St. Johns County School District

2017-2018 School Year

Course: 2003350

Honors Chemistry

Honors Chemistry Curriculum MapTuesday, July 25, 2017 2:02 PM

Untitled Section Page 1

St. Johns County Schools

Curriculum Map Terms & Use

Text: Modern Chemistry: Holt

Quarter: Refers to the time period during which the standard(s) should be taught.

Unit/Organizing Strand: The overarching organizational structure used to group content and concepts within the curriculum map.

Benchmark: Refers to the benchmark classification system number: subject area, grade level, body of knowledge, big idea & benchmark are given in the benchmark. Ex: SC.8.P. 9.2

Standard: Refers to the standards statement presented in the NGSSS. Standard explains the knowledge that the student is expected to learn.

Florida Standards for Math & Literacy: Are to be incorporated into instruction, see notes in the map for suggestions, under “Resources/Activities”. Best practice is to provide time for close reading and analytical writing, pushing student to evaluate/analyze information.

Key Terms: Students should demonstrate fluency in vocabulary that is intrinsic to the course.

Resources/Activities: Are suggested activities or resources. Best practice is to provide inquiry and/or follow up labs or activities, non-fiction text and/or enrichment activities for foundational topics for future learning

Tuesday, July 25, 2017 2:03 PM

Map Explanation Page 2

Review safety rules and get safety contracts from all students before beginning the curriculum.

Suggested Media:

Flinn Science Lab Safety (15min): https://www.youtube.com/watch?v=5g0hNM91iyg

BioNetwork Lab Safety: 6 individual short clips on different safety aspects

https://www.youtube.com/watch?v=GjAD83B4JaY&list=PL4qaj9envIYnBaQSPpcOMUqWiQUAgPoMq

Suggested Safety Contracts:

Flinn HSContract_2

CarolinaLab Safety

Before you begin....Tuesday, July 25, 2017 2:03 PM

Q1 Page 3

These standards should be reviewed briefly at the beginning of the school year and then taught through laboratory work throughout the year.

SC.912.N.1.1

Pose questions about the natural world1.

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, & earth/space science, & do the following:

Remarks/Examples: articulate the purpose of the investigation and identify the relevant scientific concepts.

2. Conduct systematic observation

Remarks/Examples: Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines.

3. Examine books & other sources of information to see what is already known

4. Review what is known in light of empirical evidence

Remarks/Examples: Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models.

5. Plan investigations

Remarks/Examples: Design and evaluate a scientific investigation.

COMMENT: TEACH LAB SAFETY, USE OF BASIC LAB EQUIPMENT, CALCULATOR USE.

6. Pose answers, explanations, or descriptions of events

7. Generate explanations that explicate or describe natural phenomena (inferences)

8. Use appropriate evidence & reasoning to justify these explanations to others

9. Communicate results of scientific investigations

10. Evaluate the merits of the explanations produced by others

11. Use tools to gather, analyze, & interpret data (this includes the use of measurement in metric & other systems, & also the generation & interpretation of graphical representations of data, including data tables & graphs)

Remarks/Examples: Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, meter sticks, microscopes, and computers) including set-up, technique, maintenance, and storage.

Comment: Teach Dimensional Analysis (conversion with metrics. Teach Scientific Notation, Significant Figures (accuracy/precision).

SC.912.N.1.2

Describe & explain what characterizes science & its methods

Science is characterized by empirical observations, testable questions, formation of hypotheses, and experimentation that results in stable & replicable results, logical reasoning & coherent theoretical constructs.

SC.912.N.1.4

Identify sources of information & assess their reliability according to the strict standards of scientific investigation.

Read, interpret, & examine the credibility & validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Strict standards of science include controlled variables, sufficient sample size, and replication of results, empirical and measurable evidence, and the concept of falsification.

SC.912.N.1.6

Describe how scientific inferences are drawn from scientific observations & provide examples from the content being studied.

Collect data/evidence and use tables/graphs to draw conclusions and make inferences based on patterns or trends in the data.

SC.912.N.1.7

Describe & provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

Recognize that contributions to science can be made & have been made by people from all over the world.

SC.912.N.2.4

Suggested Resources/Activities:

.

