Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices during laboratory investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student is guided through several standard safety practices | The Guided Learning: Behavior and Dress in the Lab resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Practice Skill | Student Practices safe laboratory skills when using lab equipment | The Laboratory Skills: Putting Lab Safety into Practice resource, which is part of the Lab Safety unit. | Whole Activity | |
(ii) Student is expected to demonstrate safe practices during field investigations | Lesson Citation | Acquire Knowledge |
Students learn about safety in the field | The Guided Learning: Safety in the Field resource, which is part of the Lab Safety unit. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students answer questions about field safety | The Guided Learning: Safety in the Field resource, which is part of the Lab Safety unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate an understanding of the use of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students learn how to properly handle hazardous materials used in the lab. | The Guided Learning: Handling Chemicals and Biological Materials resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(ii) Student is expected to demonstrate an understanding of the conservation of resources | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes, including reuse and recycling when appropriate | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions | |
(iii) Student is expected to demonstrate an understanding of the proper disposal or recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Text Passage |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know the definition of science, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 1 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the idea of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding of testability. | The Guided Learning: Science and Testability (Part 1) resource, which is part of the Science and Testability unit. | Comprehension Questions | |
(ii) Student is expected to understand that [science] has limitations, as specified in subsection (b)(2) [above] | Lesson Citation | Acquire Knowledge |
Part 4 of a rich, multi-part discussion of the nature and limitations of science.. This segment focuses on how science can only evaluate falsifiable hypotehses | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding |
Students demonstrate their understanding that science can only test falsifiable hypotheses. | The Guided Learning: Science and Testability (Part 4) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know that hypotheses are tentative statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know that hypotheses are testable statements that must be capable of being supported or not supported by observational evidence | Lesson Citation | Acquire Knowledge |
Part 2 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on the requirement of hypotehses to be testable. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Practice Skill | Students demonstrate their understanding of how observations refute or support hypotheses. | The Guided Learning: Science and Testability (Part 2) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that] hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories | Lesson Citation | Acquire Knowledge |
Part 5 of a rich, multi-part discussion of the nature and limitations of science. This segment focuses on why some hypotheses are more valuable than others and how theories are naturally developed from those hypotheses with the greatest predictive power. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of what makes hypotheses valuable and valued, and what it takes for a hypothesis to be incorporated into a theory. | The Guided Learning: Science and Testability (Part 5) resource, which is part of the Science and Testability unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to know [that] scientific theories are based on natural and physical phenomena | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(ii) Student is expected to know [that] scientific theories are capable of being tested by multiple independent researchers | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iii) Student is expected to [know that] unlike hypotheses, scientific theories are well-established explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(iv) Student is expected to [know that], unlike hypotheses, scientific theories are highly-reliable explanations | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. | |
(v) Student is expected to [know that] scientific theories may be subject to change as new areas of science are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity | |
(vi) Student is expected to [know that] scientific theories may be subject to change as new technologies are developed | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Practice Skill | This document provides structure for an assignment requiring individual students to research and report on individual theories, including how they have changed over time. | The Web Exploration: Current Scientific Theories resource, which is part of the Hypotheses and Theories unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
A guided learning focusing on the distinction between hypotheses and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Text Passage |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Students demonstrate their understanding of hypothese and theories. | The Guided Learning: Hypotheses and Theories resource, which is part of the Hypotheses and Theories unit. | Comprehension Questions and Exercises. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to plan descriptive investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how questions are asked in descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Student asks a well-defined question about the Sun and tides | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(ii) Student is expected to plan descriptive investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Students plan and implement a descriptive investigation | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(iii) Student is expected to plan descriptive investigations, including selecting equipment | Lesson Citation | Learn Skill | Students learn to use a video camera to record running animals in order to measure their speed | Gizmo Warm-up of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student uses a video camera to record running animals | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 1 | |
(iv) Student is expected to plan descriptive investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn to use video playback features to estimate animal speed | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student estimates speeds for a variety of animals | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 2 | |
(v) Student is expected to implement descriptive investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns how questions are asked in descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Student asks a well-defined question about the Sun and tides | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(vi) Student is expected to implement descriptive investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about descriptive investigations | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Activity A |
Assessment Citation | Practice Skill | Students plan and implement a descriptive investigation | The Gizmo Activity: Descriptive Investigations resource, which is part of the Science and Testability unit. | Extension Activity: The Sun and Tides | |
(vii) Student is expected to implement descriptive investigations, including selecting equipment | Lesson Citation | Learn Skill | Students learn to use a video camera to record running animals in order to measure their speed | Gizmo Warm-up of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student uses a video camera to record running animals | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 1 | |
