum Connection, p. 225 __ Make a Model, p. 225 __ Fun Fact, p. 225 __ Identifying Misconceptions, p.

226 __ Teacher FYI, p. 227 __ Teacher FYI, p. 228 __ Fun Fact, p. 228



















Reinforcement





Enrichment

Level 3 __ Enrichment, p. 34, T11, CRB __ Earth Science Critical Thinking/Problem-Solving, p. 8, TCR __ Laboratory Management and Safety, p. 71, TCR





Section 3 The Outer Planets National Content Standards — UCP.1-5, A.1, A.2, B.4, D.3, D.4, G.3, 216A-B, TWE Oklahoma Standards - S 5.2; PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 7. Compare and Contrast the outer planets. 8. Describe important characteristics for each outer planet. 9. Evaluate the successs of NASA missions Galileo and Cassini.










Level 1

Labs: __ MiniLAB: Comparing Sizes of

Outer and Inner Planets, p. 235; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)


TWE Margin: __ Use Science Words, p. 232 __ Reading Strategy, p. 232, (ELL) __ Differentiated Instruction,

Visually Impaired, p. 233 __ Discussion, p. 234 __ Fun Fact, p. 234 __ Differentiated Instruction,

Visually Impaired, p. 235 __ Daily Intervention, Check for


237









Level 2

SE: __ Integrate (Language Arts), p.

232



__ Inquiry Lab, p. 236, T9 __ Laboratory Activity 2, pp. 15–17,

T9, CRB

TWE Margin: __ Use Science Words, p. 232 __ Reading Strategy, p. 232, (ELL) __ Discussion, p. 234 __ Fun Fact, p. 234 __ Quick Demo, p. 235 __ Daily Intervention, Check for


237






Level 3


232




T9, CRB

TWE Margin: __ Discussion, p. 234 __ Teacher FYI, p. 234 __ Fun Fact, p. 234 __ Teacher FYI, p. 236



















Reinforcement



25, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 1–2, TCR __ Science Notebook, Ch. 8, Sec. 3, TCR, (ELL) __ StudentWorks Plus, Ch. 8, TCH, (ELL) __ More Section Review, Ch. 8, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 33, T11, CRB __ Home and Community Involvement, p. 27, TCR __ Laboratory Management and Safety, p. 70, TCR





Section 4 Life in the Solar System National Content Standards — UCP.1-5, A.1, A.2, C.3, C.5, C.6, D.3, D.4, 216A-B, TWE Oklahoma Standards - S 5.2; PS 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 10. Evaluate other planets in the solar system for the possibility of containing life. 11. Examine life forms that exist in exotic locations on Earth. 12. Discuss locations in which life might exist on other planets.



____ Section Focus Transparency 4, p. 38, TCR; Transparency Activity, pp. 51, 53–54,

CRB, (ELL) _____ Foldables, p. 217; Foldables p. 19, CRB






Level 1

Labs: __ LAB: Testing Unknown Soil

Samples for Life, pp. 242–243 (Worksheet, pp. 7–9, T9, CRB)



__ Discussion, p. 239 __ Visual Learning, p. 239 __ Visual Learning, p. 240 __ Reading Strategy, p. 240, (ELL) __ Daily Intervention, Check for


241 __ Discussion, p. 244










Level 2

SE:

__ Science Online, p. 245

Labs: __ Inquiry Lab, p. 242, T9 __ LAB: Testing Unknown Soil


TWE Margin: __ Discussion, p. 239 __ Visual Learning, p. 239 __ Quick Demo, p. 240 __ Visual Learning, p. 240 __ Reading Strategy, p. 240, (ELL) __ Daily Intervention, Check for


241 __ Discussion, p. 244







Level 3

SE:

__ Science Online, p. 245

Labs: __ Inquiry Lab, p. 242, T9 __ LAB: Testing Unknown Soil


TWE Margin: __ Discussion, p. 239 __ Teacher FYI, p. 240 __ Discussion, p. 244





















____ Chapter Review, pp. 246–247





53, T14, CRB







Reinforcement



25, T10, CRB, (ELL) __ Reinforcement, pp. 30, T11, CRB, (ELL) __ Reading and Writing Skill Activities, pp. 9–10, TCR,

(ELL) __ Science Notebook, Ch. 8, Sec.4, TCR, (ELL) __ StudentWorks Plus, Ch. 8, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 8, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 34, T11, CRB __ Earth Science Critical Thinking/ Problem-Solving,

p. 4, TCR



S 2.2, 3.1, 5.2

PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3


S 2.2, 3.1, 5.2

PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3

S 2.2, 3.1, 5.2

PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3

S 2.2, 3.1, 5.2

PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3



Chapter 9 Section 1 Temperature and Thermal Energy National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.5, B.6, 252A-B, TWE Oklahoma Standards - S 2.2, 3.1, 5.2; PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3





Objectives 1. Define temperature. 2. Explain how thermal energy and temperature are related. 3. Calculate the change in thermal energy of an object due to a temperature change.










Level 1

Labs: __ none

TWE Margin: __ Fun Fact, p. 256 __ Identifying Misconceptions, p. 256 __ Active Reading, p. 256 __ Reading Strategy, p. 256, (ELL) __ Science Journal, p. 257 __ Use Science Words, p. 257 __ Visual Learning, p. 257 __ Differentiated Instruction,

Learning Disabled, p. 258 __ Daily Intervention, Check for


259










Level 2

SE: __ Science Online, p. 256 __ Integrate (Earth Science), p. 258

Labs: __ none

TWE Margin: __ Fun Fact, p. 256 __ Identifying Misconceptions, p. 256 __ Active Reading, p. 256 __ Reading Strategy, p. 256, (ELL) __ Science Journal, p. 257 __ Use Science Words, p. 257 __ Visual Learning, p. 257 __ Curriculum Connection, p. 257 __ Daily Intervention, Check for


259







Level 3

SE: __ Science Online, p. 256 __ Integrate (Earth Science), p. 258

Labs:

__ none

TWE Margin: __ Teacher FYI, p. 255 __ Fun Fact, p. 256 __ Identifying Misconceptions, p. 256 __ Active Reading, p. 256 __ Science Journal, p. 257 __ Curriculum Connection, p. 257




















Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 19-20, TCR __ Reading and Writing Skill Activities, p. 35-36, TCR,


Enrichment

Level 3 __ Enrichment, p. 31, T11, CRB __ Earth Science Critical Thinking/Problem-Solving, p. 1, TCR __ Laboratory Management and Safety, p. 66, TCR





Section 2 States of Matter

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.5, B.6, G.3, 252A-B, TWE Oklahoma Standards - S 2.2, 3.1, 5.2; PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3





Objectives 4. Describe the differences in the four states of matter. 5. Explain how the motion of particles in a material changes at the material’s melting

point and boiling point. 6. Explain why thermal expansion occurs.








Level 1

Labs: __ MiniLAB: Comparing States of

Water, p. 262; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)




__ Use an Analogy, p. 262 __ Reading Strategy, p. 263, (ELL) __ Visual Learning, p. 263 __ Identifying Misconceptions, pp. 263, 264 __ Discussion, p. 264 __ Daily Intervention, Check for


265









Level 2

SE: __ Science Online, p. 261 __ Integrate (Astronomy), p. 261




TWE Margin: __ Quick Demo, p. 261 __ Use an Analogy, p. 262 __ Reading Strategy, p. 263, (ELL) __ Visual Learning, p. 263 __ Identifying Misconceptions, pp. 263, 264 __ Discussion, p. 264 __ Daily Intervention, Check for


265






Level 3





TWE Margin: __ Teacher FYI, p. 263 __ Identifying Misconceptions, pp. 263, 264 __ Discussion, p. 264 __ Differentiated Instruction,

Challenge, p. 264



















Reinforcement




Enrichment


Solving, p. 3, TCR __ Cultural Diversity, pp. 27-28, TCR





Section 3 Transferring Thermal Energy National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, 252A-B, TWE Oklahoma Standards - S 2.2, 3.1, 5.2; PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3





Objectives 7. Compare and contrast the transfer of thermal energy by conduction, convection, and

radiation. 8. Compare and contrast thermal conductors and insulators. 9. Explain how insulators are used to control the transfer of thermal energy.








Level 1

Labs: __ MiniLAB: Comparing Thermal

Conductors, p. 267; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Convection in Gases and Liquids, p. 271 (Worksheet, pp. 5-6, T9, CRB)


TWE Margin: __ Use an Analogy, p. 267 __ Visual Learning, p. 267 __ Reading Strategy, p. 268, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 269 __ Use Science Words, p. 269 __ Identifying Misconceptions, p. 269 __ Daily Intervention, Check for


270









Level 2






TWE Margin: __ Use an Analogy, p. 267 __ Visual Learning, p. 267 __ Quick Demo, p. 268 __ Reading Strategy, p. 268, (ELL) __ Use Science Words, p. 269 __ Identifying Misconceptions, p. 269 __ Daily Intervention, Check for


__ Daily Intervention, Reteach, p. 270






Level 3







Challenge, p. 268 __ Identifying Misconceptions, p.

269



















Reinforcement




Enrichment

Level 3 __ Enrichment, p. 33, T11, CRB __ Life Science Critical Thinking/ Problem-Solving, p.

14, TCR





Section 4 Using Thermal Energy National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.5, 252A-B, TWE Oklahoma Standards - S 2.2, 3.1, 5.2; PS 1.1, 1.2, 1.3, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3





Objectives 10. Describe the first and second laws of thermodynamics. 11. Explain how an internal combustion engine converts thermal energy to mechanical

energy. 12. Describe how the entrophy of the universe changes when any event occurs.








Level 1

Labs: __ LAB: Conduction in Gases, pp.

278-279 (Worksheet, pp. 7–8, T9, CRB)

TWE Margin: __ Science Journal, p. 273 __ Discussion, pp. 273, 275 __ Inquiry Lab, p. 274, T9 __ Fun Fact, p. 275 __ Visual Learning, p. 275 __ Make a Model, p. 276 __ Differentiated Instruction,


__ Reading Strategy, p. 276, (ELL) __ Daily Intervention, Check for


277









Level 2


Labs: __ Inquiry Lab, p. 274, T9 __ LAB: Conduction in Gases, pp.


TWE Margin: __ Quick Demo, p. 273 __ Science Journal, p. 273 __ Discussion, pp. 273, 275 __ Fun Fact, p. 275 __ Visual Learning, p. 275 __ Make a Model, p. 276 __ Reading Strategy, p. 276, (ELL) __ Daily Intervention, Check for


277






Level 3


Labs: __ Inquiry Lab, p. 274, T9 __ LAB: Conduction in Gases, pp.


TWE Margin: __ Science Journal, p. 273 __ Discussion, pp. 273, 275 __ Differentiated Instruction,

Challenge, pp. 274, 280 __ Fun Fact, p. 275 __ Make a Model, p. 276 __ Teacher FYI, p. 276
























53, T14, CRB







Reinforcement




Enrichment

Level 3 __ Enrichment, p. 34, T11, CRB __ Home and Community Involvement, p. 25, TCR



S 3.2

PS 3.3, 4.3, 4.6, 4.8, 6.3


S 3.2

PS 3.3, 4.3, 4.6, 4.8, 6.3

S 3.2

PS 3.3, 4.3, 4.6, 4.8, 6.3



Chapter 10 Section 1 The Nature of Waves National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, 286A-B, TWE Oklahoma Standards - S 3.2; PS 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 1. Recognize that waves transfer energy but not matter. 2. Define mechanical waves. 3. Compare and contrast transverse waves and compressional waves.










Level 1

Labs: None

TWE Margin: __ Identifying Misconceptions, p. 289 __ Differentiated Instruction, Visually

Impaired, p. 290 __ Use Science Words, p. 290 __ Science Journal, p. 291 __ Visual Learning, p. 291 __ Reading Strategy, p. 291, (ELL) __ Daily Intervention, Check for


293









Level 2


Labs: None

TWE Margin: __ Identifying Misconceptions, p. 289 __ Use Science Words, p. 290 __ Science Journal, p. 291 __ Visual Learning, p. 291 __ Reading Strategy, p. 291, (ELL) __ Daily Intervention, Check for


293






Level 3


Labs: None


Challenge, p. 290 __ Differentiated Instruction,

Challenge, p. 292 __ Identifying Misconceptions, p. 289 __ Science Journal, p. 291


















Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Reading and Writing Skill Activities, p. 7, TCR, (ELL) __ Science Notebook, Ch. 10, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p. 34, TCR, (ELL) __ StudentWorks Plus, Ch. 10, TCH, (ELL) __ More Section Review, Ch. 10, www.gpescience.com

Enrichment






Section 2 Wave Properties

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, 286A-B, TWE Oklahoma Standards - S 3.2; PS 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 4. Define wavelength, frequency, period, and amplitude. 5. Describe the relationship between frequency and wavelength. 6. Explain how a wave’s energy and amplitude are related. 7. Calculate wave speed.








Level 1

Labs: __ MiniLAB: Observing

Wavelength, p. 295; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ LAB: Wave, Speed, and Tension, p. 300 (Worksheet, pp. 5-6, T9, CRB)



English Language Learners, p. 295

__ Discussion, p. 296 __ Use Science Words, p. 296 __ Visual Learning, p. 296 __ Reading Strategy, p. 297, (ELL) __ Visual Learning, p. 298 __ Make a Model, p. 298 __ Daily Intervention, Check for


299








www.gpescience.com, (ELL) __ Vocabulary PuzzleMaker, Ch.

10, TCH, (ELL) __ Video Labs, Ch. 10, TCH, (ELL)

Level 2

SE: __ Integrate Social Studies, p. 297





TWE Margin: __ Quick Demo, p. 296 __ Curriculum Connection, p. 297 __ Discussion, p. 296 __ Use Science Words, p. 296 __ Visual Learning, p. 296 __ Reading Strategy, p. 297, (ELL) __ Visual Learning, p. 298 __ Make a Model, p. 298 __ Daily Intervention, Check for


299






10, TCH, (ELL) __ Video Labs, Ch. 10, TCH, (ELL) __ Virtual Labs, Ch. 10, TCH,

(ELL)

Level 3

SE: __ Integrate Social Studies, p. 297





TWE Margin: __ Teacher FYI, p. 295 __ Discussion, p. 296 __ Teacher FYI, p. 296 __ Curriculum Connection, p. 297 __ Curriculum Connection, p. 298 __ Differentiated Instruction,

Challenge, p. 298 __ Make a Model, p 298







(ELL)













Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Mathematics Skill Activities, p. 9, TCR __ Science Notebook, Ch. 10, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 35, TCR, (ELL) __ StudentWorks Plus, Ch. 10, TCH, (ELL) __ More Section Review, Ch. 10, www.gpescience.com

Enrichment






Section 3 The Behavior of Waves National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.5, B.6, G.3, 286A-B, TWE Oklahoma Standards - S 3.2; PS 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 8. State the law of reflection. 9. Explain why waves change direction when they travel from one material to another. 10. Compare and contrast refraction and diffraction. 11. Describe how waves interfere with each other.








