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CONCEPT: Fourth Grade Reading/LA - 1st Nine Weeks

* = Priority Focus Y = Remainder of the Year M = Support Objectives Objective Number Objective Description Use metacognitive strategies to 2.01 comprehend text and to clarify vocabulary meaning. Time Resources Designed for all Objectives Requirement Harcourt Trophies Test Weeks 1-3 Ready (Longer Passages, Vocabulary, Plus Reading FOCUS (Drawing Conclusions/Making Inferences, Understanding Main Idea & Details) Competitive Edge CARS (Comprehensive Assessment of Reading Strategies) Reading Detective (Grades 3-4 & 5-6), Teacher's Helper, Mailbox, McGraw-Hill LA, Empowering Writers, 4th Grade Required Readers, NC EOG Reading Practice and Mastery, DPI K-12 Curriculum, Scholastics.com, Learn NC, United Streaming, Class Scape, Accelerated Reader, Educationcity.com, Studyisland.com, Daily Language Practice, Florida Center for Reading Research, QUIA Instructional Strategies Thinking Maps, Grapic Organizers, Jigsaw (Passage is broken into sections for each group to explain to whole class), Carousel, UNRAVEL (Reading Strategy Acronyn)

Code *RY

*RY

2.04

*

2.05

M

4.01

Identify and interpret elements of Weeks 1-3 fiction and nonfiction and support by referencing the text. Make inferences, draw Weeks 1-3 conclusions, make generalizations, and support by referencing the text. Read aloud with gradeWeeks 1-3 appropriate text with fluency, comprehension, and expression. Interact with the text before, during, and after reading, listening, and viewing. Use correct capitalization and punctuation. Read a variety of text. Weeks 1-3

Literature circles

Graphic Organizer

Peer Reading/Read Aloud/Whole Group/Small Group Literature circles/Book Reports/Books on Tape Overhead activities/Peer Tutoring Books on Tape/Literary Circles

*

2.02

M

5.01

Weeks 1-3

*

2.03

Week 4

*

2.06

M

5.02

*

2.07

Summarize major points from Week 4 fiction and nonfiction text to clarify and retain information and ideas. Demonstrate understanding in Week 4-5 speaking and wirting Language Arts concepts. Determine usefulness of Week 4-5 information and ideas consistent with purpose.

Graphic Organizer/Jigsaw

*

2.08

* M M

2.09 4.02 4.03

Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. Listening skills. Use oral and written language. Make oral and written presentations using visual aids with an awareness of purpose and audience. ALL

Week 6-7

LA Board games/Add on stories Genre identification game (read paragraph and ask students to identify genre.) Use of dictionary and other reference sources. Books on tape of CD. Oral Book Reports Book Reports/Plays

Week 6-7 Week 6-7 Week 8

Review ALL Benchmark

Week 8 Week 9

8th Grade Pacing Guide for Social Studies

Timeline 1st Nine Weeks Goal 1

Major Concepts

Resources/Activities Regions Brochure Longitude and Latitude worksheet Shifting Coastlines(Learn NC) Brainpop.com Intrigue into the Past Lesson Blackline Masters Cause and Effect Puzzle Colony simulation Lost Colony Theories Great Wagon Road Activity

Assessments

Objectives

The Geography of North Carolina

Native Americans European Exploration of North Carolina Colonization of North Carolina Settlement of North Carolina North Carolina as a Royal Colony Colony Jeopardy 2nd Nine Weeks

Teacher made assessments Textbook Chapter Test Teacher made assessments Textbook Chapter Test Teacher made assessments p Teacher made assessments Teacher made assessments Textbook Chapter Test Teacher made assessments

1.01

1.02

1.02, 1.03, 1.03, 1.04, 1.07

Colony Jeopardy

Goal 2 and 3

Regulation to Revolution

Battle of Alamance video School House Rock video

Textbook Chapter Test Teacher made assessments

2.01

2010-2011

Page 1

8th Grade Pacing Guide for Social Studies

North Carolina in the Revolutionary War http://www.pbs.org/liberty Union Articles of Confederation Bill of Rights North Carolina in the New Nation

Textbook Chapter Test Teacher made assessments

2.02, 2.03, 2.04, 2.05

Teddy Bear bill of rights Amendment Rap

Textbook Chapter Test Teacher made assessments Textbook Chapter Test

2.05 2.02, 3.03, 3.05, 3.06, 3.07 3.08

Age of Reform

Antebellum Slavery 1800-1850

3rd Nine Weeks

Slave Narratives from North Carolina "Roads to Freedom"

Textbook Chapter Test Teacher made assessments

3.04

Goal 4 and 5

Moving Toward Succession

Recipe for War Activity

Textbook Chapter Test Teacher made assessments Textbook Chapter Test Teacher made assessments Textbook Chapter Test Teacher made assessments

4.01

North Carolina in the Civil War

Life of a Civil War Soldier Civil War Letters

4.02, 4.03,

North Carolina in Reconstruction

A-Z Review

4.04

2010-2011

Page 2

8th Grade Pacing Guide for Social Studies

Reconstruction Under Attack North Carolina in the New South Invention Crossword Wilmington Race Riot

Textbook Chapter Test Teacher made assessments Textbook Chapter Test 5.01, 5.02, 5.03, 5.04 Textbook Chapter Test Teacher made assessments

4.05

Populist Vote 4th Nine Weeks

Vocabulary Analogies

5.05

Goal 5,6, and 7

North Carolina in the Progressive Era Growth and Change in North

Population Graphs

Textbook Chapter Test Teacher made assessments p Teacher made assessments Textbook Chapter Test Teacher made assessments Textbook Chapter Test Teacher made assessments Textbook Chapter Test Teacher made assessments

5.02, 5.03, 5.04, 5.05, 5.06 5.01, 5.02, 5.03, 5.04, 5.05, 5.06

North Carolina in WWI, The Great Depression North Carolina in the Post-War Period WWII

Stories from the Depression

5.06, 6.01, 6.02, 6.03, 6.04

Legend of Buddy Bush WWII War Posters Legend of Buddy Bush Excepts from Eyes on the Prize

7.01, 7.02, 7.03, 7.04, 7.05

North Carolina in the Civil Rights Movement

7.02, 7.04, 7.05

2010-2011

Page 3

8th Grade Pacing Guide for Social Studies

Economic and Social Development

Greensboro Four Selma, Lord, Selma

Textbook Chapter Test Teacher made assessments

7.02, 7.03, 8.01, 8.02, 8.03

Government and Politics 1970's to the Present

Textbook Chapter Test Teacher made assessments

7.05, 8.03, 9.01, 9.02, 9.03

2010-2011

Page 4

Pacing Guide 6th Grade Math (2010-2011)

Warren County Middle School

Trevor Brown, Jonathan Caulder, Haley Couch Unit Title: Decimals Objective 1.03 1.04 a,b,c,d 1.04 a,b,c,d 1.04 a,b,c,d 1.04 a,b,c,d TOTAL Subject Compare and Order Decimals Add/Subtract Decimals Multiply Decimals Divide Decimals Multiply/Divide by 10, 100, 1,000 Textbook Chapter (1-3) (1-5) (1-7) (1-9) (1-8) Timeline 1 day 1 day 2 days 2 days 1 day 10 days Unit Test Sep. 16th Notes

Unit Title: Patterns and Variables Objective 1.04a, 1.05 5.01e, 5.02 5.02 1.07 Subject Order of Operations Variables and Expressions Writing Algebraic Expressions Making a Table to Look for Patterns Textbook Chapter (1-10, 2-8) (2-2) (2-3) (2-4) Timeline 2 days 2 days 2 days 1 day Notes Includes exponents

5.03

Solving One-Step Addition/Subtraction Equations Solving One-Step Multiplication/Division Equations

(2-6)

2 days

5.03

(2-7)

2 days Unit Test Oct. 7th

TOTAL

14 days

BENCHMARK WEEK

----------------------------------------------------------------------------------------------------------------

October 18th

Unit Title: Number Theory and Fractions Objective 1.05 1.05 1.05 1.03, 1.05 1.07 1.03 TOTAL Subject Divisibility and Mental Math Prime Factorization Greatest Common Factor Equivalent Fractions Fractions and Decimals Comparing and Ordering Fractions Textbook Chapter (3-1) (3-2) (3-3) (3-4) (3-8) (3-7) Timeline 1 day 1 day 1 day 1 day 1 day 2 days 10 days Unit Test Oct. 22nd Notes

Unit Title: Add/Subtract Fractions Objective 1.04a,b,c,d 1.04a,b,c,d Subject Fractions With Like Denominators Fractions With Un-Like Denominators Mixed and Improper Fractions Adding Mixed Numbers Subtracting Mixed Numbers Solving Equations With Fractions Textbook Chapter (4-2) (4-3) Timeline 1 day 1 day Notes

1.04a,b,c,d 1.04a,b,c,d 1.04a,b,c,d 5.03 TOTAL

(3-5) (4-4) (4-5) (4-6)

1 day 2 days 2 days 1 days 11 days Unit Test Nov. 9th

Unit Title: Multiplying and Dividing Fractions Objective 1.04a,b,c,d 1.04a,b,c,d 1.04a,b,c,d 1.04a,b,c,d 5.03 Subject Multiplying Fractions Multiplying Mixed Numbers Dividing Fractions Dividing Mixed Numbers Solving Fractions Equations By Multiplying Textbook Chapter (5-1) (5-2) (5-3) (5-4) (5-5) Timeline 1 day 2 days 1 day 2 days 1 day Notes

2.01 2.01

The Customary System Changing Units in the Customary & Metric Systems

(5-7) (5-8)

1 day 2 days Unit Test Dec. 3rd

TOTAL

13 days

Unit Title: Ratios and Proportions Objective 5.04 5.04 5.04 5.04 TOTAL Ratios Unit Rates Understanding Proportions Using Cross Products Subject Textbook Chapter (6-1) (6-2) (6-3) (6-4) Timeline 1 day 1 day 2 days 2 days 9 days Unit Test Dec. 16th Notes

Unit Title: Percents Objective 1.02a 1.02a 1.02b 1.07 TOTAL Subject Percents, Fractions, and Decimals Finding the Percent of a Number Estimate With Percents Write an Equation Textbook Chapter (6-6) (6-7) (6-8) (6-9) Timeline 2 days 2 days 1 day 1 day 9 days Unit Test Jan. 14th Notes

BENCHMARK WEEK -------------------------------------------------------------------------------------------------------------

January 17th

Unit Title: Tools of Geometry Objective 3.01 2.01 2.01 2.01 1.07 2.01 2.01 3.03, 3.04 TOTAL Subject Points, Lines, Segments, and Rays Angles Special Pairs of Angles Classifying Triangles Use Logical Reasoning Congruent and Similar Figures Line Symmetry Transformations Textbook Chapter (8-1) (8-2) (8-3) (8-4) (8-6) (8-7) (8-8) (8-9) Timeline 1 day 1 day 2 days 1 day 1 day 1 day 1 day 2 days 13 Days Unit Test Feb. 4th Notes

Unit Title: Geometry and Measurement Objective 2.02 Subject Perimeters and Areas of Rectangles Area of Parallelograms and Textbook Chapter (9-3) 1 day Timeline Notes

2.02

(9-4)

1 day

Triangles 2.02 3.02 TOTAL Circles and Circumference Area of Circles (9-5) (9-6) 2 days 2 days 9 days Unit Test Feb. 18th

Unit Title: Integers Objective 1.01a,b, 1.03 1.07 3.04 TOTAL Subject Using a Number Line Applications of Integers Graphing in the Coordinate Plane Textbook Chapter (10-1) (10-7) (10-6) Timeline 2 days 1 days 3 days 9 days Unit Test Mar. 4th Notes

BENCHMARK WEEK

----------------------------------------------------------------------------------------------------------------

March 28th

Unit Title: Exploring Probability Objective 4.02 4.04 Subject Theoretical Probability Experimental Probability Textbook Chapter (11-1) (11-2) Timeline 1 day 1 day Notes

4.02, 4.06 4.03 4.01

Making Predictions From Data Simulate a Problem Tree Diagrams and The Counting Principle Exploring Permutations Independent Events Comparing Theoretical and Experimental Probabilities

(11-3) (11-4) (11-5)

2 days 1 day 2 days

4.01 4.05 4.03, 4.04

(11-6) (11-7) N/A

1 days 1 day 2 days Unit Test Apr. 1st

TOTAL

14 days

Unit Title: Equations and Inequalities Objective 5.01 5.01 5.03 5.03 Subject Distributive Property Combining Like Terms Solving Two-Step Equations Solving One and Two-Step Inequalities Textbook Chapter (2-9) N/A (12-1) (12-3) Timeline 2 days 2 days 2 days 1 day Unit Test April 20th Notes

TOTAL

10 Days

Warren County Middle School 7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark I (20%-25%)

Unit Title Decimals & Integers Subject Using Estimation Strategies Textbook NCSCOS Chapter 1-1, 4-1 1.02

c) Estimate the results of computations

Timeline 1 Day

Decimals & Integers

Adding & Subtracting Decimals

1-2

1.02

a) Analyze computational strategies d) Judge the reasonableness of solutions

1 Day

Decimals & Integers

Multiplying & 1-3 Dividing Decimals

1.02

a) Analyze computational strategies d) Judge the reasonableness of solutions

2 Days

Decimals & Integers

Measuring in Metric Units

1-4

1.02

a) Analyze computational strategies d) Judge the reasonableness of solutions

1 Day

Decimals & Integers

Using a Problem Solving Plan

1-5, 3-7, 5-3

1.03

Develop flexibility solving problems by selecting strategies in using mental computation, estimation, calculators or computers and paper and pencil

1 Day

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark I Continued (20%-25%)

Unit Title Decimals & Integers Subject Comparing and Ordering Integers Textbook NCSCOS Chapter 1-6 1.02

Develop fluency in addition, subtraction, multiplication, and division of rational numbers

Timeline 1 Day

Decimals & Integers

Adding & Subtracting Integers Multiplying & Dividing Integers

1-7

1.02 a) Analyze

computational strategies

2 Days

Decimals & Integers

1-8

1.02

a) Analyze computational strategies

2 Days

Decimals & Integers

Order of Operations and the Distributive Property Exponents and Order of Operations Divisibility Test

1-9

1.02

a) Analyze computational strategies

2 Days

Exponents, Factors, and Fractions Exponents, Factors, and Fractions Exponents, Factors, and Fractions Exponents, Factors, and Fractions

3-1

1.02

a) Analyze computational strategies

1 Day

3-3

1.02

a) Analyze computational strategies

1 Day

Prime Factorization Simplifying Fractions

3-4

1.02

a) Analyze computational strategies

2 Days

3-5

1.01

Develop and use ratios, proportions and percents to solve problems

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark I Continued (20%-25%)

Unit Title Exponents, Factors, and Fractions Exponents, Factors, and Fractions Exponents, Factors, and Fractions Exponents, Factors, and Fractions Operations with Fractions Subject Comparing and Ordering Fractions Textbook NCSCOS Chapter 3-6 1.01

Develop and use ratios, proportions and percents to solve problems

Timeline 1 Day

Mixed Numbers & 3-8 Improper Fractions

1.01

Develop and use ratios, proportions and percents to solve problems

2 Days

Fractions & Decimals

3-9

1.02

Develop fluency in adding, subtracting, multiplying and division of rational numbers

2 Days

Rational Numbers

3-10

1.02

a) Analyze computational strategies

1 Day

Adding & Subtracting Fractions

4-2

1.02

c) Estimate the results of computations d) Judge the reasonableness of solutions

2 Days

Operations with Fractions

Adding & Subtracting Mixed Numbers

4-3

1.02

c) Estimate the results of computations d) Judge the reasonableness of solutions

2 Days

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark I Continued (20%-25%)

Unit Title Operations with Fractions Subject Dividing Fractions & Mixed Numbers Textbook NCSCOS Chapter 4-5 1.02

c) Estimate the results of computations d) Judge the reasonableness of solutions

Timeline 2 Days

Ratios, Rates and Proportions

Ratios

5-1

1.01

Develop and use ratios, proportions and percents to solve problems

2 Days

Ratios, Rates and Proportions

Unit Rates

5-2

1.01

Develop and use ratios, proportions and percents to solve problems

2 Days

Ratios, Rates and Proportions

Solving Proportion Problem

5-4, 5-5

1.01

Develop and use ratios, proportions and percents to solve problems

3 Days

Applications of Percents

Understanding Percent

6-1

1.01

Develop and use ratios, proportions and percents to solve problems

1 Days

Applications of Percents

Percents, Fractions and Decimals

6-2, 6-3

1.01

Develop and use ratios, proportions and percents to solve problems

3 Days

Applications of Percents

Solving Percent Problems

6-4, 6-5

1.01

Develop and use ratios, proportions and percents to solve problems

4 Days

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark I Continued (20%-25%)

Unit Title Applications of Percents Applications of Percents Applications of Percents Subject Applications of Percents Finding Percent of Change Simple & Compound Interest Textbook NCSCOS Chapter 6-7 1.01

Develop and use ratios, proportions and percents to solve problems

Timeline 2 Days

6-8

1.01

Develop and use ratios, proportions and percents to solve problems

2 Days

9-7

1.01

Develop and use ratios, proportions and percents to solve problems

2 Days

Square Roots & Square Roots & 8-5 Irrational Irrational Numbers Numbers Review Benchmark 1

1.02

a) Analyze computational strategies

1 Day

End of 1st Quarter

Benchmark II (25%-30%)

Unit Title Equations and Inequalities Subject Evaluating Algebraic Expressions Textbook NCSCOS Chapter 2-1 5.02

Translate among different representations of algebraic expressions and inequalities

Timeline 1 Days

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark II Continued (25%-30%)

Unit Title Equations and Inequalities Subject Solving Equations by Adding or Subtracting Solving Equations by Multiplication or Division Solving 2- Step Equations Textbook NCSCOS Chapter 2-3 5.02

Translate among different representations of algebraic expressions and inequalities

Timeline 1 Days

Equations and Inequalities

2-4

5.02

Translate among different representations of algebraic expressions and inequalities

1 Days

Equations and Inequalities

2-6

5.03

Use and evaluate algebraic expressions, linear equations, or inequalities to solve problems

3 Days

Equations and Inequalities

Graphing & Writing Inequalities

2-8

5.03

Use and evaluate algebraic expressions, linear equations, or inequalities to solve problems

2 Days

Equations and Inequalities

Solving Inequalities by Addition or Subtraction

2-9

5.03

Use and evaluate algebraic expressions, linear equations, or inequalities to solve problems

2 Days

Equations and Inequalities

Solving Inequalities by Multiplying or Dividing

2-10

5.03

Use and evaluate algebraic expressions, linear equations, or inequalities to solve problems

2 Days

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark II Continued (25%-30%)

Unit Title Equations and Inequalities Subject Solving Equations with Fractions Textbook NCSCOS Chapter 4-6 5.03

Use and evaluate algebraic expressions, linear equations, or inequalities to solve problems

Timeline 2 Days

Patterns and Rules

Number Sequences

9-2

5.01

Indentify, analyze, and create linear relations, sequences, and functions using symbols, graphs, tables, diagrams, and written descriptions

1 Day

Patterns and Rules

Patterns and Tables

9-3

5.01

Indentify, analyze, and create linear relations, sequences, and functions using symbols, graphs, tables, diagrams, and written descriptions

2 Day

Patterns and Rules

Function Rules (using tables, rules and graphs)

9-4, 9-5

5.01

Indentify, analyze, and create linear relations, sequences, and functions using symbols, graphs, tables, diagrams, and written descriptions

3 Day

Patterns and Rules

Interpreting Graphs

9-6

5.01

2 Day

Patterns and Rules

Transforming Formulas

9-9

5.02 Translate among different representations of algebraic expressions and inequalities

1 Day

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark II Continued (25%-30%)

Unit Title Graphing in Quadrants, Linear Equations & Slopes Graphing in Quadrants, Linear Equations & Slopes Graphing in Quadrants, Linear Equations & Slopes Geometry & Measurement Subject Graphing Points in Four Quadrants Textbook NCSCOS Chapter 10-1 5.01

Timeline 1 Day

Graphing Linear Equations

10-2

5.01

2 Day

Finding the Slope of Lines

10-3

5.01

2 Day

Geometry & Measurement Geometry & Measurement Review

Areas of Parallelograms and Triangles (and other figures) Circumferences and Areas of Circles Pythagorean Theorem Benchmark II

8-2, 8-3

5.04

Develop fluency in the use of formulas to solve problems

2 Days

8-4

5.04

Develop fluency in the use of formulas to solve problems

2 Days

8-6

5.04

Develop fluency in the use of formulas to solve problems

2 Days

2nd Quarter 2nd Week of January

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark III (15%-25%)

Unit Title Geometry Subject Lines and Planes Textbook NCSCOS Chapter 7-1 3.02

Indentify, define and describe similar and congruent polygons with respect to angle measures, length of sides and proportionality of sides

Timeline 2 Day

Geometry

Measuring and 7-2, 7-3 Classifying Angles

3.02

Indentify, define and describe similar and congruent polygons with respect to angle measures, length of sides and proportionality of sides

2 Day

Geometry

Triangles

7-4

3.02

Indentify, define and describe similar and congruent polygons with respect to angle measures, length of sides and proportionality of sides

2 Day

Geometry

Quadrilaterals and Other Polygons

7-5

3.02

2 Day

Geometry

Congruent Figures

7-7

3.02

1 Day

Similarity

Using Similar Figures

5-6

3.02

2 Day

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark III Continued (15%-25%)

Unit Title Similarity Subject Maps and Scale Drawings Textbook NCSCOS Chapter 5-7 2.01

Draw objects to scale and use scale drawings to solve problems

Timeline 2 Day

3.03

Use scaling and proportional reasoning to solve problems related to similar and congruent polygons

Geometry 3- Dimensional & Measurement Figures

8-7

3.01

a) Identify, describe and draw from various views (top, side, front, and corner) b) Build from various views

2 Days

Geometry Surfaces Areas of & Measurement Prisms and Cylinders Geometry Volume of & Measurement Rectangular Prisms and Cylinders Review Benchmark III

8-8

2.02

Solve problems involving volume and surface area of cylinders, prisms, and composite shapes

3 Days

8-9

2.02

Solve problems involving volume and surface area of cylinders, prisms, and composite shapes

2 Days

3rd Quarter 2nd week of March.