(viii) Student is expected to implement descriptive investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn to use video playback features to estimate animal speed | Activity A of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student estimates speeds for a variety of animals | Activity B of the Measuring Motion Student Exploration. This investigation is to be used with the Measuring Motion Gizmo. | Question 2 | |
(ix) Student is expected to plan comparative investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a question for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(x) Student is expected to plan comparative investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xi) Student is expected to plan comparative investigations, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students use virtual tools, including a thermometer and a solar panel | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study the effect of latitude on temperature in an experiment they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xii) Student is expected to plan comparative investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual comparative investigation using a computer manipulative | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design a comparative experiment on the effects of latitude on temperature | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xiii) Student is expected to implement comparative investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a question for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xiv) Student is expected to implement comparative investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about comparative investigations and how they are planned, then goes through a guided comparative investigation | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activities A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for a comparative investigation that they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xv) Student is expected to implement comparative investigations, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students use virtual tools, including a thermometer and a solar panel | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study the effect of latitude on temperature in an experiment they design | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xvi) Student is expected to implement comparative investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual comparative investigation using a computer manipulative | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design a comparative experiment on the effects of latitude on temperature | The Gizmo Activity: Comparative Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xvii) Student is expected to plan experimental investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xviii) Student is expected to plan experimental investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xix) Student is expected to plan experimental investigations, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xx) Student is expected to plan experimental investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xxi) Student is expected to implement experimental investigations, including asking questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a question for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xxii) Student is expected to implement experimental investigations, including formulating testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn about experimental investigations and practice going through an experimental investigation | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Warm-up questions, Activity A and B |
Assessment Citation | Practice Skill | Students write a hypothesis for an experimental investigation that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xxiii) Student is expected to implement experimental investigations, including selecting equipment | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using beakers, light bulbs, and a ruler | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use virtual tools to study plant growth in an experiment that they design | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C | |
(xxiv) Student is expected to implement experimental investigations, including selecting technology | Lesson Citation | Acquire Knowledge Learn Skill |
Students conduct a virtual experimental investigation using a computer manipulative | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B |
Assessment Citation | Practice Skill | Students use a computer manipulative to design an experiment on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity C |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to collect qualitative data using [various] tools | Lesson Citation | Acquire Knowledge Learn Skill |
Student uses virtual glassware, hot plates, and reagents to test food solutions for different nutrients | Activity A of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices identifying which nutrients are in a food using virtual glassware, hot plates, and reagents | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity | |
(ii) Student is expected to organize qualitative data using [various] tools | Lesson Citation | Learn Skill | Student Organizes Lab data into a table. | Activity A of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student Organizes Lab data into a table. | Activity B of the Identifying Nutrients Student Exploration. This investigation is to be used with the Identifying Nutrients Gizmo. | Whole Activity | |
(iii) Student is expected to collect quantitative data using [various] tools | Lesson Citation | Learn Skill | Student uses water displacement in a test tube to measure the volume of irregular objects | Activity C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student uses water displacement in a test tube to measure the volume of irregular objects | The assessment questions for the Measuring Volume Gizmo. | Question 4 | |
(iv) Student is expected to organize quantitative data using [various] tools | Lesson Citation | Learn Skill | In the context of an activity where students learn about how to form hypotheses and test them scientifically, students organize numerical data to determine whether temperature of incubation affects the gender of birds. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 3 |
Assessment Citation | Practice Skill | Student practices their ability to form and test hypotheses scientifically in an activity calling for them to organize numerical data in a table to test a hypothesis about the effect of temperature on the gender of geckos. | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 2 | |
(v) Student is expected to make measurements with accuracy using [various] tools | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 1 | |
(vi) Student is expected to make measurements with precision using [various] tools | Lesson Citation | Learn Skill | Student learns how to accurately measure water levels with appropriate precision. | Activity A of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates the ability to measure water levels in a test tube accurately and with correct precision | The assessment questions for the Measuring Volume Gizmo. | Question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 4 | |
(ii) Student is expected to evaluate data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 4 | |
(iii) Student is expected to make inferences from data | Lesson Citation | Learn Skill | Students learn about how to form hypotheses and test them scientifically by analyzing data they collect | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 6 |
Assessment Citation | Practice Skill | Student practices their ability to test hypotheses based on data. | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 | |