Media Resources:

Bozemanscience.com

“Scientific Method”, “Significant Digits,”, “Factor Label Method”,

“Asking Questions & Designing Problems”

“Planning & Carrying out Investigations”

“Obtaining, Evaluating & Communicating Information”

Significant Figures Made Easy – Tyler DeWitt:

Https://www.youtube.com/watch?v=5UjwJ9PIUvE

Converting Units with Conversation Factors – Tyler DeWitt:

https://www.youtube.com/watch?v=7N0IRJLwpPI

Activities:

Dimensional Stations_2

TurtlesStoichiom...

Density of5 Pennies ...

The Nature and Practice of ScienceTuesday, July 25, 2017 2:07 PM

Q1 Page 4

SC.912.N.2.4

Recognize the role of creativity in constructing scientific questions, methods, & explanations.

Work through difficult problems using creativity, and critical and analytical thinking in problem solving (e.g. convergent versus divergent thinking and creativity in problem solving).

Q1 Page 5

SC.912.P.8.1

Differentiate among the four states of matter.

Remarks: Differentiate among the 4 states of matter (solid, liquid, gas, plasma) in terms of energy, particle motion & phase transitions. (Note: Currently five states of matter have been identified.)

SC.912.P.12.11

Describe phase transitions in terms of kinetic molecular theory.

Explain, at the molecular level, the behavior of matter as it undergoes phase transitions

COMMENT: Teach motion of particles in regard to phase changes.

SC.912.P.10.5

Relate temperature to the average molecular kinetic energy.

Recognize that the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy.

Comment: Teach temperature scales if not covered in N.1.1 standards.

BEGIN TO MAKE REFERENCE TO THE PERIODIC TABLE AND INDIVIDUAL ELEMENTS to familiarize students prior to actual instruction (ex.: mention individual elements and their use)

SC.912.P.8.2

Differentiate between physical and chemical properties and physical and chemical changes of matter.

Comment: Teach “Classification of Matter” (flow chart of matter), density calculations.

Discuss volume, compressibility, density, conductivity, malleability, reactivity, molecular composition, freezing, melting & boiling points.

Suggested Resources/Activities:

www.BozemanScience.com “Matter”

www.KhanAcademy.com:

“Intro to the Atom”

“States of Matter”

Simulations:

http://phet.colorado.edu/

“States of Matter,” “Density”.

Matter and EnergyTuesday, July 25, 2017 2:10 PM

Q1 Page 6

SC.912.P.8.3

Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence.

Describe the development & historical importance of atomic theory from Dalton (atomic theory), Thomson (electron), Rutherford (nucleus & gold foil experiment) and Bohr (planetary model of atom), & understand how each discovery leads to modern atomic theory.

SC.912.N.3.5

Describe the function of models in Science and identify the wide range of models used in science.

Describe how models are used by scientists to explain observations of nature.

SC.912.P.8.4

Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. Comment: Teach atomic # and mass, avg. atomic mass, isotopes. Teach “mole conversions” using the same element. (Ex. 1.2 g of Copper to moles/atoms). Teach Dimensional Analysis with metrics if you have not already. Reinforce Scientific Notation, Significant Figures (accuracy/precision)

Explain that electrons, protons & neutrons are parts of the atom & that the nuclei of atoms are composed of protons & neutrons which experience forces of attraction & repulsion consistent with their charges & masses.

Comment: The following standards tie into SC.912.P.8.3, SC.912.P.8.4. Teach concurrently.

SC.912.N.1.5

Explain that scientific knowledge is both durable & robust & open to change. Scientific knowledge can change because it is often examined & re-examined by new investigations & scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

Recognize that ideas with the most durable explanatory power become established theories, but scientific explanations are continually subjected to change in the face of new evidence.

SC.912.N.2.5

Describe instances in which scientists’ varied backgrounds, talents, interests, & goals influence the inferences & thus the explanations that they make about observations of natural phenomena & describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support 1 or another of the explanations.

Recognize that scientific questions, observations, and conclusions may be influenced by the existing state of scientific knowledge, the social and cultural context of the researcher, and the observer's experiences and expectations. Identify possible bias in qualitative and quantitative data analysis.