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark IV (20%-25%)

Unit Title Displaying and Analyzing Data Subject Random Samples and Surveys Textbook NCSCOS Chapter 11-5 4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

Timeline 2 Day

Displaying and Analyzing Data

Estimating Population Size

11-6

4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

1 Days

Displaying and Analyzing Data

Circle Graphs

7-9

4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

1 Days

Displaying and Analyzing Data

Patterns and Graphs

9-1

4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

2 Days

Displaying and Analyzing Data

Mean, Median, and Mode

1-10

4.04

Identify outliers and determine their effect on the mean, median, mode and range of a set of data

2 Days

Displaying and Analyzing Data

Reporting Frequency

11-1

4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

2 Day

Displaying and Analyzing Data

Spreadsheets and Data Displays

11-2

4.05

Solve problems involving two or more sets of data using appropriate statistical measures

1 Day

7th Grade Math Pacing Guide School Year: 2009-2010

Benchmark IV Continued (20%-25%)

Unit Title Displaying and Analyzing Data Subject Textbook NCSCOS Chapter Box and Whiskers/ 11-3 4.01 /4.03 Describe how the mean, Stem & Leaf Plots

median, mode, range, frequency, distribution inter-quartile range of a set of data affect its graph.

Timeline 3 Day

4.04

Identify outliers and determine their effect on the mean, median, mode and range of a set of data

Displaying and Analyzing Data

Using Data to Persuad

11-7

4.02

Calculate, use and interpret the mean, median, mode, range, frequency distribution and interquartile range for a set of data

2 Days

Displaying and Analyzing Data

Exploring Scatter Plots

11-8

4.01

Collect, organize, analyze and display data (including box plots and histograms) to solve problems

2 Days

Review

Benchmark IV

4th Quarter 2nd Week of May

Resources: · Prentice Hall Mathematics Course 2, Textbook · DPI Week - by Week Essentials · Study Island · Coach Math · Buckle Down · Class-scape · Math Manipulative · Sharpen Up · Competitive Edge · www.Internet4classrooms.com

Instructional Strategies: · Whole Group Instruction · Small Group Instruction · Cooperative Learning Groups · Peer Tutoring Groups · WebQuests · Projects · Blackline Masters · Graphic Organizers · Venn Diagrams · Word Walls · DPI Strategies · United Streaming · Math Games

Pacing Guide Algebra 1 (2010 2011)

Warren County Middle School

Karen L. Fleming

1st Nine Weeks

Objective 1.01a Apply the laws of exponents 1.02 Use formulas and algebraic expressions, including iterative and recursive forms, to model and solve problems Subject Exponents Textbook Chapter 1-2, 1-7, 1-8, 81, 8-2, 8-3, 8-4, 8-5, 11-1, 11-4 1-1, 2-1, 2-2, 23, 2-4, 2-5, 2-6, 3-6, 4-1, 4-2, 43, 4-4, 5-6, 8-6, 10-3, 11-2, 11-3, 11-4 Timeline 14 Days Notes Benchmark

1.03 Model and solve problems using direct variation 3.01 Use matrices to display and interpret data

Problem Solving Square Roots Pythagorean Theorem Midpoint Formula Distance Formula Solving Equations Direct Variation Inverse Variation

25 Days

Week of October 18, 2010

5-5, 12-1

4 Days

Matrices

1-4, 1-5

4 Days

2nd Nine Weeks

Objective 2.01 Find the lengths and midpoints of segments to solve problems 2.02 Use the parallelism or perpendicularity of lines and segments to solve problems 3.02 Operate with matrices to solve problems 4.01a Use linear functions or inequalities to model and solve problems using tables, graphs, and algebraic properties; justify results 4.01b Interpret constants and coefficients in the context of the problem

Subject Midpoint Formula Distance Formula Parallel Lines Perpendicular Lines

Textbook Chapter 11-2, 11-3

Timeline 4 Days

Notes Benchmark

6-5, 11-2

4 Days

Week of January 17, 2011

Matrices

1-4, 1-5, 1-6

5 Days

Linear Functions Inequalities

3-1, 3-2, 3-3, 34, 3-5, 3-6, 5-2, 5-3, 5-4, 5-5, 61, 6-2, 6-3, 6-4, 7-5

21 Days

Functions

3-3, 3-4, 3-5, 62, 6-3, 6-4

9 Days

3rd Nine Weeks

Objective 1.01b Operate with polynomials 3.03a Create linear models for sets of data to solve problems: Interpret constants and coefficients in the context of the data 3.03b Check the model for goodness-of-fit and use the model to draw conclusions or make predictions 4.03 Use systems of linear equations or inequalities in two variables to model and solve problems

Subject Polynomials

Point Slope Form Standard Form Slope Intercept Form

Textbook Chapter 9-1, 9-2, 9-3, 94, 12-3, 12-4, 125, 12-6 6-1, 6-2, 6-3, 64, 6-6

Timeline 11 Days

Notes Benchmark

8 Days

Week of March 28, 2011

Linear Models Scatter Plots

6-6

1 Day

Systems of Linear Equations or Inequalities

7-1, 7-2, 7-3, 74, 7-6

6 Days

4th Nine Weeks

Objective 1.01b Operate with polynomials 1.01c Factor polynomials 4.02 Graph, factor, and evaluate quadratic functions to solve problems 4.04 Graph and evaluate exponential functions to solve problems Subject Polynomials Textbook Chapter 9-1, 9-2, 9-3, 94, 12-3, 12-4, 125, 12-6, 12-7 9-2, 9-5, 9-6, 97, 9-8, 12-7 10-1, 10-2, 10-4, 10-5, 10-6, 10-7, 10-8, 10-9 Timeline 11 Days Notes

Factoring Polynomials Quadratic Functions

10 Days 11 Days

Exponential Functions

8-7, 8-8, 10-9

5 Days

WECHS Curriculum Matrix for Algebra I - 2010-11

Specific Content Objective*

Classroom Orientation Pre-Test 4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties.

Time Yearlong

2 days 14 days

Resources

Slope Slope-intercept form Linear Equations Variables Solving equations Linear function tables Independent variable Dependent variable Scatterplot Trend data Correlation Linear models Conceptual meaning of slope and yintercept Line-of-best fit Direct variation Constant of variation y=kx

4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties. 3.03 Create linear models for sets of data to solve problems. 1.03 Model and solve problems using direct variation.

21 days

Distance formula Midpoint formula Finding lengths and midpoints graphically Application of distance and midpoint

BENCHMARK ASSESSMENT I OBJECTIVES 1.03, 3.03, AND 4.01 2.01 Find the lengths and midpoints of segments to 6 days solve problems.

Parallel Perpendicular Slope-intercept form review

6 days 2.02 Use the parallelism or perpendicularity of lines and segments to solve problems. 2 days 4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties.

Solving systems · Graphically · Elimination · Substitution Linear equations Linear inequalities

4.03 Use systems of linear equations or inequalities in two variables to model and solve problems. Solve using tables, graphs and algebraic properties; justify results.

25 days

Exponents laws Adding polynomials Subtracting polynomials Combining like terms Multiplying polynomials Dividing a polynomial by a monomial Identify explain the parts of an exponential function (initial amount, growth rate, time) Interest Growth and decay Identify and interpret the graph of an exponential function Factoring Parabolas Maximum/Minimum Roots/Zeros Projectile motion Domain/range Patterns Formulas Recursive forms Iterative forms

BENCHMARK ASSESSMENT II OBJECTIVES 2.01, 2.02, 4.01, 4.03 1.01a Write equivalent forms of algebraic expressions 10 days to solve problems. Apply the laws of exponents. 10 days 1.01b Write equivalent forms of algebraic expressions to solve problems Operate with polynomials. 4.04 Graph and evaluate exponential functions to solve problems. 8 days

1.01c Write equivalent forms of algebraic expressions to solve problems - Factor Polynomials. 4.02 Graph, factor, and evaluate quadratic functions to solve problems.

6 days

9 days

1.02 Use formulas and algebraic expressions, including iterative and recursive forms to model and solve problems

13 days

Scalar multiplication Data Analysis Addition/Subtraction of matrices Application of matrices to data sets

BENCHMARK ASSESSMENT III OBJECTIVES 1.01, 1.02, 4.02, 4.04 3.01 Use matrices to display and interpret data 12 days 3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems. Course Review and Remediation

30 days

*1.02 and 4.01 are on-going objectives and embedded through the curriculum.

Algebra II Pacing Guide Wade - Fall 2010

Days 2 8 10 4 5 5 7 6 7 7 6 3 2 9 4 5

NCSCS 1.03, 1.05, 2.08 1.03, 1.05, 2.04, 2.08 2.01 1.04, 2.10 2.02 1.02, 1.03, 2.02, 2.04, 2.09 1.02, 1.03, 2.02, 2.04, 2.09 1.02, 1.03, 2.04, 2.06 1.01, 1.03, 2.01, 2.07 1.01, 2.01, 2.03, 2.04 1.03, 1.05, 2.05 1.03, 2.09, 2.10 All All All All

Topic Introductions & Expectations Equations & Inequalities Linear Equations & Functions Systems Matrices Factoring Quadratic Functions Polynomials Powers, Roots, & Radicals Exponents & Logarithms Rational Functions Conic Sections Practice EOC EOC Review EXAMS Remediation/Retesting

Text p. 1-63 p. 64 -135 p. 136-195 p. 196-245 p. 246-319 p. 320-397 p. 398-461 p. 462-529 p. 530-585 p. 586-647

Date Completed Notes 8/11/2010 8/20/2010 9/3/2010 9/10/2010

Curriculum Matrix Pacing Guide for WCHS Algebra I 2010-2011

Specific Content Objective Time Instructional Requirement Strategies 7 days Test Daily Quiz Coordinate Project Resources Teacher-created materials Coach Book

Integer Operations, Pre-Requisites Navigating the Coordinate Plane, Squares and Cubes, Order of Operations, Combining Like-terms Matrices and Distance/Midpoint fomulas 3.01 Use matrices to display and interpret data. 3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems. 2.01 Find the lengths and midpoints of segments to solve problems. Solving Linear Equations 4.01 Use linear functions or inequalities to model and solve problems; justify results. a.Solve using tables, graphs, and algebraic properties. b.Interpret constants and coefficients in the context of the problem. 1.03 Model and solve problems using direct variation. 1.02 Use formulas and algebraic expressions, including iterative and recursive forms, to model and solve problems.

8 days

Test Daily Quiz Distance Project

Teacher-created materials Coach Book

12 days

Test Daily Quiz

Teacher-created materials Coach Book

Lines

2.02 Use the parallelism or perpendicularity 15 days of lines and segments to solve problems. 3.03 Create linear models for sets of data to solve problems. a.Interpret constants and coefficients in the context of the data. b.Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.

Test Daily Quiz

Teacher-created materials Coach Book

Systems

4.03 Use systems of linear equations or inequalities in two variables to model and solve problems. Solve using tables, graphs, and algebraic properties; justify results. 1.01 Write equivalent forms of algebraic expressions to solve problems. a.Apply the laws of exponents. b.Operate with polynomials. c.Factor polynomials.

8 days

Test Daily Quiz

Teacher-created materials Coach Book

Monomials and Polynomials

12 days

Test Daily Quiz Exponents Posters

Teacher-created materials Coach Book

Quadratic and Exponential 4.02 Graph, factor, and evaluate quadratic Equations functions to solve problems. 4.04 Graph and evaluate exponential functions to solve problems. Targeted EOC Review and Review of all objectives Testing

10 days

Test Daily Quiz

Teacher-created materials Coach Book

18 days

Released Test

Released Test Sample Items Coach Book

Warren Early College High School

2010-2011

ALGEBRA 2

Time Year long (Days)

NCSCS Obj

TOPIC DESCRIPTION

TEXTBOOK

Subject

Supplementary Materials

2

5

4

2 3

Classroom orientation and Pretest Create, justify and use best-fit mathematical models of linear functions to solve problems involving sets of data by interpreting the constants, coefficients, and bases in the 2.04a & b context of the data and by checking the model for goodness-offit and use the model, where appropriate, to draw conclusions or make predictions. Use equations and inequalities with absolute value to model and solve problems justify results by solving using tables, 2.08a & b graphs, and algebraic properties. Justify results by interpreting the constants and coefficients in the context of the problem. Model and solve problems using direct variation. 1.05 2.1 Use systems of two or more inequalities to model and solve problems, justify results.

75-107

Linear equations and slope

67-74

Functions

094-095 108-113

Direct variation Graphing inequalities and systems of inequalities Absolute value functions Solving systems of linear equations with graphs and tables Solving systems of linear equations with algebraic methods Solving systems of linear inequalities

4

Use equations and inequalities with absolute value to model and solve problems justify results by solving using tables, 2.08a & b graphs, and algebraic properties. Justify results by interpreting the constants and coefficients in the context of the problem. 2.1 Use systems of two or more equations to model and solve problems; justify results. Solve using tables and graphs. Use systems of two or more equations to model and solve problems; justify results. Solve using algebraic properties. Use systems of two or more inequalities to model and solve problems, justify results.

122-127

2

139-147

5 2

2.1 2.1

148-155 156-162

Benchmark for Marking Period 1: Objectives Covered 2.04, 2.08, 2.1 6 6 1.04 2.1 Operate with matrices to model and solve problems. Use systems of two or more equations to model and solve problems; justify results. Solve using matrices. 199-236 230-236 Matrices and matrix operations Inverse matrices and systems of equations

Warren Early College High School

Use quadratic functions and inequalities to model and solve problems; justify results by solving using tables, graphs, and 2.02a & b algebriac properties. Justify results by interpreting the constants and coeffiecients in the context of the problem. 1.02 Define and compute wih complex numbers.

2010-2011

6

249-312

Quadratic functions

4

272-281

Complex numbers Quadratic formula & completing the square Solving quadratic equations

10

Use quadratic functions and inequalities to model and solve problems; justify results by solving using tables, graphs, and 2.02a & b algebriac properties. Justify results by interpreting the constants and coeffiecients in the context of the problem. Use systems of two or more quadratic equations and inequalities to model and solve problems, justify results. Create, justify and use best-fit mathematical models of quadratic functions to solve problems involving sets of data by interpreting the constants, coefficients, and bases in the 2.04a & b context of the data, and by checking the model for goodnessof-fit and use the model, where appropriate, to draw conclusions or make predictions. Precisely describe circles algebraically according to definitions, characteristics, and constituent parts. Interpret the 2.09a & b constants and coefficients of circles in the context of the problems. Use the equations of circles to model and solve problems, justifying and interpreting the results. 2.1 632-637

2

4

306-311

Modeling with quadratic functions

4

601-609

Circles as conics

Benchmark for Marking Period 2: Objectives Covered 1.04, 2.1(matrix method), 2.02, 1.02, 2.04( Quadratics), 2.09(Circles) Use cubic equations to model and solve problems by solving using tables and graphs. Justify results by interpreting the constants and coefficients in the context of the problem. Modeling with cubic functions Polynomial operations Polynomial functions

4 2 3

2.06a 1.03

373-379 338-372 329-358

4

Operate with polynomial expressions to solve problems. Use polynomial equations of third degree or higher to model and solve problems by solving using tables and graphs. 2.06a & b Justify results by interpreting the constants and coefficients in the context of the problem. Simplify and perform operations with rational exponents to 1.01 solve problems.

401-411

Rational exponents

Warren Early College High School

2010-2011

8

2.01

Use composition and inverse of functions to model and solve problems; justify results.

415-430

Inverse functions

6

Use equations with radical expressions to model and solve problems; justify results by solving using tables, graphs, and 2.07a & b algebraic properties. Justify results by interpreting the degree, constants, and coefficients in the context of the problem. Use exponential functions to model and solve problems; justify results by solving using tables, graphs and algebraic 2.03a & b properties. Justify results by interpreting the constants and coeffiecients in the context of the problem.

431-444

Radical functions and equations

6

465-485

Exponential functions and equations

Benchmark for Marking Period 3: Objectives Covered 2.06, 1.03, 1.01, 2.01, 2.07, 2.03 7 Simplify and perform operations with logarithms (common and natural ) to solve problems. Create, justify and use best-fit mathematical models of exponential functions to solve problems involving sets of data by interpreting the constants, coefficients, and bases in the 2.04a & b context of the data and by checking the model for goodness-offita nd use the model, where appropriate, to draw conclusions or make predictions. Model and solve problems using direct, inverse, combined and 1.05 joint variation. Use rational equations to model and solve problems; justify results by solving using tables, graphs, and algebraic 2.05a&b properties. Justify results by interpreting the constants and coefficients in the context of the problem. Use rational equations to model and solve problems; justify 2.05c results by identifing the asymptotes and intercepts graphically and algebraically. 1.01 1.03 1.03 Operate with rational expressions to solve problems. Operate with complex fractions to solve problems. 486-508 Logarithmic functions and equations Modeling exponential functions and logarithmic functions

6

509-516

4

534-539

Variation Rational expressions and equations

6

540-574

6 6 4

547-553 554-567 554-574

Rational functions Solving rational equations Complex fractions

Warren Early College High School

Precisely describe parabolas algebraically according to definitions, characteristics, and constituent parts. Interpret the 2.09a & b constants and coefficients of parabolas in the context of the problems. Use the equations of parabolas to model and solve problems, justifying and interpreting the results.

2010-2011

2

595-600

Parabolas as conics

Marking Period 4: Objectives Completed 1.01(logarithms), 2.04(exponential), 1.05, 2.05( rational functions),1.03, 2.09 Major, Minor Assessments, Projects and Reviews will be interjected where appropriate as determined by the Algebra II Team.

WCHS Biology Pacing Guide Mr. E Escuro and Mr. T Grubbs

WCHS Biology

Unit Day NcSCOS Objective 1 Date Class Introduction 2 8/9/2010 Science Introduction 3 8/10/2010 Diagnostic and Vocabulary 4 8/11/2010 Scientific Method and Graphs 5 8/12/2010 Quiz and Intro to Biology 6 8/13/2010 Word Parts Introduction 7 8/16/2010 Opening Activity (SEPUP 1) / Energy Flow Intro 8 8/17/2010 Food Webs/Pyramids 9 8/18/2010 Respiration and Photosynthesis 10 8/19/2010 Water, Carbon Cycles 11 8/20/2010 Populations/Population Graphs 12 8/23/2010 Population Extension 13 8/24/2010 Interrelationships 14 8/25/2010 Adaptations 15 8/26/2010 Review/Quiz 16 8/27/2010 Animal Behavior 1 17 8/30/2010 Animal Behavior 2 18 8/31/2010 Climate Change 19 9/1/2010 Test Review 20 9/2/2010 Unit 1 Exam 21 9/3/2010 Living = Cells, Cell Types, Levels of Org. 22 9/7/2010 Organelle Intro 23 9/8/2010 Biomolecules 24 9/9/2010 Quiz/ Biomolecules & Organelles (connect biomolecules to cells!) 25 9/10/2010 Cell Specialization 26 9/13/2010 Transport 27 9/14/2010 Transport Lab 28 9/15/2010 Review/Quiz 29 9/16/2010 Enzymes and Energy and Importance of Proteins 30 9/17/2010 Enzymes 31 9/20/2010 Review/catch up day 4.03, 4.05, 5.01, 5.02, and 5.03 vs Eu, 2.01, 2.02, 2.03, 2.04 Essential Question What are the expectations of this class?

Unit 0

Unit 1

How do plants and animals interact in an area? How and why do animals do the things they do?

Unit 2

What are the parts of a cell and what do they do? How do the parts of the cells determine what

WCHS Biology Pacing Guide Mr. E Escuro and Mr. T Grubbs 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 9/21/2010 9/22/2010 9/23/2010 9/24/2010 9/27/2010 9/28/2010 9/29/2010 9/30/2010 10/1/2010 10/4/2010 10/5/2010 10/6/2010 10/7/2010 10/8/2010 10/11/2010 10/12/2010 10/13/2010 10/14/2010 10/18/2010 10/19/2010 10/20/2010 10/21/2010 10/22/2010 10/25/2010 10/26/2010 10/27/2010 10/28/2010 10/29/2010 11/1/2010 11/2/2010 11/3/2010 11/4/2010 11/5/2010 11/8/2010 11/9/2010 PS and Respiration (in cells and compare!) Microscope Lab Review Day Unit 2 Exam Mitosis Meiosis Meiosis & Mitosis Compare and Contrast Mendel/Punnett Squares Review/Quiz Benchmark Day (Anytime 10/4 - 10/8, adjust accordingly) Punnett Squares/Beyond Dom. & Recessive Codominance/Incomplete Dom/Sex-linked Pedigrees Karyotypes Lab & NDJ Review/Quiz DNA Intro DNA Replication Central Dogma Gene Expresion/Test Cross/Mutation Review and Remediation Unit 3 Exam Natural Selection and mutation History of Life Darwin Speciation Environment and NS Evidence of Evolution Evolution Applications Review/Quiz Classification Phylogeny Dichotomous Keys Kingdoms Review/Quiz 4.01a Pro the cell can do?

3.01, 3.02, 3.03, 3.04

Unit 3

How do cells reproduce? How does the reproduction of cells determine how traits are passed down?