(iv) Student is expected to predict trends from data | Lesson Citation | Acquire Knowledge Learn Skill |
Students learn how to predict a trend from data using a trend line | Activity A of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Student uses a trend line to predict the value of data for a point outside the original data set | Activity B of the Solving Using Trend Lines Student Exploration. This investigation is to be used with the Solving Using Trend Lines Gizmo. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate valid conclusions supported by the data through [various] methods | Lesson Citation | Learn Skill | Students describe the conclusions they have drawn from an activity teaching them how to use the scientific method to test hypotheses. | Activity A of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 6 |
Assessment Citation | Practice Skill | Students describe the conclusions they have drawn in an activity allowing them to practice the testing of hypotheses | Activity B of the Effect of Temperature on Gender Student Exploration. This investigation is to be used with the Effect of Temperature on Gender Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Whole activity |
Assessment Citation | Practice Skill | Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Activity A questions 3, 5; Activity B questions 2, 5, 6, 9 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) | |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Whole activity |
Assessment Citation | Practice Skill | Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Activity A questions 3, 5; Activity B questions 2, 5, 6, 9 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) | |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Whole activity |
Assessment Citation | Practice Skill | Students use experiments to test two theories of inheritance | The Gizmo Activity: Evaluating Theories of Inheritance resource, which is part of the Evaluating Scientific Explanations unit. | Activity A questions 3, 5; Activity B questions 2, 5, 6, 9 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) | |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
This handout explains how to assess the reliability of sources and provides a suggested assignment for student presentations requiring students to research a question and present their findings after research. It is a teacher-editable template that can be revised to include the topics most pertinent to the class and subject. | The Web Exploration: Finding and Communicating Scientific Information resource, which is part of the Science and the Media unit. | Guidelines for student-written report | |
(ii) Student is expected to apply scientific information extracted from various sources | Lesson Citation | Acquire Knowledge Learn Skill |
Students read and analyze information from a scientific website | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Practice Skill | This handout provides a scenario for students to practice their ability to apply scientific information | The Problem Solving: Applying Scientific Information resource, which is part of the Science and the Media unit. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to draw inferences based on data related to promotional materials for products | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 2 | |
(ii) Student is expected to draw inferences based on data related to promotional materials for services | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge | Students evaluate the advantages and limitations of a variety of computer models | The Gizmo Activity: Biological Models resource, which is part of the Evaluating Scientific Explanations unit. | All text sections |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Students evaluate the advantages and limitations of a variety of computer models | The Gizmo Activity: Biological Models resource, which is part of the Evaluating Scientific Explanations unit. | Page 1 questions 1, 2; page 2 questions 1, 2, 6; page 4 questions 3, 4; page 5 questions 3, 4 | |
Assessment Citation | Check Understanding Practice Skill |
Students identify advantages and disadvantages of models | The Review: Biological Models resource, which is part of the Evaluating Scientific Explanations unit. | Whole Activity | |
Lesson Citation | Acquire Knowledge |
Students use a computer simulation to model the effects of temperature, sweating, clothing, and exercise on body temperature | Activity C of the Human Homeostasis Student Exploration. This investigation is to be used with the Human Homeostasis Gizmo. | Questions 6, 7 | |
Assessment Citation | Check Understanding Practice Skill |
Students describe the advantages and disadvantages of a model of using containers of dyed water to model drug dosages | Activity C of the Dye Elimination Student Exploration. This investigation is to be used with the Dye Elimination Gizmo. | Question 7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare prokaryotic and eukaryotic cells | Lesson Citation | Acquire Knowledge |
Students compare prokaryotic and eukaryotic cells | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Warm-up questions, Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked to compare and contrast prokaryotic and eukaryotic cells | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A questions 1-3 | |
(ii) Student is expected to contrast prokaryotic and eukaryotic cells | Lesson Citation | Acquire Knowledge |
Students compare prokaryotic and eukaryotic cells | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Warm-up questions, Activity A |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students are asked to compare and contrast prokaryotic and eukaryotic cells | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity A questions 1-3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to investigate cellular processes, including homeostasis | Lesson Citation | Acquire Knowledge |
Student investigates homeostasis of a Paramecium | Activities A & B of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of cellular homeostasis. | The assessment questions for the Paramecium Homeostasis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Paramecium Homeostasis Answer Key, to be used with the Paramecium Homeostasis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Paramecium Homeostasis Teacher Guide, to be used with the Paramecium Homeostasis Gizmo | Whole Activity | |
(ii) Student is expected to investigate cellular processes, including energy conversions | Lesson Citation | Acquire Knowledge |
Student investigates energy conversions in a plant cell | Activities A, B & C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of cellular respiration and photosynthesis. | The assessment questions for the Cell Energy Cycle Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Cell Energy Cycle Answer Key, to be used with the Cell Energy Cycle Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Cell Energy Cycle Teacher Guide, to be used with the Cell Energy Cycle Gizmo | Whole Activity | |
(iii) Student is expected to investigate cellular processes, including transport of molecules | Lesson Citation | Acquire Knowledge |
Student investigates osmosis. | Activities A & B of the Osmosis Student Exploration. This investigation is to be used with the Osmosis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of osmosis. | The assessment questions for the Osmosis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Osmosis Answer Key, to be used with the Osmosis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Osmosis Teacher Guide, to be used with the Osmosis Gizmo | Whole Activity | |
(iv) Student is expected to investigate cellular processes, including synthesis of new molecules | Lesson Citation | Acquire Knowledge |