SC.912.N.3.2

Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.

Recognize that scientific argument, disagreement, discourse, and discussion create a broader and more accurate understanding of natural processes and events.

Resources/Activities:

www.BozemanScience.com

“Properties of Matter”

“Physical & Chemical Changes”

“A History of the Atom”

“Developing and Using Models” “Significant Digits”, “Scientific Method”, “Factor label Method”.

How the Elements got their Names

https://www.youtube.com/watch?v=mtg9p6A6xnY

www.Khanacademy.com:

“Elements & Atoms”

“Crash Course Chemistry”: The Nucleus, #1 (You Tube)

Activities:

ATomicStructure ...

Isotope Lab

ATomsIsotopes

Simulations:

http://phet.colorado.edu/

“Build an Atom”

“Rutherford Scattering” “Isotopes & Atomic Mass”

http://www.walter-fendt.de/ph14e/

“Bohr’s Theory

of the Hydrogen Atom”

Atoms and Atomic Structure Tuesday, July 25, 2017 2:10 PM

Q1 Page 7

SC.912.P.10.18

Explore the theory of electromagnetism by comparing & contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena & applications.

Describe the em spectrum (radio-gamma) in terms of frequency, wavelength & energy. Solve problems involving wavelength, frequency & energy.

Comment: Teach calculations using the formula: c=λν and variations of it. Not required for students to memorize the order of the chart.

SC.912.P.10.9

Describe the quantization of energy at the atomic level. Explain that when electrons transition to higher energy levels, they absorb energy & emit when transitioning to lower levels. Recognize that spectral lines are the result of transitions between energy levels that correspond to photons of light with energy & frequency related to the energy spacing between levels (E=hv)

Comment: Review emission/absorption spectrum. Solve problems using E=hv.

Suggested Resources/Activities:

www.KhanAcademy.com:

“Orbitals”,“Valence electrons”,“Electron Configurations”,“Groups of the Periodic Table”

Simulations:

http://www.walter-fendt.de/ph14e/

“Photoelectric Effect”

“Electromagnetic Waves”

Energy and ElectronsTuesday, July 25, 2017 2:03 PM

Q2 Page 8

SC.912.P.8.5

Relate properties of atoms and their position in the periodic table to the arrangement of their electrons.

Use the periodic table and electron configuration to determine an element's number of valence electrons and its chemical properties. Explain how chemical properties depend almost entirely on the configuration of the outer electron shell.

Comment: Students should be able to identify basic chemical properties of element groups. Teach principle quantum number, angular momentum, spin quantum number (n, l, s). Students must be able to identify s,p,d,f blocks. Teach electron configuration & orbital notation. Understand Aufbau & Pauli principles, Hund’s rule.

SC.912.P.8.7

Interpret formula representations of molecules & compounds in terms of composition & structure.

Comment: Teach ions, ionic bonding (electron transfer and how NaCl would form, for example), covalent (shared electrons), Lewis Structures (electron dot) and molecular geometry (linear, trigonal pyramidal and trigonal planar, tetrahedral, bent) including VSEPR, writing and naming of ionic and covalent compounds including transition metals, polyatomic ions and acids/bases.

SC.912.P.8.6

Distinguish between bonding forces holding compounds together & other attractive forces, including hydrogen bonding & van der Waals forces.

Describe how atoms combine to form molecules through ionic, covalent & hydrogen bonding. Compare/contrast the characteristics of the interactions between atoms in ionic & covalent compounds & how these bonds form. Use electronegativity to explain the difference between polar & nonpolar covalent bonds.

Comment: Teach the concept of electronegativity, not necessary to calculate differences with electronegativity.

SC.912.P.8.12

Describe the properties of the carbon atom that make the diversity of carbon compounds possible.

Explain how the bonding characteristics of carbon lead to a large variety of structures ranging from simple hydrocarbons to complex polymers & biological molecules.

SC.912.P.8.13

Identify selected functional groups & relate how they contribute to properties of carbon compounds.

Recognize functional groups in structural formulas of carbon molecules (sugars, proteins, nucleotides, amino acids, hydroxyl groups which form alcohols, carbonyl groups which form aldehydes/ketones, carboxyl groups which form carboxylic acids, etc.)