Level 1

Labs: __ MiniLAB: Experimenting with

Resonance, p. 309; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Measuring Wave Properties, pp. 310-311 (Worksheet, pp. 7-8, T9, CRB)


TWE Margin: __ Use an Analogy, p. 302 __ Discussion, p. 305 __ Use Science Words, p. 302 __ Visual Learning, p. 308 __ Make a Model, p. 304 __ Reading Strategy, p. 304, (ELL) __ Daily Intervention, Check for


309 __ Science Journal, p. 302 __ Inquiry Lab, p. 306, T9 __ Fun Fact, p. 307









Level 2






TWE Margin: __ Quick Demo, p. 304 __ Quick Demo, p. 307 __ Curriculum Connection, p. 305 __ Use an Analogy, p. 302 __ Discussion, p. 305 __ Use Science Words, p. 302 __ Visual Learning, p. 308 __ Make a Model, p. 304 __ Reading Strategy, p. 304, (ELL) __ Daily Intervention, Check for


p.309 __ Science Journal, p. 302 __ Fun Fact, p. 307






(ELL)

Level 3






TWE Margin: __ Teacher FYI, p. 303 __ Teacher FYI, p. 305 __ Curriculum Connection, p. 305 __ Curriculum Connection, p. 307 __ Differentiated Instruction,

Challenge, p. 303 __ Discussion, p. 305 __ Science Journal, p. 302 __ Fun Fact, p. 307






(ELL)




Assess _____ Assessment, p. 309, pp. 310-311, TWE




















Reinforcement

Level 1 __ Directed Reading for Content Mastery, p. 21, T10, CRB,

(ELL) __ Spanish Directed Reading for Content Mastery, p. 25,

T10, CRB, (ELL) __ Reinforcement, p. 29, T10, CRB, (ELL) __ Reading and Writing Skill Activities, p. 33, TCR, (ELL) __ Science Notebook, Ch. 10, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 21, TCR, (ELL) __ StudentWorks Plus, Ch. 10, TCH, (ELL) __ More Section Review, Ch. 10, www.gpescience.com

Enrichment



PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4


PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 11 Section 1 Sound National Content Standards — UCP.1-3, UCP.5, A.1, A.2, F.1, 318A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 0.5 session ( denotes activities recommended for block schedule.) Single Periods: 1 session

Objectives 1. Explain how sound travels through differnet mediums. 2. Explain different properties of sound. 3. Discuss the Doppler effect. 4. Identify ways sound can be used.










Level 1

Labs: __ MiniLAB: Comparing Intensity, p.



TWE Margin: __ Reading Strategy, p. 321, (ELL) __ Differentiated Instruction, Hearing

Impaired, p. 321 __ Identifying Misconceptions, p. 321 __ Active Reading, p. 322 __ Inquiry Lab, p. 322, T9 __ Fun Fact, p. 322 __ Science Journal, p. 323 __ Discussion, p. 323 __ Differentiated Instruction, English-

Language Learners, p. 323 __ Visual Learning, p. 324 __ Use Science Words, p. 325 __ Differentiated Instruction,



326









Level 2


Labs: __ Inquiry Lab, p. 322, T9 __ MiniLAB: Comparing Intensity, p.



TWE Margin: __ Reading Strategy, p. 321, (ELL)

__ Identifying Misconceptions, p. 321

__ Active Reading, p. 322 __ Fun Fact, p. 322 __ Science Journal, p. 323 __ Discussion, p. 323 __ Quick Demo, p. 324 __ Curriculum Connection, p. 324 __ Visual Learning, p. 324 __ Use Science Words, p. 325 __ Daily Intervention, Check for


326






Level 3


Labs: __ Inquiry Lab, p. 322, T9 __ MiniLAB: Comparing Intensity, p.



TWE Margin: __ Teacher FYI, pp. 321, 322, 325 __ Curriculum Connection, p. 324 __ Identifying Misconceptions, p. 321 __ Active Reading, p. 322 __ Fun Fact, p. 322 __ Science Journal, p. 323 __ Discussion, p. 323



















Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Reading and Writing Skill Activities, pp. 7-8, TCR,


Enrichment


Solving, p. 21, TCR





Section 2 Reflection and Refraction of Light

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.6, 318A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 5. Describe how light waves interact with matter. 6. Explain the difference between regular and diffuse reflection. 7. Define the index of refraction of a material. 8. Explain why a prism separates white light into different colors.








Level 1

Labs: __ Laboratory Activity 2, pp. 13-16,

T9, CRB


Visually Impaired, p. 328 __ Make a Model, p. 328 __ Identifying Misconceptions, p.

328 __ Reading Strategy, p. 329, (ELL) __ Use an Analogy, p. 329 __ Fun Fact, p. 329 __ Discussion, p. 329 __ Visual Learning, p. 329 __ Daily Intervention, Check for


330









Level 2

SE: __ none


T9, CRB

TWE Margin: __ Make a Model, p. 328 __ Identifying Misconceptions, p.

328 __ Reading Strategy, p. 329, (ELL) __ Use an Analogy, p. 329 __ Fun Fact, p. 329 __ Discussion, p. 329 __ Visual Learning, p. 329 __ Daily Intervention, Check for


330






(ELL)

Level 3

SE: __ none


T9, CRB

TWE Margin: __ Teacher FYI, p. 328 __ Make a Model, p. 328 __ Identifying Misconceptions, p.

328 __ Fun Fact, p. 329 __ Discussion, p. 329






(ELL)




Assess ____ Section Review, p. 330, TWE









Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 17-18, TCR __ Science Notebook, Ch. 11, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 40, TCR, (ELL) __ StudentWorks Plus, Ch. 11, TCH, (ELL) __ More Section Review, Ch. 11, www.gpescience.com

Enrichment

Level 3 __ Enrichment, p. 32, T11, CRB __ Cultural Diversity, pp. 57-58, TCR





Section 3 Mirrors, Lenses, and the Eye National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, 318A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 9. Describe how images are formed by three types of mirrors. 10. Explain how convex and concave lenses form images. 11. Explain how the human eye enables you to see. 12. Describe how lenses are used to correct vision problems.








Level 1


Focal Lengths, p. 336; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Reflections of Reflections, p. 338 (Worksheet, pp. 5-6, T9, CRB)

TWE Margin: __ Use Science Words, pp. 332,

335 __ Visual Learning, pp. 332, 336 __ Discussion, p. 333 __ Active Reading, p. 334 __ Reading Strategy, p. 334, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 335 __ Fun Fact, p. 336 __ Daily Intervention, Check for


337










Level 2





TWE Margin: __ Use Science Words, pp. 332,

335 __ Visual Learning, pp. 332, 336 __ Discussion, p. 333 __ Active Reading, p. 334 __ Reading Strategy, p. 334, (ELL) __ Quick Demo, pp. 333, 335 __ Fun Fact, p. 336 __ Curriculum Connection, p. 336 __ Daily Intervention, Check for


337







(ELL)

Level 3





TWE Margin: __ Teacher FYI, p. 332 __ Discussion, p. 333 __ Active Reading, p. 334 __ Fun Fact, p. 336 __ Curriculum Connection, p. 336







(ELL)














Reinforcement




Enrichment

Level 3 __ Enrichment, p. 33, T11, CRB __ Home and Community Involvement, p. 34, TCR __ Laboratory Management and Safety, pp. 67-68,

TCR





Section 4 Light and Color National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.6, C.6, 318A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 13. Explain how you see color. 14. Describe the difference between light color and pigment color. 15. Predict what happens when different colors are mixed.








Level 1

Labs: __ LAB: Blocking Noise Pollution,

pp. 344-345 (Worksheet, pp. 7-8, T9, CRB)


Learning Disabled, p. 340 __ Discussion, p. 340 __ Identifying Misconceptions, p.

340 __ Visual Learning, p. 341 __ Fun Fact, p. 341 __ Reading Strategy, p. 341, (ELL) __ Active Reading, p. 342 __ Daily Intervention, Check for


343





37, CRB; Content Outline for Teaching, Section 4, pp. T2-T4, CRB Resources, Section 1, pp. T5–T8, CRB, (ELL)




Level 2

SE: __ Science Online, p. 340 __ Integrate (Life Science), pp.

341, 342 __ Integrate (Physics), p. 346



TWE Margin: __ Quick Demo, p. 340 __ Discussion, p. 340 __ Identifying Misconceptions, p.

340 __ Visual Learning, p. 341 __ Fun Fact, p. 341 __ Reading Strategy, p. 341, (ELL) __ Active Reading, p. 342 __ Daily Intervention, Check for


343






(ELL)

Level 3

SE: __ Science Online, p. 340 __ Integrate (Life Science), p. 342 __ Integrate (Physics), p. 346




Challenge, p. 341 __ Discussion, p. 340 __ Identifying Misconceptions, p.

340 __ Fun Fact, p. 341 __ Active Reading, p. 342






(ELL)



















53, T14, CRB







Reinforcement




Enrichment


p. 22, TCR __ Life Science Critical Thinking/ Problem-Solving, p.

4., TCR


S 4.1, 4.2

PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4


S 4.1, 4.2

PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4

S 4.1, 4.2

PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4

S 4.1, 4.2

PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4



Chapter 12 Section 1 Earth’s Crust National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, 352A-B, TWE Oklahoma Standards - S 4.1, 4.2; PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 1. Explain supporting evidence for the continental drift hypothesis. 2. Discuss the failings of the continental drift hypothesis.










Level 1

Labs: None


Impaired, p. 356 __ Use an Analogy, p. 357 __ Discussion, p. 355 __ Use Science Words, p. 359 __ Visual Learning, p. 356 __ Make a Model, p. 355 __ Identifying Misconceptions, pp. 355-356 __ Active Reading, p. 357 __ Reading Strategy, p. 360, (ELL) __ Daily Intervention, Check for


361





32, CRB; Content Outline for Teaching, Section 1, p. 52, CRB




Level 2

SE: __ Integrate Physics, p. 358 __ Science Online, p. 359

Labs: None

TWE Margin: __ Quick Demo, p. 360 __ Use an Analogy, p. 357 __ Discussion, p. 355 __ Use Science Words, p. 359 __ Visual Learning, p. 356 __ Make a Model, p. 355 __ Identifying Misconceptions, p. 356 __ Active Reading, p. 357 __ Reading Strategy, p. 360, (ELL) __ Daily Intervention, Check for


361






Level 3

SE: __ Integrate Physics, p. 358 __ Science Online, p. 359

Labs: None

TWE Margin: __ Teacher FYI, p. 359 __ Discussion, p. 355 __ Make a Model, p. 355 __ Identifying Misconceptions, p. 356 __ Active Reading, p. 357
















Reinforcement



20, T8, CRB, (ELL) __ Reinforcement, p. 23, T9, CRB, (ELL) __ Mathematics Skills Activities, pp. 29-30, TCR __ Science Notebook, Ch. 12, Sec. 1, TCR, (ELL) __ StudentWorks Plus, Ch. 12, TCH, (ELL) __ More Section Review, Ch. 12, www.gpescience.com

Enrichment


Solving, p. 9, TCR __ Cultural Diversity, pp. 47-48, TCR





Section 2 Earthquakes

National Content Standards — UCP.1-5, A.1, A.2, B.4, D.1, D.3, E.1, F.5, F.6, 352A-B, TWE Oklahoma Standards - S 4.1, 4.2; PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 3. Describe the causes and characteristics of earthquakes. 4. Explain how seismic waves affect Earth’s surface. 5. Describe how seismic waves are used to infer Earth’s internal structure and

composition.








Level 1

Labs: __ MiniLAB: Demonstrating Four

Types of Stress, p. 364; MiniLAB Worksheet, p. 3, T7, CRB, (ELL)



TWE Margin: __ Fun Fact, p. 362 __ Fun Fact, p. 363 __ Discussion, p. 363 __ Visual Learning, p. 363 __ Reading Strategy, p. 363, (ELL) __ Fun Fact, p. 366 __ Discussion, p. 367 __ Inquiry Lab, p. 367, T7 __ Daily Intervention, Check for


369










Level 2





TWE Margin: __ Fun Fact, p. 362 __ Fun Fact, p. 363 __ Discussion, p. 363 __ Visual Learning, p. 363 __ Reading Strategy, p. 363, (ELL) __ Quick Demo, p. 365 __ Fun Fact, p. 366 __ Discussion, p. 367 __ Daily Intervention, Check for


369







(ELL)

Level 3





TWE Margin: __ Fun Fact, p. 362 __ Fun Fact, p. 363 __ Discussion, p. 363 __ Teacher FYI, p. 365 __ Fun Fact, p. 366 __ Discussion, p. 367







(ELL)




Assess _____ Assessment, pp. 364-367, TWE










Reinforcement




Enrichment


10, TCR __ Home and Community Involvement, p. 31, TCR





Section 3 Earth’s Interior National Content Standards — UCP.1-5, A.1, A.2, B.6, D.1, D.3, 352A-B, TWE Oklahoma Standards - S 4.1, 4.2; PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 6. Explain how geologists infer the structure of Earth’s deep interior. 7. Describe Earth’s internal structure and composition.








Level 1

Labs: None


Learning Disabled, p. 371 __ Discussion, p. 371 __ Visual Learning, p. 372 __ Reading Strategy, p. 371, (ELL) __ Daily Intervention, Check for


372









Level 2

SE: None

Labs: None

TWE Margin: __ Quick Demo, p. 371 __ Discussion, p. 371 __ Visual Learning, p. 372 __ Reading Strategy, p. 371, (ELL) __ Daily Intervention, Check for


p.372






(ELL)

Level 3

SE: None

Labs: None

TWE Margin: __ Discussion, p. 371






(ELL)













Reinforcement




Enrichment






Section 4 Volcanoes National Content Standards — UCP.1-5, A.1, A.2, B.6, D.1, D.2, D.3, F.5, 352A-B, TWE Oklahoma Standards - S 4.1, 4.2; PS 1.1, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 8. Describe the types and causes of different types of volcanic eruptions. 9. Explain the pattern of the occurrence of volcanoes and its link to plate tectonics.