Student investigates protein synthesis. | Activities A & B of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of protein synthesis | The assessment questions for the RNA and Protein Synthesis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | RNA and Protein Synthesis Answer Key, to be used with the RNA and Protein Synthesis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | RNA and Protein Synthesis Teacher Guide, to be used with the RNA and Protein Synthesis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Student investigates dehydration synthesis and hydrolysis, two important processes that build up and break down organic molecules within cells | Activities A, B, and C of the Dehydration Synthesis Student Exploration. This investigation is to be used with the Dehydration Synthesis Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of dehydration synthesis and hydrolysis | The Assessment Questions for the Dehydration Synthesis Gizmo | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Dehydration Synthesis Answer Key, to be used with the Dehydration Synthesis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Dehydration Synthesis Teacher Guide, to be used with the Dehydration Synthesis Gizmo | Whole Activity | |
(v) Student is expected to explain cellular processes, including homeostasis | Lesson Citation | Acquire Knowledge |
Student investigates homeostasis of a Paramecium | Activities A & B of the Paramecium Homeostasis Student Exploration. This investigation is to be used with the Paramecium Homeostasis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of cellular homeostasis. | The assessment questions for the Paramecium Homeostasis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Paramecium Homeostasis Answer Key, to be used with the Paramecium Homeostasis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Paramecium Homeostasis Teacher Guide, to be used with the Paramecium Homeostasis Gizmo | Whole Activity | |
(vi) Student is expected to explain cellular processes, including energy conversions | Lesson Citation | Acquire Knowledge |
Student investigates energy conversions in a plant cell | Activities A, B & C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of cellular respiration and photosynthesis. | The assessment questions for the Cell Energy Cycle Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Cell Energy Cycle Answer Key, to be used with the Cell Energy Cycle Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Cell Energy Cycle Teacher Guide, to be used with the Cell Energy Cycle Gizmo | Whole Activity | |
(vii) Student is expected to explain cellular processes, including transport of molecules | Lesson Citation | Acquire Knowledge |
Student investigates osmosis. | Activities A & B of the Osmosis Student Exploration. This investigation is to be used with the Osmosis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of osmosis. | The assessment questions for the Osmosis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Osmosis Answer Key, to be used with the Osmosis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | Osmosis Teacher Guide, to be used with the Osmosis Gizmo | Whole Activity | |
(viii) Student is expected to explain cellular processes, including synthesis of new molecules | Lesson Citation | Acquire Knowledge |
Student investigates protein synthesis. | Activities A & B of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of protein synthesis | The assessment questions for the RNA and Protein Synthesis Gizmo. | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | RNA and Protein Synthesis Answer Key, to be used with the RNA and Protein Synthesis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Teacher guide to support teacher with the Gizmo | RNA and Protein Synthesis Teacher Guide, to be used with the RNA and Protein Synthesis Gizmo | Whole Activity | |
Lesson Citation | Acquire Knowledge | Student investigates dehydration synthesis and hydrolysis, two important processes that build up and break down organic molecules within cells | Activities A, B, and C of the Dehydration Synthesis Student Exploration. This investigation is to be used with the Dehydration Synthesis Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of dehydration synthesis and hydrolysis | The Assessment Questions for the Dehydration Synthesis Gizmo | All questions | |
Lesson Citation | Acquire Knowledge | Answers to the Student Exploration explained to support teachers | Dehydration Synthesis Answer Key, to be used with the Dehydration Synthesis Gizmo | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare the structures of viruses to cells | Lesson Citation | Acquire Knowledge |
Students learn about prokaryotic cells, eukaryotic cells, and viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students compare cells to viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D questions 1-3 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Different Types of Cells activity | The Different Types of Cells Answer Key resource, which is part of the Cells unit. | Activity D | |
(ii) Student is expected to describe viral reproduction | Lesson Citation | Acquire Knowledge |
Student investigates the Lytic Cycle. | Activity A of the Virus Lytic Cycle Student Exploration. This investigation is to be used with the Virus Lytic Cycle Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge about the lytic cycle. | The assessment questions for the Virus Lytic Cycle Gizmo. | Question 3 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Virus Lytic Cycle Student Exploration | The Virus Lytic Cycle Answer Key. This investigation is to be used with the Virus Lytic Cycle Gizmo. | Whole Activity | |
Lesson Citation | Acquire Knowledge |
Students learn about prokaryotic cells, eukaryotic cells, and viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students compare cells to viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D question 5 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Different Types of Cells activity | The Different Types of Cells Answer Key resource, which is part of the Cells unit. | Activity D | |
(iii) Student is expected to describe the role of viruses in causing diseases | Lesson Citation | Acquire Knowledge |
Students learn about prokaryotic cells, eukaryotic cells, and viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students compare cells to viruses | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity D question 6 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Different Types of Cells activity | The Different Types of Cells Answer Key resource, which is part of the Cells unit. | Activity D | Lesson Citation | Acquire Knowledge |
Student investigates the Lytic Cycle. | Activity B of the Virus Lytic Cycle Student Exploration. This investigation is to be used with the Virus Lytic Cycle Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge about viral infection. | The assessment questions for the Virus Lytic Cycle Gizmo. | Question 4 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Virus Lytic Cycle Student Exploration | The Virus Lytic Cycle Answer Key. This investigation is to be used with the Virus Lytic Cycle Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication | Lesson Citation | Acquire Knowledge |
Students learn the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B questions 2, 3 | |
(ii) Student is expected to describe the stages of the cell cycle, including mitosis | Lesson Citation | Acquire Knowledge |
Students learn the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B questions 2, 3 | |
(iii) Student is expected to describe the importance of the cell cycle to the growth of organisms | Lesson Citation | Acquire Knowledge |
Students learn the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize the steps of the cell cycle | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to examine specialized cells, including roots of plants | Lesson Citation | Acquire Knowledge |
Students examine cells under a microscope | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Procedure |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students describe examined cells | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Questions and drawings | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Laboratory Skills: Examining Cells Answer Key, which is part of the Cells unit. | Whole activity | |