Suggested Resources/Activities:

Activity:

CovalentStations

ATomicparticles

ion BondCards

Media:

www.Bozemanscience.com “Atoms & the Periodic Table”, “A Tour of the Periodic Table”, “Drawing Lewis Dot Diagrams”,

“Chemical Bonds-Covalent & Ionic”

“Naming Compounds Part 1 & 2”

www.KhanAcademy.com:

“Orbitals”, “Valence Electrons”, “Electron Configurations”,“Groups of the Periodic Table”

Crash Course Chemistry

“The Periodic Table” #4

https://www.youtube.com/watch?v=0RRVV4Diomg,

Atomic Hook-Ups-Types of Chemical bonds” #22

https://www.youtube.com/watch?v=QXT4OVM4vXI&index=22&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr

Polar & Non-Polar Molecules, #23

https://www.youtube.com/watch?v=PVL24HAesnc&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=23

Bonding Models & Lewis Structures, #24

https://www.youtube.com/watch?v=a8LF7JEb0IA&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9

Carbon Chemistry https://www.youtube.com/watch?v=UloIw7dhnlQ&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr&index=40

www.Nbclearn.com: “Chemistry Now” – “How Atoms Bond: Ionic Bonds”,

Periodic Table Bingo: http://education.jlab.org/beamsactivity/6thgrade/elementbingo/index.html

www.KhanAcademy.com:

“Covalent Networks, Metallic & Ionic Crystal”, Organic Chemistry: multiple topics

Simulation:

http://phet.colorado.edu/

“Build a Molecule”, “Molecules Shapes”, “Molecule Polarity”.

Chemical BondingTuesday, July 25, 2017 2:13 PM

Q2 Page 9

SC.912.L. 18.12

Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, & versatility as a solvent.

SC.912.N.2.2

Identify which questions can be answered through science & which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, & religion.

Identify scientific questions that can be disproved by experimentation/testing. Recognize that pseudoscience is a claim, belief, or practice which is presented as scientific, but does not adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and measurable evidence, and the concept of falsification).

SC.912.P.8.8

Characterize types of chemical reactions, for example: acid-base, synthesis, and single and double replacement reactions.

Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion.

Comment: Write and balance chemical equations from word equations, teach diatomic molecules.

SC.912.P.8.9

Apply the mole concept & the law of conservation of mass to calculate quantities of chemicals participating in reactions.

Comment: Teach “solids” stoichiometry, empirical and molecular formulas, percent yield.

Recognize one mole equals 6.02 x 10^23 particles (atoms or molecules). Determine number of particles for elements and compounds using the mole concept. Use experimental data to determine percent yield, empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.

SC.912.N.3.3

Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.

Recognize that a scientific theory provides broad explanation of observed phenomena while a scientific law describes how something behaves.

Suggested Resources/Activities:

www.KhanAcademy.com:

“The Mole & Avagadro’s Number”

www.BozemanScience.com

“Mole Conversions”

“Beginner’s Guide to Balancing Equations”

www.Sciencegeek.net:

“Converting Moles to moles, grams to moles,” etc. videos

www.Nbclearn.com: “Molecule Profile-H2O-Water”,

www.Science360.gov:

Chemistry of Ice

Simulation/Virtual Lab: PhET site

http://phet.colorado.edu/

“Reactants, Products, Leftover” (Chemical Reactions) & Balancing Chemical Equations

Tutorial site: (for dimensional analysis)

www.joneslhs.weebly.com

Matter and Chemical ReactionsTuesday, July 25, 2017 2:03 PM

Q3 Page 10

SC.912.P.12.10

Interpret the behavior of ideal gases in terms of kinetic molecular theory.

Using the kinetic molecular theory, explain the behavior of gases and the relationship between pressure and volume (Boyle’s law), volume and temperature (Charles’s law), pressure and temperature (Gay-Lussac’s law), and number of particles in a gas sample (Avogadro’s hypothesis). Determine number of particles for elements and compounds using the mole concept in terms of number of particles, mass, & the volume of an ideal gas at specified conditions of temperature and pressure.