Level 1

Labs: __ MiniLAB: Modeling Lava

Viscosity, p. 375; MiniLAB Worksheet, p. 4, T7, CRB, (ELL)

__ LAB: A Case For Pacific Plate Motion, p. 379 (Worksheet, pp. 5-6, T7, CRB)

__ LAB: Earthquake! Earthquake! Where’s the Earthquake? pp. 380-381 (Worksheet, pp. 7-9, T7, CRB)


Learning Disabled, p. 377 __ Discussion, p. 375 __ Visual Learning, p. 378 __ Active Reading, p. 377 __ Reading Strategy, p. 376, (ELL) __ Daily Intervention, Check for


378 __ Science Journal, p. 374









Level 2

SE: __ Science Online, p. 374 __ Science Online, p. 376 __ Integrate History, p. 377





TWE Margin: __ Quick Demo, p. 374 __ Discussion, p. 375 __ Active Reading, p. 377 __ Reading Strategy, p. 376, (ELL) __ Daily Intervention, Check for


378 __ Science Journal, p. 374






(ELL)

Level 3

SE: __ Science Online, p. 374 __ Science Online, p. 376 __ Integrate History, p. 377





TWE Margin: __ Teacher FYI, p. 374 __ Curriculum Connection, p. 377 __ Discussion, p. 375 __ Active Reading, p. 377 __ Science Journal, p. 374






(ELL)




Assess _____ Assessment, pp. 375, 379-381, TWE




















Reinforcement




(ELL) __ Science Notebook, Ch. 12, Sec.4, TCR, (ELL) __ StudentWorks Plus, Ch. 12, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 12, www.gpescience.com

Enrichment


p. 1, TCR



S 2.2

PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4


S 2.2

PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4

S 2.2

PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 13 Section 1 Electric Charge National Content Standards — UCP.2, UCP.3, UCP.5, A.1, A.2, B.2, B.4, 390A-B, TWE Oklahoma Standards - S 2.2; PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Describe how electic charges exert forces on each other. 2. Compare the strengths of electric and gravitational forces. 3. Distinguish between conductors and insulators. 4. Explain how objects become electrically charged.




(ELL) _____ Foldables, p. 391. Foldables p. 15, CRB






Level 1

Labs: __ MiniLAB: Investigating Charged

Objects, p. 398; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Science Journal, p. 393 __ Use an Analogy, p. 393 __ Discussion, p. 394 __ Use Science Words, p. 394 __ Fun Fact, p. 395 __ Active Reading, p. 395 __ Identifying Misconceptions, p. 396 __ Reading Strategy, p. 396, (ELL) __ Use Science Words, p. 396 __ Science Journal, p. 396 __ Visual Learning, p. 398 __ Daily Intervention, Check for


399









Level 2




TWE Margin: __ Science Journal, p. 393 __ Use an Analogy, p. 393 __ Discussion, p. 394 __ Quick Demo, p. 394 __ Curriculum Connection, p.394 __ Use Science Words, p. 394 __ Fun Fact, p. 395 __ Active Reading, p. 395 __ Reading Strategy, p. 396, (ELL) __ Identifying Misconceptions, p. 396 __ Science Journal, p. 396 __ Use Science Words, p. 396 __ Visual Learning, p. 398 __ Daily Intervention, Check for


399






Level 3




TWE Margin: __ Science Journal, p. 393 __ Curriculum Connection, p. 394 __ Discussion, p. 394 __ Differentiated Instruction,

Challenge, p. 395 __ Fun Fact, p. 395 __ Active Reading, p. 395 __ Science Journal, p. 396 __ Identifying Misconceptions, p. 396 __ Differentiated Instruction,

Challenge, p. 397


















Reinforcement



22, T10, CRB, (ELL) __ Reinforcement, p. 25, T11, CRB, (ELL) __ Science Notebook, Ch. 13, Sec. 1, TCR, (ELL) __ StudentWorks Plus, Ch. 13, TCH, (ELL) __ More Section Review, Ch. 13, www.gpescience.com

Enrichment






Section 2 Electric Current

National Content Standards — UCP.2, UCP.3, UCP.5, A.1, A.2, B.2, B.4, 390A-B, TWE Oklahoma Standards - S 2.2; PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 5. Describe how voltage differences cause current to grow. 6. Explain how batteries produce a voltage difference in a circuit. 7. List the factors that affect an object’s electrical resistance. 8. Define Ohm’s Law.








Level 1

Labs: __ MiniLAB: Investigating Battery

Addition, p. 402; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Identifying Conductors and Insulators, p. 406 (Worksheet, pp. 5-6, T9, CRB)



Learning Disabled, p. 402 __ Use an Analogy, p. 403 __ Discussion, p. 403 __ Visual Learning, p. 401 __ Identifying Misconceptions, p. 401 __ Reading Strategy, p. 403, (ELL) __ Daily Intervention, Check for


405









Level 2

SE: __ Integrate Chemistry, p. 402 __ Integrate Health, p. 405





TWE Margin: __ Quick Demo, p. 401 __ Curriculum Connection, p. 403 __ Use an Analogy, p. 403 __ Discussion, p. 403 __ Visual Learning, p. 401 __ Identifying Misconceptions, p. 401 __ Reading Strategy, p. 403, (ELL) __ Daily Intervention, Check for


405






(ELL)

Level 3

SE: __ Integrate Chemistry, p. 402 __ Integrate Health, p. 405





TWE Margin: __ Teacher FYI, p. 401 __ Teacher FYI, p. 404 __ Curriculum Connection, p. 403 __ Discussion, p. 403 __ Identifying Misconceptions, p. 401






(ELL)













Reinforcement




Enrichment






Section 3 Electrical Energy National Content Standards — UCP.2, UCP3, UCP.5, A.1, A.2, B.2, B.4, B.6, F.6, 390A-B, TWE Oklahoma Standards - S 2.2; PS 3.1, 3.3, 3.4, 4.1, 4.3, 4.4, 4.6, 4.7, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 9. Identify names and function of each part of a cell. 10. Explain how important a nucleus is in a cell. 11. Compare tissues, organs, and organ systems.








Level 1

Labs: __ LAB: Comparing Series and

Parallel Circuits pp. 414-415 (Worksheet, pp. 13-14, T9, CRB)


TWE Margin: __ Visual Learning, p. 409 __ Reading Strategy, p. 409, (ELL) __ Make a Model, p. 410 __ Discussion, p. 410 __ Use Science Words, p. 411 __ Science Journal, p. 411 __ Fun Fact, p. 412 __ Daily Intervention, Check for

Understanding, p. 413 __ Discussion, p. 413 __ Daily Intervention, Reteach, p.

413 __ Differentiated Instruction,

Visually Impaired, p. 414










Level 2

SE: __ Science Online, p. 412 __ Integrate Career, p. 408




TWE Margin: __ Quick Demo, p. 409 __ Reading Strategy, p. 409, (ELL) __ Visual Learning, p. 409 __ Make a Model, p. 410 __ Discussion, p. 410 __ Use Science Words, p. 411 __ Science Journal, p. 411 __ Fun Fact, p. 412 __ Discussion, p. 413 __ Daily Intervention, Check for


413







(ELL)

Level 3





TWE Margin: __ Teacher FYI, p. 409 __ Make a Model, p. 410 __ Discussion, p. 410 __ Science Journal, p. 411 __ Teacher FYI, p. 412 __ Differentiated Instruction,

Challenge, p. 412 __ Fun Fact, p. 412 __ Discussion, p. 413







(ELL)




Reinforcement




Enrichment




PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4


PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 14 Section 1 Magnetism National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, D.1, D.3, 422A-B, TWE Oklahoma Standards - PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Explain how a magnet exerts a force. 2. Describe the properties of temporary and permanent magnets. 3. Explain why some materials are magnetic and some are not. 4. Model magnetic behavior using magnetic domains.










Level 1

Labs: __ MiniLAB: Observing Magnetic

Interference , p. 427; MiniLAB Worksheet, p. 3, T10, CRB, (ELL)

__ MiniLAB: Making Your Own Compass, p. 429; MiniLAB Worksheet, p. 4, T10, CRB


Impaired, p. 425 __ Use an Analogy, p. 425 __ Reading Strategy, p. 425, (ELL) __ Use Science Words, p. 425 __ Visual Learning, p. 426 __ Discussion, p. 427 __ Fun Fact, p. 427 __ Identifying Misconceptions, p. 428 __ Use an Analogy, p. 429 __ Daily Intervention, Check for


430









Level 2

SE: __ Integrate Earth Science, p. 426 __ Integrate Life Science, p. 428




TWE Margin: __ Use an Analogy, p. 425 __ Use Science Words, p. 425 __ Reading Strategy, p. 425, (ELL) __ Visual Learning, p. 426 __ Quick Demo, p. 426 __ Curriculum Connection, p. 427 __ Discussion, p. 427 __ Fun Fact, p. 427 __ Identifying Misconceptions, p. 428 __ Use an Analogy, p. 429 __ Daily Intervention, Check for


430






Level 3

SE: __ Integrate Earth Science, p. 426 __ Integrate Life Science, p. 428




TWE Margin: __ Fun Fact, p. 427 __ Curriculum Connection, p. 427 __ Discussion, p. 427 __ Identifying Misconceptions, p. 428 __ Teacher FYI, p. 429


















Reinforcement



24, T11, CRB, (ELL) __ Reinforcement, p. 27, T12, CRB, (ELL) __ Mathematics Skill Activities, p. 47,TCR __ Science Notebook, Ch. 14, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p.50, TCR, (ELL) __ StudentWorks Plus, Ch. 14, TCH, (ELL) __ More Section Review, Ch. 14, www.gpescience.com

Enrichment






Section 2 Electricity and Magnetism

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, G.3, 422A-B, TWE Oklahoma Standards - PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 5. Describe the magnetic field produced by an electric current. 6. Explain how an electromagnet produces a magnetic field. 7. Describe how electromagnets are used. 8. Explain how an electric motor operates.








Level 1

Labs: None


English-Language Learners, p.432

__ Fun Fact, p. 432 __ Discussion, p. 432 __ Reading Strategy, p. 432, (ELL) __ Visual Learning, p. 433 __ Inquiry Lab, p. 434, T10 __ Reading Strategy, p. 434, (ELL) __ Use Science Words, p. 435 __ Use an Analogy, p. 436 __ Make a Model, p. 436 __ Daily Intervention, Check for


437









Level 2


Labs: None

TWE Margin: __ Discussion, p. 432 __ Fun Fact, p. 432 __ Reading Strategy, p. 432, (ELL) __ Quick Demo, p. 433 __ Visual Learning, p. 433 __ Curriculum Connection, p. 433 __ Reading Strategy, p. 434, (ELL) __ Use Science Words, p. 435 __ Curriculum Connection, p. 435 __ Use an Analogy, p. 436 __ Make a Model, p. 436 __ Daily Intervention, Check for


437






(ELL)

Level 3


Labs: None

TWE Margin: __ Teacher FYI, p. 432 __ Fun Fact, p. 432 __ Discussion, p. 432 __ Curriculum Connection, p. 433 __ Curriculum Connection, p. 435 __ Differentiated Instruction,

Challenge, p. 436 __ Make a Model, p. 436






(ELL)












Reinforcement




Enrichment


Solving, p. 17, TCR





Section 3 Producing Electric Current National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, G.3, 422A-B, TWE Oklahoma Standards - PS 1.2, 3.1, 3.4, 4.1, 4.3, 4.4, 4.5, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 9. Define electromagnetic induction. 10. Describe how a generator produces an electric current. 11. Distinguish between alternating current and direct current. 12. Explain how a transformer can change the voltage of an alternating current.








Level 1

Labs: __ LAB: Electricity and Magnetism,

p. 445 (Worksheet, pp. 5-6, T10, CRB)

__ LAB: Controlling Electromagnets, pp. 446-447 (Worksheet, pp. 7-8, T10, CRB)

TWE Margin: __ Use Science Words, p. 438 __ Science Journal, p. 439 __ Identifying Misconceptions, p.

439 __ Discussion, p. 440 __ Visual Learning, p. 440 __ Science Journal, p. 442 __ Reading Strategy, p. 442, (ELL) __ Active Reading, p. 443 __ Daily Intervention, Check for


444










Level 2





TWE Margin: __ Use Science Words, p. 439 __ Science Journal, p. 439 __ Identifying Misconceptions, p.

439 __ Quick Demo, p. 440 __ Curriculum Connection, p. 440 __ Discussion, p. 440 __ Visual Learning, p. 440 __ Science Journal, p. 442 __ Reading Strategy, p. 442, (ELL) __ Active Reading, p. 443 __ Daily Intervention, Check for


p.444







(ELL)

Level 3





TWE Margin: __ Science Journal, p. 439 __ Identifying Misconceptions, p.

439 __ Curriculum Connection, p. 440 __ Discussion, p. 440 __ Differentiated Instruction,

Challenge, p. 441 __ Science Journal, p. 442 __ Teacher FYI, p. 442 __ Teacher FYI, p. 443 __ Active Reading, p. 443







(ELL)




Reinforcement

Level 1 __ Directed Reading for Content Mastery, p.21, T11,



Enrichment




S 3.1, 3.2

PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4


S 3.1, 3.2

PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4

S 3.1, 3.2

PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4



Chapter 15 Section 1 What are electromagnetic waves? National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, G.3, 454A-B, TWE Oklahoma Standards - S 3.1, 3.2; PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 1. Describe how electric and magnetic fields form electromagnetic waves. 2. Explain how vibrating charges produce electromagnetic waves. 3. Describe properties of electromagnetic waves.










Level 1

Labs: __ MiniLAB: Investigating

Electromagnetic Waves, p. 459; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Identifying Misconceptions, p. 457 __ Visual Learning, p. 458 __ Discussion, p. 459 __ Fun Fact, p. 459 __ Science Journal, p. 459 __ Differentiated Instruction,

Behavioral Disorder, p. 460 __ Reading Strategy, p. 460, (ELL) __ Daily Intervention, Check for


461









Level 2

SE: __ none



TWE Margin: __ Identifying Misconceptions, p. 457 __ Quick Demo, pp. 457, 459 __ Visual Learning, p. 458 __ Discussion, p. 459 __ Fun Fact, p. 459 __ Science Journal, p. 459 __ Reading Strategy, p. 460, (ELL) __ Daily Intervention, Check for


461






Level 3

SE: __ none



TWE Margin: __ Identifying Misconceptions, p. 457 __ Differentiated Instruction,

Challenge, pp. 457, 460 __ Discussion, p. 459 __ Fun Fact, p. 459 __ Science Journal, p. 459 __ Teacher FYI, p. 460



















Reinforcement




Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Science Inquiry Lab Manual, pp. 41-43, TCR





Section 2 The Electromagnetic Spectrum

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, D.1, 454A-B, TWE Oklahoma Standards - S 3.1, 3.2; PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 4. Describe the waves in the different regions of the electromagnetic spectrum. 5. Compare the properties of different electromagnetic waves. 6. Identify uses for different types of electromagnetic waves.