(ii) Student is expected to examine specialized cells, including stems of plants | Lesson Citation | Acquire Knowledge |
Students examine cells under a microscope | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Procedure |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students describe examined cells | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Questions and drawings | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Laboratory Skills: Examining Cells Answer Key, which is part of the Cells unit. | Whole activity | |
(iii) Student is expected to examine specialized cells, including leaves of plants | Lesson Citation | Acquire Knowledge |
Students examine cells under a microscope | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Procedure |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students describe examined cells | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Questions and drawings | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Laboratory Skills: Examining Cells Answer Key, which is part of the Cells unit. | Whole activity | |
(iv) Student is expected to examine specialized cells, including animal cells | Lesson Citation | Acquire Knowledge |
Students examine cells under a microscope | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Procedure |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students describe examined cells | The Laboratory Skills: Examining Cells resource, which is part of the Cells unit. | Questions and drawings | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Laboratory Skills: Examining Cells Answer Key, which is part of the Cells unit. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe the role of DNA in cell differentiation | Lesson Citation | Acquire Knowledge |
Students learn about gene expression | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize how DNA, RNA, and the environment affect cell differentiation | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B questions 1, 2, 3, 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Cell Differentiation and Gene Expression Answer Key resource, which is part of the Cells unit. | Activity B questions 1, 2, 3, 5 | |
(ii) Student is expected to describe the role of ribonucleic acid (RNA) in cell differentiation | Lesson Citation | Acquire Knowledge |
Students learn about gene expression | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize how DNA, RNA, and the environment affect cell differentiation | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B question 3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Cell Differentiation and Gene Expression Answer Key resource, which is part of the Cells unit. | Activity B question 3 | |
(iii) Student is expected to describe the role of environmental factors in cell differentiation | Lesson Citation | Acquire Knowledge |
Students learn about gene expression | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students summarize how DNA, RNA, and the environment affect cell differentiation | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B questions 6-7 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Laboratory Skills: Examining Cells Activity. | The Cell Differentiation and Gene Expression Answer Key resource, which is part of the Cells unit. | Activity B questions 6-7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to recognize that disruptions of the cell cycle lead to diseases | Lesson Citation | Acquire Knowledge |
Students learn how cancer can occur | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain how disruption of the cell cycle can lead to cancer | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity B question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify components of DNA | Lesson Citation | Acquire Knowledge |
Students get to build DNA strands from nucleic acids | Activity A of the Building DNA Student Exploration. This investigation is to be used with the Building DNA Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrate their knowledge of the building blocks for DNA and how they fit together. | The assessment questions for the Building DNA Gizmo. | Questions 1 and 2 | |
(ii) Student is expected to describe how information for specifying the traits of an organism is carried in the DNA | Lesson Citation | Acquire Knowledge |
Students explore how genetic information for a specific protein is coded in DNA | Extension: Genes and traits of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Introduction |
Assessment Citation | Check Understanding |
Students summarize how genes on DNA determine the traits of an organism | Extension: Genes and traits of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students explore how genetic information for a specific protein is coded in DNA | Extension: Genes and traits of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Question 1 |
Assessment Citation | Check Understanding |
Students summarize how genes on DNA determine the traits of an organism | Extension: Genes and traits of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to explain the purpose of transcription using models of DNA and RNA | Lesson Citation | Acquire Knowledge |
Student investigates transcription using virtual models of DNA and RNA | Activity A of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of transcription. | The assessment questions for the RNA and Protein Synthesis Gizmo. | Question 1 | |
(ii) Student is expected to explain the process of transcription using models of DNA and RNA | Lesson Citation | Acquire Knowledge |
Student investigates transcription using virtual models of DNA and RNA | Activity A of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of transcription. | The assessment questions for the RNA and Protein Synthesis Gizmo. | Question 5 | |
(iii) Student is expected to explain the purpose of translation using models of RNA | Lesson Citation | Acquire Knowledge |
Student investigates transcription using virtual models of DNA and RNA | Activity B of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of translation | The assessment questions for the RNA and Protein Synthesis Gizmo. | Question 3 | |
(iv) Student is expected to explain the process of translation using models of RNA | Lesson Citation | Acquire Knowledge |
Student investigates transcription using virtual models of DNA and RNA | Activity B of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates knowledge of translation | Activity B of the RNA and Protein Synthesis Student Exploration. This investigation is to be used with the RNA and Protein Synthesis Gizmo. | Question 6 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn about gene expression | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students demonstrate knowledge of regulation of gene expression | The Guided Learning: Cell Differentiation and Gene Expression resource, which is part of the Cells unit. | Activity B question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to predict possible outcomes of various genetic combinations | Lesson Citation | Acquire Knowledge Learn Skill |
Student investigates and makes predictiosn about offspring of mice utilizing monohybrid and dihybrid crosses | Activities A, B & C of the Mouse Genetics (Two Traits) Student Exploration. This investigation is to be used with the Mouse Genetics (Two Traits) Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge Practice Skill |
Student investigates and makes predictiosn about offspring of mice utilizing monohybrid and dihybrid crosses | The assessment questions for the Mouse Genetics (Two Traits) Gizmo. | All questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn about meiosis | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity C |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain the significance of meisosis to sexual reproduction | The Guided Learning: Cell Division resource, which is part of the Cells unit. | Activity C question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe how [various] techniques are used to study the genomes of organisms | Lesson Citation | Acquire Knowledge Learn Skill |