Comment: Calculations for Boyles, Charles, Gay-Lussac and Ideal Gas Law required, mass/volume gas stoichiometry.

SC.912.P.12.12

Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.

Various factors could include: temperature, pressure, solvent and/or solute concentration, surface area, and catalysts. The rate of reaction is determined by the activation energy, and the pathway of the reaction can be shorter in the presence of enzymes or catalysts.

SC.912.P.12.13

Explain the concept of dynamic equilibrium in terms of reversible processes occurring at the same rates.

Explain that equilibrium is established when forward and reverse-reaction rates are equal.

Comment: Students should understand that forward/reverse reactions are occurring at the same rate. Comment: Include Le Chatelier’s principles with P.12.12/13

Suggested Resources/Activities:

www.Khanacademy.com:

“Ideal Gas Law”

“Introduction to Kinetics”

“Reaction Rates”

www.Sciencegeek.net

Gas Law Problem Videos: Boyle’s, Charles, Lussac, Combined Gas Laws

The Behavior of MatterTuesday, July 25, 2017 2:03 PM

Q4 Page 11

SC.912.P.10.6

Create & interpret potential energy diagrams, for example: chemical reactions.

Construct and interpret potential energy diagrams for endothermic and exothermic chemical reactions.

SC.912.P.10.1

Differentiate among the various forms of energy & recognize that they can be transformed from 1 form to others.

Differentiate between kinetic and potential energy. Recognize that energy cannot be created or destroyed, only transformed. Identify examples of transformation of energy

SC.912.P.10.2

Explore the Law of Conservation of energy by differentiating among open, closed & isolated systems & explain that the total energy in an isolated system is a conserved quantity.

Use calorimetry to illustrate conservation of energy. Explain how conservation of energy is important in chemical reactions with bond formation & bond breaking.

SC.912.P.10.7

Distinguish between endothermic & exothermic chemical processes.

Classify chemical reactions and phase changes as exothermic (release thermal energy) or endothermic (absorb thermal energy).

SC.912.P.10.8

Explain entropy’s role in determining the efficiency of processes that convert energy to work.

Recognize that there is a natural tendency for systems to move in a direction of disorder or randomness. Describe entropy as a quantity that measure the order or disorder of a system & that this quantity is larger for a more disordered system.

SC.912.P.8.11

Relate acidity & basicity to hydronium & hydroxyl ion concentration and pH.

Use experimental data to illustrate and explain the pH scale to characterize acid and base solutions. Compare and contrast the strengths of various common acids and bases

Comment: No calculations needed.

SC.912.P.8.10

Describe oxidation-reduction reactions in living & non-living systems.

Identify the substance losing & gaining electrons in oxidation-reduction reactions. Discuss neutralization reactions and living systems (photosynthesis & cellular respiration).

Suggested Resources/Activities

Simulations:

http://phet.colorado.edu/

“Energy Forms and Changes”, “Reactions and Rates”, “Reversible Reactions”

“Acid/Base Solutions”

“pH Scale”.

.

Media:

www.NbcLearn.com: “Chemistry Now – The Chemistry of Green: Chlorophyll” (energy conservation/transformation)

www.BozemanScience.com

“Acids, Bases & pH”

www.Khanacademy.com

“Acid Base Introduction”

Thermodynamics: multiple videos

Matter and EnergyTuesday, July 25, 2017 2:16 PM

Q4 Page 12

SC.912.P.10.10

Compare the magnitude & range of the 4 fundamental forces

(gravity, electromagnetic, weak & strong nuclear)

Recognize & discuss the effect of each force on the structure of matter & the evidence for it.

SC.912.P.10.12

Differentiate between chemical & nuclear reactions.

Describe how chemical reactions involve the rearranging of atoms to form new substances, while nuclear reactions involve the change of atomic nuclei into entirely new atoms. Identify real-world examples where chemical and nuclear reactions occur every day.

Comment: half-life problems and types of radiation not required for this standard..

SC.912.P.10.11

Explain & compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them & their associated safety issues.

Remarks: changes associated with them & their associated safety issues.