3.05, and 4.01 Classification

What is the history of life? How do we see the history of life in animals today? How do we see evolution today?

Unit 4

WCHS Biology Pacing Guide Mr. E Escuro and Mr. T Grubbs 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 11/10/2010 11/12/2010 11/15/2010 11/16/2010 11/17/2010 11/18/2010 11/19/2010 11/22/2010 11/23/2010 11/24/2010 11/29/2010 11/30/2010 12/1/2010 12/2/2010 12/3/2010 12/6/2010 12/7/2010 12/8/2010 12/9/2010 12/10/2010 12/13/2010 12/14/2010 12/15/2010 12/16/2010 12/17/2010 Plant General Information Plant Reproduction Insects Annelids/Review/Quiz Protists Amphibians Mammals Units 4&5 Review Units 4&5 Exam Flex Day (Viruses) Flex Day (HIV and Evolution) Review and Remediation Review and Remediation Review and Remediation Review and Remediation EOC EOC EOC EOC Review and Remediation Remediate Remediate EOC Retake EOC Retake

4.02 Organisms

Unit 5

What things are common between animals? How do visible traits show evolution?

Review Unit

What information do we need to perfect to get a 3 or 4 on the EOC?

EOC

Pass ALL your EOCs!

Warren New Tech High School Project Based Learning Curriculum Matrix: Biology

Standards Time Project Idea & Driving Question/ Authentic Problem or Scenario

How can an authentic scientific study be conducted?

21st Century Skills/ School Wide Learning Outcomes

· · · · · Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

Activities/ Experiences within the Project

(scaffolding activities, labs, experiments, interviews, etc)

Assessments

Potential Partners (shared assessment, guest speakers, panelists, etc)

Skype with other high schools in the county to communicate data from lab comparing graphs to determine which fertilizer is the most effective

Competency Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry. Objectives 1.01 Identify biological questions and problems that can be answered through scientific investigations. 1.02 Design and conduct scientific investigations to answer biological questions. * Create testable hypotheses * Identify variables. * Use a control or comparison group when appropriate. * Select and use appropriate measurement tools. * Collect and record data. * Organize data into charts and graphs. * Analyze and interpret data. * Communicate findings. 1.03 Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to: * Explain observations. * Make inferences and predictions. * Explain the relationship between evidence and explanation. 1.04 Apply safety procedures in the laboratory and in field studies: * Recognize and avoid potential hazards. * Safely manipulate materials and equipment needed for scientific investigations. 1.05 Analyze reports of scientific investigations from an informed, scientifically literate viewpoint including considerations of: * Appropriate sample. * Adequacy of experimental controls. * Replication of findings. * Alternative interpretations of the data.

1 wks

· · · · · ·

·

Farmer Cletus: The Lab (10 drops water, 3 drops fertilizer) Measurement Lab Practice sheet: metric conversions Practice sheet: scientific notation Practice sheet: scientific method Dr. Biology comic for safety

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Competency Goal 2: The learner will develop an understanding of the physical, chemical and cellular basis of life. Objectives 2.01 Compare and contrast the structure and functions of the following organic molecules: * Carbohydrates. * Proteins. * Lipids. * Nucleic acids. 2.04 Investigate and describe the structure and function of enzymes and explain their importance in biological systems. 2.02 Investigate and describe the structure and functions of cells including: * Cell organelles. * Cell specialization. * Communication among cells within an organism. 2.03 Investigate and analyze the cell as a living system including: * Maintenance of homeostasis. * Movement of materials into and out of cells. * Energy use and release in biochemical reactions. 2.05 Investigate and analyze the bioenergetic reactions: * Aerobic Respiration. * Anaerobic Respiration. * Photosynthesis.

3.5 wks

Biochemistry

How do prosecution and defense teams utilize scientific data in representing their case to a Grand Jury?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· ·

Lab: Confirmation tests for biochemicals Properties of Enzymes

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect. Possible Panel: Central Office/School Board members, local police officer, AG

2.5 wks

Cells

Can an analogy be developed to simplify understanding of the processes of the organelles of the cell?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· · · · ·

Lab: Cell-ebration Lab: Osmosis and Diffusion Lab: How do biological materials respond to acids and bases Burn some food Jello Family

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will generate one of the products from the "Cellebration" activity to be presented to an audience of younger students. Possible panel: elementary/middle school students

1 wk

Energy Flow in Life

How does the Law of Conservation of Energy work in the members of the biosphere on Earth?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· ·

Lab: Yeast fermentation Lab: Geranium from owl book on photosynthesis

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will make posters to present to an audience of panelists and fellow Biology students from other classes Possible Panelists: Biology professors from ECU 1st Nine W eeks B enchmar k stops with this mater ial

Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time. Objectives 3.01 Analyze the molecular basis of heredity including: * DNA replication. * Protein synthesis (transcription, translation). * Gene regulation. 3.02 Compare and contrast the characteristics of asexual and sexual reproduction. 3.03 Interpret and predict patterns

7 wks

Genetics & Biotechnology

How can DNA evidence be used to prove the identity of an individual?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· · · · · · · ·

Models for transcription, translation and replication Lab: Effects of mutations on protein synthesis Lab: Cell Cycle Lab: Genetics of Parenthood Lab: Dihybrid Crosses Lab: Using Chi-Square with Genetics of Parenthood Gel electrophoresis Genetic Detectives

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect. Possible Panelists: local police, local DA, central office staff

of inheritance. * Dominant, recessive and intermediate traits. * Multiple alleles. * Polygenic inheritance. * Sex-linked traits. * Independent assortment. * Test cross. * Pedigrees. * Punnett squares. 3.04 Assess the impact of advances in genomics on individuals and society. * Human genome project. * Applications of biotechnology. Competency Goal 4: The learner will develop an understanding of the unity and diversity of life. Objectives 4.01 Analyze the classification of organisms according to their evolutionary relationships. * The historical development and changing nature of classification systems. * Similarities and differences between eukaryotic and prokaryotic organisms. * Similarities and differences among the eukaryotic kingdoms: Protists, Fungi, Plants, Animals. * Classify organisms using keys. 4.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including: * Unicellular protists, annelid worms, insects, amphibians, mammals, non vascular plants, gymnosperms and angiosperms. * Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development. 4.03 Assess, describe and explain adaptations affecting survival and reproductive success. * Structural adaptations in plants and animals (form to function). * Disease-causing viruses and microorganisms. * Co-evolution. 4.04 Analyze and explain the interactive role of internal and external factors in health and disease: * Genetics. * Immune response. * Nutrition. * Parasites.

Semester Exam ends here 1 Survey of the Diversity of Life I: Simple Life forms How can a dichotomous key be used to distinguish different life forms from each other? Survey of the Diversity of Life 2: Plants

· · · · · Written communication Oral communication Work Ethic Content Critical Thinking Collaboration · · · · · · · · Dichotomous keys to identify organisms created by students Observe representative organisms from listed groups Organism Newspaper project Plant Webquest PowerPoint on bacterial, viral and genetic diseases Lab: How effective is Listerine? Case studies on nutrition, parasites, and toxins Lab: Animal Responses to Environmental Stimuli Lab: Termite Behavior Lab: dissections · · · Laboratory reports Webassign assignments Quizzes Unit Test

Choose your own adventure 1 Students will create an openended "choose your own adventure" storybook in which questions will be developed to distinguish between different members of the Five Kingdoms. These questions will each have a dichotomous approach to being answered so to establish identifying properties for each species. The students will present their finished books to students from another New Tech school. 3rd Nine week exam does not include animals

·

2

·

4

4

Survey of the Diversity of Life 3: Animals

· ·

1

Hierarchy of multicellular organisms How do prosecution and defense teams utilize scientific data in representing their case to a Grand Jury? Students will play the reverse role from their

Students will present a Grand Jury argument to the jury to convince them to bring charges against the suspect. Possible Panelists: local police, local DA, central office staff

* Toxins. 4.05 Analyze the broad patterns of animal behavior as adaptations to the environment. * Innate behavior. * Learned behavior. * Social behavior. Competency Goal 3: The learner will develop an understanding of the continuity of life and the changes of organisms over time. 3.05 Examine the development of the theory of evolution by natural selection including: * Development of the theory. * The origin and history of life. * Fossil and biochemical evidence. * Mechanisms of evolution. * Applications (pesticide and antibiotic resistance). Competency Goal 5: The learner will develop an understanding of the ecological relationships among organisms. Objectives 5.01 Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems. * Techniques of field ecology. * Abiotic and biotic factors. * Carrying capacity. 5.02 Analyze the flow of energy and the cycling of matter in the ecosystem * Relationship of the carbon cycle to photosynthesis and respiration. * Trophic levels - direction and efficiency of energy transfer. 5.03 Assess human population and its impact on local ecosystems and global environments: * Historic and potential changes in population. * Factors associated with those changes. * Climate change. * Resource use. * Sustainable practices/stewardship.

earlier role in the project on Biochemistry.

1 wks

Evolution

How do the changes in an object over time affect the status of that object now?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· · · · ·

Fishy frequencies Lab Pangaea puzzle pieces NCSU Science Junction activity on matching skulls http://www.fossilmuseum.net /FossilGalleries.htm websearch Jigsaw on Scientists

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will make a narrated movie showing the evolution of an object over time. Ex. Fashion, sports, cars, etc. Potential panel from NC Museum of Natural Sciences (particularly if done virtually)

2 wks

Ecology

How are the biomes across the Earth able to support a diverse population of organisms?

· · · · ·

Written communication Oral communication Work Ethic Content Critical Thinking Collaboration

· · ·

Biome tourist videos Lab: Effects of Acid Rain on Seedling Growth Lab: Field Study

· · ·

·

Laboratory reports Webassign assignments Quizzes Unit Test

Students will create tourist videos for their assigned biome. A panel will then judge these videos. Potential panel: Chamber of Commerce for Warren County

Curriculum Matrix Pacing Guide for WECHS Biology 2010-2011

Objective Intro to Biology 1.01 1.02 1.03 1.04 1.05 5.01 5.02 5.03 Ecology Interrelationships Cycles Human impact Phys., Chem., & Cellular Basis of Life 2.01 2.02 2.03 2.04 2.05 Organic molecules Cell Cell as a system Enzymes Bioenergetic reactions Continuity of life & Changes over time 3.01 3.02 Molecular basis of heredity Asexual vs. Sexual Reproduction Scientific Method Scientific Investigation Using Logic and Evidence Safety Procedures Analyze Scientific Reports Topic Time Requirement 2 Weeks 2 Days 2 Days 2 Days 2 Days 2 Days 5 Weeks 11 Days 6 Days 8 Days October 4-8: Benchmark covering 1 and 5 9 Weeks 9 Days 10 Days 10 Days 7 Days 9 Days Dec 6-12: Benchmark covering 2 10 Weeks 10 Days 6 Days DNA Replication Models Mitosis & Meiosis Flipbooks Genetics of Parenthood Make your own cell Osmosis and the egg Food / energy demonstration Yeast fermentation Test & Quizzes Science Writing and Intro Video Vocabulary Flash Cards Termite Investigation Microscope Lab Food Webs / Pyramids Predator Prey Population Lab Wetlands Study Ecology Dictionary Test & Quizzes Instructional Strategies

3.03 3.04 3.05

Patterns of Inheritance Genomics Evolution Unity & Diversity of Life

15 Days 8 Days 11 Days Feb 28 Mar 4: Benchmark covering 3 9 Weeks 9 Days 11 Days 9 Days 8 Days 8 Days EOC TEST

Genetic Detective Test & Quizzes

4.01 4.02 4.03 4.04 4.05

Classification Representative Organisms Adaptations Health & Disease Animal Behavior

Taxonomy Tour Guide Build your own Virus HIV Case Study Test & Quizzes

WCHS Chemistry Planning Guide: Mr. Grubbs Standards

Competency Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry. Objectives 1.01 Design, conduct and analyze investigations to answer questions related to chemistry. * Identify questions and suggest hypotheses. * Identify variables. * Use a control when appropriate. * Select and use appropriate measurement tools. * Collect and organize data in tables, charts and graphs. * Analyze and interpret data. * Explain observations. * Make inferences and predictions. * Explain the relationship between evidence and explanation. * Identify how scientists share findings. 1.02 Analyze reports of scientific investigations from an informed scientifically-literate viewpoint including considerations of: * Appropriate sample. * Adequacy of experimental controls. * Replication of findings. * Alternative interpretations of the data 1.03 Analyze experimental designs with regard to safety and use safe procedures in laboratory investigations: * Identify and avoid potential safety hazards given a scenario. * Differentiate between safe and unsafe procedures. * Use information from the MSDS (Material Safety Data Sheets) to assess chemical hazards. Competency Goal 2: The learner

Time 5 days

Driving Questions Introduction/Safety /Measurement

What evidence is there for safety procedures being followed by businesses in our community?

Activities

Modeling the Method · Practice sheets · Start on fair project

Assessments

· Laboratory reports · Quizzes · Unit Test

11 days

Atomic Theories

· Atomic Spectra

· Laboratory

WCHS Chemistry Planning Guide: Mr. Grubbs

will build an understanding of the structure and properties of matter. Objectives 2.01 Analyze the historical development of the current atomic theory. * Early contributions: Democritus and Dalton. * The discovery of the electron: Thomson and Millikan. * The discovery of the nucleus, proton and neutron: Rutherford and Chadwick. * The Bohr model. * The quantum mechanical model. 2.02 Examine the nature of atomic structure. * Subatomic particles: protons, neutrons, and electrons. * Mass number. * Atomic number. * Isotopes. Competency Goal 4: The learner will build an understanding of energy changes in chemistry. Objectives 4.01 Analyze the Bohr model in terms of electron energies in the hydrogen atom. * The spectrum of electromagnetic energy. * Emission and absorption of electromagnetic energy as electrons change energy levels. 4.04 Analyze nuclear energy. * Radioactivity: characteristics of alpha, beta and gamma radiation. * Decay equations for alpha and beta emission. * Half-life. * Fission and fusion. Competency Goal 3: The learner will build an understanding of regularities in chemistry. Objectives 3.01 Analyze periodic trends in chemical properties and use the periodic table to predict properties of elements.

and Perspectives (Including nuclear chemistry)

Is nuclear energy a safe and economical method for generating energy?

and Flame Tests · Introduction to Spectroscopy · Spectroscopy & the method of continuous Variation · Rutherford's Target Practice · Virtual Oil drop by Millikan · Modeling Radioactive Decay

reports · Quizzes · Unit Test

7 days

The Periodic Table & Periodicity

What are the distinguishable properties of the various families on the Periodic Table?

· Physical 3-D Periodic Trends · models of trends · Virtual Family Reactions · Qualitative Analysis of

· Laboratory reports · Quizzes · Unit Test

WCHS Chemistry Planning Guide: Mr. Grubbs

* Groups (families). * Periods. * Representative elements (main group) and transition elements. * Electron configuration and energy levels. * Ionization energy. * Atomic and ionic radii. * Electronegativity. 2.06 Assess bonding in metals and ionic compounds as related to chemical and physical properties. 2.07 Assess covalent bonding in molecular compounds as related to molecular geometry and chemical and physical properties. * Molecular. * Macromolecular. * Hydrogen bonding and other intermolecular forces (dipole/dipole interaction, dispersion). * VSEPR theory. 2.03 Apply the language and symbols of chemistry. * Name compounds using the IUPAC conventions. * Write formulas of simple compounds from their names. Competency Goal 5: The learner will develop an understanding of chemical reactions. Objectives 5.01 Evaluate various types of chemical reactions. * Analyze reactions by types: single replacement, double replacement (including acid-base neutralization), decomposition, synthesis, and combustion including simple hydrocarbons. * Predict products. 5.02 Evaluate the Law of Conservation of Matter. * Write and balance formulas and equations. * Write net ionic equations. Families

9 days

Bonding

How can identifying substances based upon the type of bonds they possess be useful in forensic science?

· Bond identifications · models of molecular shapes and polarity

· Laboratory reports · Quizzes · Unit Test

12 days Reactions and Stoichiometry

How can determining the identities of unknown substances help to identify victims in the wreckage of a plane crash?

· Reaction Types · Indicators, pH and titrations · Will it precipitate? A well-done lab. · Inquiry into limiting reagents and gas production: A Quantitative study.

· Laboratory report · Quizzes · Unit Test

WCHS Chemistry Planning Guide: Mr. Grubbs

5.03 Identify and predict the indicators of chemical change. * Formation of a precipitate. * Evolution of a gas. * Color changes. * Absorption or release of heat. 3.02 Apply the mole concept, Avogadro's number and conversion factors to chemical calculations. * Particles to moles. * Mass to moles. * Volume of a gas to moles. * Molarity of solutions. * Empirical and molecular formula. * Percent composition. 3.03 Calculate quantitative relationships in chemical reactions (stoichiometry). * Moles of each species in a reaction. * Mass of each species in a reaction. * Volumes of gaseous species in a reaction. 2.04 Identify substances using their physical properties: * Melting points. * Boiling points. * Density. * Solubility. 2.05 Analyze the basic assumptions of kinetic molecular theory and its applications: * Ideal Gas Equation. * Combined Gas Law. * Dalton's Law of Partial Pressures. 2.08 Assess the dynamics of physical equilibria. * Interpret phase diagrams. * Factors that affect phase changes. 4.02 Analyze the law of conservation of energy, energy transformation, and various forms of energy involved in chemical and physical processes.

9 days

Phases of Matter & Intermolecular Forces of Attraction

How can pressure be used to provide lift for a rocket?

· Virtual Gas Laws · Effects of changes in temperature and pressure on a gas · Intermolecular forces of Attraction · Properties of Water

· Laboratory report · Quizzes · Unit Test

WCHS Chemistry Planning Guide: Mr. Grubbs

* Differentiate between heat and temperature. * Analyze heating and cooling curves. * Calorimetry, heat of fusion and heat of vaporization calculations. * Endothermic and exothermic processes including interpretation of potential energy. * Diagrams (energy vs reaction pathway), enthalpy and activation energy. 5.06 Assess the factors that affect the rates of chemical reactions. * The nature of the reactants. * Temperature. * Concentration. * Surface area. * Catalyst.

5 days

Chemical Kinetics

How can reaction time affect the "relief time" experienced by a consumer taking a needed medication?

· Clock Reactions: Real and Virtual · Inquiry into the Kinetics of Alka-Seltzer Tablets · Chemical Kinetics lab · VPython modeling of LeChatlier's principle · Cobalt and Iron compounds: LeChatlier in motion · Determination of the Ka of acetic acid · Buffers, pH and salt Hydrolysis · Identification of an unknown acid · Coffee Cup Calorimetry · Principles of Thermodynamic s (No Free Lunch!)

· Laboratory reports · Quizzes · Unit Test

5.04 Identify the physical and chemical behaviors of acids and bases. * General properties of acids and bases. * Concentration and dilution of acids and bases. * Ionization and the degree of dissociation (strengths) of acids and bases. * Indicators. * Acid-base titration. * pH and pOH.

8 days

Chemical Equilibria

How can an equilibrium reaction be used in forensic science?

· Laboratory reports · Quizzes · Unit Test

4.03 Analyze the relationship between entropy and disorder in the universe.

5 days

Thermochemistry & Chemical Thermodynamics

Can natural insulation have enough "R-value" to qualify for insulation in a building in Warren County?

· Laboratory reports · Quizzes · Unit Test

5.05 Analyze oxidation/reduction reactions with regard to the transfer of electrons.

5 days

Electrochemistry

How can you use a wet cell

· Salt Bridge Conductivity · Wet Cell Battery

· Laboratory · reports · Quizzes

WCHS Chemistry Planning Guide: Mr. Grubbs

* Assign oxidation numbers to elements in REDOX reactions * Identify the elements oxidized and reduced. * Write simple half reactions. * Assess the practical applications of oxidation and reduction reactions.

battery to power a simple Rube-Goldberg machine?

Simulation

· Unit Test

Civics and Economics Curriculum Guide WCHS

Day

1 2 3

Date

Unit

First Day of School Introduction Foundations of American Democracy

Objectives

Ice breakers, rules and regulations 1.01Describe how geographic diversity influenced economic, social, and political life in colonial America. 1.08 Compare the American system of government to other forms of government. 1.02Trace and analyze the development of ideas about self-govt in British North America 1.03Examine the causes of the American Revolution 1.04Elaborate on the emergence of the American Identity 1.05Identify the major domestic problems of the nation under the Articles of Confederation and assess the extent to which they were resolved by the new Constitution. 1.06 Compare viewpoints about govt in the Federalist and Anti- Federalist Papers. 2.07 Identify modern controversies related to the powers of the federal govt that are similar to the debates b/w Federalists and Anti-Federalists over ratification of the US Constitution. 1.07Evaluate the extent to which the Bill of Rights extended the Constitution. 3.06 Analyze how the 14th Amendment extends the Bill of Rights' protection to citizens of a state. 1.07, 3.06 1.07, 3.06 Authentic Assessment Authentic Assessment Review

Instructional Processes

Citizenship Test/Certification Make map of geographic diversity among colonies

4

Annotated timeline of self-government

5

Cause and effects of American Revolution graphic organizer

6

Case Study-Evaluating the AOC

7

Political Debate/ Posters

8

Foldable Amendment Skits/Role Plays/Raps/Poems

9 10 11 12

Amendment Skits/Role Plays/Raps/Poems Amendment Skits/Role Plays/Raps/Poems Compiling time period newspaper Compiling time period newspaper

Day

13

Date

Unit

Government Structure

Objectives

Multiple Choice Assessment 2.01 Identify the principles in the Us Constitution. 3.01Identify the principles in the NC Constitution and local charters. . 2.03 Explain how the US Constitution grants and limits the authority of public officials and govt agencies 3.03 Explain how the state constitution grants and limits the authority of public officials and govt agencies 2.02 Explain how the US Constitution defines the framework, organization and structure of the 3 branches of govt at the national level. 3.02 Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level. 5.04 Evaluate the role of debate and compromise in the legislative process 2.02 Explain how the US Constitution defines the framework, organization and structure of the 3 branches of govt at the national level. 3.02 Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level. 2.02 Explain how the US Constitution defines the framework, organization and structure of the 3 branches of govt at the national level. 3.02 Explain how the NC Constitution and local charters define the framework, organization, and structure of the govt at the state and local level. 5.02 Identify the jurisdiction of state and federal courts.