Level 1

Labs: __ MiniLAB: Heating with

Microwaves, p. 463; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: The Shape of Satellite Dishes p. 468 (Worksheet, pp. 5-6, T9, CRB)


TWE Margin: __ Fun Fact, p. 463 __ Visual Learning, p. 463 __ Make a Model, p. 463 __ Differentiated Instruction,

Learning Disabled, p. 463 __ Science Journal, p. 464 __ Inquiry Lab, p. 464, T9 __ Use Science Words, pp. 465,

466 __ Discussion, p. 466 __ Reading Strategy, p. 466, (ELL) __ Daily Intervention, Check for


467










Level 2

SE: __ Integrate (Health), p. 465



__ Inquiry Lab, p. 464, T9 __ LAB: The Shape of Satellite

Dishes p. 468 (Worksheet, pp. 5-6, T9, CRB)


TWE Margin: __ Fun Fact, p. 463 __ Visual Learning, p. 463 __ Make a Model, p. 463 __ Science Journal, p. 464 __ Quick Demo, p. 465 __ Use Science Words, pp. 465,

466 __ Discussion, p. 466 __ Reading Strategy, p. 466, (ELL) __ Daily Intervention, Check for


467







(ELL)

Level 3

SE: __ Integrate (Health), p. 465



__ Inquiry Lab, p. 464, T9 __ LAB: The Shape of Satellite

Dishes p. 468 (Worksheet, pp. 5-6, T9, CRB)


TWE Margin: __ Fun Fact, p. 463 __ Make a Model, p. 463 __ Science Journal, p. 464 __ Differentiated Instruction,

Challenge, p. 464 __ Discussion, p. 466







(ELL)














Reinforcement





Enrichment






Section 3 Radio Communications National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, G.3, 454A-B, TWE Oklahoma Standards - S 3.1, 3.2; PS 1.1, 3.3, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 7. Explain how modulating carrier waves enables information to be transmitted by radio

waves. 8. Distinguish between amplitude modulation and frequency modulation. 9. Identify various ways of communicating using radio waves.








Level 1

Labs: __ LAB: Radio Frequencies, pp.

476-477 (Worksheet, pp. 7-8, T9, CRB)





__ Use an Analogy, pp. 470, 472 __ Fun Fact, p. 471 __ Reading Strategy, p. 471, (ELL) __ Visual Learning, p. 472 __ Discussion, p. 473 __ Science Journal, p. 473 __ Use Science Words, p. 474 __ Active Reading, p. 474 __ Daily Intervention, Check for


475









Level 2

SE: __ Science Online, pp. 473, 474 __ Integrate (Career), p. 472




TWE Margin: __ Quick Demo, p. 470 __ Curriculum Connection, p. 470 __ Identifying Misconceptions, p.

470 __ Use an Analogy, pp. 470, 472 __ Fun Fact, p. 471 __ Reading Strategy, p. 471, (ELL) __ Visual Learning, p. 472 __ Discussion, p. 473 __ Science Journal, p. 473 __ Use Science Words, p. 474 __ Active Reading, p. 474 __ Daily Intervention, Check for


475






(ELL)

Level 3

SE: __ Science Online, pp. 473, 474 __ Integrate (Career), p. 472




TWE Margin: __ Curriculum Connection, p. 470 __ Identifying Misconceptions, p.

470 __ Fun Fact, p. 471 __ Teacher FYI, p. 472 __ Discussion, p. 473 __ Science Journal, p. 473 __ Active Reading, p. 474






(ELL)



















49, T14, CRB







Reinforcement




Enrichment


p. 5, TCR


S 3.2

PS 4.3, 4.6, 4.8, 6.3


S 3.2

PS 4.3, 4.6, 4.8, 6.3

S 3.2

PS 4.3, 4.6, 4.8, 6.3



Chapter 16 Section 1 Fossil Fuels National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.6, D.1-3, 484A-B, TWE Oklahoma Standards - S 3.2; PS 4.3, 4.6, 4.8, 6.3





Objectives 1. Discuss properties and uses of fossil fuels. 2. Explain how fossil fuels are formed. 3. Describe how the chemical energy in fossil fuels is converted into electrical energy.










Level 1

Labs: __ MiniLAB: Designing an Efficient

Water Heater, p. 259; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Discussion, pp. 257, 260, 262 __ Fun Fact, p. 257 __ Reading Strategy, p. 260, (ELL) __ Inquiry Lab, p. 260, T9 __ Visual Learning, p. 261 __ Differentiated Instruction,



263










Level 2



TWE Margin: __ Fun Fact, p. 257 __ Curriculum Connection, pp. 257,

259 __ Discussion, p. 257, 260, 262 __ Reading Strategy, p. 260, (ELL) __ Quick Demo, p. 261 __ Visual Learning, p. 261 __ Daily Intervention, Check for


263







Level 3




Challenge, pp. 257-258, 260 __ Discussion, pp. 257, 260, 262 __ Fun Fact, p. 257 __ Teacher FYI, pp. 258, 260 __ Curriculum Connection, p. 257,

259, 261
















_____ Section Focus Transparencies , p. 79, TCR




Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Science Notebook, Ch. 16, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p.58, TCR, (ELL) __ StudentWorks Plus, Ch. 16, TCH, (ELL) __ More Section Review, Ch. 16, www.gpescience.com

Enrichment





Section 2 Nuclear Energy

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.1, B.2, F.2, F.4, 484A-B, TWE Oklahoma Standards - S 3.2; PS 4.3, 4.6, 4.8, 6.3





Objectives 4. Explain how a nuclear reactor converts nuclear energy to thermal energy. 5. Describe advantages and disadvantages of using nuclear energy to produce

electricity. 6. Discuss nuclear fusion as a possible energy source.



(ELL) _____ Interactive Chalkboard, Ch. 16, Sec. 2, TCH




Level 1

Labs: None


Visually Impaired, p. 265 __ Use an Analogy, p. 266 __ Discussion, pp. 265, 269 __ Visual Learning, pp. 265-266 __ Make a Model, p. 266 __ Active Reading, p. 266 __ Identifying Misconceptions, p. 267 __ Science Journal, p. 267 __ Reading Strategy, p. 268, (ELL) __ Daily Intervention, Check for


270 __ Fun Fact, p. 270









Level 2

SE: __ Science Online, p. 268 __ Integrate Social Studies, p. 266 __ Integrate Earth Science, p. 267

Labs: None

TWE Margin: __ Quick Demo, p. 265 __ Curriculum Connection, p. 265 __ Discussion, pp. 265, 269 __ Visual Learning, pp. 265-266 __ Use an Analogy, p. 266 __ Make a Model, p. 266 __ Active Reading, p. 266 __ Identifying Misconceptions, p. 267 __ Science Journal, p. 267 __ Reading Strategy, p. 268, (ELL) __ Daily Intervention, Check for


270 __ Fun Fact, p. 270





16, TCH, (ELL) __ Video Labs, Ch. 16, TCH, (ELL) __ Virtual Labs, Ch. x, TCH, (ELL)

Level 3

SE: __ Science Online, p. 268 __ Integrate Social Studies, p. 266 __ Integrate Earth Science, p. 267

Labs: None

TWE Margin: __ Discussion, pp. 265, 269 __ Teacher FYI, pp. 265, 267 __ Curriculum Connection, p. 265 __ Differentiated Instruction,

Challenge, p. 268 __ Make a Model, p. 266 __ Active Reading, p. 266 __ Identifying Misconceptions, p. 267 __ Science Journal, p. 267 __ Fun Fact, p. 270






(ELL)













Reinforcement




Enrichment






Section 3 Renewable Energy Sources National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1-3, F.2, F.4, 484A-B, TWE Oklahoma Standards - S 3.2; PS 4.3, 4.6, 4.8, 6.3





Objectives 7. Analyze the need for alternate energy sources. 8. Describe alternate methods for generating electricity. 9. Compare the advantages and disadvantages of various alternate energy sources.








Level 1

Labs: __ MiniLAB: Using Solar Power at

Home, p. 272; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Solar Heating, p. 277 (Worksheet, pp. 5-6, T9, CRB)

__ LAB: How much does energy really cost?, p. 278, T9, CRB (Worksheet, pp. 7-8, T9, CRB)


Learning Disabled, p. 272 __ Discussion, pp. 273-274, 276 __ Use Science Words, p. 272 __ Visual Learning, pp. 272, 275 __ Identifying Misconceptions, p. 273 __ Reading Strategy, p. 275, (ELL) __ Daily Intervention, Check for


276 __ Fun Fact, p. 274









Level 2

SE: __ Science Online, p. 275 __ Integrate Earth Science, p. 275

Labs: __ LAB: Solar Heating, p. 277

(Worksheet, pp. 5-6, T9, CRB) __ LAB: How much does energy

really cost?, p. 278, T9, CRB (Worksheet, pp. 7-8, T9, CRB)

TWE Margin: __ Quick Demo, p. 274 __ Discussion, pp. 273-274, 276 __ Use Science Words, p. 272 __ Visual Learning, pp. 272, 275 __ Identifying Misconceptions, p.

273 __ Reading Strategy, p. 275, (ELL) __ Daily Intervention, Check for


p.276 __ Fun Fact, p. 274






(ELL)

Level 3


Labs: __ LAB: Solar Heating, p. 277

(Worksheet, pp. 5-6, T9, CRB) __ LAB: How much does energy

really cost?, p. 278, T9, CRB (Worksheet, pp. 7-8, T9, CRB)

TWE Margin: __ Teacher FYI, pp. 273-274 __ Differentiated Instruction,

Challenge, p. 275 __ Discussion, pp. 273-274, 276 __ Identifying Misconceptions, p.

273 __ Fun Fact, p. 274






(ELL)




Assess _____ Assessment, pp. 272, 277-278, TWE















49, T14, CRB







Reinforcement





Enrichment




PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4


PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 17 Section 1 Earth’s Atmosphere National Content Standards — UCP.1-3, UCP.5, A.1, A.2, C.6, D.1, D.3, 516A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Describe the composition of the atmosphere. 2. Explain how the atmosphere is heated and include the role of land surface and water. 3. Describe Earth’s systems of water cycling.










Level 1

Labs: __ MiniLAB: Visualizing Convection,

p. 519; MiniLAB Worksheet, p.3, T9, CRB, (ELL)

__ LAB: Visualizing a Temperature Inversion, p. 523 (Worksheet, pp. 5–6, T9, CRB)


TWE Margin: __ Science Journal, p. 516 __ Teacher FYI, p. 519 __ Fun Fact, p. 520 __ Use Science Words, p. 520,

(ELL) __ Reading Strategy, p. 521 __ Daily Intervention, Reteach, p.

522, (ELL)


Section 1, pp. 293–314, (ELL) __ Reading Essentials, Spanish,

Section 1, pp. 293–314, (ELL) __ Spanish Resources, Section 1,







Level 2

SE: __ Integrate Life Science, p. 522





TWE Margin: __ Science Journal, p. 516 __ Teacher FYI, p. 519 __ Discussion, p. 520 __ Fun Fact, p. 520 __ Visual Learning, p. 520, (ELL) __ Reading Strategy, p. 521 __ Daily Intervention, Check for

Understanding, p. 522, (ELL)







Level 3






TWE Margin: __ Science Journal, p. 516 __ Teacher FYI, p. 519 __ Fun Fact, p. 520 __ Reading Strategy, p. 521


















Reinforcement




Enrichment


p. 13, TCR __ Life Science Critical Thinking/Problem-Solving, p.

8, TCR

Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see page 2T. For an explanation of Step 8 on how to Maintain Efficacy of the Process see page 3T.



Section 2 Weather

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, D.1, D.2, 516A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 1 session

Objectives 4. Explain what causes Earth’s major wind and pressure systems. 5. Describe typical daily weather patterns around lows and fronts. 6. Describe the most important storm systems and forms of severe weather.








Level 1

Labs: __ MiniLAB: Modeling the Coriolis

Effect, p. 525; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

TWE Margin: __ Discussion, p. 526 __ Fun Fact, p. 526 __ Teacher FYI, p. 526 __ Differentiated Instruction,

English Language Learners, p. 527


__ Reading Strategy, p. 527 __ Daily Intervention, Check for

Understanding, p. 528, (ELL) __ Daily Intervention, Reteach, p.

528, (ELL)









Level 2

SE: __ Integrate Physics, p. 525



TWE Margin: __ Visual Learning, p. 525, (ELL) __ Discussion, p. 526 __ Fun Fact, p. 526 __ Teacher FYI, p. 526 __ Differentiated Instruction,

English Language Learners , p. 527


__ Quick Demo, p. 527, (ELL) __ Reading Strategy, p. 527






(ELL)

Level 3

SE: __ Integrate Physics, p. 525



TWE Margin: __ Discussion, p. 526 __ Fun Fact, p. 526 __ Science Journal, p. 526 __ Teacher FYI, p. 526 __ Differentiated Instruction,

English Language Learners , p. 527


__ Reading Strategy, p. 527






(ELL)












Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, pp. 28, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 41–42, TCR __ Reading and Writing Skill Activities, pp. 45–46, TCR,


Enrichment

Level 3 __ Enrichment, p. 32, T11, CRB __ Home and Community Involvement, p. 41, TCR __ Lab Management and Safety, p. 61, TCR __ Cultural Diversity, pp. 47-48, TCR




Section 3 Climate National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, C.5, D.1, 516A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 1.5 sessions ( denotes activities recommended for block schedule.) Single Periods: 1 session

Objectives 7. Describe what determines climate. 8. Explain how latitude, oceans, and other factors affect the climate of a region. 9. Classify climate systems. 10. Describe climate distribution over the United States.








Level 1

Labs: __ Laboratory Activity 1, pp. 9–12,

T9, CRB

TWE Margin: __ Curriculum Connection, p. 530,

(ELL) __ Teacher FYI, pp. 530, 532 __ Use an Analogy, p. 530 __ Fun Fact, p. 532 __ Reading Strategy, p. 532 __ Differentiated Instruction,

Learning Disabled, p. 533, (ELL)

__ Daily Intervention, Check for Understanding, p. 534









Level 2


T9, CRB

TWE Margin: __ Make a Model, p. 530, (ELL) __ Teacher FYI, pp. 530, 532 __ Use an Analogy, p. 530 __ Differentiated Instruction,

Challenge , p. 531 __ Discussion, p. 532 __ Fun Fact, p. 532 __ Reading Strategy, p. 532 __ Daily Intervention, Reteach, p.