Identify the three main types of radioactive decay (alpha, beta, and gamma) and compare their properties (composition, mass, charge, and penetrating power). Explain the concept of half-life for an isotope (e.g. C-14 is used to determine the age of objects) and calculate the amount of a radioactive substance remaining after an integral number of half-lives have passed.

SC.912.N.4.1

Explain how scientific knowledge & reasoning provide an empirically-based perspective to inform society’s decision making.

SC.912.N.4.2

Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs & benefits, such as human, economic & environmental.

SC.912.L.17.15

Discuss the effects of technology on environmental quality.

SC.912.L.17.19

Describe how different natural resources are produced & how their rates of use & renewal limit availability.

Simulations:

http://phet.colorado.edu/

“Nuclear Reactions”

“Radiation and Radioactive Decay”

“Nuclear Fission ”Alpha Decay”, “Beta Decay”

Matter, Energy, Science and SocietyTuesday, July 25, 2017 2:18 PM

Q4 Page 13

LAFS.910.RST.1.1

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LAFS.910.RST.3.7

LAFS.912.RST.3.8

LAFS.912.RST.3.9

LAFS.910.RST.4.10

LAFS.912.WHST.1.

Cite specific textual evidence to support analysis of science & technical texts, attending to the precise details of explanations or descriptions.

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts & topics.Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

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

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table/chart) &translate information expressed visually or mathematically (e.g., in an equation) into words.

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

Compare/contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read & comprehend science/technical texts in the grades 9-10 text complexity band independently & proficiently.

Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an organization that establishes clear relationships among the claim, counterclaims, reasons, and evidence.

a.

Develop claims and counterclaims fairly, supplying the data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

b.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, between reasons and evidence, and between claims and counterclaims.

c.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

d.

Provide a concluding statement or section that follows form or supports the argument presented.

e.

Write arguments focused on discipline-specific content.

Introduce a topic & organize ideas, concepts, & information to make important connections & distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), & multimedia when useful to aid comprehension.

f.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Florida Standards for Language Arts and MathTuesday, July 25, 2017 2:03 PM

LAFS MAFS Page 14

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when useful to aid comprehension.

Develop the topic with well-chosen, relevant, & sufficient facts, extended definitions, concrete details, quotations, or other information & examples appropriate to the audience’s knowledge of the topic.

g.

Use varied transitions & sentence structures to link the major sections of the text, create cohesion, & clarify the relationships among ideas & concepts.

h.

Use precise language & domain-specific vocabulary to manage the complexity of the topic & convey a style appropriate to the discipline & context as well as to the expertise of likely readers.

i.

Establish & maintain a formal style & objective tone while attending to the norms & conventions of the discipline in which they are writing.

j.

Provide a concluding statement or section that follows from & supports the information or explanation presented (e.g., articulate implications or the significance of the topic).

k.

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

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose & audience. Use technology, including the Internet, to produce, publish, & update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibility & dynamically.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Gather relevant information from multiple authoritative print & digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection & research.

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

Use units as a way to understand problems & to guide the solution of multi-step problems; choose & interpret units consistently in formulas; choose & interpret the scale & the origin in graphs & data displays.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

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Access Points: These are ONLY for students with very significant cognitive disabilities. Typically, the Support Facilitator will work with these students in your classroom.

What are access points?

As part of the revision to the Sunshine State Standards, access points for students with significant cognitive disabilities have been developed. These access points are expectations written for students with significant cognitive disabilities to access the general education curriculum. Embedded in the Sunshine State Standards, access points reflect the core intent of the Standards with reduced levels of complexity. The three levels of complexity include participatory (Pa), supported (Su), and independent (In) with the participatory level being the least complex. The new Florida Alternate Assessment will measure student achievement on the access points in Reading, Writing, Mathematics, and Science.

The access points for the Mathematics Sunshine State Standards were developed through the cooperative efforts of writing teams composed of Florida educators and parents under the direction of staff from the Accommodations and Modifications for Students with Disabilities Project, the Accountability and Assessment for Students with Disabilities Project, and the Florida Department of Education.

Link to Chemistry Access Points on C Palms: http://www.cpalms.org/Public/PreviewCourse/Preview/1767

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