Students explore the technique of karyotyping | Activities A & B of the Human Karyotyping Student Exploration. This investigation is to be used with the Human Karyotyping Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students describe what can be learned about the genome through karyotyping | Activity B of the Human Karyotyping Student Exploration. This investigation is to be used with the Human Karyotyping Gizmo. | Question 6 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer Key to support teaching the Human Karyotyping Student Exploration. | The Human Karyotyping Answer Key. This investigation is to be used with the Human Karyotyping Gizmo. | Whole Activity | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use DNA fingerprinting to analyze the relationships between organisms | The DNA Fingerprinting Student Exploration. This investigation is to be used with the DNA Fingerprinting Gizmo. | Gizmo Warm-up, Activity A questions 1-4, Activity B questions 1-8 | |
Assessment Citation | Check Understanding | Students describe applications of DNA fingerprinting | Activities A and B of the DNA Fingerprinting Student Exploration. This investigation is to be used with the DNA Fingerprinting Gizmo. | Activity A question 5, Activity B questions 9-10 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer Key to support teaching the DNA Fingerprinting Student Exploration. | The DNA Fingerprinting Answer Key. This investigation is to be used with the DNA Fingerprinting Gizmo. | Whole Activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze how natural selection produces change in populations, not individuals | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 1 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students explore how natural selection can alter a population of moths over time | Activities A & B of the Natural Selection Student Exploration. This investigation is to be used with the Natural Selection Gizmo. | Activities A and B | |
Assessment Citation | Check Understanding Practice Skill |
Students explain how natural selection affects populations | The assessment questions for the Natural Selection Gizmo. | Assessment questions 1, 3 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer key to support teaching the Natural Selection Student Exploration. | The Natural Selection Answer Key. This investigation is to be used with the Natural Selection Gizmo. | Activities A and B | |
(ii) Student is expected to evaluate how natural selection produces change in populations, not individuals | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 1 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students explore how natural selection can alter a population of moths over time | Activities A & B of the Natural Selection Student Exploration. This investigation is to be used with the Natural Selection Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding Practice Skill |
Students explain how natural selection affects populations | The assessment questions for the Natural Selection Gizmo. | Assessment questions 1, 3 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer key to support teaching the Natural Selection Student Exploration. | The Natural Selection Answer Key. This investigation is to be used with the Natural Selection Gizmo. | Activities A and B |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze how the elements of natural selection, including inherited variation, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, questions 2, 3, 4 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate natural selection of camouflage for a population of insects | Activities A & B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding |
Students explain how helpful variations result in increased reproductive success | The assessment questions for the Evolution: Mutation and Selection Gizmo. | Assessment Questions 2, 4, 5 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Evolution: Mutation and Selection Student Exploration. | Te Evolution: Mutation and Selection Answer Key. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Activities A and B | |
(ii) Student is expected to analyze how the elements of natural selection, including the potential of a population to produce more offspring than can survive, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 2 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate natural selection of camouflage for a population of insects | Activity B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding |
Students explain how helpful variations result in increased reproductive success | Activity B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Question 8 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Evolution: Mutation and Selection Student Exploration. | Te Evolution: Mutation and Selection Answer Key. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Activities A and B | |
(iii) Student is expected to analyze how the elements of natural selection, including a finite supply of environmental resources, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 2 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge |
Students investigate how drought causes differential reproductive success. | Activity B of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students demonstrate their understanding of the effect of drought on a population. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Rainfall and Bird Beaks Gizmo. | The Rainfall and Bird Beaks Answer Key. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Activities B | |
(iv) Student is expected to evaluate how the elements of natural selection, including inherited variation, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, questions 2, 3, 4 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate natural selection of camouflage for a population of insects | Activities A & B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding |
Students explain how helpful variations result in increased reproductive success | The assessment questions for the Evolution: Mutation and Selection Gizmo. | 2, 4, 5 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Evolution: Mutation and Selection Student Exploration. | Te Evolution: Mutation and Selection Answer Key. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Activities A and B | |
(v) Student is expected to evaluate how the elements of natural selection, including the potential of a population to produce more offspring than can survive, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 2 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students investigate natural selection of camouflage for a population of insects | Activity B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding |
Students explain how helpful variations result in increased reproductive success | Activity B of the Evolution: Mutation and Selection Student Exploration. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Question 8 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Evolution: Mutation and Selection Student Exploration. | Te Evolution: Mutation and Selection Answer Key. This investigation is to be used with the Evolution: Mutation and Selection Gizmo. | Activities A and B | |
(vi) Student is expected to evaluate how the elements of natural selection, including a finite supply of environmental resources, result in differential reproductive success | Lesson Citation | Acquire Knowledge | Students learn about evolution and natural selection | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C text |
Assessment Citation | Check Understanding | Students explain how natural selection affects populations and individual changes are not inherited | Activity C of the Guided Learning: Evolution resource, which is part of the Evaluating Scientific Explanations unit. | Activity C, question 2 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Guided Learning: Evolution activity | Activity C of the Evolution Answer Key resource, which is part of the Evaluating Scientific Explanations unit. | Activity C | |