Instructional Processes

Constitutions scavenger hunt speed race Venn Diagram (US vs NC Constitution)

14

Constitution Video

15/16

Matching Manipulative (US Legislative Branch and NC Legislative Branch)

17

How a bill becomes a law simulation School House Rocks Video/Game Roles of the executive A Day in the Life of Mr. President

18/19

20

Hierarchies of court systems and flowcharts

Day

21

Date

Unit

Objectives

2.08 Examine taxation and other revenue sources at the national government. 3.08 Examine taxation and other revenue sources at the state and local level. 2.09 Describe the services provided by the selected govt agencies and how funding is provided. 3.09 Describe the services provided by state and local govt agencies and how funding is provided. Authentic assessment Authentic assessment Authentic assessment and review Benchmark test and multiple-choice assessment Re-teaching 2.04 Describe how the US Constitution may be changed and analyze the impact of specific changes. 3.04 Describe how the state constitution and local charters may be changed, and analyze the impact of specific changes. 2.05-Analyze court cases that illustrate the US Constitution is the supreme law of the land. 2.06-Analyze court cases that demonstrate how the US Constitution and the Bill of Rights of Individuals 3.05 Analyze court cases that illustrate the NC Constitution is the law of the state. 2.05, 2.06, and 3.05 2.05, 2.06, and 3.05 Review

Instructional Processes

Research and presentations of revenue and expenditures

22

Matching descriptions of executive agencies

23 24 25 26 27 28 4.5 Weeks Test

Creation of Facebook pages Creation of Facebook pages Presentation of Facebook pages

Government Function

"Say What" graffiti wall

29

Supreme Court Matching Sheet Supreme Court Super Wheel

30 31 32

Supreme Court Cases Analysis Cube Supreme Court Cases Analysis Cube Supreme Court Cube Presentation

Day

33

Date

Unit

Political Process and Action

Objectives

Multiple Choice Assessment 4.01-Examine the structure and organization of political parties. 4.02 Describe the election process and the qualifications and procedures for voting. 4.03 Analyze information on political issues and candidates seeking political office. 4.04 Demonstrate active methods of promoting and inhibiting change through political action. 4.08-Participate in civic life and politics and govt. Re-teaching 4.01 4.02 4.03 4.04 4.08 4.01, 4.02, 4.03, 4.04, and 4.08 10.01 Explain the distinction between personal and civic responsibilities and tensions that may arise between them. 10.03 Evaluate the importance of supporting and educating oneself in the US society. 10.04 Demonstrate characteristics of effective citizenship. 10.05 Describe examples of recurring public problems and issues. 10.01, 10.03, 10.04, 10.05 4.06 Describe the benefits of civic participation. 4.07 Analyze costs and benefits of jury service, voting, seeking office, and civic action at the local state and national level. 6.04 Identify ways citizens can be informed about laws. 6.05 Investigate the role and responsibility of govt to informed citizenry.

Instructional Processes

Mock Voter Registration and Election

34/35

Mock Election Campaign

36 37

Mock Election Commercials/Debate Venn diagram-Compare/contrast duty responsibilities and rights Essay

38 39

Essay Speech to foreign visitors on the importance of civic activity.

40

Poll-How do people stay informed about the laws

Day

41

Date

Law

Unit

Objectives

6.01 Trace the development of law in American Society. Review

Instructional Processes

Timeline

42 43 44

10/7

End-of-Nine Weeks Test 6.02 Cite examples of common, criminal, civil, constitutional, administrative, and statutory law. 6.03 Identify the various procedures in the enactment, implementation, and enforcement of law. 6.06 Analyze the role of lobby groups and special interest groups in the enactment of legislation. 6.07 Compare responsibilities, jurisdictions, and methods of law enforcement agencies. 6.08 Evaluate methods used by society to address criminal and anti-social behaviors. 4.05 Analyze consequences of compliance or non compliance with laws governing society. Authentic Assessment 4.09 Utilize various methods of resolving conflicts. 5.01 Evaluate the role of debate, consensus, compromise, and negotiation in resolving conflicts. 5.03 Describe the adversarial nature of the judicial process. 5.05-Explain how local govt agencies balance interest and resolve conflicts. 5.06-Analyze roles of individual citizens, political parties, the media, and other interest groups in public policy decisions, dispute resolution and govt action. Review Multiple Choice Assessment Wheel Diagram Case Study

45

Round Robin Match

46

"How to Guide" for American citizens

47

"How to Guide"

48

You Be the Judge "How to Guide"

49 50

Conflict

Presentation Town Meeting-Banning Hip-Hop

51

52 53

Day

54

Date

Unit

Economic Choices

Objectives

7.06 Compare and contrast how different economic systems address key economic factors. 8.01 Compare characteristics of command, market, traditional, and mixed economies. 7.01 Describe the basic factors of production such as land, labor, capital, and entrepreneurial skills and their impact on economic activities. 7.02 Explain how scarcity influences producers and consumers to make choices. 7.03 Compare examples of tradeoffs and opportunity costs of economic choices. 7.04 Analyze the impact on economic activities of specialization, division of labor, consumption and production increases. 7.05 Explain the impact of investment on human, capital, productive, and natural resources. 7.01, 7.02, 7.03, 7.04, 7.05 7.01, 7.02, 7.03, 7.04, 7.05 7.04 Analyze the impact on economic activities of specialization, division of labor, consumption and production increases. 7.05 Explain the impact of investment on human, capital, productive, and natural resources.

Instructional Processes

Government/economic systems chart

55

Student teacher Q&A

56 57 58

Learning stations Learning stations Sandwich shop

59 60 61 62 63 64 65

Business Plan and Loan Application Business Plan /Powerpoint Business Plan/Powerpoint Business Plan Presentation practice Business Plan Presentations Review Multiple Choice Assessment

Day

66

Date

Unit

Features of Economic System

Objectives

Re-teaching 8.02-Describe how the free enterprise system encourages private ownership of property and promote individual initiative. 8.03- Explain the circular flow of economic activities and how interactions determine the prices of goods and services. 8.04-Illustrate how supply and demand affects prices. 8.06-Explain how changes in the level of competition can affect price and output levels. 8.05-Predict how prices change when there is a shortage or surplus. 8.03, 8.04, 8.05, 8.06 8.07-Indentify and describe the roles and functions of various economic institutions and business organizations. 8.08 Evaluate the investment decisions made by individuals, business, and the govt. 8.09 Describe the role of money in trading borrowing and investing. Authentic Assessment Review Multiple Choice Assessment Re-teaching 9.01 Identify phases of the business cycle and the economic indicators use to measure economic activities and trends. 9.02 Describe the impact of govt regulation on specific economic activities. 9.03 Explain the impact of the movement of human capital resources on the US economy.

Instructional Processes

Free Enterprise Activity Free Enterprise Trivial Pursuit Game

67

Circular Flow/Supply and Demand Chart Anytown USA

68 69

Big Apple Simulation

70

Stock market simulation

71 72 73 74 75

Stock market simulation Stock market simulation

Factors influencing US economy

Chart 4 Corners

76

Guess Whos Coming to Dinner

77

Immigrant Labor in the US activity

Day

78

Date

Unit

Objectives

9.04 Assess how current events impact decisions made by consumers, producers, and govt policy makers. 9.05 Explain the impact on the US economy of international trade and global products. 9.06 Investigate the ways that domestic and international economies are interdependent. 9.07 Analyze the short and long term effects of fiscal and monetary policy on the US economy. 9.08 Analyze the influence of environmental factors, economic conditions, and policy decisions on individual economic activities. Multiple Choice Assessment

Instructional Processes

Interdependence Map

79

Federal Reserve Cartoon

80

The Story of the Lorax

81 82 83 84 85 86 87 88 89 90

Review Review Review Review Review EOC EOC EOC EOC

WNTHS CIVICS & ECONOMICS PACING GUIDE

Course Description: Civics and Economics is a study of the foundations and evolution of American government and economics. Instruction follows the standard

course of study outlined by the North Carolina Department of Public Instruction. This study will include 10 major competency goals.

NCSOS GOAL

DAYS/WEEKS 5

OBJECTIVES

CONTENT

Goal 1: Foundations of U.S. democracy

1.04- 1.08, *4.06, 4.08, *10.01-10.06

1.01, 1.02,1.03 1.04, 1.05, 2.07

Citizenship, Immigration, Diversity, Rights, Duties and Responsibilities of Citizens, Colonial era, British rule, Self-government, Revolution, Declaration of Independence, Articles of Confederation.

5 5

5

2.01-2.07 3.06,4.05; 5.02;5.03;6.01; 6.06

Constitution (Structure, Principles),Federalism, National GovernmentLegislative, Executive & Judicial, Bill of Rights, Extended Amendments, Supreme Court Cases

5

*10.01-10.06 2.08

Goal 2 National Government Goal 3 State & Local Government Goal 4 Roles of Citizens

5 5

2.02-2.06; 3.06; 5.02; 5.03; 6.01-6.08 (10.01-10.06) 2.07; 3.05;6.03; 6.04; 6.05; 6.08

5

3 Branches- National Framework, Organization & Structure of State & Local Government NC Constitution Local charters (Creating & Amending) Public Services (Funding) Local Agencies Taxation /Revenue Relationship between state & local governments Conflict resolution

Goal 5 Political & Legal Systems Goal 6 Laws at the National, State & Local Levels

7

4.02; 4.03; 4.07; 5.06; 6.06 (10.01-10.06) 4.01; 4.04; 4.05; 4.06; 4.08; 4.09

Political parties, voting, elections, civic participation, organization & structure, political issues, lobbying & special interests Societal & Governmental Roles, Forms of laws, Criminal Behavior, Law Enforcement Procedures

Goal 7 Foundations of Economics

5

7.01-7.06 *10.01-10.06

Economic choices, decision-making, trade-offs/ opportunity costs, factors of production (& factors of production), enterprise (skills)basic economic questions (what, how & for whom), supply and demand, specialization & division of labor, labor unions

Goal 8 Features of the U.S. Economic System

5

8.01-8.09 2.08; 3.08 10.01-10.06

Economic systems (traditional, market, command, mixed), Free enterprise System, Private Property, Circular flow, money and banking, roles of economic institutions, Stock Market, supply & demand, price setting, shortages & surplus, business cycle, Federal Reserve, monetary & fiscal policy, taxation, global interdependence, EOC Review Business cycle/phases, economic activities, indicators, trends, government regulation, domestic/international economy, economic challenges. Governmental powers, responsibilities

Goal 9 Factors Influencing the U.S. Economy

5

9.01-9.08 *10.01-10.06

Review Goals 1-10 for EOC

14

1.01 10.06

EOC Review

CONCEPT: Fourth Grade Math 1st Nine Weeks Objective 1.01a 1.01b 1.01c 1.04a 1.05 Topic Numeration NCEOG/NESS/Priority Resources H/H/H Envision topic 1 Instructional Strategies Small group instruction for lower level students Use place value charts, flip charts and manipulatives to show periods Use ClassScape on the LCD projector for whole class as a remediation tool Envision topic 2 Use charts for multiplication Multiplication/Division Bingo Math-Drills.com 5 Minute Frenzy Instructional games on the overhead for whole class reinforcement Break the class up into small groups and have students to collaborate with others to get the answer. Keep up with the points and the winning team get a prize Use Ed Helper for extra worksheets Envision topic 5 Multiplying by 1 digit numbers Use centers/games for instructional purposes

H/H/H H/H/H

1.04a 1.04b 1.05

Adding and subtracting whole numbers

1.02a-e 1.05

Multiplication Meanings and facts

Envision topic 3

1.02 a-e Division Meaning and facts 1.02a-c

Envision topic 4

CONCEPT: Fourth Grade Math 2nd Nine Weeks Objective 5.01a 5.01b 1.05 1.03c 1.04 1.02e 1.02b 1.02e 1.02d 1.02a 3.02 Topic Patterns and Expressions NCEOG/NESS/Priority Resources H/H/H Envision topic 6 All Goal 1- High Use counters and math mats to create arrays Multiplying by 2 digit Envision topic 7 Use multiplication and division Quizmo Use Study Island Dividing by 1 digit divisors Envision topic 8 Have the students take a recipe and convert a simple recipe that will feed 6 people to feed the number of students in the class L/H/M Envision topic 9 Use overhead fraction pieces to show concept of fraction of a whole, part of a group Class members group themselves to correlate with division facts/problems Instructional Strategies Create function machines that students can use to show math relationships

Lines, angles and shapes Understanding Fractions

1.03

Envision topic 10

CONCEPT: Fourth Grade Math 3rd Nine Weeks Objective 1.04a 1.05 Topic Adding and subtracting fractions Understanding decimals NCEOG/NESS/Priority Resources Instructional Strategies H/H/H Envision topic 11 Use graph paper to color fractional parts to add and subtract All Goal 1 - High Give the students "fifty dollars" and the sale ads from the newspaper. They will have to sop for 5 meals without going Envision topic 12 over their limit Have the students draw a floor plan of their dream house putting in each room dimensions. Then they will find the total square feet of the house Operations with decimals Envision topic 13 (Money from Math kit)

1.01a 1.01c 1.03 1.05

1.01b 1.04b 1.04a 1.02 a-e 1.05 1.04c 2.01 2.02

Area and Perimeter L/H/M L/H/M Measurement, time and temperature *Part of the new curriculum but students need to know this information

Envision topic 14 Envision topic 16 (clocks, rulers, thermometers)

CONCEPT: Fourth Grade Math 4th Nine Weeks Objective 4.01 4.02 4.03 3.01 Topic Data and Graphs NCEOG/NESS/Priority Resources M/M/M Envision topic M/H/H 17 M/M/M L/M/M Instructional Strategies Create a test on ClassScape. Put the test up on the projector for the whole class to see. The students will individually work out the problems using the white boards and manipulative. The students will then record their answers and turn in their finished test. Students with 80 or higher will get a prize. Start reviewing/reinforcing skills with EOG books. Use small grouping for students having problems on the same objectives. Use pattern blocks to make a tree diagram to show possible outcomes.

5.02 1.05 5.03

Equations

H/H/H H/H/H H/H/H

Envision topic 18 EOG Books

3.03a 3.03b 3.03c

Transformation, congruence and symmetry

H/L/M

Envision topic 19

4.04

Probability

M/H/H Envision topic 20

1

REVISED Pacing Guide with 2 week Testing Schedule

Fall 2010/English I--Angela Richardson, Warren County High School This pacing guide is meant to maximize time given the time that must be implemented for the testing window. CONSTANT REVIEW IS A MUST. Reviews spiral throughout the course daily. Simple grammar and usage lessons must be implemented throughout. The guide may be changed as necessary. Strategies may change, too, as necessary. The Coach book should be utilized after each appropriate section. Full tests should be used at the end. NCDPI testlets should be reserved for the end as the most recent information is copyrighted. When a student does not do well, re-teach and progress to another practice test/quiz. Use ClassScape every three weeks. Post-test/extra tests in COACH BOOK/JUMPSTART should be utilized as last minute practices. Group students accordingly for maximizing time and instruction. Integrate ChompChomp.com Use Frequency Sheets and SCOS often' For Literature--Focus on the obj. from the SCOS & what is in the blocks Integrate Grammar throughout/Review constantly and put in where possible/Time is short.

6.01f, 6.02 d--Vocabulary

Strategies (Context Clues, Prefixes, Suffixes, Word maps, Roots, Affixes) , Spelling, punctuation, capitalization, Throughout semester

*Denotes information on EOC packet Review and MUST DOs If ever there is vacant space put in short grammar lessons of MUST DOs

Priority Grammar Objective Focus & Week # or days

Week 1 Sentences Jan. 7-9 1.03 (6.8%) --Parts/Subj/Verbs (Expressive Mode) --phrases --Fragments 6.02a (34.8%) 6.01c (their)

Literary Focus Resources

Miscellaneous Notes

Memoir-- Angela's Ashes Black Boy Memoir Poetry inferences

Usage--their, there, Writing--Write they're memoir Centers: Angela' Ashes In the Mountains

Sentences Parts Memoir Writing Week 2 -Subjs./Verbs Jan. 11-15 1.03 (6.8%) --Complements (for Who/whom (?) (Expressive Mode) case)(simple vers.) 6.02a (34.8%) --Capitalization

2

Priority Grammar Objective Focus & Week # or days

Week 3 Jan. 18-22 2.01 (9.2%) (Informational Text) 6.01a (34.8%) (Structure/Types) 6.01a (34.8%) Week 4 Jan. 25-29 2.01 (9.2%) (Informational Text) 6.01a(34.8%) (Sentence Structure) 6.01d (34.8%)(Clear Style--see SCOS) Week 5 Feb. 1-5 3.04 (4.8%) ( (Argumentative) 6.01a (Structure) 6.01d (34.8%) (Clarity SCOS) Week 6 Feb. 8-12 Sentence Structure --phrases/clauses Sentences --Phrases --Clauses --Sentence Structure Combining/Clarity Sentences --Phrases --Clauses --Sentence Structure (who/whom)

Literary Focus Resources

Miscellaneous Notes

Finish memoir

any

Info texts from Internet/7th grade writing text

awkwardness

Its, It's

Sentence Structure/Sentence Faults 4.02 (14.9%) --Fragments/Run(Critical Reviews) ons 6.02a, 6.01d (34.8%)

3

Priority Objective

& Week # or days

Grammar Focus

Literary Focus Resources

Miscellaneous Notes

Week 7 Feb. 15-19 4.03 (14.9%) (Critical Reviews) 6.01d(34.8%) (Clarity/Clearness) 6.02a(34.8%) (Frag/RO/Comma Splices) Week 8 Feb. 22-26 5.01 (29.5%) (Literary) (Fiction) 5.01(29.5) (Literary) (fiction--short stories, myths, legends, novels) 6.01b, c)(34.8%) (verb tense; 6.01d (clarity)(34.8%) Week 9 March 1-5 5.01(29.5%) (Literary) (Fiction--short stories, myths, legends, novels) 6.01d(34.8%) (clarity/various ways) 6.02c(34.8%)(Mod ifiers) --Parallelism Review tone and mood constantly --Sentence Faults --Parallelism Sentence Faults -Fragments/Runons Comma Splices Conciseness/Clarity Be sure to cover author's style and author's choice with other elements

--tone words --writing --formal and Faulty Coordination informal writing Tones--business, Misplaced conversational, Modifiers; Dangling Modifiers TONE, TONE Sentence Clarity

Benchmark Test End of 1st Nine Weeks

Benchmark Test

End of 1st Nine Weeks

4

Priority Objective

& Week # or days

Grammar Focus

Verb Usage --tense shifts, consistency --active and passive voice --May use bio of author that you have read. PRACTICE QUESTION STEMS THROUGHout

Literary Focus Resources

Miscellaneous Notes

Week 10 March 8-11 (Literary) 5.01 (29.5%) (non-fiction-- essays, biographies, autobiographies, historical documents) 6.01b , 6.02 b (34.8%) (Verb tense) 6.01e (nonstandard English/formal inf) Week 11 March 15-19 (Literary) Poetry 5.01/5.03 (29.5%) 6.01e(Standard Grammar)(34.8%) Week 12 March 22-26 5.01(29.5%) (Literary) Poetry and Testing as a Genre/Condense lessons EOC VOC 6.02b(34.8%)

COACH BOOK IS A MUST THIS NINE WEEKS!

COACH BOOK IS A MUST THIS NINE WEEKS!

Effects of style -fig. langu. -rhyme scheme --onamatopoeia --other sound devices --Testing Genre as a

Pronoun Usage --Case --Reference

ChompChomp.com

Agreement --Subj.Verb agreement --pronoun/antec. --Appr. Verb

Test as a Genre Tone and Mood

5

Priority Objective

& Week # or days

Grammar Focus

Agreement --Pronoun/antece. --Degrees of comparison

Literary Focus Resources

Miscellaneous Notes

Week 13 April 5-9 (Literary) 5.01/5.03(29.5%) Poetry

Compare and Contrast Works (McRel Research)

chompchomp.com

Usage/Mechanics COACH BOOK Week 14 April 12-16 (Benchmark Test) Double Negatives, Other Usage 6.01 c Problems (34.8%) Week 15 April 19-23 (Review/Fill-in gaps) 6.02d Week 16 April 26-30 (Review/Fillin/Practice) 6.01f End of 2nd Nine Weeks May 3-7 (extra Instructional Week) Reviw-- Usage of all words --Clarity Conciseness COACH/Jumpstart Context Clues COACH BOOK Prefixes, Roots, Suffixes (Integrated throughout) Punctuation --Commas --Semicolons --Apostrophes other COACH BOOK

and

6

Priority Objective

& Week # or days

Grammar Focus

Literary Focus Resources

Miscellaneous Notes

Week 17 May 10-14

Testing Testing

Testing

Testing

Testing

Testing Week 18 Retesting and Remediation the next two weeks

Testing

Testing

Testing

Competency: Goal 1--6.8% Goal 2--9.2% Goal 3--4.8% Goal 4--14.9% Goal 5--29.5% Goal 6--34.8%

Curriculum Matrix Pacing Guide for WECHS Geometry 2010-2011

Specific Content Objective Time Instructional Requirement Strategies 16 days Test Resources Chapter 1

Pre-Test, Getting Started, 2.02 Apply properties, definitions, and Vocabulary and Undefined theorems of angles and lines to solve Terms problems and write proofs. Logic 2.01 Use logic and deductive reasoning to draw conclusions and solve problems.