534 __ Visual Learning, p. 534






(ELL)

Level 3


T9, CRB

TWE Margin: __ Teacher FYI, pp. 530, 532 __ Use an Analogy, p. 530 __ Fun Fact, p. 532 __ Reading Strategy, p. 532 __ Quick Demo, p. 533






(ELL)












Reinforcement





Enrichment





Section 4 Earth’s Changing Climates National Content Standards — UCP.1-5, A.1, A.2, D.1, D.3, F.4, F.5, 516A-B, TWE Oklahoma Standards - PS 1.1, 3.1, 3.3, 3.4, 4.3, 4.4, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 11. Identify names and function of each part of a cell. 12. Explain how important a nucleus is in a cell. 13. Compare tissues, organs, and organ systems. 14. Compare tissues, organs, and organ systems.


Motivate ____ Section Focus Transparency 4, p. 87, TCR; Transparency Activity, pp. 49, CRB,






Level 1

Labs: __ LAB: Investigating Microclimate,

pp. 540–541 (Worksheets, pp. 7–8, T9, CRB)

TWE Margin: __ Reading Strategy, p. 536 __ Daily Intervention, Reteach, p.

539, (ELL) __ Fun Fact, p. 536 __ Teacher FYI, pp. 537, 538




pp. T5–T8, CRB, (ELL) __ Note-taking Worksheets, pp.





Level 2

SE: __ Science Online, p. 543 __ Integrate History, p. 536 __ Integrate Earth Science, p. 542




Behaviorally Disordered, p. 536 __ Quick Demo, p. 536, (ELL) __ Teacher FYI, pp. 537, 538 __ Visual Learning, pp. 537, (ELL) __ Daily Intervention, Check for

Understanding, p. 539 __ Fun Fact, p. 536 __ Reading Strategy, p. 536

TCR: __ Note-taking Worksheets, pp.





(ELL)

Level 3

SE: __ Science Online, p. 543 __ Integrate History, p. 536 __ Integrate Earth Science, p. 542



TWE Margin: __ Teacher FYI, pp. 537, 538 __ Discussion, p. 536 __ Fun Fact, p. 536 __ Reading Strategy, p. 536






(ELL)




Assess _____ Assessment, pp. 539, 541 TWE













____ Assessment Transparency, p. 89, TCR; Assessment Transparency Activity,

p. 53, T16, CRB







Reinforcement

Level 1 __ Directed Reading for Content Mastery, pp. 21–22,


25–26, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Reading and Writing Skill Activities, pp. 19–20, TCR,

(ELL) __ Science Notebook, Ch. 17, Sec.4, TCR, (ELL) __ Study Guide and Reinforcement, p. 66, TCR, (ELL) __ StudentWorks Plus, Ch. 17, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 17, www.gpescience.com

Enrichment


Solving, p. 18, TCR


S 1.1, 1.2

PS 2.1, 2.2, 3.1, 3.3, 3.4, 4.4, 4.6, 6.1, 6.2, 6.3, 6.4


S 1.1, 1.2

PS 2.1, 2.2, 3.1, 3.3, 3.4, 4.4, 4.6, 6.1, 6.2, 6.3, 6.4



Chapter 18 Section 1 Composition of Matter National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, 550A-B, TWE Oklahoma Standards - S 1.1, 1.2; PS 2.1, 2.2, 3.1, 3.3, 3.4, 4.4, 4.6, 6.1, 6.2, 6.3, 6.4





Objectives 1. Define substances and mixtures. 2. Identify elements and compounds. 3. Compare and contrast solutions, colloids, and suspensions.










Level 1

Labs: __ MiniLAB: Classifying Materials,


__ LAB: Comparing Pure Substances and Mixtures, p. 559 (Worksheet, pp. 5–6, T9, CRB)


TWE Margin: __ Differentiated Instruction, English-

Language Learners, p. 554 __ Identifying Misconceptions, p. 554 __ Use an Analogy, p. 554 __ Reading Strategy, p. 555 __ Teacher FYI, p. 555 __ Fun Fact, p. 557




pp. T4–T7, CRB, (ELL) __ Note-taking Worksheets, pp. 31–






Level 2







Language Learners, p. 554 __ Discussion, pp. 554, 556 __ Identifying Misconceptions, p. 554 __ Science Journal, p. 554, (ELL) __ Use an Analogy, p. 554 __ Reading Strategy, p. 555 __ Teacher FYI, p. 555 __ Visual Learning, p. 556 __ Active Reading, p. 557 __ Fun Fact, p. 557 __ Quick Demo, p. 557 __ Daily Intervention, Check for


558

TCR: __ Note-taking Worksheets, pp. 31–






Level 3







Challenge, pp. 553, 557 __ Differentiated Instruction, English-

Language Learners, p. 554 __ Identifying Misconceptions, p. 554 __ Use an Analogy, p. 554 __ Reading Strategy, p. 555 __ Teacher FYI, p. 555 __ Curriculum Connection, p. 556 __ Fun Fact, p. 557 __ Use Science Words, p. 557










Assess _____ Assessment, pp. 551, 555, 558, 559, TWE









Reinforcement




Enrichment





Section 2 Properties of Matter

National Content Standards — UCP.1-3, B.2, B.3, B.6, 550A-B, TWE Oklahoma Standards - S 1.1, 1.2; PS 2.1, 2.2, 3.1, 3.3, 3.4, 4.4, 4.6, 6.1, 6.2, 6.3, 6.4





Objectives 4. Identify substances using physical properties. 5. Compare and contrast physical and chemical changes. 6. Identify chemical changes. 7. Determine how the law of conservation of mass applies to chemical changes.








Level 1

Labs: __ MiniLAB: Separating Ink, p. 562;


__ Inquiry Lab, p. 564, T9 __ LAB: Measuring the

Conservation of Mass, p. 568 (Worksheet, pp. 7–8, T9, CRB)



Learning Disabled, p. 561 __ Discussion, pp. 563, 570 __ Fun Fact, p. 563 __ Make a Model, p. 563 __ Reading Strategy, p. 564 __ Identifying Misconceptions, p.

566 __ Teacher FYI, p. 566




pp. T5–T8, CRB, (ELL) __ Note-taking Worksheets, pp.





Level 2

SE: __ Science Online, pp. 566, 567,

571 __ Integrate Environment, p. 561 __ Integrate History, p. 564






TWE Margin: __ Quick Demo, pp. 561, 566,

(ELL) __ Discussion, pp. 563, 570 __ Fun Fact, p. 563 __ Make a Model, p. 563 __ Visual Learning, p. 563 __ Reading Strategy, p. 564 __ Science Journal, p. 564 __ Identifying Misconceptions,

pp. 566, 571 __ Teacher FYI, p. 566 __ Daily Intervention, Check for


567, (ELL)

TCR:

__ Note-taking Worksheets, pp. 31–32, CRB; Content Outline for Teaching, Section 2, pp. T2–T3, CRB




(ELL)

Level 3


571 __ Integrate Environment, p. 561 __ Integrate History, p. 564 __ Integrate Earth Science, p. 565







Challenge, p. 561 __ Curriculum Connection, p. 563 __ Discussion, pp. 563, 570 __ Fun Fact, p. 563 __ Make a Model, p 563 __ Reading Strategy, p. 564 __ Identifying Misconceptions, p.

566 __ Teacher FYI, p. 566 __ Visual Learning, p. 570






(ELL)


















p. 47, T14, CRB







Reinforcement

Level 1 __ Directed Reading for Content Mastery, pp. 21, 22,


25, 26, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Science Notebook, Ch. 18, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 68, TCR, (ELL) __ StudentWorks Plus, Ch. 18, TCH, (ELL) __ More Section Review, Ch. 18, www.gpescience.com

Enrichment

Level 3 __ Challenge Activity, p. 561, TWE __ Enrichment, p.30, T11, CRB


S 1.1, 1.2

PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3


S 1.1, 1.2

PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3

S 1.1, 1.2

PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3



Chapter 19 Section 1 Structure of the Atom National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.5, B.6, G.3, 576A-B, TWE Oklahoma Standards - S 1.1, 1.2; PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 1. Identify the names and symbols of common elements. 2. Identify quarks as subatomic particles of matter. 3. Describe the electron cloud model of the atom. 4. Explain how electrons are arranged in an atom.










Level 1

Labs: __ MiniLAB: Modeling an Aluminum

Atom, p. 581; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Discussion, p.579 __ Reading Strategy, p. 579 __ Quick Demo, p. 580 __ Teacher FYI, p. 580






__ Teaching Transparency, p. 49, CRB, (ELL); Teaching Transparency Activity, pp. 47–48, CRB




Level 2





Language Learners, p. 579, (ELL)

__ Discussion, p. 579 __ Make a Model, p. 579 __ Reading Strategy, p. 579 __ Use Science Words, p. 579 __ Quick Demo, p. 580 __ Teacher FYI, p. 580 __ Use an Analogy, p. 580 __ Visual Learning, p. 581 __ Daily Intervention, Check for


583







Level 3




TWE Margin: __ Discussion, p. 579 __ Reading Strategy, p. 579 __ Quick Demo, p. 580 __ Teacher FYI, p. 580 __ Differentiated Instruction,

Challenge, p. 581



















Reinforcement




Enrichment





Section 2 Masses of Atoms

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.5, B.6, G.3, 576A-B, TWE Oklahoma Standards - S 1.1, 1.2; PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 5. Compute the atomic mass and mass number of an atom. 6. Identify the components of isotopes. 7. Interpret the average atomic mass of an element.








Level 1


T9, CRB

TWE Margin: __ Quick Demo, p. 585 __ Teacher FYI, p. 585 __ Identifying Misconceptions, p.

586 __ Reading Strategy, p. 586









Level 2



T9, CRB


Visually Impaired, p. 585 __ Discussion, p. 585 __ Quick Demo, p. 585 __ Teacher FYI, p. 585 __ Identifying Misconceptions, p.

586 __ Reading Strategy, p. 586 __ Visual Learning, p. 586 __ Daily Intervention, Check for


587






(ELL)

Level 3



T9, CRB

TWE Margin: __ Discussion, p. 585 __ Quick Demo, p. 585 __ Teacher FYI, p. 585 __ Differentiated Instruction,

Challenge, p. 586 __ Identifying Misconceptions, p.

586 __ Reading Strategy, p. 586






(ELL)













Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p.28, T11, CRB, (ELL) __ Science Notebook, Ch. 19, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 70, TCR, (ELL) __ StudentWorks Plus, Ch. 19, TCH, (ELL) __ More Section Review, Ch. 19, www.gpescience.com,

Enrichment





Section 3 The Periodic Table National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.5, B.6, G.3, 576A-B, TWE Oklahoma Standards - S 1.1, 1.2; PS 1.1, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.3





Objectives 8. Explain the composition of the periodic table. 9. Use the periodic table to obtain information. 10. Explain what the terms metal, nonmetal, and metalloid mean.








Level 1

Labs: __ MiniLAB: Organizing a Personal

Periodic Table, p. 589; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ Inquiry Lab, p. 595, T9 __ LAB: A Periodic Table of Foods,

p. 597 (Worksheets, pp. 5–6, T9, CRB)

__ LAB: What’s in a name?, pp. 598–599 (Worksheets, pp. 7–8, T9, CRB)


TWE Margin: __ Teacher FYI, pp. 589, 590 __ Quick Demo, p. 590 __ Visual Learning, pp. 590, 592 __ Fun Fact, pp. 591, 593, 594,

595 __ Identifying Misconceptions, pp. 591, 593 __ Use an Analogy, p. 591 __ Reading Strategy, p. 592 __ Differentiated Instruction,

Learning Disabled, p. 593









Level 2

SE: __ Science Online, pp. 591, 593, 595,

598, 599, 600, 601, 602, 603 __ Integrate Career, p. 592 __ Integrate Astronomy, p. 596







TWE Margin: __ Teacher FYI, pp. 589, 590 __ Quick Demo, p. 590 __ Visual Learning, pp. 590, 592 __ Fun Fact, pp. 591, 593, 594, 595 __ Identifying Misconceptions, pp. 591, 593 __ Use an Analogy, pp. 591, 594 __ Reading Strategy, p. 592 __ Curriculum Connection, p. 593 __ Discussion, pp. 593, 600 __ Active Reading, p. 594 __ Science Journal, p. 595 __ Daily Intervention, Check for

Understanding, p. 596 __ Daily Intervention, Reteach, p.596






Level 3


595, 598, 599, 600, 601, 602, 603

__ Integrate Career, p. 592 __ Integrate Astronomy, p. 596







TWE Margin: __ Teacher FYI, pp. 589, 590 __ Differentiated Instruction,

Challenge, pp. 590, 592 __ Quick Demo, p. 590 __ Visual Learning, pp. 590, 592 __ Fun Fact, pp. 591, 593, 594,

595 __ Identifying Misconceptions, pp. 591, 593 __ Use an Analogy, p. 591 __ Reading Strategy, p. 592






(ELL)




Assess _____ Assessment, pp. 589, 596, 597, 599, TWE














p. 49, T15, CRB







Reinforcement

Level 1 __ Directed Reading for Content Mastery, pp. 21–22,


25–26, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Science Notebook, Ch. 19, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 71, TCR, (ELL) __ More Section Review, Ch. 19, www.gpescience.com

Enrichment

Level 3 __ Challenge Activity, pp. 590, 592, TWE __ Enrichment, p. 32, T11, CRB


S 1.1, 1.2, 4.2

PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4


S 1.1, 1.2, 4.2

PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4

S 1.1, 1.2, 4.2

PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4

S 1.1, 1.2, 4.2

PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4



Chapter 20 Section 1 Minerals National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.2, G.2, G.3, F.3, 606A-B, TWE Oklahoma Standards - S 1.1, 1.2, 4.2; PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 1. Describe characteristics of all minerals. 2. Indentify common minerals using physical properties. 3. Compare and contrast some conditions of mineral formation.