Lesson Citation | Acquire Knowledge |
Students investigate how drought causes differential reproductive success. | Activity B of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students demonstrate their understanding of the effect of drought on a population. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 | |
Lesson Citation | Acquire Knowledge | Answer key to support teaching the Rainfall and Bird Beaks Gizmo. | The Rainfall and Bird Beaks Answer Key. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Activities B |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze scientific explanations concerning the complexity of the cell | Lesson Citation | Acquire Knowledge |
Students learn about endosymbiotic theory | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity C |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain endosymbiotic theory | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity C questions 1-3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Different Types of Cells activity | The Different Types of Cells Answer Key, which is part of the Cells unit. | Activity C | |
(ii) Student is expected to evaluate scientific explanations concerning the complexity of the cell | Lesson Citation | Acquire Knowledge |
Students learn about endosymbiotic theory | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity C |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain endosymbiotic theory | The Guided Learning: Different Types of Cells resource, which is part of the Cells unit. | Activity C questions 1-3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Different Types of Cells activity | The Different Types of Cells Answer Key, which is part of the Cells unit. | Activity C |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to define taxonomy | Lesson Citation | Acquire Knowledge |
Students learn how organisms are classified | The Problem Solving: Taxonomy resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students define taxnonomic classification | The Problem Solving: Taxonomy resource, which is part of the Cells unit. | Questions 1-2 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer Key to support teaching the Problem Solving: Taxonomy activity | The Problem Solving: Taxonomy Answer Key, which is part of the Cells unit. | Whole activity | |
(ii) Student is expected to recognize the importance of a standardized taxonomic system to the scientific community | Lesson Citation | Acquire Knowledge |
Students learn how organisms are classified | The Problem Solving: Taxonomy resource, which is part of the Cells unit. | Text |
Assessment Citation | Demonstrate Knowledge |
Students explain why it is important to use a common taxonomic system | he Problem Solving: Taxonomy Answer Key, which is part of the Cells unit. | Question 3-4 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Answer Key to support teaching the Problem Solving: Taxonomy activity | The Problem Solving: Taxonomy Answer Key, which is part of the Cells unit. | Whole activity |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare the structures of different types of biomolecules, including carbohydrates | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity B, questions 2, 3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity B | |
(ii) Student is expected to compare the structures of different types of biomolecules, including lipids | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity C |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity C, questions 2, 4 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity C | |
(iii) Student is expected to compare the structures of different types of biomolecules, including proteins | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activities D and F |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity D questions 1, 3; Activity F questions 2-5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activities D and F | |
(iv) Student is expected to compare the structures of different types of biomolecules, including nucleic acids | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity E |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity E, questions 1-3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity E | |
(v) Student is expected to compare the functions of different types of biomolecules, including carbohydrates | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity B |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity B, question 1 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity B | |
(vi) Student is expected to compare the functions of different types of biomolecules, including lipids | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity C |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity C, questions 1, 3, 4 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity C | |
(vii) Student is expected to compare the functions of different types of biomolecules, including proteins | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activities D and F |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity D question 2, 3; Activity F question 1, 3, 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activities D and F | |
(viii) Student is expected to compare the functions of different types of biomolecules, including nucleic acids | Lesson Citation | Acquire Knowledge | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity E |
Assessment Citation | Check Understanding | Students learn about the structures and functions of carbohydrates | The Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity E, question 3 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | The Organic Molecules Answer Key resource, which is part of the Cells unit. | Activity E |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare the reactants and products of photosynthesis in terms of energy | Lesson Citation | Acquire Knowledge | Students investigate photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Introduction text, pages 1-2 |
Assessment Citation | Demonstrate Knowlege | Students answer questions about photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Activity A questions 7, 8 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Gizmo Activity: Photosynthesis and Respiration activity. | The Photosynthesis and Respiration Answer Key, which is a part of the Cells unit. | Introduction, Activity A | |
Lesson Citation | Acquire Knowledge |
Students investigate photosynthesis. | Activity A of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity A questions 2-4 | |
Assessment Citation | Demonstrate Knowledge |
Students demonstrate awareness of the products and reactants of photosynthesis | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C question 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Cell Energy Cycle Gizmo | The Cell Energy Cycle Answer Key. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activities A and C | |
(ii) Student is expected to compare the reactants and products of photosynthesis in terms of matter | Lesson Citation | Acquire Knowledge | Students investigate photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Introduction text, pages 1-2 |
Assessment Citation | Demonstrate Knowlege | Students answer questions about photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Activity A questions 2-6; Activity B questions 10, 11 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Gizmo Activity: Photosynthesis and Respiration activity. | The Photosynthesis and Respiration Answer Key, which is a part of the Cells unit. | Introduction, Activity A | |
Lesson Citation | Acquire Knowledge | Students investigate photosynthesis. | Activity A of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity A questions 2-4 | |