12 days 12 days

Test and Poster Test

Chapter 2 Chapter 3

Parallel and Perpendicular 2.02 Apply properties, definitions, and Lines theorems of angles and lines to solve problems and write proofs. Triangles 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles

October 4-8: Benchmark covering 2.01 and 2.02 24 days Test and Quiz Chapters 4 and 5

Solids, Surface Area, and Volume (Including spheres)

1.02 Use length, area, and volume of 12 days geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of threedimensional figures; and perimeter, area, and volume of composite figures. 2.04 Develop and apply properties of solids to solve problems.

Quiz, Formula Flip Book

Chapter 12, Resource packets

Dec 6-12: Benchmark covering 1.02 and 2.04 Quadrilaterals 2.03b Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Quadrilaterals 14 days Test Chapter 6

Similar Triangles

2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles 3.01 Describe the transformation (translation, reflection, rotation, dilation) of polygons in the coordinate plane in simple algebraic terms. 3.02 Use matrix operations (addition, subtraction, multiplication, scalar multiplication) to describe the transformation of polygons in the coordinate plane.

14 days

Test

Chapter 8

Transformations and Matrices with Transformations

20 days

Test

Chapter 7, Appendix 2, Online Resources, Worksheets

Feb 28 Mar 4: Benchmark covering 3.01, and 3.02 Right Triangles and Trigonometry 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles 1.01 Use the trigonometric ratios to model and solve problems involving right triangles. Circles, Arc length, Sector 2.03c Apply properties, definitions, and area, Other polygons theorems of two-dimensional figures to solve problems: Other Polygons 2.03d Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Circles Area of 2-dimensional figures and Probability 1.01 Use the trigonometric ratios to model and solve problems involving right triangles. 1.02 Use length, area, and volume of 14 days Test/Quiz Chapter 11 10 days Quiz Chapter 10 12 days Test Chapter 9

geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of three-dimensional figures; and perimeter, area, and volume of composite figures. EOC TEST

SCIENCE PACING GUIDE 4TH GRADE

CONCEPT: Fourth Grade Science 1st 9 Weeks

COMPETENCY GOAL 4: The learner will conduct investigations and use appropriate technology to build an understanding of how food provides energy and materials for growth and repair of the body. Objective 4.01 Explain why organisms require energy to live and grow. 4.02 Show how calories can be used to compare the chemical energy of different foods. 4.03 Discuss how foods provide both energy and nutrients for living organisms. 4.04 Identify starches and sugars as carbohydrates. 4.05 Determine that foods are made up of a variety of components:

CONCEPT: Fourth Grade Science 2nd 9 Weeks

COMPETENCY GOAL 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Objectives 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including: · Other animals. · Plants. · Weather. · Climate. 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation. 1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat. 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. 1.05 Recognize that humans can understand themselves better by learning about other animals.

CONCEPT: Fourth Grade Science 3rd 9 Weeks

COMPETENCY GOAL 2: The learner will conduct investigations and use appropriate technology to build an understanding of the composition and uses of rocks and minerals. Objectives 2.01 Describe and evaluate the properties of several minerals. 2.02 Recognize that minerals have a definite chemical composition and structure, resulting in specific physical properties including: · Hardness. · Streak color. · Luster. · Magnetism. 2.03 Explain how rocks are composed of minerals. 2.04 Show that different rocks have different properties. 2.05 Discuss and communicate the uses of rocks and minerals. 2.06 Classify rocks and rock-forming minerals using student-made rules. 2.07 Identify and discuss different rocks and minerals in North Carolina including their role in geologic formations and distinguishing geologic regions.

CONCEPT: Fourth Grade Science 4th 9 Weeks

COMPETENCY GOAL 3: The learner will make observations and conduct investigations to build an understanding of magnetism and electricity. Objectives 3.01 Observe and investigate the pull of magnets on all materials made of iron and the pushes or pulls on other magnets. 3.02 Describe and demonstrate how magnetism can be used to generate electricity. 3.03 Design and test an electric circuit as a closed pathway including an energy source, energy conductor, and an energy receiver. 3.04 Explain how magnetism is related to electricity. 3.05 Describe and explain the parts of a light bulb. 3.06 Describe and identify materials that are conductors and nonconductors of electricity. 3.07 Observe and investigate that parallel and series circuits have different characteristics. 3.08 Observe and investigate the ability of electric circuits to produce light, heat, sound, and magnetic effects. 3.09 Recognize lightning as an electrical discharge and show proper

safety behavior when lightning occurs.

Warren County Schools 5th Grade Pacing Guide Reading 2010-2011 1st 9 weeks

OBJECTIVE

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, and etymologies to assist comprehension

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension 1.03 Increase reading and writing through: word study and word reference 1.04 Use word reference materials (e.g. glossary, dictionary, thesaurus, almanac, encyclopedia, and onlline reference tools) 1.05 Read independently daily from self selected materials: increase fluency, build background knowledge, and expand and refine vocabulary 2.02 Interact with text before, during, and after reading, listening, and viewing by: making predictions and formulating questions. 2.03 Read a variety of text: fiction (tall tales and myths) 2.04 Identify elements of fiction: narrative elements (setting, theme, characters, and point of view) and plot development 2.09 Listen actively and critically by: asking questions, making inferences, and drawing conclusions, and making judgments

PRIORITY RANKING

RESOURCES

(use for all objectives)

SUGGESTED INSTRUCTIONAL STRATEGIES (use for all objectives)

whole group small group independent reading Accelerated Reader

M M M M

textbook Trophies Reading & Spelling Workbook Reading Fluency workbooks Teacher's Mailbox & Teacher's Helper

M

Videos & DVDs

Reader's Theatre

H H H

Trophies Leveled Readers Trophies transparencies Scholastic Story Works

Shared Reading Differentiated Instruction Reading Response Journals

H

Computer Assisted Programs

3.01 Respond to fiction using interpretive, critical, and evaluative processes by: examining reasons for a character's actions, taking into account the situation and basic motivation of the character, examining relationships among characters, and making/evaluating inferences and conclusions about characters, events, and themes

H

Websites www.unitedstreaming.com www.learnnc.com www.kidsyahoo.com Florida Reading Research Center

Skills to cover this 9 weeks:

prefixes, suffixes, root word, & etymologies narrative elements- plot development, theme, tone author's choice of words character motivation making judgments inferences and conclusions reference materials Fiction genre - w/ emphasis on tall tales and myths

Time Frame: These skills will be ongoing. Benchmark #1 date - week of October 11, 2010

2nd 9 weeks

OBJECTIVE

1.03 Increase reading and writing through: content area study, writing process elements, and writing as a tool. 2.01 Use metacognitive strategies independently to skim, scan, reread, and summarize. 2.02 Interact with text before, during, and after reading, listening, and viewing by: supporting answers from textual information, previous experience, and other sources and drawing on personal, literary, and cultural understandings. 2.03 Read a variety of text: nonfiction (books of true experience, newspapers and magazine articles, and schedules) 2.04 Identify elements of fiction and nonfiction: author's choice of words and tone 2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text 2.06 Analyze choice of reading materials congruent with purposes (reading for information and read to extend content area learning) 2.07 Evaluate usefulness and quality of information and ideas based on purpose, experiences, texts, and graphics 2.09 Listen actively and critically by: elaborating on the information and ideas presented and evaluating information and ideas

PRIORITY RANKING

RESOURCES

(use for all objectives)

SUGGESTED INSTRUCTIONAL STRATEGIES (use for all objectives)

whole group small group

M H

Textbook Trophies Reading & Spelling Workbook

H

Reading Fluency workbooks

independent reading

H H H

Teacher's Mailbox & Teacher's Helper Videos & DVDs Trophies Leveled Readers

Accelerated Reader Reader's Theatre Shared Reading

H

Trophies transparencies

Differentiated Instruction

H

Scholastic Story Works

Reading Response Journals

H

Computer Assisted Programs

3.01 Respond to fiction using interpretive, critical, and evaluative processes by: analyzing word choice and word content and examining alternative perspectives 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts

H

Websites www.unitedstreaming.com www.learnnc.com www.kidsyahoo.com Florida Reading Research Center

H

Skills to cover this 9 weeks cause and effect predictions main idea and details graphic aids fact and opinion sequencing Nonfiction genre - w/ emphasis on books of true experience, newspapers and magazine articles, and schedules

Time Frame: These skills will be ongoing. Benchmark #2 date - week of January 10, 2011

CONTINUE TO MAINTAIN PREVIOUSLY TAUGHT SKILLS THROUGHOUT YEAR

3rd 9 weeks

OBJECTIVE

1.03 Increase reading and writing through: examining the author's craft 2.02 Interact with text before, during, and after reading, listening, and viewing by: seeking additional information and making connections with previous experiences, information, and ideas 2.03 Read a variety of text: poetry (narrative, lyric, and cinquain) 2.04 Identify elements of fiction and nonfiction: effectiveness of figurative language (e.g. personification, similes, metaphors, imagery, repetition, rhyme, and flashbacks) 2.10 Identify strategies used by a speaker or writer to inform, entertain or influence and audience 3.02 Make connections within and between text by recognizing similarities and differences based on common lessons, themes, or messages 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the texts 3.06 Conduct research from a variety of sources or assigned or self-selected projects

PRIORITY RANKING

M

RESOURCES

(use for all objectives)

Textbook

SUGGESTED INSTRUCTIONAL STRATEGIES (use for all objectives)

whole group

H

Trophies Reading & Spelling Workbook

small group

H

Reading Fluency workbooks

independent reading

H

Teacher's Mailbox & Teacher's Helper

Accelerated Reader

H H

Videos & DVDs Trophies Leveled Readers

Reader's Theatre Shared Reading

H H

Trophies transparencies Scholastic Story Works Computer Assisted Programs Websites www.unitedstreaming.com www.learnnc.com www.kidsyahoo.com Florida Reading Research Center

Differentiated Instruction Reading Response Journals

Skills to cover this 9 weeks figurative language story mapping personification similes and metaphors flashbacks characterization compare/contrast

Benchmark #3 date - week of March 21, 2011 Time Frame: These skills will be ongoing.

CONTINUE TO MAINTAIN PREVIOUSLY TAUGHT SKILLS THROUGHOUT YEAR

4th 9 weeks

OBJECTIVE

2.08 Explain and evaluate relationships: casual, hierarchical, temporal, and problem-solving 3.01 Respond to fiction using interpretive, critical, and evaluative processes by: creating and presenting a product that effectively demonstrates a personal response to a selection or experience 3.04 Make informed judgments about television, radio, video/film productions, other electronic mediums and/or print formats 3.07 Make informed judgments about: bias, propaganda, stereotyping, and media techniques

PRIORITY RANKING

H

RESOURCES

(use for all objectives)

USE PREVIOUS RESOURCES

SUGGESTED INSTRUCTIONAL STRATEGIES (use for all objectives)

USE PREVIOUS STRATEGIES

H

H H

The remainder of time will be used for EOG preparation

PACING GUIDE GRADE 8 ENGLISH LANGUAGE ARTS

OBJECTIVE 1.01, 1.02,1.03, 1.04, 2.01, 3.01, 3.02, 3.03, 4.01, 4.02, 4.03, 5.01, 5.02, 6.01, 6.02 TOPIC Fiction/Short Stories Grammar/Language Usage (Nouns, Pronouns, Verbs, Adjectives) Literary Terms Vocabulary Enrichment/ Summarizing/Retelling Writing Process EOG Practice TIME First Nine Weeks RESOURCES Prentice Hall Literature/Grammat and Writing Texts and Resource Materials Accelerated Reader, Star Reader ClassScape, Study Island Supplemental Reading Books, Buckle Down, Coach, Competive Edge, Computer Lab, Media Center, Required Reading Books, Subject Area Teachers, Newspapers, Magazines, Historical Documents and Speeches, IEP Meetings, Guidance Counselors, Parents INSTRUCTIONAL STRATEGIES Writing Process, Book Reports (oral, written, others), Individual and Group Projects, Padeia, Study Island, ClassScape, Graphic Organizers, Oral Presentations, Independent Reading, Debates, Marzano's Higher Level Thinking Skills, Book Making, Games (Scrabble, Upwords, Boggle), Word Puzzles, Content, Area Reading Selections, Content Area Vocabulary Enrichment, Visuals (movies) for Reinforcement/ Enrichment, Bloom's Taxonomy, Role Playing, Peer instruction/Tutoring, Project-Based Learning, Problem-Solving Process, Student/Parent Activities, Homework Assignments, Tests, Quizzes, Journal Writing, Differential Instruction, Lecture

1.01, 1.02, 1.03, 1.04, 2.01, 2.02, 3.01, 3.02, 3.03, 4.01, 4.02, 4.03, 5.01, 5.02 6.01, 6.02

Non-Fiction Second Nine Grammar/Language Weeks Usage (Adverbs, Prepositions, Conjunctions Interjections) Literary Terms, Vocabulary Enrichment EOG Practice Poetry,Grammar/Language Usage (Sentences, Punctuation, Capitalization) Poetry Terms, Vocabulary Enrichment, EOG Practice Drama/Novels Grammar/Language Usage-Review Vocabulary Enrichment EOG Review Fourth Nine Weeks

1.01, 1.02, 1.03, 1.04, 2.01, 2.02, 4.01, 4.02, 4.03, 5.01, 5.02, 6.01, 6.02 1.01, 1.02, 1.03, 2.01, 2.02, 3.01, 3.02, 3.03, 4.01, 4.02, 5.01, 5.02, 6.01, 6.02

Pacing Guide 8th Grade Math (2010 2011)

Warren County Middle School

Karen Fleming/ Veronica Richardson

1st Nine Weeks

Objective 1.02 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil 5.01 Develop an understanding of function A) Translate among verbal, tabular, graphic, and algebraic representations of functions B) Identify relations and functions as linear or nonlinear C) Find, identify, and interpret the slope (rate of change) and intercepts of a linear Subject Problem Solving Textbook Chapter 1-2, 2-5, 3-5, 4-7, 5-2, 53, 6-2, 6-7, 7-5, 8-4, 9-8, 10-8, 11-6, 12-7 Timeline 17 Days Notes Benchmark

Functions

3-2, 3-3, 3-6, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6

17 Days

Week of October 18, 2010

relation D) Interpret and compare properties of linear functions from tables, graphs, or equations

2nd Nine Weeks

Objective Subject Textbook Chapter Timeline 2 Days Notes Benchmark

5.02 Write an equation Writing the equation of 3-4 of a linear relationship a line given: two points, the slope and one point on the line, or the slope and y-intercept 5.03 Solve problems Problem Solving using 2-6, 2-7, 2-8, 3-7 using linear equations linear equations and inequalities; justify symbolically and graphically 5.04 Solve problems Inverse operations 2-1, 2-2, 2-3, 2-4, 5-4, 6using the inverse Square roots 3, 6-4 relationships of addition and subtraction, multiplication and division, squares and square roots, and cubes and cube roots

8 Days

Week of January 17, 2011

11 Days

4.01 Collect, organize, analyze, and display data (including scatter plots) to solve problems 4.02 Approximate a line of best fit for a given scatter plot; explain the meaning of the line as it relates to the problem and make predictions 4.03 Identify misuses of statistical and numerical data

Collect and organize data

10-1, 10-3, 10-4, 10-6

6 Days

Line of best fit

10-5

2 Days

Misuse of data

10-2, 10-7, 11-7

6 Days

3rd Nine Weeks

Objective 2.01 Determine the effect on perimeter, area or volume when one or more dimensions of two- and three- dimensional figures are changed Subject Perimeter Area Volume Textbook Chapter 9-4, 9-5, 9-6, 9-7, 9-8 Timeline 9 Days Notes Benchmark

2.02 Apply and use concepts of indirect measurement 3.01 Represent problem situations with geometric models 3.02 Apply geometric properties and relationships, including the Pythagorean Theorem to solve problems 3.03 Identify, predict, and describe dilations in the coordinate plane

Indirect measurement

5-5, 5-7, 5-8, 9-9

6 Days

Week of March 28, 2011

Problem solving with geometric models Problem Solving

5-8, 8-3, 9-2, 9-3

7 Days

4-9, 5-5, 8-3

6 Days

Dilations

5-6

2 Days

4th Nine Weeks

Objective Goal 1: The learner will understand and compute with real numbers Goal 2: The learner will understand and use measurement concepts Subject Number and Operation Textbook Chapter 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Timeline 5 Days Notes EOG Review

Measurement

5, 9

5Days

Review all goals and objectives

Goal 3: The learner will understand and use properties/ relationships in geometry Goal 4: The learner will understand and use graphs/ data analysis Goal 5: The learner will understand and use linear relations/ functions

Geometry

4, 5, 8, 9

5 Days

Review activities to apply skills

Data Analysis

1, 6, 10, 11

5 Days

Calculator Review

Algebra

2, 3, 5, 6, 12

5 Days

Ongoing Objective

Objective Goal 1.01 Develop number sense for real numbers Subject Real Numbers Textbook Chapter 1-1, 1-3, 1-4, 1-5, 1-6, 1-7, 1-8, 4-1, 4-2, 4-3, 4-5, 4-8, 5-1, 6-1, 7-1, 7-2, 7-3, 7-4 Timeline School Year Notes Ongoing objectives to be taught as you go, throughout the school year

WCHS Physics Planning Guide: Mr. Grubbs Standards

Competency Goal 1: The learner will develop abilities necessary to do and understand scientific inquiry. Objectives 1.01 Identify questions and problems that can be answered through scientific investigations. 1.02 Design and conduct scientific investigations to answer questions about the physical world. · · · · · · · · Create testable hypotheses Identify variables. Use a control or comparison group when appropriate. Select and use appropriate measurement tools. Collect and record data. Organize data into charts and graphs. Analyze and interpret data. Communicate findings.

Time

Driving Questions

Activities

· Introduction to VPython · Modeling the Method

Assessments

· · · · Lab reports Quizzes Unit Test Homework

Introduction/ Safety/ All semester Measurement

No separate project other than research project for science fair.

1.03 Formulate and revise scientific explanations and models using logic and evidence to: · · · · · Explain observations. Make inferences and predictions. Explain the relationship between evidence and explanation. Communicate results, including suggested ways to improve experiments and proposed questions for further study.

1.04 Apply safety procedures in the laboratory and in field studies: · · Recognize and avoid potential hazards. Safely manipulate materials and equipment needed for scientific investigations.

1.05 Analyze reports of scientific investigations of physical phenomena from an informed scientifically literate viewpoint including considerations of: · · · Adequacy of experimental controls. Replication of findings. Alternative interpretations of the data.

Competency Goal 2: The learner will build an understanding of linear motion.

10 days Kinematics & Dynamics

Can you design a theme

· Describing the motion of

· Lab reports · Quizzes

WCHS Physics Planning Guide: Mr. Grubbs

Objectives 2.01 Analyze velocity as a rate of change of position: · · Average velocity. Instantaneous velocity.

park attraction that is mathematically and physically correct?

objects experiencing: 1. 2. 3. 4. Constant rate Velocity Acceleration Jerk

· Unit Test · Homework

2.02 Compare and contrast as scalar and vector quantities: · · Speed and velocity. Distance and displacement.

· Examination of the workings of theme park attractions

2.03 Analyze acceleration as rate of change in velocity. 2.04 Using graphical and mathematical tools, design and conduct investigations of linear motion and the relationships among: · · · · · Position. Average velocity. Instantaneous velocity Acceleration. Time.

Competency Goal 3: The learner will build an understanding of two dimensional motion including circular motion. Objectives 3.01 Analyze and evaluate projectile motion in a defined frame of reference. 3.02 Design and conduct investigations of two-dimensional motion of objects. 3.03 Analyze and evaluate independence of the vector components of projectile motion. 3.04 Evaluate, measure, and analyze circular motion. 3.05 Analyze and evaluate the nature of centripetal forces. 3.06 Investigate, evaluate and analyze the relationship among: · · · · · Centripetal force. Centripetal acceleration. Mass. Velocity. Radius.

11 Days

Paper river of Vectors · Swing that mass · Examination of the workings of theme park attractions

· · · ·

Lab reports Quizzes Unit Test Homework

·

Competency Goal 4: The learner will develop an understanding of forces and Newton's Laws of Motion. Objectives 4.01 Determine that an object will continue in its state of motion unless acted upon by a net outside force (Newton's First Law of Motion, The Law of Inertia).

11 Days

· Ten Pin Alley · Examination of the workings of theme park attractions

· · · ·

Lab reports Quizzes Unit Test Homework

WCHS Physics Planning Guide: Mr. Grubbs

4.02 Assess, measure and calculate the conditions required to maintain a body in a state of static equilibrium. 4.03 Assess, measure, and calculate the relationship among the force acting on a body, the mass of the body, and the nature of the acceleration produced (Newton's Second Law of Motion). 4.04 Analyze and mathematically describe forces as interactions between bodies (Newton's Third Law of Motion). 4.05 Assess the independence of the vector components of forces. 4.06 Investigate, measure, and analyze the nature and magnitude of frictional forces. 4.07 Assess and calculate the nature and magnitude of gravitational forces (Newton's Law of Universal Gravitation). Competency Goal 5: The learner will build an understanding of impulse and momentum. Objectives 5.01 Assess the vector nature of momentum and its relation to the mass and velocity of an object. 5.02 Compare and contrast impulse and momentum. 5.03 Analyze the factors required to produce a change in momentum. 5.04 Analyze one-dimensional interactions between objects and recognize that the total momentum is conserved in both collision and recoil situations. 5.05 Assess real world applications of the impulse and momentum, including but not limited to, sports and transportation. Competency Goal 6: The learner will develop an understanding of energy as the ability to cause change.Objectives 6.01 Investigate and analyze energy storage and transfer mechanisms: · · · · Gravitational potential energy. Elastic potential energy. Thermal energy. Kinetic energy.