Level 1

Labs: __ MiniLAB: Identifying Salt’s Crystal

System, p. 612; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ LAB: Be a Mineral Detective, p. 616 (Worksheet, pp. 5-6, T9, CRB)


Language Learners p. 609 __ Make a Model, p. 610 __ Visual Learning, pp. 610-611 __ Identifying Misconceptions, pp. 610, 613 __ Differentiated Instruction,

Learning Disabled, p. 612 __ Reading Strategy, p. 612, (ELL) __ Use Science Words, p. 613 __ Fun Fact, pp. 613, 614 __ Inquiry Lab, p. 614, T9 __ Daily Intervention, Check for


615










Level 2

SE: __ Integrate (Chemistry), p. 613 __ Integrate (Language Arts), p. 615



__ Inquiry Lab, p. 614, T9 __ LAB: Be a Mineral Detective, p.

616 (Worksheet, pp. 5-6, T9, CRB)

TWE Margin: __ Curriculum Connection, p. 609 __ Make a Model, p. 610 __ Visual Learning, pp. 610-611 __ Identifying Misconceptions, pp. 610, 613 __ Quick Demo, p. 611 __ Reading Strategy, p. 612, (ELL) __ Use Science Words, p. 613 __ Fun Fact, pp. 613-614 __ Daily Intervention, Check for


615







Level 3

SE: __ Integrate (Chemistry), p. 613 __ Integrate (Language Arts), p. 615



__ Inquiry Lab, p. 614, T9 __ LAB: Be a Mineral Detective, p.


TWE Margin: __ Curriculum Connection, p. 609 __ Teacher FYI, pp. 609-610 __ Make a Model, p. 610 __ Identifying Misconceptions, pp. 610, 613 __ Fun Fact, pp. 613, 614
















_____ Section Focus Transparencies , p. 99, TCR




Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 5-6, TCR __ Science Notebook, Ch. 20, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p. 73, TCR, (ELL) __ StudentWorks Plus, Ch. 20, TCH, (ELL) __ More Section Review, Ch. 20, www.gpescience.com

Enrichment


16, TCR __ Home and Community Involvement, p. 39, TCR __ Laboratory Management and Safety, p. 56, TCR __ Cultural Diversity, pp. 37-38, TCR





Section 2 Igneous Rocks

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.2, 606A-B, TWE Oklahoma Standards - S 1.1, 1.2, 4.2; PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 4. Describe the types of materials present in most rocks. 5. Explain how and where igneous rocks form. 6. Classify igneous rocks.








Level 1

Labs: __ none

TWE Margin: __ Use Science Words, p. 618 __ Visual Learning, p. 618 __ Identifying Misconceptions, p. 618 __ Reading Strategy, p. 618, (ELL) __ Differentiated Instruction,


__ Use an Analogy, p. 619 __ Discussion, p. 620 __ Science Journal, p. 622 __ Fun Fact, p. 622 __ Daily Intervention, Check for


623









Level 2


Labs: __ none

TWE Margin: __ Use Science Words, p. 618 __ Visual Learning, p. 618 __ Identifying Misconceptions, p. 618 __ Reading Strategy, p. 618, (ELL) __ Use an Analogy, p. 619 __ Quick Demo, pp. 619, 621 __ Discussion, p. 620 __ Science Journal, p. 622 __ Fun Fact, p. 622 __ Daily Intervention, Check for


623






(ELL)

Level 3


Labs:

__ none

TWE Margin: __ Identifying Misconceptions, p. 618 __ Discussion, p. 620 __ Science Journal, p. 622 __ Fun Fact, p. 622 __ Teacher FYI, p. 623






(ELL)













Reinforcement




Enrichment


Solving, p. 9, TCR





Section 3 Sedimentary Rocks National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.2, 606A-B, TWE Oklahoma Standards - S 1.1, 1.2, 4.2; PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 7. Explain how and where sedimentary rocks form. 8. Discuss how sedimentary rocks are used to interpret Earth’s history. 9. Describe how sedimentary rocks are classified.








Level 1

Labs: __ MiniLAB: Modeling Evaporites.




Visually Impaired, p. 626 __ Discussion, p. 626 __ Fun Fact, p. 627 __ Reading Strategy, p. 628, (ELL) __ Daily Intervention, Check for


629









Level 2





TWE Margin: __ Quick Demo, pp. 625, 626 __ Discussion, p. 626 __ Fun Fact, p. 627 __ Reading Strategy, p. 628, (ELL) __ Daily Intervention, Check for


629






(ELL)

Level 3





TWE Margin: __ Teacher FYI, p. 625 __ Discussion, p. 626 __ Fun Fact, p. 627






(ELL)














Reinforcement




Enrichment






Section 4 Metamorphic Rocks National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.2, 606A-B, TWE Oklahoma Standards - S 1.1, 1.2, 4.2; PS 1.1, 2.1, 2.2, 3.3, 4.3, 4.5, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 10. Identify physical conditions that cause metamorphism. 11. Explain where metamorphism occurs. 12. Classify metamorphic rocks.








Level 1

Labs: __ LAB: Identifying Rocks, pp. 636-




Learning Disabled, p. 631 __ Visual Learning, p. 631 __ Active Reading, p. 632 __ Science Journal, p. 632 __ Discussion, pp. 632, 634 __ Reading Strategy, p. 634, (ELL) __ Daily Intervention, Check for


635









Level 2





TWE Margin: __ Visual Learning, p. 631 __ Active Reading, p. 632 __ Science Journal, p. 632 __ Discussion, pp. 632, 634 __ Reading Strategy, p. 634, (ELL) __ Daily Intervention, Check for


635






(ELL)

Level 3





TWE Margin: __ Active Reading, p. 632 __ Science Journal, p. 632 __ Teacher FYI, pp. 632, 634 __ Discussion, pp. 632, 634






(ELL)



















53, T14, CRB







Reinforcement



25-26, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Reading and Writing Skill Activities, pp. 21-22, TCR,

(ELL) __ Science Notebook, Ch. 20, Sec. 4, TCR, (ELL) __ Study Guide and Reinforcement, p. 76, TCR, (ELL) __ StudentWorks Plus, Ch. 20, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 20, www.gpescience.com

Enrichment


p. 4, TCR


S 1.2, 2.2, 4.1, 4.2

PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4


S 1.2, 2.2, 4.1, 4.2

PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4

S 1.2, 2.2, 4.1, 4.2

PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4

S 1.2, 2.2, 4.1, 4.2

PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4



Chapter 21 Section 1 Weathering and Soil National Content Standards — UCP.1-5, A.1, A.2, B.3, 644A-B, TWE Oklahoma Standards - S 1.2, 2.2, 4.1, 4.2; PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4





Objectives 1. Explain the role of weathering in recycling Earth materials. 2. Discuss the processes of mechanical and chemical weathering. 3. Describe the process of and controls on soil formation. 4. Discuss some methods for controlling soil loss.










Level 1

Labs: __ MiniLAB: Observing a

Disappearing Seasoning, p. 647; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

__ LAB: Graphing Soil Textures, p. 653 (Worksheet, pp. 5-6, T9, CRB)

TWE Margin: __ Reading Strategy, p. 647, (ELL) __ Visual Learning, p. 649 __ Identifying Misconceptions, p. 649 __ Discussion, pp. 649, 650 __ Differentiated Instruction,



652










Level 2





TWE Margin: __ Reading Strategy, p. 647, (ELL) __ Visual Learning, p. 649 __ Identifying Misconceptions, p. 649 __ Discussion, pp. 649, 650 __ Quick Demo, p. 650 __ Daily Intervention, Check for


652







Level 3





TWE Margin: __ Identifying Misconceptions, p. 649 __ Discussion, pp. 649, 650 __ Teacher FYI, pp. 649, 650




















Reinforcement




Enrichment


p. 6, TCR





Section 2 Shaping the Landscape

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.1, D.2, 644A-B, TWE Oklahoma Standards - S 1.2, 2.2, 4.1, 4.2; PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4





Objectives 5. Explain how agents of erosion operate. 6. Describe kinds of landforms created by erosion. 7. Identify landforms created by deposition of eroded material.








Level 1

Labs: __ MiniLAB: Modeling Runoff, p.



TWE Margin: __ Visual Learning, pp. 655, 661 __ Use an Analogy, p. 656 __ Fun Fact, pp. 657, 658 __ Discussion, pp. 658, 660 __ Inquiry Lab, p. 659, T9 __ Reading Strategy, p. 660, (ELL) __ Differentiated Instruction,


__ Science Journal, p. 660 __ Daily Intervention, Check for


662









Level 2

SE: __ Science Online, pp. 657, 658



__ Inquiry Lab, p. 659, T9 __ Laboratory Activity 1, pp. 9-13,

T9, CRB

TWE Margin: __ Visual Learning, pp. 655, 661 __ Curriculum Connection, pp. 655,

658 __ Quick Demo, p. 657 __ Use an Analogy, p. 656 __ Fun Fact, pp. 657, 658 __ Reading Strategy, p. 660, (ELL) __ Discussion, pp. 658, 660 __ Science Journal, p. 660 __ Daily Intervention, Check for


662






(ELL)

Level 3




__ Inquiry Lab, p. 659, T9 __ Laboratory Activity 1, pp. 9-13,

T9, CRB

TWE Margin: __ Curriculum Connection, pp. 655,

658 __ Teacher FYI, p. 657 __ Fun Fact, pp. 657, 658 __ Discussion, pp. 658, 660 __ Science Journal, p. 660






(ELL)














Reinforcement




Enrichment

Level 3 __ Enrichment, p. 30, T11, CRB __ Cultural Diversity, pp. 33-34, TCR





Section 3 Groundwater National Content Standards — UCP.1-3, UCP.5, A.1, A.2, D.2, F.4, F.5, 644A-B, TWE Oklahoma Standards - S 1.2, 2.2, 4.1, 4.2; PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4




Schedule Block Schedule: 1 session ( denotes activities recommended for block schedule.) Single Periods: 1.5 sessions

Objectives 8. Explain the importance of groundwater. 9. Describe how groundwater is stored and obtained. 10. List some concerns about future groundwater use.








Level 1


T9, CRB

TWE Margin: __ Visual Learning, p. 664 __ Reading Strategy, p. 665, (ELL) __ Science Journal, p. 667 __ Differentiated Instruction,


__ Daily Intervention, Check for Understanding, p. 668

__ Daily Intervention, Reteach, p. 668









Level 2

SE: __ Science Online, p. 667 __ Integrate (Environment), p. 667


T9, CRB

TWE Margin: __ Quick Demo, p. 664 __ Visual Learning, p. 664 __ Reading Strategy, p. 665, (ELL) __ Science Journal, p. 667 __ Curriculum Connection, p. 667 __ Daily Intervention, Check for


668






(ELL)

Level 3

SE: __ Science Online, p. 667 __ Integrate (Environment), p. 667


T9, CRB


Challenge, p. 666 _ Science Journal, p. 667 __ Curriculum Connection, p. 667






(ELL)













Reinforcement




Enrichment


23, TCR __ Laboratory Management and Safety, p. 71, TCR





Section 4 Geologic Time National Content Standards — UCP.1-5, A.1, A.2, B.1, B.2, D.3, E.1, G.2, 644A-B, TWE Oklahoma Standards - S 1.2, 2.2, 4.1, 4.2; PS 3.3, 4.1, 4.3, 4.5, 4.6, 4.7, 4.8, 5.1, 5.2, 5.3, 6.3, 6.4





Objectives 11. Distinguish among geologic eras, periods, and epochs. 12. Explain how scientists decide when a geologic time period ends and another begins. 13. Explain the methods and logic used in relative dating. 14. Interpret a geologic cross section. 15. Describe the methods and logic used in absolute dating.








Level 1

Labs: __ LAB: It’s about time—relative,

that is, pp. 676-677, (Worksheet, pp. 7–8, T9, CRB)

TWE Margin: __ Discussion, p. 670 __ Science Journal, p. 670 __ Reading Strategy, p. 670, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 671 __ Visual Learning, pp. 671, 672,

674 __ Fun Fact, p. 672 __ Identifying Misconceptions, p. 672 __ Make a Model, p. 674 __ Daily Intervention, Check for


675









Level 2



that is, pp. 676-677 (Worksheet, pp. 7–8, T9, CRB)

TWE Margin: __ Discussion, p. 670 __ Science Journal, p. 670 __ Reading Strategy, p. 670, (ELL) __ Quick Demo, pp. 670, 671 __ Visual Learning, pp. 671, 672,

674 __ Fun Fact, p. 672 __ Identifying Misconceptions, p. 672 __ Make a Model, p. 674 __ Daily Intervention, Check for


675






(ELL)

Level 3



that is, pp. 676-677 (Worksheet, pp. 7–8, T9, CRB)

TWE Margin: __ Discussion, p. 670 __ Science Journal, p. 670 __ Teacher FYI, pp. 671, 672 __ Fun Fact, p. 672 __ Identifying Misconceptions, p. 672 __ Make a Model, p. 674






(ELL)



















51, T14, CRB







Reinforcement



23-24, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 19-20, TCR __ Reading and Writing Skill Activities, pp. 15-16, TCR,

(ELL) __ Science Notebook, Ch. 21, Sec. 4, TCR, (ELL) __ Study Guide and Reinforcement, p. 80, TCR, (ELL) __ StudentWorks Plus, Ch. 21, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 21, www.gpescience.com

Enrichment


Solving, p. 11, TCR __ Home and Community Involvement, p. 43, TCR



S 1.3

PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4


S 1.3

PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4

S 1.3

PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4



Chapter 22 Section 1 Stability in Bonding National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, 686A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 1. Describe how a compound differs from its component elements. 2. Explain what a chemical formula represents. 3. Explain that the electric forces between electrons and protons, which are oppositely

charged, are essential to orming compounds. 4. State a reason why chemical bonding occurs.










Level 1

Labs: __ LAB: Atomic Trading Cards, p.

693 (Worksheets, pp. 5–6, T9, CRB)


TWE Margin: __ Discussion, p. 689 __ Reading Strategy, p. 689 __ Teacher FYI, pp. 689, 690 __ Use an Analogy, p. 690 __ Visual Learning, p. 690 __ Differentiated Instruction,



692, (ELL)




pp. T5–T8, CRB, (ELL) __ Note-taking Worksheets, pp. 33–





Level 2





TWE Margin: __ Reading Strategy, p. 689 __ Teacher FYI, pp. 689, 690 __ Use an Analogy, p. 690 __ Differentiated Instruction,

Learning Disabled, p. 691 __ Fun Fact, p. 691 __ Make a Model, p. 691, (ELL) __ Quick Demo, p. 691, (ELL) __ Daily Intervention, Check for







Level 3





TWE Margin: __ Reading Strategy, p. 689 __ Teacher FYI, pp. 689, 690 __ Differentiated Instruction,

Challenge, pp. 690, 691 __ Use an Analogy, p. 690 __ Differentiated Instruction,




















Reinforcement




Enrichment

Level 3 __ Challenge Activity, p. 690, 691, TWE __ Enrichment, p. 30, T11, CRB




Section 2 Types of Bonds

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, B.6, F.1, 686A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 5. Describe ionic bonds and covalent bonds. 6. Identify the particles produced by ionic bonding and by covalent bonding. 7. Distinguish between a nonpolar covalent bond and a polar covalent bond.








Level 1

Labs: __ MiniLAB: Observing a Bond

Type, p. 698; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)


T9, CRB


Learning Disabled, p. 695 __ Discussion, pp. 696, 700 __ Fun Fact, p. 696 __ Quick Demo, p. 696 __ Differentiated Instruction,

English-Language Learners, p. 697, (ELL)

__ Reading Strategy, p. 700 __ Use an Analogy, p. 700 __ Use Science Words, p. 700 __ Identifying Misconceptions, p.

701 __ Daily Intervention, Check for










Level 2

SE: __ Science Online, pp. 696, 702 __ Integrate Health, p. 695 __ Integrate Life Science, p. 695




T9, CRB

TWE Margin: __ Discussion, pp. 695, 700 __ Fun Fact, p. 696 __ Quick Demo, p. 696 __ Teacher FYI, p. 696 __ Differentiated Instruction,

English-Language Learners, p. 697, (ELL)

__ Science Journal, p. 697 __ Reading Strategy, p. 700 __ Use an Analogy, p. 700 __ Use Science Words, p. 700 __ Identifying Misconceptions, p.