Assessment Citation | Demonstrate Knowledge | Students demonstrate awareness of the products and reactants of photosynthesis | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 1-4 | |
Assessment Citation | Demonstrate Knowledge |
Students demonstrate awareness of the products and reactants of photosynthesis | The assessment questions for the Cell Energy Cycle Gizmo. | Assessment questions 1, 2 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Cell Energy Cycle Gizmo | The Cell Energy Cycle Answer Key. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activities A and C | |
(iii) Student is expected to compare the reactants and products of cellular respiration in terms of energy | Lesson Citation | Acquire Knowledge | Students investigate photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Introduction text, pages 1-2, Activity B text |
Assessment Citation | Demonstrate Knowlege | Students answer questions about photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Activity B questions 7, 8, 9 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Gizmo Activity: Photosynthesis and Respiration activity. | The Photosynthesis and Respiration Answer Key, which is a part of the Cells unit. | Introduction, Activity B | |
Lesson Citation | Acquire Knowledge |
Students investigate cellular respiration. | Activity B of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity B questions 2-7 | |
Assessment Citation | Demonstrate Knowledge |
Students compare the reactants and products of cellular respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C question 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Cell Energy Cycle Gizmo | The Cell Energy Cycle Answer Key. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activities B and C | |
(iv) Student is expected to compare the reactants and products of cellular respiration in terms of matter | Lesson Citation | Acquire Knowledge | Students investigate photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Introduction text, pages 1-2, Activity B text |
Assessment Citation | Demonstrate Knowlege | Students answer questions about photosynthesis and respiration | The Gizmo Activity: Photosynthesis and Respiration resource, which is a part of the Cells unit. | Activity B questions 1, 5, 6, 10, 12 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Gizmo Activity: Photosynthesis and Respiration activity. | The Photosynthesis and Respiration Answer Key, which is a part of the Cells unit. | Introduction, Activity B | |
Lesson Citation | Acquire Knowledge |
Students investigate cellular respiration. | Activity B of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity B questions 2-7 | |
Assessment Citation | Demonstrate Knowledge |
Students compare the reactants and products of cellular respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 1-4 | |
Assessment Citation | Demonstrate Knowledge |
Students demonstrate awareness of the products and reactants of photosynthesis | The assessment questions for the Cell Energy Cycle Gizmo. | Assessment question 4 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Cell Energy Cycle Gizmo | The Cell Energy Cycle Answer Key. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activities B and C |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify the role of enzymes | Lesson Citation | Acquire Knowledge | Students learn about different types of organic molecules, including enzymes | Activity F of the Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity F text |
Assessment Citation | Check Understanding | Student answers questions about enzymes | Activity F of the Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity F, questions 1-5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | Activity F of the Guided Learning: Organic Molecules Answer Key, which is part of the Cells unit. | Whole activity | |
Lesson Citation | Acquire Knowledge |
Students investigate DNA replication, including the role of DNA polymerase | Activity B of the Building DNA Student Exploration. This investigation is to be used with the Building DNA Gizmo. | Questions 1-2 | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain the role DNA polymerase had in their virtual investigation of DNA replication. | The assessment questions for the Building DNA Gizmo. | Question 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Building DNA Student Exploration. | Activity B of the Building DNA Student Answert Key. This investigation is to be used with the Building DNA Gizmo. | Questions 1-2 | |
Lesson Citation | Acquire Knowledge | Students investigate physical and chemical digestion | Activities A and B of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Activity A question 1, Activity B (whole activity) | |
Assessment Citation | Check Understanding Demonstrate Knowlege |
Students investigate physical and chemical digestion | Activity C of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Question 3 | |
Assessment Citation | Check Understanding Demonstrate Knowlege |
Students investigate physical and chemical digestion | The assessment questions for the Digestive System Gizmo. | Questions 1, 4, 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | Activities A and B of the Digestive System Answer Key. This investigation is to be used with the Digestive System Gizmo. | Activity A question 1, Activity B (whole activity) | |
(ii) Student is expected to investigate the role of enzymes | Lesson Citation | Acquire Knowledge | Students learn about different types of organic molecules, including enzymes | Activity F of the Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity F text |
Assessment Citation | Check Understanding | Student answers questions about enzymes | Activity F of the Guided Learning: Organic Molecules resource, which is part of the Cells unit. | Activity F, questions 1-5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | Activity F of the Guided Learning: Organic Molecules Answer Key, which is part of the Cells unit. | Whole activity | |
Lesson Citation | Acquire Knowledge |
Students investigate DNA replication, including the role of DNA polymerase | Activity B of the Building DNA Student Exploration. This investigation is to be used with the Building DNA Gizmo. | Questions 1-2 | |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Students explain the role DNA polymerase had in their virtual investigation of DNA replication. | The assessment questions for the Building DNA Gizmo. | Question 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Building DNA Student Exploration. | Activity B of the Building DNA Student Answert Key. This investigation is to be used with the Building DNA Gizmo. | Questions 1-2 | |
Lesson Citation | Acquire Knowledge | Students investigate physical and chemical digestion | Activities A and B of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Activity A question 1, Activity B (whole activity) | |
Assessment Citation | Check Understanding Demonstrate Knowlege |
Students investigate physical and chemical digestion | Activity C of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Question 3 | |
Assessment Citation | Check Understanding Demonstrate Knowlege |
Students investigate physical and chemical digestion | The assessment questions for the Digestive System Gizmo. | Questions 1, 4, 5 | |
Lesson Citation | Acquire Knowledge | Answer Key to support teaching the Guided Learning: Organic Molecules activity | Activities A and B of the Digestive System Answer Key. This investigation is to be used with the Digestive System Gizmo. | Activity A question 1, Activity B (whole activity) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Student investigates the effect destruction of one trophic level has on others. | Activity B of the Food Chain Student Exploration. This investigation is to be used with the Food Chain Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of predator-prey relationships to carrying capacity. | AQ of the Food Chain Student Exploration. This investigation is to be used with the Food Chain Gizmo. | Question 5 |