10

· Rocket Momentum · Examination of the workings of theme park attractions · Ball kick

· · · ·

Lab reports Quizzes Unit Test Homework

10 days

· Examination of the workings of theme park attractions · Energy saves the day

· · · ·

Lab reports Quizzes Unit Test Homework

6.02 Analyze, evaluate, and apply the principle of conservation of energy. 6.03 Analyze, evaluate, and measure the transfer of energy by a force. · · Work. Power.

6.04 Design and conduct investigations of: · · Mechanical energy. Power.

Competency Goal 7: The learner will develop an understanding of

12 days Light and Sound

· Waves on a

· Lab reports

WCHS Physics Planning Guide: Mr. Grubbs

wave motion and the wave nature of sound and light.Objectives 7.01 Analyze, investigate, and evaluate the relationship among the characteristics of waves: · · · · Wavelength. Frequency. Period. Amplitude.

Can you create a light and sound show using concepts learned in Physics?

7.02 Describe the behavior of waves in various media. 7.03 Analyze the behavior of waves at boundaries between media: · · Reflection, including the Law of Reflection. Refraction, including Snell's Law.

slinky · Ripple tank effects · Exploring mirrors and lenses · What is a laser? · Don't let gratings grate your nerves. · Sound effects

· Quizzes · Unit Test · Homework

7.04 Analyze the relationship between the phenomena of interference and the principle of superposition. 7.05 Analyze the frequency and wavelength of sound produced by a moving source (the Doppler Effect). Competency Goal 8: The learner will build an understanding of static electricity and direct current electrical circuits.Objectives Objectives 8.01 Analyze the nature of electrical charges. · · · · Investigate the electrical charging of objects due to transfer of charge. Investigate the conservation of electric charge. Analyze the relationship among force, charge and distance summarized in Coulomb's law.

12 days

· Exploring electrostatics using electroscopes, foil, and media · Van der Graff explorations · Light the bulb · Design and test electric circuits

· · · ·

Lab reports Quizzes Unit Test Homework

8.02 Analyze and measure the relationship among potential difference, current, and resistance in a direct current circuit. 8.03 Analyze and measure the relationship among current, voltage, and resistance in circuits. · · · Series. Parallel. Series-parallel combinations.

8.04 Analyze and measure the nature of power in an electrical circuit.

Download the original attachment CONCEPT: READING (3RD GRADE) FIRST NINE WEEKS Objective

(MHH)1.01 Phonics

Theme, Story, Story Objectives

Something Special

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express Accelerated Reading

Instructional Strategies Vocabulary

(MHH) *1.02 Prefixes Officer Buckle and Gloria & Suffixes Decode words (MMM)1.03 Integrate Read and understand fantasy Prior Complete sentences Descriptive paragraphs Experience Pepita Talks Twice (MHH)1.04 Vocabulary Story Elements Fiction Selection (HMM)1.05 Reference Statements/Questions Materials Adjectives in Journal (MHH)1.06 Fluency (HHH)*2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre Allie's Basketball Dream (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.08 Listening Olympic Games (HMH)*3.01 Respond to Genre (HMH)*3.03 Use text Nonfiction selections Expository Nonfiction/Poetry Personal narratives Character Analysis Realistic/Expository Text Subject/Predicate Sensory Details Nate the Great Decode words Mystery Selection Commands /Exclamations Personal Narratives

Word relationships Antonyms Synonyms Homophones Prefixes/Suffixes

Comprehension Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples Buckle Down Test Ready Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all

Classify Narrative Elements Fact and Opinion Prior Knowledge Main Idea/Details Author's Purpose Listening Inferences Prediction

Fluency Goal 120 wpm by May 2010

and experience to verify

Compound Subject/Predicates What a Team

throughout

Turtle Bay (LHM)4.01 Fluency/Oral Reading (LHM)5.01 Grammar Balto (LHM)5.02 Subject/Verb Agreement Narrative nonfiction to timeline Classify word relationships Compare and Contrast Author's Purpose Realistic Fiction Compound sentences Writing Directions

(LHM) 5.03

Sentences

Common/Proper Nouns Write informational paragraphs

Wild Shots Author's Purpose Compare magazine articles Singular/Plural nouns Write summary

Little Grunt and the Big Egg Context Clues Compare/Contrast Fastasy/Nonfiction Plural Nouns How To Essay

*Focus heavily on these objectives Benchmark Testing I: Week of October 11, 2010

CONCEPT: READING (3RD GRADE) SECOND NINE WEEKS Objective (MHH) 1.01 Phonics (MHH)*1.02 Prefixes & Suffixes (MMM) 1.03 Integrate Prior Experience (MHH) 1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH) 1.06 Fluency (HHH)*2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.05 Drawing

Prefixes/Suffixes Realistic Fiction/Mystery Stories Abbreviations Persuasive Speech

Theme, Story, Story Objectives

What a Team Rosie, A Visiting Dog's Story Decode words Personal Narratives/Nonfiction Singular Possessive Nouns How To Essay Friends to Grow With The Stories Julian Tells Sequential Order Realistic Fiction Plural Possessive Nouns Persuasive Paragraphs

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express Accelerated Reading Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples

Instructional Strategies Vocabulary

Prefixes/Suffixes Plural Nouns Word Knowledge Adjectives

Comprehension (continued to reinforce first nine week skills)

The Talent Show

Drawing Conclusions Sequence Listening Predictions Figurative Language Compare and Contrast

Centerfield Ballhawk Time Order Clues Compare Nonfiction/Realistic Stories Singular/Plural Nouns Persuasive Letter

Fluency Buckle Down

Test Ready Practice & Mastery

Goal 120 wpm by May 2010

Conclusions (HHH)*2.06 Summarize (HHH)*2.07 Choices (HMH)*3.01 Respond to Genre (HMH)*3.02 Similarities/Differences (HMH)*3.05 Analyze (LHM) 4.01 Fluency/Oral Reading (LHM) 4.02 Oral Written Language (LHM) 4.05 Identify Purpose (LHM) 4.08 Revisions

Ramona Forever Prefixes/Suffixes Compare Realistic Fiction/Poetry Subject Pronouns Write Reviews

Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

Sayings We Share Problem/Conflict/ Resolutions Proverbs/Fables Object Pronouns Persuasive Compositions Tell Me Story Papa Tells Chita A Story Summarize Historical Fiction Adjectives Comparitive Paragrahs

Coyotes Places the Stars

(LMM) 4.09 Writing (LHM) 5.04 Compose Paragraphs (LHM) 5.05 Spellling Strategies (LHM) 5.06 Proofread (LHM) 5.07 Edit (LHM) 5.08 Create Document

Compare/Contrast Native American Literature/Nonfiction Article Adjectives Contrasting Paragraphs

Why Mosquitoes Buzz in People's Ears Summarize Compare Folk Tales Adjectives Explanatory Paragraphs

*Focus heavily on these objectives Benchmark Testing II: Week of January 10, 2011

CONCEPT: READING (3RD GRADE) THIRD NINE WEEKS Objective (MHH) 1.01 Phonics (MHH)*1.02 Prefixes & Suffixes (MMM) 1.03 Integrate Prior Experience

Crowded House

Theme, Story, Story Objectives

Tell Me Story Lon Po Po Classify Likeness/Difference Folktales Articles Compare/Contrast Essay

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express

Instructional Strategies Vocabulary

Word Knowledge Verbs References and Resources

Comprehension Accelerated Reading (Reinforce skills taught 1st and 2nd nine weeks)

(MHH) 1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH) 1.06 Fluency (HHH) *2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre (HMH)*2.04 Elements of Fiction

Leah's Pony Fact/Opinion Historical Fiction Action Words Brainstorm/Research/ Take Notes Yippee Yay! Main Idea/Details of Expository Text Nonfiction/Songs Compare Author's Purpose Compare/Contrast Play /Folktales Adjectives Expository Paragraph Good Neighbors

Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach

Fact/Opinion Main Idea & Details Listening Compare & Contrast Author's Purpose

Fluency DPI Samples

Buckle Down Test Ready

Goal 120 wpm by May 2010

Nonfiction (HHH)*2.08 Listening (HMH)*3.01 Respond to Genre (HMH)*3.03 Use text and experience to verify (LHM) 4.01 Fluency/Oral

Helping Verbs Organizing Information

Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

Boom Town Fact/Opinion Historical Fiction/Nonfiction Present Tense Verbs Outlines

Cocoa Ice

Reading (LHM) 4.02 Oral Written Language (LHM) 4.03 Share Oral Products (LHM) 4.04 Using Planning Strategies (LHM) 4.05 Identify Purpose (LHM) 4.06 Compose Draft (LHM) 4.10 Explore Technology (LHM) 5.04 Paragraphs (LHM) 5.05 Spelling (LHM) 5.06 Proofread

Likeness/Differences within Text Historical Fiction/Poetry Past Tense Verbs Revise Draft

If You Made a Million Stated/Unstated Main Idea & Detail Expository Nonfiction/ Advertisements Irregular Verbs Publish & Evaluate Research Celebrate Our World I'm In Charge of Celebrations Summarize Free Verse Poem Irregular Verb Tense Figurative Language & Imagery in Poem

Alejandro's Gift

(LHM) 5.07 Edit (LHM) 5.08 Create Document

Cause & Effect Realistic Fiction/Nonfiction Verbs Thank You Letter

*Focus heavily on these objectives Benchmark Testing III: Week of March 21, 2011

CONCEPT: READING (3RD GRADE) FOURTH NINE WEEKS Objective

(MMM)1.03 Integrate Prior Experience (MHH)1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH)1.06 Fluency (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.06 Summarize (HHH)*2.07 Choices (HMH)*3.01 Respond to Genre (HHH)*3.06 Conduct Research Cause & Effect Information Narratives /Expository Nonfiction Adverbs Invitation Locate Information Nonfiction Contractions Write a Play

Theme, Story, Story Objectives

Celebrate Our World Rocking and Rolling

Resources Workstations/Centers Computer Software Programs Earobics

Instructional Strategies Vocabulary

Grapic Aids

Comprehension Phonics Express (Reinforce skills taught 1st, 2nd & 3rd nine weeks) Accelerated Reading Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples Buckle Down *Whole group instruction focus on skills but

Armadillo from Amarillo

Summarize Cause and Effect

Visitors From Space Locate Information and Prove Answers Nonfiction Adverbs Write a Story

Fluency Goal 120 wpm by May 2010

Intensive Interventions

(LHM)4.01 Fluency/Oral Reading (LHM)4.02 Oral Written Language (LHM)4.03 Share Oral Products (LHM)5.05 Spelling Strategies (LHM)5.06 Proofread (LHM)5.07 Edit (LHM)5.08 Create Document

Possible EOG Test Dates Intensive Remediations Possible Retest

Test Ready Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

integrate intense EOG test skills during small group instruction.

*Focus heavily on these objectives

Download the original attachment CONCEPT: READING (3RD GRADE) FIRST NINE WEEKS Objective

(MHH)1.01 Phonics

Theme, Story, Story Objectives

Something Special

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express Accelerated Reading

Instructional Strategies Vocabulary

(MHH) *1.02 Prefixes Officer Buckle and Gloria & Suffixes Decode words (MMM)1.03 Integrate Read and understand fantasy Prior Complete sentences Descriptive paragraphs Experience Pepita Talks Twice (MHH)1.04 Vocabulary Story Elements Fiction Selection (HMM)1.05 Reference Statements/Questions Materials Adjectives in Journal (MHH)1.06 Fluency (HHH)*2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre Allie's Basketball Dream (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.08 Listening Olympic Games (HMH)*3.01 Respond to Genre (HMH)*3.03 Use text Nonfiction selections Expository Nonfiction/Poetry Personal narratives Character Analysis Realistic/Expository Text Subject/Predicate Sensory Details Nate the Great Decode words Mystery Selection Commands /Exclamations Personal Narratives

Word relationships Antonyms Synonyms Homophones Prefixes/Suffixes

Comprehension Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples Buckle Down Test Ready Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all

Classify Narrative Elements Fact and Opinion Prior Knowledge Main Idea/Details Author's Purpose Listening Inferences Prediction

Fluency Goal 120 wpm by May 2010

and experience to verify

Compound Subject/Predicates What a Team

throughout

Turtle Bay (LHM)4.01 Fluency/Oral Reading (LHM)5.01 Grammar Balto (LHM)5.02 Subject/Verb Agreement Narrative nonfiction to timeline Classify word relationships Compare and Contrast Author's Purpose Realistic Fiction Compound sentences Writing Directions

(LHM) 5.03

Sentences

Common/Proper Nouns Write informational paragraphs

Wild Shots Author's Purpose Compare magazine articles Singular/Plural nouns Write summary

Little Grunt and the Big Egg Context Clues Compare/Contrast Fastasy/Nonfiction Plural Nouns How To Essay

*Focus heavily on these objectives Benchmark Testing I: Week of October 11, 2010

CONCEPT: READING (3RD GRADE) SECOND NINE WEEKS Objective (MHH) 1.01 Phonics (MHH)*1.02 Prefixes & Suffixes (MMM) 1.03 Integrate Prior Experience (MHH) 1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH) 1.06 Fluency (HHH)*2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.05 Drawing

Prefixes/Suffixes Realistic Fiction/Mystery Stories Abbreviations Persuasive Speech

Theme, Story, Story Objectives

What a Team Rosie, A Visiting Dog's Story Decode words Personal Narratives/Nonfiction Singular Possessive Nouns How To Essay Friends to Grow With The Stories Julian Tells Sequential Order Realistic Fiction Plural Possessive Nouns Persuasive Paragraphs

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express Accelerated Reading Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples

Instructional Strategies Vocabulary

Prefixes/Suffixes Plural Nouns Word Knowledge Adjectives

Comprehension (continued to reinforce first nine week skills)

The Talent Show

Drawing Conclusions Sequence Listening Predictions Figurative Language Compare and Contrast

Centerfield Ballhawk Time Order Clues Compare Nonfiction/Realistic Stories Singular/Plural Nouns Persuasive Letter

Fluency Buckle Down

Test Ready Practice & Mastery

Goal 120 wpm by May 2010

Conclusions (HHH)*2.06 Summarize (HHH)*2.07 Choices (HMH)*3.01 Respond to Genre (HMH)*3.02 Similarities/Differences (HMH)*3.05 Analyze (LHM) 4.01 Fluency/Oral Reading (LHM) 4.02 Oral Written Language (LHM) 4.05 Identify Purpose (LHM) 4.08 Revisions

Ramona Forever Prefixes/Suffixes Compare Realistic Fiction/Poetry Subject Pronouns Write Reviews

Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

Sayings We Share Problem/Conflict/ Resolutions Proverbs/Fables Object Pronouns Persuasive Compositions Tell Me Story Papa Tells Chita A Story Summarize Historical Fiction Adjectives Comparitive Paragrahs

Coyotes Places the Stars

(LMM) 4.09 Writing (LHM) 5.04 Compose Paragraphs (LHM) 5.05 Spellling Strategies (LHM) 5.06 Proofread (LHM) 5.07 Edit (LHM) 5.08 Create Document

Compare/Contrast Native American Literature/Nonfiction Article Adjectives Contrasting Paragraphs

Why Mosquitoes Buzz in People's Ears Summarize Compare Folk Tales Adjectives Explanatory Paragraphs

*Focus heavily on these objectives Benchmark Testing II: Week of January 10, 2011

CONCEPT: READING (3RD GRADE) THIRD NINE WEEKS Objective (MHH) 1.01 Phonics (MHH)*1.02 Prefixes & Suffixes (MMM) 1.03 Integrate Prior Experience

Crowded House

Theme, Story, Story Objectives

Tell Me Story Lon Po Po Classify Likeness/Difference Folktales Articles Compare/Contrast Essay

Resources Workstations/Centers Computer Software Programs Earobics Phonics Express

Instructional Strategies Vocabulary

Word Knowledge Verbs References and Resources

Comprehension Accelerated Reading (Reinforce skills taught 1st and 2nd nine weeks)

(MHH) 1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH) 1.06 Fluency (HHH) *2.01 Reading Comprehension (HHH)*2.02 Interact with text (HHH)*2.03 Genre (HMH)*2.04 Elements of Fiction

Leah's Pony Fact/Opinion Historical Fiction Action Words Brainstorm/Research/ Take Notes Yippee Yay! Main Idea/Details of Expository Text Nonfiction/Songs Compare Author's Purpose Compare/Contrast Play /Folktales Adjectives Expository Paragraph Good Neighbors

Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach

Fact/Opinion Main Idea & Details Listening Compare & Contrast Author's Purpose

Fluency DPI Samples

Buckle Down Test Ready

Goal 120 wpm by May 2010

Nonfiction (HHH)*2.08 Listening (HMH)*3.01 Respond to Genre (HMH)*3.03 Use text and experience to verify (LHM) 4.01 Fluency/Oral

Helping Verbs Organizing Information

Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

Boom Town Fact/Opinion Historical Fiction/Nonfiction Present Tense Verbs Outlines

Cocoa Ice

Reading (LHM) 4.02 Oral Written Language (LHM) 4.03 Share Oral Products (LHM) 4.04 Using Planning Strategies (LHM) 4.05 Identify Purpose (LHM) 4.06 Compose Draft (LHM) 4.10 Explore Technology (LHM) 5.04 Paragraphs (LHM) 5.05 Spelling (LHM) 5.06 Proofread

Likeness/Differences within Text Historical Fiction/Poetry Past Tense Verbs Revise Draft

If You Made a Million Stated/Unstated Main Idea & Detail Expository Nonfiction/ Advertisements Irregular Verbs Publish & Evaluate Research Celebrate Our World I'm In Charge of Celebrations Summarize Free Verse Poem Irregular Verb Tense Figurative Language & Imagery in Poem

Alejandro's Gift

(LHM) 5.07 Edit (LHM) 5.08 Create Document

Cause & Effect Realistic Fiction/Nonfiction Verbs Thank You Letter

*Focus heavily on these objectives Benchmark Testing III: Week of March 21, 2011

CONCEPT: READING (3RD GRADE) FOURTH NINE WEEKS Objective

(MMM)1.03 Integrate Prior Experience (MHH)1.04 Vocabulary (MHH) 1.05 Reference Materials (MHH)1.06 Fluency (HMH)*2.04 Elements of Fiction Nonfiction (HHH)*2.06 Summarize (HHH)*2.07 Choices (HMH)*3.01 Respond to Genre (HHH)*3.06 Conduct Research Cause & Effect Information Narratives /Expository Nonfiction Adverbs Invitation Locate Information Nonfiction Contractions Write a Play

Theme, Story, Story Objectives

Celebrate Our World Rocking and Rolling

Resources Workstations/Centers Computer Software Programs Earobics

Instructional Strategies Vocabulary

Grapic Aids

Comprehension Phonics Express (Reinforce skills taught 1st, 2nd & 3rd nine weeks) Accelerated Reading Internet Websites www.ClassScape.org www.StudyIsland.com Supplemental Reading Materials Reading Coach DPI Samples Buckle Down *Whole group instruction focus on skills but

Armadillo from Amarillo

Summarize Cause and Effect

Visitors From Space Locate Information and Prove Answers Nonfiction Adverbs Write a Story

Fluency Goal 120 wpm by May 2010

Intensive Interventions

(LHM)4.01 Fluency/Oral Reading (LHM)4.02 Oral Written Language (LHM)4.03 Share Oral Products (LHM)5.05 Spelling Strategies (LHM)5.06 Proofread (LHM)5.07 Edit (LHM)5.08 Create Document

Possible EOG Test Dates Intensive Remediations Possible Retest

Test Ready Practice & Mastery Focus and Review McGraw-Hill Reading Text EOG Skills to be review all throughout

integrate intense EOG test skills during small group instruction.

*Focus heavily on these objectives

Objective

Resources

Competency Goal 3: The learner will make DPI Science Curriculum Units observations and use appropriate technology to build an understanding of the earth/moon/sun system. Macmillan McGraw Hill Science Earth Science Unit D 3.01: Observe that light travels in a straight line until it Hands on explorations as much as possible strikes an object and is reflected and/or absorbed. 3.02: Observe that objects in the sky have patterns of movement including: sun, moon, stars. 3.03: Using shadows, follow and record the apparent movement of the sun in the sky during the day. 3:04: Using appropriate tools to make observations of the moon. 3:05: Observe and record the change in the apprarent shape of the moon from day to day over several months and describe the patterns of changes. 3:06: Observe that patterns of stars in the sky stay the same, although they appear to move across the sky nightly.

Concept: Science (3rd Grade) First Nine Weeks

Concept: Science (3rd Grade) Second Nine Weeks

Objective Competency Goal 4: The learner will conduct DPI Science Curriculum Units investigations and use apporpriate technology to build an understanding of the form and function of the Macmillan McGraw Hill Science skeletal and muscle systems of the human body. Health Handbook R20 4.01: Identify the skeleton as a system of the human body. 4:02: Describe several functions of bones: support, locomotion, protection. 4:03: Describe the functions of different types of joints: hinge, ball and socket, gliding. 4:04: Describe how different kinds of joints allow movement and compare this to the movement of mechanical devices. 4:05: Observe and describe how muscles cause the body to move.