702






(ELL)

Level 3

SE: __ Science Online, pp. 696, 702 __ Integrate Health, p. 695 __ Integrate Life Science, p. 695




T9, CRB

TWE Margin: __ Visual Learning, p. 695 __ Fun Fact, p. 696 __ Quick Demo, p. 696 __ Teacher FYI, p. 696 __ Differentiated Instruction,

Challenge, pp. 698, 699 __ Discussion, p. 700 __ Reading Strategy, p. 700 __ Use an Analogy, p. 700 __ Use Science Words, p. 700 __ Identifying Misconceptions, p.








(ELL)













Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Science Notebook, Ch. 22, Sec. 2, TCR, (ELL) __ Study Guide and Reinforcement, p. 82, TCR, (ELL) __ StudentWorks Plus, Ch. 22, TCH, (ELL) __ More Section Review, Ch. 22, www.gpescience.com,

Enrichment

Level 3 __ Challenge Activity, p. 698, 699, TWE __ Enrichment, p. 31, T11, CRB




Section 3 Writing Formulas and Naming Compounds National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.4, B.6, G.3, 686A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 3.4, 4.3, 4.6, 4.8, 6.1, 6.2, 6.3, 6.4





Objectives 8. Explain how to determine oxidation numbers. 9. Write formulas and names for ionic compounds. 10. Write formulas and names for covalent compounds.








Level 1

Labs: __ MiniLAB: Making a Hydrate, p.


__ LAB: Modeling Chemical Bonding, pp. 710–711 (Worksheets, pp. 7–8, T9, CRB)

TWE Margin: __ Active Reading, p. 704 __ Identifying Misconceptions, p.

704 __ Quick Demo, p. 704 __ Science Journal, p. 704 __ Reading Strategy, p. 706 __ Teacher FYI, p. 706 __ Visual Learning, p. 706 __ Fun Fact, p. 707 __ Use Science Words, p. 708 __ Daily Intervention, Check for











Level 2


714, 715 __ Integrate History, p. 705





704 __ Curriculum Connection, p. 705 __ Reading Strategy, p. 706 __ Teacher FYI, p. 706 __ Discussion, p. 707 __ Fun Fact, p. 707 __ Daily Intervention, Check for


p.709







(ELL)

Level 3


714, 715 __ Integrate History, p. 705






Challenge, pp. 705, 707 __ Reading Strategy, p. 706 __ Teacher FYI, p. 706 __ Fun Fact, p. 707 __ Daily Intervention, Check for








(ELL)




Assess _____ Assessment, pp. 708. 709, 711, TWE














p. 49, T15, CRB







Reinforcement



25, 26, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Science Notebook, Ch. 22, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 83, TCR, (ELL) __ StudentWorks Plus, Ch. 22, TCH, (ELL) __ More Section Review, Ch. 22, www.gpescience.com

Enrichment



S 1.3

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3


S 1.3

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3

S 1.3

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3

S 1.3

PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3



Chapter 23 Section 1 Chemical Changes National Content Standards — UCP.1-5, A.1, A.2, B.2, B.3, G.3, 718A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3




Schedule Block Schedule: 1 session ( denotes activities recommended for block schedule.) Single Periods: 1 session

Objectives 1. Identify the reactants and products in a chemical reaction. 2. Determine how a chemical reaction satisfies the law of conservation of mass. 3. Determine how chemists express chemical changes using equations.










Level 1

Labs: __ MiniLAB: Designing a Team

Equation, p. 724; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)

TWE Margin: __ Identifying Misconceptions, p. 721 __ Reading Strategy, p. 722, (ELL) __ Differentiated Instruction, English

Language Learners, p. 722 __ Use an Analogy, pp. 722, 723 __ Science Journal, p. 723 __ Fun Fact, p. 723 __ Visual Learning, p. 724 __ Reading Strategy, p. 724, (ELL) __ Daily Intervention, Check for


725










Level 2

SE: __ Science Online, p. 722 __ Integrate History, p. 725



TWE Margin: __ Identifying Misconceptions, p. 721 __ Quick Demo, p. 722 __ Reading Strategy, p. 722, (ELL) __ Curriculum Connection, p. 722 __ Use an Analogy, pp. 722, 723 __ Science Journal, p. 723 __ Fun Fact, p. 723 __ Visual Learning, p. 724 __ Reading Strategy, p. 724, (ELL) __ Daily Intervention, Check for


725







Level 3

SE: __ Science Online, p. 722 __ Integrate History, p. 725




Challenge, p. 721 __ Identifying Misconceptions, p. 721 __ Curriculum Connection, p. 722 __ Teacher FYI, p. 723 __ Science Journal, p. 723 __ Fun Fact, p. 723




















Reinforcement




Enrichment





Section 2 Chemical Equations

National Content Standards — UCP.1-5, A.1, A.2, B.2, B. 3, 718A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 4. Identify what is meant by a balanced chemical equation. 5. Determine how to write balanced chemical equations.








Level 1


T9, CRB


Learning Disabled, p. 727 __ Discussion, p. 727 __ Identifying Misconceptions, p. 728 __ Reading Strategy, p. 727, (ELL) __ Daily Intervention, Check for


729 __ Fun Fact, p. 727









Level 2



T9, CRB

TWE Margin: __ Discussion, p. 727 __ Identifying Misconceptions, p. 728 __ Reading Strategy, p. 727, (ELL) __ Daily Intervention, Check for


729 __ Fun Fact, p. 727






(ELL)

Level 3



T9, CRB


Challenge, p. 727 __ Discussion, p. 727 __ Identifying Misconceptions, p. 728 __ Fun Fact, p. 727






(ELL)













Reinforcement




Enrichment






Section 3 Classifying Chemical Reactions National Content Standards — UCP.1-5, A.1, A.2, B.2, B.3, B.6, 718A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 6. Identify the five general types of chemical reactions. 7. Identify redox reactions. 8. Predict which metals will replace other metals in compounds.








Level 1

Labs: None

TWE Margin: __ Visual Learning, p. 731 __ Reading Strategy, p. 731, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 732 __ Use an Analogy, p. 732 __ Discussion, p. 732 __ Make a Model, p. 732 __ Daily Intervention, Check for


733









Level 2

Labs: None

TWE Margin: __ Quick Demo, p. 731 __ Reading Strategy, p. 731, (ELL) __ Visual Learning, p. 731 __ Use an Analogy, p. 732 __ Discussion, p. 732 __ Make a Model, p. 732 __ Daily Intervention, Check for


733






(ELL)

Level 3

Labs: None


Challenge, p. 732 __ Discussion, p. 732 __ Make a Model, p. 732






(ELL)













Reinforcement



25, T10, CRB, (ELL) __ Reinforcement, p. 29, T11, CRB, (ELL) __ Science Notebook, Ch. 23, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 81, TCR, (ELL) __ StudentWorks Plus, Ch. 23, TCH, (ELL) __ More Section Review, Ch. 23, www.gpescience.com,

Enrichment






Section 4 Reaction Rates and Energy National Content Standards — UCP.1-5, A.1, A.2, B.2, B.3, B.6, G.1, G.2, G.3, 718A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.3, 4.6, 4.8, 6.3





Objectives 9. Identify the source of energy changes in chemical reactions. 10. Compare and contrast exergonic and endergonic reactions. 11. Examine the effects of catalysts and inhibitors on the speed of chemical reactions.








Level 1

Labs: __ MiniLAB: Creating a Colorful

Chemical Reaction, p. 738; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Catalyzed Reaction, p. 741 (Worksheet, pp. 5-6, T9, CRB)

__ LAB: Investigating Reaction Conditions, pp. 742-743 (Worksheet, pp. 7-8, T9, CRB)

TWE Margin: __ Use Science Words, p. 735 __ Active Reading, p. 735 __ Visual Learning, p. 736 __ Differentiated Instruction,

Visually Impaired, p. 737 __ Discussion, p. 739 __ Reading Strategy, p. 738, (ELL) __ Inquiry Lab, p. 739, T9 __ Daily Intervention, Check for


740









Level 2

SE: __ Integrate Life Science, p. 735 __ Integrate History, p. 740





TWE Margin: __ Use Science Words, p. 735 __ Active Reading, p. 735 __ Visual Learning, p. 736 __ Quick Demo, p. 737 __ Discussion, p. 739 __ Reading Strategy, p. 738, (ELL) __ Daily Intervention, Check for


740






(ELL)

Level 3

SE: __ Integrate Life Science, p. 735 __ Integrate History, p. 740





TWE Margin: __ Active Reading, p. 735 __ Teacher FYI, pp. 736, 739 __ Differentiated Instruction,

Challenge, p. 737 __ Discussion, p. 739






(ELL)




Assess _____ Assessment, pp. 738, 741, 742-743, TWE















53, T14, CRB







Reinforcement



25, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Science Notebook, Ch. 23, Sec. 4, TCR, (ELL) __ Study Guide and Reinforcement, p. 82, TCR, (ELL) __ StudentWorks Plus, Ch. 23, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 23, www.gpescience.com,

Enrichment


Solving, p. 14. T11, TCR __ Cultural Diversity, p. 738, TWE



S 1.3

PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4


S 1.3

PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4

S 1.3

PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4

S 1.3

PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4



Chapter 24 Section 1 How Solutions Form National Content Standards — UCP.1-5, A.1, A.2, B.1, B.2, B.3, 750A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 1. Identify the components of a solution. 2. Explain how things dissolve. 3. Identify the factors that affect the rates at which solids and gases dissolve in liquids.










Level 1

Labs: __ MiniLAB: Observing the Effect of

Surface Area, p. 756; MiniLAB Worksheet, p. 3, T9, CRB, (ELL)



Learning Disabled, p. 755, (ELL) __ Reading Strategy, p. 756 __ Fun Fact, p. 757 __ Daily Intervention, Check for










Level 2





TWE Margin: __ Science Journal, p. 753 __ Teacher FYI, p. 753 __ Quick Demo, p. 755, (ELL) __ Visual Learning, p. 755, (ELL) __ Active Reading, p. 756 __ Discussion, p. 756 __ Reading Strategy, p.756 __ Differentiated Instruction,

Challenge, p. 757

__ Fun Fact, p. 757 __ Daily Intervention, Reteach, p.

758






Level 3






Challenge, p. 754

__ Reading Strategy, p.756 __ Fun Fact, p. 757


















Reinforcement



24, T10, CRB, (ELL) __ Reinforcement, p. 27, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 37–38, TCR __ Reading and Writing Skill Activities, p. 17, TCR,

(ELL) __ Science Notebook, Ch. 24, Sec. 1, TCR, (ELL) __ Study Guide and Reinforcement, p.89, TCR, (ELL) __ StudentWorks Plus, Ch. 24, TCH, (ELL) __ More Section Review, Ch. 24, www.gpescience.com

Enrichment





Section 2 Solubility and Concentration

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.6, 750A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 4. Define the concept of solubility. 5. Identify how to express the concentration of solutions. 6. List and define three types of solutions. 7. Describe the effects of pressure and temperature on the solubility of gases.








Level 1

Labs: __ Inquiry Lab, p. 761, T9


Learning Disabled, p. 760 __ Identifying Misconceptions, p. 760 __ Reading Strategy, p.760 __ Teacher FYI, p. 761 __ Make a Model, p. 762 __ Quick Demo, p. 762 __ Use an Analogy, p. 762




pp. T5–T8, CRB, (ELL) __ Note-taking Worksheet, pp.35–





Level 2



TWE Margin: __ Identifying Misconceptions, p. 760 __ Reading Strategy, p. 760 __ Curriculum Connection, p. 761 __ Teacher FYI, p. 761 __ Quick Demo, p. 762 __ Daily Intervention, Check for


763

TCR: __ Note-taking Worksheet, pp.35–





(ELL)

Level 3



TWE Margin: __ Identifying Misconceptions, p. 760 __ Reading Strategy, p. 760 __ Teacher FYI, p. 761 __ Quick Demo, p. 762

TCR: __ Note-taking Worksheet, pp.35–





(ELL)













Reinforcement




Enrichment





Section 3 Acids, Bases and Salts National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.3, 750A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 8. Compare and contrast acids and bases and identify characteristics they have. 9. Examine some formulas and uses of common acids and bases. 10. Determine how the processes of ionization and dissociation apply to acids and

bases.








Level 1

Labs: __ MiniLAB: Observing Acid Relief,



TWE Margin: __ Visual Learning, p. 765 __ Teacher FYI, p. 766 __ Fun Fact, p. 767 __ Identifying Misconceptions, p.

767 __ Use an Analogy, p. 767, (ELL) __ Differentiated Instruction,

Visually Impaired, p. 768 __ Discussion, pp. 768, 769 __ Make a Model, p. 768, (ELL) __ Differentiated Instruction,

Learning Disabled, p. 769










Level 2

SE: __ IntegrateLife Science, p. 768




TWE Margin: __ Curriculum Connection, p. 765 __ Use Science Words, p. 765 __ Visual Learning, pp. 765, 768 __ Quick Demo, p. 766 __ Teacher FYI, p. 766 __ Fun Fact, p. 767 __ Identifying Misconceptions, p.


Visually Impaired, p. 768 __ Discussion, pp. 768, 769 __ Science Journal, pp. 768, 769 __ Daily Intervention, Check for


p.770







(ELL)

Level 3





TWE Margin: __ Visual Learning, p. 765 __ Teacher FYI, p. 766 __ Differentiated Instruction,

Challenge, p. 767 __ Fun Fact, p. 767 __ Identifying Misconceptions, p.


Visually Impaired, p. 768 __ Discussion, pp. 768, 769 __ Quick Demo, p. 769







(ELL)












Reinforcement




Enrichment


p. 18, TCR __ Physical Science Critical Thinking/ Problem-

Solving, p. 1, TCR __ Home and Community Involvement, p. 22. TCR __ Cultural Diversity, p. 37, TCR




Section 4 Strength of Acids and Bases National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.3, 750A-B, TWE Oklahoma Standards - S 1.3; PS 1.1, 3.3, 4.1, 4.3, 4.6, 4.7, 4.8, 6.3, 6.4





Objectives 11. Determine what is responsible for the strength of an acid or a base. 12. Compare and contrast strength and concentration. 13. Examine the relationship between pH and acid or base strength. 14. Explain electrical conductivity.