Resources

Hands on explorations as much as possible

Concept: Science (3rd Grade) Third Nine Weeks

Objective

Resources

Competency Goal 2: The learner will conduct DPI Science Curriculum Units investigations to build understanding of soil properties. Macmillan McGraw Hill Science 2:01: Observe and describe the properties of soil: color, Earth Science Unit C texture, capacity to hold water. Hands on explorations as much as possible 2:02: Investigate and observe that different soils absorb water at different rates. 2:03: Determine the ability of soil to support the growth of many plants, including those important to our food supply. 2:04: Identify the basic components of soil: sand, clay, humus. 2:05: Determine how composting can be used to recycle discarded plant and animal material. 2:06: Determine the relationship between heat and decaying plant matter in a compost pile.

Concept: Science (3rd Grade) Fourth Nine Weeks

Objective Competency Goal 1: The learner will conduct investigations and build and understanding of plant growth and adaptations. 1.01: Observe and measure how the quantities and qualities of nutrients, light, and water in the environment affect plant growth. 1:02: Observe and describe how environment conditions determine how well plants survive and grow in a particular environment. 1:03: Investigate and describe how plants pass through distinct stages in their life cycle including: growth, survival, reproduction. 1:04: Explain why the number of seeds a plant produces depends on variables such as light, water, nutrients, and pollination. 1.05: Observe and discuss how bees pollinate flowers. 1.06: Observe, describe and record properties of germinating seeds. DPI Science Curriculum Units Macmillan McGraw Hill Science Life Science Unit A & B

Resources

Hands on explorations as much as possible

5th Grade Science Benchmark I: Forces & Motion Competency Goal 4: The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.

Objective

Scientific Method

Priority

Time Requirement

Resources

5 days

Competitive Edge Chapter 1 Page S1-S11 in student textbook Chapter13Lesson 5 pp. E68-E79

4.01 Determine the motion of an object by following and measuring its position over time. 4.02 Evaluate how pushing or pulling forces can change the position and motion of an object. 4.03 Explain how energy is needed to make machines move. · · Moving air. Gravity.

H

4 days

H

3 days

Chapter 14Lesson1 pp.F4-F15

H

4 days

Chapter14Lesson2 pp.F16-F31

4.04 Determine that an unbalanced force is needed to move an object or change its direction. 4.05 Determine factors that affect motion including: · · · · Force Friction. Inertia. Momentum

H

3days

Chapter14Lesson2 pp.F16-F31

H

10 days

Chapter14Lesson3 pp.F32-F43 Chapter13 Lesson5 pp.E68-E79

4.06 Build and use a model to solve a mechanical design problem. · · Devise a test for the model. Evaluate the results of test.

H

2 days

Carolina Biological Kit: Forces and Motion · Lego's Science EOG Coach K-NEX

4.07 Determine how people use simple machines to solve problems.

H

4 days

The Three Little Pigs and the Scientific Wolf "Amazon"

Benchmark II: Ecosystems Competency Goal 1: The learner will conduct investigations to build an understanding of the interdependence of plants and animals.

Objective 1.02 Identify and analyze the functions of organisms within the population of the ecosystem: · · · Producers. Consumers. Decomposers.

Priority

H

Time Requirement 4 days

Resources Chapter 4 Lesson 8 pp. A92-A101

1.03 Explain why an ecosystem can support a variety of organisms. 1.05 Determine the interaction of organisms within an ecosystem.

H

4 days

Chapter 2 Lesson 3 pp. A28-A41

Chapters 2-3 Lessons 4-7 pp. A42-A85 Chapter 4 Lesson 9 pp. A104-A115 Chapter 5 Lesson 2 pp.B16-B31

H

15 days

1.04 Discuss and determine the role of light, temperature, and soil composition in an ecosystem's capacity to support life. 1.07 Determine how materials are recycled in nature.

H

2 days

H

3 days

Chapter 5 Lesson pp. B48-B59 Chapter 5 Lesson 2 pp. B16-B31

1.01 Describe and compare several common

H

4 days

Chapter 5 Lesson 1

ecosystems (communities of organisms and their interaction with the environment) 1.06 Explain and evaluate some ways that humans affect ecosystems. · Habitat reduction due to development. Pollutants. Increased nutrients.

pp. B4-B15

H

5 days

· ·

Chapter 5 Lesson3 pp. B32-B41 Chapter 5 Lesson5 pp. B62-B75 Chapter 5 Lesson 6 Chapter 7 Lesson 4 pp. C18-C27 Chapter 8 Lesson 5 pp.C60-C67 Chapter 8 Lesson 6 pp.C70-C79

Benchmark III: Landforms Competency Goal 2: The learner will make observations and conduct investigations to build an understanding of landforms.

Objective 2.01 Identify and analyze forces that cause change in landforms over time including. Water and Ice. · Wind. · Gravity 2.02 Investigate and discuss the role of the water cycle and how movement of water over and through the landscape helps shape land forms. 2.03 Discuss and consider the wearing away and movement of rock and soil in erosion and its importance in forming: · · · · Canyons. Valleys. Meanders. Tributaries.

Priority

M

Time Requirement 3 days

Resources Chapter 7 Lesson 1 pp. C4-C15

M

4 days

Chapter 7 Lesson 2 C18- C27 Chapter12 Lesson1 pp.E4-E19

M

4 days

Chapter13 Lesson4 pp.E50-E67

2.04 Describe the deposition of eroded material and its importance in establishing landforms including: · · Deltas. Flood Plains.

M

4 days

Chapter13 Lesson6 pp.E80-E89

2.05 Discuss how the flow of water and the

M

3 days

Chapter 7 Lesson 3 pp.C30-C39

slope of the land affect erosion.

2.06 Identify and use models, maps, and aerial photographs as ways of representing landforms.

M

3 days

2.07 Discuss and analyze how humans influence erosion and deposition in local communities, including school grounds, as a result of: · · Clearing land. Planting vegetation Building dams.

M

3 days

·

Benchmark IV: Weather & Climate Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.

Objective

3.01 Investigate the water cycle including the processes of:

Priority

H

Time Requirement 5 days

Resources Chapter10 Lesson3 pp.D26-D35

· · · ·

Evaporation. Condensation. Precipitation. Run-off.

3.02 Discuss and determine how the following are affected by predictable patterns of weather:

M

10 days

Chapter10Lesson4 pp.D36-D41

· · · · ·

Temperature. Wind direction and speed. Precipitation. Cloud cover. Air pressure.

3.03 Describe and analyze the formation of various types of clouds and discuss their relation to weather systems. 3.04 Explain how global atmospheric movement patterns affect local weather. 3.05 Compile and use weather data to establish a climate record and reveal any trends. 3.06 Discuss and determine the influence of geography

M

7 days

Chapter10Lesson5 pp. D42-D49 Chapter11Lesson8 pp. D74-D81 Chapter10Lesson6 pp.D52-D61 Chapter11Lesson7 pp.D68-D73 Chapter11Lesson9 pp.D82-D91

M

2 days

H

3 days

M

3 days

on weather and climate:

· · ·

Mountains Sea breezes Water bodies.

5th Grade Science MACMILLAN McGRAW-HILL Instructional Strategies · Suggested strategies from textbook · Labs/experiments · Technology integration (LCD projector, computers, document camera, podcasting, flip videos, etc.) · Whole group instruction · Hands on instruction · Cooperative learning · Data/Science Notebooks · Small group instruction · Teacher Demonstrations · Inquiry Based assignments Total Instructional Time · 1st Nine Weeks: 34 instructional days; 11 days of review · 2nd Nine Weeks: · 3rd Nine Weeks: · 4th Nine Weeks: 37 instructional days; 8 days of review (Winter Break) 24 instructional days; 21 days of review (Spring Break) 30 instructional days; 15 days of review *Review includes previous goals taught during the year* Resources · · · · · · Mailbox Teacher Helper Science EOG Coach Competitive Edge Science Textbook; Test Generator Jumpstart

· Buckle Down · Science Kits from Carolina Biological Website Resources

· · · · ·

·

· ·

· ·

· · ·

www.nmls.org www.unitedstreaming.com www.jenuinetech. com/calendar.html www.learnnc.org www.ncpublicschool.org enchantedlearning.com kids.yahoo.com

billnye.com www.teachertube.com www.schooltube.com www.studyisland.com www.classscape.com

Tentative Benchmark Dates · Benchmark I: Week of October 11, 2010

· Benchmark II: Week of January 10, 2011 · Benchmark III: Week of March 21, 2011 · Benchmark IV: Week of May 23, 2011

5th Grade Materials Needed for DPI Suggested Labs 1st Nine Weeks: Forces & Motion: There is no information provided for this goal. 2nd Nine Weeks: Ecosystems VII. Materials and Equipment 1.01 · · · · · · · · · · · · · 1.02 · Science notebook · 1 set of ecosystem cards made in lesson 1.01 per group · Computer lab with access to the internet 1.03 · · · · · · Habitat map 1 copy for group Habitat clues 1 copy for group Post-it notes (3 x 3) Soda cans 1 per student Six varieties of beans Four different colors of yarn Science notebook k An outdoor area similar to a field or patch of garden String Magnifying glass Thermometer Popsicle sticks Paper Small gardening tools Research materials that provide information about a variety of ecosystems. Access to the internet Index cards (3 x 5) Markers, colored pencils, or a printer for photos and pictures. Book: A Desert Scrapbook, Dawn to Dusk in the Sonoran Desert by Virginia Wright-Frierson

· Colored pencils or crayons 1.04 and 1.05 · · · · · 1.06 Tri-Fold Project Foam Board (science fair board) Power Point Craft Supplies...glue, markers, etc. Animal Magazines Internet Access

· Plastic animals [Those can be found at dollar stores or drug stores. They are normally in a tube.] · Plastic house [Monopoly pieces would be good or if you can get objects that represent housing, i.e. paper clip, ball.] · Sheet of paper Per Group · A computer or · 3 pictures (air, water, and land pollution) · Information and pictures on Exxon Valdese 1.07 · Pictures of a prairie ecosystem for each group of students (mouse, snake, hawk, plants), desert ecosystem, forest ecosystem, etc · A copy of Appendixes · Computer · Notebook VIII. Big Ideas: IX. Unit Notes: Activity Examples: hands-on, centers, reading maps and building models, small and whole group discussion, using student science notebooks, technology: using computers for research, lecture, student presentations, simulation games

5th Grade Materials Needed for DPI Suggested Labs 3rd Nine Weeks: Landforms VII. Materials and Equipment o Rubric for Hands-On Activities (see appendix) o 3 Baby Food jars o 3 pieces of chalk small enough to fit in jar, colored chalk optional but preferred o 1 stopwatch or access to a clock with a second hand o 1 container of water o 1 cup of vinegar o 2-3 teacher selected pictures of water contributing to the shape of the landscape o 1 plastic container; (the plastic shoeboxes from the dollar store are perfect) o 1 piece of plastic wrap that covers the top o Enough tape to go around container o 1 small bowl o Soil o 1 medium bag of ice o 1 small lamp for heating (a heat lamp will be better) o Water to fill the small bowl o Earth material container (tray or tub) for experiments. o Water source for various flow rates o Support piece for water source (ruler or similar) needs to fit across tub near end then place water source on edge of tub and support piece. Another suggestion is to use a strong clothespin to attach water source to side of tub. o Liter Pitcher to transport water from faucet to work area (suggested for teacher's use) o Blue food coloring (optional) o 1 inch high block of wood to increase slope/work with earth (place under one end of container opposite drain for slope manipulation) o Bucket to capture drainage o Earth material in 1 gallon size freezer bag (5 parts sand to 1 part powdered clay mixture = approx. 1 liter per bag) o Duct tape (to cover drain when not in use, and hold ruler in place) o 1 cup measuring cups

Newspaper Student vehicle for data observations, collection and reflection. Safety Equipment Book: The Librarian Who Measured the Earth, by Kathryn Lasky Internet access: free download of Google Earth Map of Mount Mitchell, NC (summit map) from www.topozone.com State map or road atlas of North Carolina Cardboard Scissors Markers Handout of contour map model 4 small clear containers (Solo 9 oz. plastic cups) "Face Island" foil model from lesson 2.01 1 centimeter grid paper and overhead transparency for each student. Overhead marker for each student Sand Plastic tubs Modeling clay Centimeter ruler Styrofoam plate Cooking spray Book or object that can elevate plate Flax Seed or other small light weight seed Erosion photograph (appendix 6) Olive Oil Small Styrofoam or plastic cup Safety goggles or form of protective eye wear 4-5 Teacher chosen pictures of famous dams 2 plastic containers; (the plastic shoeboxes from the dollar store are perfect) or aluminum baking pan o 2 clear Styrofoam cups o Soil or sand o Ruler o Water VIII. Big Ideas: o o o o o o o o o o o o o o o o o o o o o o o o o o o o o IX. Unit Notes: Activity Examples: hands-on, centers, reading maps and building models, small and whole group discussion, using student science notebooks, technology: using computers for research, lecture, student presentations

5th Grade Materials Needed for DPI Suggested Labs 4th Nine Weeks: Landforms I. Materials/Equipment 3.01 Options based on presentation choice · Microsoft Publisher (excellent alternative website in lesson) · Digital Camera/Camcorder · Internet Access (or other materials on the water cycle) · Paper for publication if not using a computer · Newspapers or other sources that feature article writing · Teacher created example to engage students · Vocabulary sheet Mini-Water Cycle Materials · A large, clear bowl · Plastic wrap · A small weight · A small bathroom drinking cup with a lip on the bottom · A rubber-band or piece of string 3.02 Options based on presentation choice · · · · · · · · 3.03 · · · · Microsoft Publisher/PowerPoint Digital Camera/Camcorder Internet Access Tri-Fold presentation boards Teacher created example to engage students General craft supplies to support various products United Streaming Access (if available) Multiple resources for each area of study Ice cube Hot water Clear, clean jar Book: It Looked Like Spilt Milk

· Pictures of the following cloud types: cirrus, stratus, cumulus, and cumulonimbus [If you choose this option, use a lesson plan variation accordingly.] OR · A PowerPoint on the Gaston County Schools website http://gaston.k12.nc.us/resources/teachers/ppt/science.htm [Click 3-5 and choose Clouds 2 under Earth Science] 3.04 · At least 3 thermometers; [Suggest: 6 thermometers.] · Pictures of a mountain/mountain range, with snow on the caps; ocean, wind effects, land, beach area, urbanization (city and country), etc · Completed Weather Data Sheets 3.05 · Video or DVD- An Inconvenient Truth by Al Gore · Video or DVD player · Book: How We Know What We Know About Our Changing Climate, Scientists and Kids Explore Global Warming by Lynne Cherry and Gary Braasch · One copy of each of the graphs found in the appendix of this lesson · Chart paper · Markers · Glue sticks · Colored pencil · Kids Page from the Pew Center on Global Climate Change http://www.pewclimate.org/global-warming-basics/kidspage.cfm · www.globe.gov [http://www.globe.gov/tctg/learnviz.pdf?sectionId=30] · Science notebook for each student · White legal size paper 3.06 · Baking soda · Vinegar · 500 mL beaker or glass jar of similar size

· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·

Small votive candle Matches Piece of poster board 12" x 3" Pie pan Clear plastic saucer. [Use a plastic saucer that sit under plants, but do NOT have the concentric rings on the bottom.] Styrofoam cups (4 per group) Hot water source Tap water source Buckets Food coloring Eye dropper (1 per group) Pint jars (2 per group) 3 thermometers 1 stick @ 1.5 meters in length Soil Small shovel for soil Colored pencils or markers Small dishes or jar lids (2 per group) Tablespoons (1 per group) Water Light source (sun or lamp/light) (1 per group) Plastic wrap and or lids to cover dishes Open, clear container, such as a glass baking dish Rocks Paper cup Measuring cup Room-temperature water Computer connected to internet Projector for computer Science notebooks Atlas which contains physical and temperature maps of the United States.

II.

·

Big Ideas Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the

· ·

· ·

·

"water cycle." Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations. Clouds, formed by the condensation of water vapor, affect weather and climate. Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. http://www.nap.edu/readingroom/books/nses/html/6d.html#ps

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Concept: ________(3rd Grade) Math

Objective (HMH) 1.01 Develop Number Sense for whole Numbers a)Connect model,

First Nine Weeks_______

Topics to be Covered Topic 1(Envisions) Resources Envision Math Series Buckle Down Math Coach Instructional Strategies *Always introduce the

specific vocabulary using various methods: foldables, semantic webbing, thinking maps *Use manipulatives to model and provide handson experiences with the various representations of numbers using the overhead projector, LCD projectors, thinking maps, graphic organizers, etc. *Use math journals to assist students with notetaking, working out problems, etc. *Allow students to practice skills through review charts using journals, workstations/centers with a specific focus.

number word, and number using a variety of representations b)Build understanding of place value(ones through thousands). c)Compare and order. Integrated with obj. 1.02a,b,c

Base ten blocks Place Value Work mats/charts Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org Integrated with obj. 1.02a,b,c Integrated with obj. 1.02a,b,c Integrated with obj. 1.02a,b,c www.unitedstreaming.com Accelerated Math

Topic 2,3,4 (Envisions)

(HHH)1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using: a)Strategies for adding and subtracting numbers. b)Estimation of sums and differences in appropriate situations. c. Relationships between operations (HHH) 1.04 Use basic properties of addition and subtraction(identity, commutative, associative) for addition/subtraction

*Other strategies: Draw

pictures, make tables, look for patterns, make an organized list, try-checkrevise, write a number sentence, act it out, use reasoning, work backward, etc. *Differentiated instruction and leveled homework using small group instruction focusing on

(HHH) 1.06 Develop flexibility in solving problem (addition and subtraction only)

Envision Math Series Buckle Down

*Problem of the day (HHH) 5.03 Symbols to represent

unknown quantities in number sentences(adding/subtracting) (HHH) 5.04 Find the value of the unknown

Math Coach Base ten blocks Place Value Work mats/charts Chart Paper

activities to review

(Addition and Subtraction only) Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math

Benchmark Testing I: Week of Oct. 11th Include objectives: 1.01 a,b,c; 1.02 a,b,c;1.04, 1.06, 5.03,5.04

Concept: ________(3rd Grade) Math

Objective

Second Nine Weeks_______

Resources Instructional Strategies

Time Requirement

(HHH) 1.03 Develop fluency with Multiplication from 1x1 to 12x12 and Division up to two-digit numbers using: a)Strategies for multiplying and dividing numbers. b)Estimation of products and quotients in appropriate situations. c)Relationships between operations.

Topic 5,6,7,8 (Envisions) Integrated with obj. 1.03a,b,c Topic 5, 6, 7, 8

Envision Math Series Buckle Down Math Coach Manipulatives-two sided colored disk, square tiles Grid Work mats/charts

*Always introduce the specific

vocabulary using various methods: foldables, semantic webbing, thinking maps *Write to explain, repeated addition and subtraction and their relationships to multiplications. *Skip counting number lines and learning multiples of numbers. *Use manipulatives to model and provide hands-on experiences with the various arrays to represent multiplication equations. *Hands on activities such as cut and paste, art projects, etc. *Estimation games and activities using jars, benchmark numbers and number lines. Act it out using logical reasoning. *Allow students to practice skills through review charts using journals, work-stations/centers with a specific focus.

(Envisions) Chart Paper Integrated with obj. 1.03a,b,c Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com www.mathdrills.com Accelerated Math *Other strategies: Draw pictures, (HHH) 5.03 Use symbols to represent unknown quantities in number sentences. Integrated with obj. 1.03a,b,c Topic 5,6,7,8 (Envisions) ( HHH) 5.04 Find the value o the unknown in a number sentence. Topic 5,6,7,8 Envision Math Series (Envisions) (HHH) 5.01 Describe and extend numeric and geometric patterns Topic 9 (HHH) 5.02 Extend and find missing terms of repeating and growing patterns. Base ten blocks (Envisions) Place Value Work mats/charts Buckle Down Math Coach

*Differentiated instruction and leveled homework using small group instruction focusing on make tables, look for patterns, make an organized list, try-check-revise, write a number sentence, act it out, use reasoning, work backward, etc. * Recording number patterns , describing patterns, and using literature to introduce.

(HHH) 1.04 Use basic properties (identity, commutative, associative, Topic 5,6,7,8 order of operations) for multiplication and division (Envisions) Integrated with obj. 1.03a,b,c

(HHH) 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators Topic 5,6,7,8 or computers, and paper and pencil. (Envisions)

*Problem of the day activities to

review

Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math Pattern blocks

Benchmark Testing II: Week of Jan. 10th Objectives: 103, 1.04, 1.06, 5.01, 5.02, 5.03, 5.04(4 questions) include one or two questions on previous objectives taught: 1.01,1.02,

Concept: ________(3rd Grade) Math

Objective

Third Nine Weeks_______

Resources Instructional Strategies

Time Requirement

(HMH) 1.05. Use area or region models and set models of fractions to explore part-whole relationships. a)represent fractions concretely and symbolically(halves, fourths, thirds, sixths, eighths)

Topic 12

Envision Math Series Buckle Down Math Coach

*Always introduce the specific

vocabulary using various methods: foldables, semantic webbing, thinking maps *Make connections between geometrical shapes and real world objects through use of sorting by attributes activities. *Use solid figures to identify faces, edges,vertices. *Use manipulatives to model and provide hands-on experiences with the various figures. *Classify angles that make up a square and determine their names. Use art activities to provide more hands-on learning experiences. *Draw pictures of fraction strips to show equivalent fractions, order fractions, and recognize fractions. *Use models to assist students in comparing fractions *Use fractions as a benchmark to estimate parts of a whole. *Allow students to collect and display data using a variety of charts, graphs, and tables for one set of data. Use surveys to create this data. Have students enlarge the sample group and then compare the results. *Students work in cooperative groups to complete assignments.