Level 1

Labs: __ LAB: Determining Acidity, p. 775

(Worksheets, pp. 5–6, T9, CRB) __ LAB: Saturated Solutions, pp.

776–777 (Worksheets, pp. 7–8, T9, CRB)


English-Language Learners, pp. 772

__ Fun Fact, p. 772 __ Identifying Misconceptions, p.

772 __ Reading Strategy, p. 772 __ Use Science Words, p. 772,

(ELL) __ Discussion, p. 773 __ Daily Intervention, Check for










Level 2






English-Language Learners, pp. 772


772 __ Reading Strategy, p. 772 __ Teacher FYI, p. 772 __ Discussion, p. 773 __ Quick Demo, p. 773, (ELL) __ Science Journal, p. 773 __ Daily Intervention, Check for


p.774






(ELL)

Level 3








772 __ Reading Strategy, p. 772 __ Teacher FYI, p. 772 __ Differentiated Instruction,

Challenge, p. 773 __ Discussion, p. 773 __ Daily Intervention, Check for







(ELL)


















p. 53, T15, CRB







Reinforcement



25-26, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Science Notebook, Ch. 24, Sec.4, TCR, (ELL) __ Study Guide and Reinforcement, p. 92, TCR, (ELL) __ StudentWorks Plus, Ch. 24, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 24, www.gpescience.com

Enrichment


p. 18, TCR __ Physical Science Critical Thinking/ Problem-

Solving, p. 16, TCR


S 1.3

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4


S 1.3

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 1.3

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 1.3

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4



Chapter 25 Section 1 Radioactivity National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.1, B.2, G.3, 784A-B, TWE Oklahoma Standards - S 1.3; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 1. Describe the structure of an atom and its nucleus. 2. Explain what radioactivity is. 3. Compare and contrast properties of radioactive and stable nuclei. 4. Discuss the discovery of radioactivity.










Level 1

Labs: __ MiniLAB: Modeling the Strong


TWE Margin: __ Make a Model, p. 787 __ Reading Strategy, p. 787, (ELL) __ Discussion, p. 788 __ Visual Learning, p. 788 __ Identifying Misconceptions, p. 788 __ Differentiated Instruction, Visually

Impaired, p. 789 __ Daily Intervention, Check for


790









Level 2




TWE Margin: __ Make a Model, p. 787 __ Reading Strategy, p. 787, (ELL) __ Discussion, p. 788 __ Visual Learning, p. 788 __ Identifying Misconceptions, p. 788 __ Quick Demo, p. 788 __ Daily Intervention, Check for


790






Level 3




TWE Margin: __ Teacher FYI, p. 787 __ Make a Model, p. 787 __ Discussion, p. 788 __ Identifying Misconceptions, p. 788 __ Differentiated Instruction,

Challenge, p. 789



















Reinforcement




Enrichment






Section 2 Nuclear Decay

National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.1, B.2, 784A-B, TWE Oklahoma Standards - S 1.3; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 5. Compare and contrast alpha, beta, and gamma radiation. 6. Define the half-life of a radioactive material. 7. Describe the process of radioactive dating.








Level 1


T9, CRB

TWE Margin: __ Visual Learning, p. 792 __ Reading Strategy, p. 792, (ELL) __ Discussion, p. 793 __ Science Journal, p. 793 __ Inquiry Lab, p. 793, T9 __ Differentiated Instruction,


__ Use an Analogy, p. 794 __ Daily Intervention, Check for


795










Level 2

SE: __ none

Labs: __ Inquiry Lab, p. 793, T9 __ Laboratory Activity 2, pp. 13-16,

T9, CRB

TWE Margin: __ Visual Learning, p. 792 __ Reading Strategy, p. 792, (ELL) __ Discussion, p. 793 __ Science Journal, p. 793 __ Quick Demo, p. 794 __ Curriculum Connection, p. 794 __ Use an Analogy, p. 794 __ Daily Intervention, Check for


795







(ELL)

Level 3

SE: __ none

Labs: __ Inquiry Lab, p. 793, T9 __ Laboratory Activity 2, pp. 13-16,

T9, CRB

TWE Margin: __ Teacher FYI, p. 792 __ Discussion, p. 793 __ Science Journal, p. 793 __ Curriculum Connection, p. 794 __ Differentiated Instruction,

Challenge, p. 794







(ELL)













Reinforcement




Enrichment






Section 3 Detecting Radioactivity National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.1, B.2, F.1, 784A-B, TWE Oklahoma Standards - S 1.3; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 8. Describe how radioactivity can be detected in and cloud and bubble chamber. 9. Explain how an electroscope can be used to detect radiation. 10. Explain how a Geiger counter can measure nuclear radiation.








Level 1

Labs: __ Laboratory Activity 1, pp. 9-12

T9, CRB


Visually Impaired, p. 799 __ Use an Analogy, p. 797 __ Discussion, p. 799 __ Visual Learning, pp. 797, 800 __ Identifying Misconceptions, p. 797 __ Active Reading, p. 798 __ Reading Strategy, p. 798, (ELL) __ Daily Intervention, Check for


800









Level 2

SE: __ Integrate (Social Studies), p.

799


T9, CRB

TWE Margin: __ Quick Demo, p. 798 __ Use an Analogy, p. 797 __ Discussion, p. 799 __ Visual Learning, pp. 797, 800 __ Identifying Misconceptions, p. 797 __ Active Reading, p. 798 __ Reading Strategy, p. 798, (ELL) __ Daily Intervention, Check for


800






(ELL)

Level 3

SE: __ Integrate (Social Studies), p.

799


T9, CRB

TWE Margin: __ Teacher FYI, pp. 797, 798, 799 __ Discussion, p. 799 __ Identifying Misconceptions, p. 797 __ Active Reading, p. 798






(ELL)













Reinforcement




Enrichment





Section 4 Nuclear Reactions National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, F.1, G.3, 784A-B, TWE Oklahoma Standards - S 1.3; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 11. Explain nuclear fission and how it can begin a chain reaction. 12. Discuss how nuclear fusion occurs in the Sun. 13. Describe how radioactive tracers can be used to diagnose medical problems. 14. Discuss how nuclear reactions can help treat cancer.








Level 1

Labs: __ MiniLAB: Modeling a Nuclear

Reactor, p. 802; MiniLAB Worksheet, p. 4, T9, CRB, (ELL)

__ LAB: Chain Reactions, p. 807 (Worksheet, pp. 5-6, T9, CRB)

__ LAB: Modeling Transmutations, pp. 808-809 (Worksheet, pp. 7-8, T9, CRB)


Physically Disabled, p. 802 __ Science Journal, p. 802 __ Fun Fact, p. 803 __ Use Science Words, p. 803 __ Make a Model, p. 803 __ Reading Strategy, p. 803, (ELL) __ Discussion, p. 804 __ Visual Learning, p. 804 __ Daily Intervention, Check for


806









Level 2

SE: __ Science Online, p. 803 __ Integrate (Chemistry), p. 804 __ Integrate (Health), p. 804





TWE Margin: __ Quick Demo, p. 802 __ Science Journal, p. 802 __ Fun Fact, p. 803 __ Use Science Words, p. 803 __ Make a Model, p. 803 __ Reading Strategy, p. 803, (ELL) __ Discussion, p. 804 __ Visual Learning, p. 804 __ Daily Intervention, Check for


806






(ELL)

Level 3

SE: __ Science Online, p. 803 __ Integrate (Chemistry), p. 804 __ Integrate (Health), p. 804





TWE Margin: __ Science Journal, p. 802 __ Fun Fact, p. 803 __ Teacher FYI, p. 803 __ Make a Model, p. 803 __ Discussion, p. 804 __ Differentiated Instruction,

Challenge, p. 804






(ELL)



















53, T14, CRB







Reinforcement



25, 26, T10, CRB, (ELL) __ Reinforcement, p. 30, T11, CRB, (ELL) __ Science Notebook, Ch. 25, Sec. 4, TCR, (ELL) __ Study Guide and Reinforcement, p. 96, TCR, (ELL) __ StudentWorks Plus, Ch. 25, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 25, www.gpescience.com

Enrichment



S 5.1, 5.2

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4


S 5.1, 5.2

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 5.1, 5.2

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4

S 5.1, 5.2

PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4



Chapter 26 Section 1 Observing the Universe National Content Standards — UCP.1-3, UCP.5, A.1, A.2, B.2, B.4, E.1, F.6, 816A-B, TWE Oklahoma Standards - S 5.1, 5.2; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 1. Describe a constellation as a pattern of stars. 2. Compare and contrast types of optical telescopes. 3. Explain how a radio telescope differs from an optical one.










Level 1

Labs: __ MiniLAB: Modeling a Telescope,



Language Learners, p. 819 __ Reading Strategy, p. 819, (ELL) __ Science Journal, p. 821 __ Discussion, p. 821 __ Visual Learning, p. 821 __ Daily Intervention, Check for


822




pp. T5–T8 , CRB, (ELL) __ Note-taking Worksheet, pp. 33-






Level 2




TWE Margin: __ Reading Strategy, p. 819, (ELL) __ Quick Demo, p. 820 __ Science Journal, p. 821 __ Discussion, p. 821 __ Visual Learning, p. 821 __ Daily Intervention, Check for


822







Level 3




TWE Margin: __ Teacher FYI, p. 820 __ Science Journal, p. 821 __ Discussion, p. 821




















Reinforcement




Enrichment


Solving, p. 4, TCR __ Home and Community Involvement, p. 25, TCR __ Cultural Diversity, pp. 51-52, TCR





Section 2 Evolution of Stars

National Content Standards — UCP.1-5, A.1, A.2, B.2, B.4, B.6, E.1, F.6, 816A-B, TWE Oklahoma Standards - S 5.1, 5.2; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 4. Explain how stars form. 5. Classify the stages of stellar evolution using a Hertzsprung-Russel (H-R) diagram. 6. Describe the Sun and explain how it has and will evolve.








Level 1

Labs: __ MiniLAB: Counting Stars, p.


__ LAB: Star Cluster Age, p. 830 (Worksheet, pp. 5-6, T9, CRB)



TWE Margin: __ Science Journal, p. 824 __ Visual Learning, pp. 824, 828 __ Active Reading, p. 825 __ Reading Strategy, p. 825, (ELL) __ Use Science Words, p. 825 __ Discussion, pp. 825, 828 __ Identifying Misconceptions, p. 827 __ Differentiated Instruction,

Hearing Impaired, p. 828 __ Make a Model, p. 828 __ Daily Intervention, Check for


829









Level 2

SE: __ Integrate (Life Science), p. 827






TWE Margin: __ Science Journal, p. 824 __ Visual Learning, pp. 824, 828 __ Active Reading, p. 825 __ Reading Strategy, p. 825, (ELL) __ Use Science Words, p. 825 __ Discussion, pp. 825, 828 __ Identifying Misconceptions, p. 827 __ Quick Demo, p. 828 __ Make a Model, p. 828 __ Daily Intervention, Check for


829






(ELL)

Level 3

SE: __ Integrate (Life Science), p. 827






TWE Margin: __ Science Journal, p. 824 __ Active Reading, p. 825 __ Discussion, pp. 825, 828 __ Differentiated Instruction,

Challenge, p. 826 __ Identifying Misconceptions, p. 827 __ Make a Model, p. 828






(ELL)














Reinforcement





Enrichment






Section 3 Galaxies and the Milky Way National Content Standards — UCP.1-5, A.1, A.2, D.4, G.3, 816A-B, TWE Oklahoma Standards - S 5.1, 5.2; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4




Schedule Block Schedule: 0.5 session ( denotes activities recommended for block schedule.) Single Periods: 1.5 sessions

Objectives 7. Explain that the same natural laws that apply in the Milky Way galaxy also apply in

other galaxies. 8. Compare the three main types of galaxies. 9. Describe the Milky Way galaxy and the Sun’s position in it.








Level 1

Labs: __ none


Learning Disabled, p. 832 __ Inquiry Lab, p. 832, T9 __ Visual Learning, pp. 832, 834 __ Use an Analogy, p. 833 __ Discussion, pp. 833, 834 __ Reading Strategy, p. 833, (ELL) __ Daily Intervention, Check for


835









Level 2



TWE Margin: __ Visual Learning, pp. 832, 834 __ Use an Analogy, p. 833 __ Discussion, pp. 833, 834 __ Reading Strategy, p. 833, (ELL) __ Quick Demo, p. 834 __ Curriculum Connection, p. 834 __ Daily Intervention, Check for


835






(ELL)

Level 3



TWE Margin: __ Discussion, pp. 833, 834 __ Curriculum Connection, p. 834






(ELL)













Reinforcement




Enrichment


p. 8, TCR __ Laboratory Management and Safety, p. 66, TCR




Section 4 Cosmology National Content Standards — UCP.1-5, A.1, A.2, B.6, D.4, E.1, F.2, G.3, 816A-B, TWE Oklahoma Standards - S 5.1, 5.2; PS 3.3, 4.3, 4.6, 4.8, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4





Objectives 10. Describe the most accepted theory about the origin of the universe. 11. Define dark matter. 12. Explain how dark matter may cause the universe to expand forever.








Level 1

Labs: __ LAB: Expansion of the Universe,


TWE Margin: __ Fun Fact, p. 837 __ Visual Learning, p. 837 __ Reading Strategy, p. 837, (ELL) __ Differentiated Instruction,

Hearing Impaired, p. 838 __ Discussion, p. 838 __ Daily Intervention, Check for


839 __ Make a Model, p. 840 __ Differentiated Instruction,

Physically Challenged, p. 840









Level 2


837 __ Integrate (Astronomy), p. 841



TWE Margin: __ Fun Fact, p. 837 __ Visual Learning, p. 837 __ Reading Strategy, p. 837, (ELL) __ Quick Demo, p. 838 __ Discussion, p. 838 __ Daily Intervention, Check for


839






(ELL)

Level 3


837 __ Integrate (Astronomy), p. 841



TWE Margin: __ Fun Fact, pp. 837, 840 __ Visual Learning, p. 837 __ Discussion, p. 838






(ELL)



















51, T14, CRB







Reinforcement



23, 24, T10, CRB, (ELL) __ Reinforcement, p. 28, T11, CRB, (ELL) __ Mathematics Skill Activities, pp. 47-48, TCR __ Science Notebook, Ch. 26, Sec. 3, TCR, (ELL) __ Study Guide and Reinforcement, p. 100, TCR, (ELL) __ StudentWorks Plus, Ch. 26, TCH, (ELL) __ Interactive Tutor __ More Section Review, Ch. 26, www.gpescience.com

Enrichment


14, TCR


see p. ok6-ok11 for a key to oklahoma standards....

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