Integrated with obj. 1.03a,b,c

Manipulatives

b)compare and order fractions using Geometric figures models and benchmark numbers(zero, Topic 5, 6, 7, one-half, one); describe comparisons 8 Work mats/charts c)model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths d)understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers e)Understand and use mixed numbers and their equivalent fraction forms. 3.02/4.01/4.02/4.03 (MMM) 3.01 Use appropriate vocabulary to compare, describe, and classify two and three dimensional figures (Envisions) Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com www.mathdrills.com Accelerated Math

Topic 10,11

(HHH) 1.06 Develop flexibility in solving problems by selecting strategies and using mental Integrated computation, estimation, calculators or with obj. computers, and paper and pencil. 1.03a,b,c Envision Math Series Buckle Down Math Coach Work mats/charts

*Small group instruction/whole group instruction, work stations using skill building materials. * Use hands-on activities to show student permutations and combinations. *Allow students to practice skills

Chart Paper Materials for centers/workstations

through review charts using journals, work-stations/centers with a specific focus.

*Other strategies: Draw pictures,

make tables, look for patterns, make write a number sentence, act it out, use reasoning, work backward, etc. * Recording number patterns , describing patterns, and using literature to introduce. *Differentiated instruction and leveled homework using small group instruction focusing on

www.pearsonsuccessnet.com an organized list, try-check-revise, www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math Pattern blocks *Problem of the day activities to Fraction bars and overhead transparencies

review *Use a variety of thinking maps to explore and extend each concept.

Envision Math Series Buckle Down Math Coach Work mats/charts Chart Paper Materials for centers/workstations www.pearsonsuccessnet.com www.studyisland.com

www.classscape.org www.unitedstreaming.com Accelerated Math Pattern blocks Fraction bars and overhead transparencies

Benchmark III: March 23-24: obj. 3.01,1.05,4.03,4.02,4.01,3.02,2.02,2.01(four questions each) and review all other objectives taught using one or two questions each.

Concept: ________(3rd Grade) Math

Objective

Four Nine Weeks_______

Time Resources Requirement Instructional Strategies

(MMM) 3.02 Use a rectangular coordinate system to Topic 20 solve problems. Integrated with obj. a)Graph and identify points with whole number and/or letter coordinates 1.03a,b,c b)describe the path between given points on the plane (MMM) 4.01 Collect, organize, analyze, and display data (MLM) 4.02 Determine the number of permutations and combinations of up to three items (MHH) 4.03Solve probability problems using permutations and combinations (LHM) 2.02 Estimate and measure using appropriate units. a)Capacity(cups,pints,quarts,gallons,liters) b)Length(miles,kilometer) c)Mass(ounces,pounds,grams,kilograms) d)Temperature(Fahrenheit, Celsius) (LHM) 2.01 Solve problems using measurement concepts and procedures involving: a)Elapsed time. b)Equivalent measures within the same measurement system. Topic 14,15,16,17 (Envisions)

Envision Math Series Mastery&Practice Test Ready Math Coach Focus and Review DPI Samples EOG Mathematics Test Prep(Envisions) www.pearsonsuccessnet.com www.studyisland.com www.classscape.org www.unitedstreaming.com Accelerated Math

*Intensive small group interventions that focus on skills not mastered.

(HHH) 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

Review All Math Objectives Taught

WCHS United States History Pacing Guide

COURSE OVERVIEW & TIMING

Units are paced out according to relative weight on the EOC, and to the academic calendar as best as possible. Note: units marked with a (+ time) include flexible instructional days that may be discretionarily subtracted. Unit Expectations, Rules and Procedures, Diagnostic Assessment Goal 1: Goal 2: Goal 3: Goal 4: Goal 5: Goal 7: Federalist Era and Foundations of a New Nation Expansion, Sectionalism, and Reform Civil War and Reconstruction The Great West Industrial Society, Immigration, and Urban Life The Progressive Era Cumulative Review and ClassScape benchmark Goal 6: Goal 8: Goal 9: Goal 10: Goal 11: Goal 12: American Imperialism World War I Prosperity and Depression WWII and the Cold War Civil Rights and Social Turmoil Modern America EOC review / testing / retesting

Unit Length 2 days 5 days 6 days 8 days 6 days (+ time) 6 days 6 days 3 days 5 days (+ time) 7 days (+ time) 7 days 9 days (+ time) 8 days 3 days 9 days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the number of days/weeks you have accounted for in your Long Term Plan. Total number of school days Total number of instructional days Total number of instructional days for all units included in Long Term Plan:

Course Length 90 days 81 days 76 days

INSTRUCTIONAL RESOURCES

Resource "American Vision" textbook North Carolina US History EOC coach books

Use Primary Source documents, reading extension assignments Daily objective-driven instruction, practice multiple-choice questions

GOAL 1: Federalist Era and Foundations of a New Nation

GOAL 1 LENGTH: 5 days

GOAL 1 OBJECTIVES

1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups. 1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations. Bill of Rights, George Washington's Farewell Address, Letter of Abigail Adams, Battle of New Orleans song

Docs / Resources Spiraling

GOAL 2: Expansion, Sectionalism, and Reform

GOAL 2 LENGTH: 6 days

GOAL 2 OBJECTIVES

2.01 Analyze the effects of territorial expansion and the admission of new states to the Union. 2.02 Describe how the growth of nationalism and sectionalism were reflected in art, literature, and language. 2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism. 2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism. 2.05 Identify the major reform movements and evaluate their effectiveness. 2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues. Map of westward expansion, Andrew Jackson political cartoons, passages from Thoreau and Emerson, paintings from Hudson River School, description of Nat Turner's raid 1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.

Docs / Resources

Spiraling

GOAL 3: Civil War and Reconstruction

GOAL 3 LENGTH: 8 days

GOAL 3 OBJECTIVES

3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War. 3.02 Analyze and assess the causes of the Civil War. 3.03 Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict. 3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. 3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. Song about John Brown's raid, maps of Civil War battles, Lincoln's emancipation proclamation 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups. 2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.

Docs / Resources

Spiraling

GOAL 4: The Great West

GOAL 4 LENGTH: 6 days

4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced. 4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment. 4.03 Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism. 4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West. Geronimo's last plea, map of Native American battles, Bryan's "Cross of Gold" speech 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups. 2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.

GOAL 4 OBJECTIVES

Docs / Resources

Spiraling

GOAL 5: Industrial Society, Immigration, and Urban Life

GOAL 5 LENGTH: 6 days

GOAL 5 OBJECTIVES

5.01 Evaluate the influence of immigration and rapid industrialization on urban life. 5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power. 5.03 Assess the impact of labor unions on industry and the lives of workers. 5.04 Describe the changing role of government in economic and political affairs. Photos of tenements and urban slums, political cartoons by Thomas Nast, interview passage with Boss Tweed 4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.

Docs / Resources Spiraling

GOAL 7: The Progressive Era

GOAL 7 LENGTH: 6 days

GOAL 7 OBJECTIVES

7.01 Explain the conditions that led to the rise of Progressivism. 7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period. 7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society. 7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States. Excerpt from "The Jungle", gallery walk of Progressive technologies 2.05 Identify the major reform movements and evaluate their effectiveness. 5.04 Describe the changing role of government in economic and political affairs

Docs / Resources Spiraling

GOAL 6: American Imperialism

GOAL 6 LENGTH: 5 days

GOAL 6 OBJECTIVES

6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs. 6.02 Identify the areas of United States military, economic, and political involvement and influence. 6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries. "The March of the Flag", map-making activity of American colonization, political cartoon of the Open Door 1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

Docs / Resources Spiraling

GOAL 8: World War I

GOAL 8 LENGTH: 7 days

8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and determine their significance to the outcome of the conflict. 8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations. Poem "Dulce et Decorum Est", League of Nations political cartoons, WWI propaganda posters, song "Over There" 1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations. 6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

GOAL 8 OBJECTIVES

Docs / Resources Spiraling

GOAL 9: Prosperity and Depression

GOAL 9 LENGTH: 7 days

GOAL 9 OBJECTIVES

9.01 Elaborate on the cycle of economic boom and bust in the 1920's and 1930's. 9.02 Analyze the extent of prosperity for different segments of society during this period. 9.03 Analyze the significance of social, intellectual, and technological changes of lifestyles in the United States. 9.04 Describe challenges to traditional practices in religion, race, and gender. 9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life. Photos of migrant workers, letters to Eleanor Roosevelt, song "Brother Can You Spare a Dime", New Deal posters 5.01 Evaluate the influence of immigration and rapid industrialization on urban life. 7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

Docs / Resources Spiraling

GOAL 10: WWII and the Cold War

GOAL10 LENGTH: 9 days

GOAL 10 OBJECTIVES

10.01 Elaborate on the causes of World War II and reasons for United States entry into the war. 10.02 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict. 10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life. 10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. 10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness. Dr. Seuss political cartoons, videos of speeches by Hitler and Roosevelt, images of atomic bomb and Holocaust 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

Docs / Resources Spiraling

GOAL 11: Civil Rights and Social Turmoil

GOAL11 LENGTH: 8 days

GOAL 11 OBJECTIVES

11.01 Describe the effects of the Cold War on economic, political, and social life in America. 11.02 Trace major events of the Civil Rights Movement and evaluate its impact. 11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States' society. 11.04 Identify the causes of United States' involvement in Vietnam and examine how this involvement affected society. 11.05 Examine the impact of technological innovations that have impacted American life. 11.06 Identify political events and the actions and reactions of the government officials and citizens, and assess the social and political consequences. 1960's protest and counterculture songs, video of Iraq massacre investigation vs. Vietnam atrocities, excerpt from "I have a Dream" speech, videos of Nixon resignation 7.03 Evaluate the effects of racial segregation on different regions and segments of the United States' society 9.04 Describe challenges to traditional practices in religion, race, and gender.

Docs / Resources Spiraling

GOAL 12: Modern America

GOAL12 LENGTH: 3 days

12.01 Summarize significant events in foreign policy since the Vietnam War. 12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States' citizens. 12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States. 12.04 Identify and assess the impact of social, political, and cultural changes in the United States. 12.05 Assess the impact of growing racial and ethnic diversity in American society. 12.06 Assess the impact of twenty-first century terrorist activity on American society. "We Didn't Start the Fire" video, maps of late 20th century conflicts 10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. 11.05 Examine the impact of technological innovations that have impacted American life.

GOAL 12 OBJECTIVES

Docs / Resources Spiraling

WNTHS U.S. HISTORY PACING GUIDE

Course Description: US History is designed as a survey course and continuation of the Civics & Economics curriculum. It will begin with the national period and the administration of George Washington. The overall curriculum continues to the present day.

NCSOS GOAL

GOAL 1: THE NEW NATION (17891820)

DAYS 6

OBJECTIVES

1.01, 1.03, 1.02

CONTENT

Domestic Issues and Problems Political freedoms Disenfranchised groups (African Americans, American Indians, Women) International relationships: commercial and diplomatic Washington's Presidency (Domestic and Foreign Policies) Adams's Presidency Jefferson's Presidency

GOAL 2: EXPANSION AND REFORM (1801-1850)

8

2.01, 2.03, 2.04, 2.05 2.02, 2.06

Territorial Expansion Admission of new members to a group (states) Nationalism Division (sectionalism) Economic and Social Issues Reform movements Role of Religion in national affairs Economic, Social, and Political influences from Mexican American War to Civil War Cause of Civil War (violent division within a group) Turning Points (military and political) Reconstruction: causes and impacts Impact of Civil War and Reconstruction on national Government

GOAL 3: CRISIS, CIVIL WAR, AND RECONSTRUCTION (18481877)

8

3.01, 3.02, 3.03 3.04, 3.05

GOAL 4: THE GREAT WEST AND THE RSE OF THE DEBTOR (18601896

5

4.03, 4.01, 4.02, 4.03

Westward Movement (motivation, challenges, influences, Impact) Populism Impact of technological and financial innovation

GOAL 5: BECOMING AN INDUSTRIAL SOCIETY (1877-1900)

5

5.01, 5.02, 5.04, 5.03

Immigration Industrialization Changing Urban structure Accumulation of wealth Power: economic and political Impact of Labor Unions Changing role of government

GOAL 6: THE EMERGENCE OF THE UNITED STATES IN WORLD AFFAIRS (1890-1914)

5

6.01,6.02, 6.03

Global and military competition Causes and Conduct of the Spanish-American War Foreign affairs Interconnection

GOAL 7: THE PROGRESSIVE MOVEMENT IN THE UNITED STATES (1890-1914)

5

7.02, 7.03, 7.01, 7.04

Progressivism (roles of Progressive Presidents) Social Conditions Political and economic gains Segregation (impact on different groups) Industrial Innovations

4 GOAL 8: THE GREAT WAR AND ITS AFTERMATH (1914-1930)

8.01, 8.03, 8.02

World War I (causes, importance) Neutrality Global Warfare Causation of international conflict Turning Points (military and political)

GOAL 9: PROSPERITY AND DEPRESSION (1919-1939)

8

9.01, 9.03, 9.05, 9.02, 9.04

Economic Cycles Extent of Prosperity Social groups Changes in lifestyles (social, intellectual and technological) Tradition and challenges to practices (race, religion, gender, political parties) Expansion of role of Federal government

GOAL 10: WORLD WAR II AND THE BEGINNING OF THE COLD WAR (1930-1963)

9

10.01, 10.03, 10.02, 10.04, 10.05

Global Warfare Causation of international conflict Turning points (military, diplomatic, political) Impact of war on society, economy, culture, and politics Domestic Issues and Problems Political freedoms Disenfranchised groups (Japanese, Koreans, Cubans, Germans) International relationships: commercial and diplomatic foreign policy Effectiveness of peace organizations

GOAL 11: RECOVERY, PROSPERITY, AND TURMOIL (19451980)

9

11.01, 11.02, 11.05, 11.03, 11.04, 11.06

Cold War (Red Scare) Impact of heightened tensions on society Impact of social movements (Women, American Indians, Environmentalism, Hispanic American rights) Causation of international conflict Impact of war on society (Vietnam) Impact of technological innovation on society Impact of political events on public/private citizens Foreign policy Amending a constitution Impact of legislative, judicial, and federal changes on society Impact of change on society (technology, environment, economy, cultural, social, and political) Impact of racial and ethnic diversity Impact of Terrorism on society (technology, environment, economy, cultural, social, and political)

GOAL 12: THE UNITED STATES SINCE VIETNAM WAR (1973PRESENT) EOC REVIEW DAYS 3

5

12.01, 12.03, 12.04, 12.02, 12.05, 12.06

Curriculum Matrix Pacing Guide for WCHS Geometry 2010-2011 (Updated 8-2-10)

Specific Content Objective Time Instructional Requirement Strategies 8 days Test Resources Chapter 1

Pre-Test, Getting Started, 2.02 Apply properties, definitions, and Vocabulary and Undefined theorems of angles and lines to solve Terms problems and write proofs. Logic 2.01 Use logic and deductive reasoning to draw conclusions and solve problems.

6 days 6 days

Test and Poster Test

Chapter 2 Chapter 3

Parallel and Perpendicular 2.02 Apply properties, definitions, and Lines theorems of angles and lines to solve problems and write proofs. Triangles 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles BENCHMARK 2.03b Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Quadrilaterals 3.01 Describe the transformation (translation, reflection, rotation, dilation) of polygons in the coordinate plane in simple algebraic terms. 3.02 Use matrix operations (addition, subtraction, multiplication, scalar multiplication) to describe the

12 days

Test and Quiz

Chapters 4 and 5

Similar Triangles

7 days

Test

Chapter 8

OCTOBER Quadrilaterals

covering 7 days

2.01, 2.02, 2.03a Test Chapter 6

Transformations and Matrices with Transformations

10 days

Test

Chapter 7, Appendix 2, Online Resources, Worksheets

transformation of polygons in the plane. Right Triangles and Trigonometry 2.03a Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Triangles 1.01 Use the trigonometric ratios to model and solve problems involving right triangles. Circles, Arc length, Sector 2.03c Apply properties, definitions, and area, Other polygons theorems of two-dimensional figures to solve problems: Other Polygons 2.03d Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs: Circles Area of 2-dimensional figures and Probability 1.01 Use the trigonometric ratios to model 7 days and solve problems involving right triangles. 1.02 Use length, area, and volume of geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of threedimensional figures; and perimeter, area, and volume of composite figures. Solids, Surface Area, and Volume (Including spheres) 1.02 Use length, area, and volume of 6 days geometric figures to solve problems. Include arc length, area of sectors of circles; lateral area, surface area, and volume of threedimensional figures; and perimeter, area, and volume of composite figures. Quiz, Formula Flip Book Chapter 12, Resource packets Test/Quiz Chapter 11 5 days Quiz Chapter 10 6 days Test Chapter 9

2.04 Develop and apply properties of solids to solve problems. Review and Testing Last 10 Days

Warren New Tech High School Project Based Learning Curriculum Map English 9

Standards

(number of days/ weeks)

Time

Project Idea & Driving Question/ Authentic Problem or Scenario

21st Century Skills/ School Wide Learning Outcomes

Activities/ Experiences within the Project

(scaffolding activities, labs, experiments, interviews, etc)

Assessments

Community Partners sharing in project (assessment, speaker, panelist, etc.)

· ·

3 weeks 1.03 2.01, 2.02,2.04 4.01 6.01, 6.02

Don't Just Survive Thrive! How can I be successful in my new school? Genre: Informational pieces

· · · · ·

Written Communication (brochure) Oral Communication (to panel) Work Ethic Collaboration

· · ·

Interview upperclassmen and staff Create brochure for incoming students Research NTN and archives of WNTHS

· · · ·

3 weeks 1.01, 1.03 2.01, 2.02, 2.04 5.02 6.01, 6.02

Happy Ever After How can I map my future so happy ever after is not just a fairy tale? Genre: Fairy/folk tales; nonfiction articles

· · ·

Careers/College Prep (research careers and colleges) Work Ethic Collaboration Written Comm.

· · ·

· ·

3 weeks 1.02, 1.03 5.01, 5.03 6.01, 6.02

Who Moved My Cheese? How do I deal with change? Genre: Fable, nonfiction articles, short story

· · · · ·

Critical Thinking Oral Comm. Written Comm. Work Ethic Collaboration

· · ·

4 weeks 1.01, 1.02 5.01 6.01, 6.02

Poetic License How can I use poetry as a license to express my inner thoughts and feelings? Genre: Poetry

· · · · ·

Written Comm. Critical Thinking Work Ethic Content Collaboration

· · · ·

Research careers and colleges Become familiar with CFNC Create a "quilt" (cloth or paper) square representing ideal future/put squares together Read folk/fairy tales, coming of age tales Watch/discuss Into the Woods (drama class) Reading fables and advice books (The Code, Who Moved My Cheese) Develop a personal code Through a comic book, give advice to characters facing change or in need of a code OR create a teen advice show (podcast) Study poetry terms Write original poetry using various poetic techniques Create a class anthology of original poems Find examples of fig. lang in popular music

· · ·

Entry doc quiz grammar quiz rubric for oral presentation Collaboratio n rubric for groups Written comm. rubric Journal responses on readings Personal essay

Run-thru before upperclassmen Panel from Chamber of Commerce or O'Sail

· · · ·

Area quilters? Digital Media help Guidance dept. Drama Class

· · ·

Journal responses Rubrics Group discussion and evaluation

· ·

WARR radio station Senior citizens

· · · ·

Journals Discussions Rubrics Test (figurative lang)

· ·

Warren County Library Warren County Arts Council

Standards

(number of days/ weeks)

Time

Project Idea & Driving Question/ Authentic Problem or Scenario

Behind the Mask How can I understand other people better, by looking behind the masks they wear? What masks do I wear? Genre: Poetry, Fiction/monologue

21st Century Skills/ School Wide Learning Outcomes

· · · · · Oral Communication Content Critical Thinking Work Ethic Collaboration · · · · ·

Activities/ Experiences within the Project

(scaffolding activities, labs, experiments, interviews, etc)

Assessments

Community Partners sharing in project (assessment, speaker, panelist, etc.)

· · Run-thru for upperclassmen Parent Night for public performance

4 weeks 1.01, 1.02, 1.03 4.01 5.01, 5.02 6.01, 6.02

Poetry slam Read and discuss Bronx Masquerade note-taking/bookmark Journal responses Activities on characterization

· · · · ·

Oral comm. rubric Test Class discussion Postit notes Poetry slam

Midterms Holiday Reading Assignment (Nonfiction Selection) 4 weeks 1.02, 1.03 2.01, 2.02, 2.04 5.01, 5.02 6.01, 6.02

Not Like Me? What can I learn about myself by reading about young people in other countries?

· · · · ·

Genre: Nonfiction

Written communication Content Community Service Work Ethic Collaboration

·

· · · ·

3.01, 3.02, 3.03, 3.04 4.01, 4.02 5.01, 5.02 6.01

5 weeks

Midnight Dreary How can I develop creativity by looking at other creative people? Genre: Short story, horror (Poe, Saki)

· · · · · · ·

Oral Communication Critical Thinking Content Written Comm. Work Ethic Collaboration Technology

· · · · ·

Read Three Cups of Tea, My Forbidden Face, A Long Way Gone, or Of Beetles and Angels Book groups/discussion and activities Research another culture; present information Write a letter to the govt. persuading them to take action on a global issue Create a plan to support a worthy cause Read/analyze The Interlopers Read Poe/analyze Poe stories Create pitch for movie based on missing Poe scene Film suspense film in style of Poe or Saki Investigate theories of Poe's death and persuade others of true cause of death

· · ·

Book club work Reading quizzes Rubrics

· ·

Elected officials? Guest Speakers from other cultures?

· · · ·

Quizzes Journals Tests Rubrics

· · ·

Film competition? Poe Museum Richmond Digital Media class?

Standards

Time

Project Idea &

21st Century Skills/

Activities/

Assessments

Community Partners

(number of days/ weeks)

Driving Question/ Authentic Problem or Scenario

What Happens to a Raisin in the Sun? What happens when people cannot reach their dreams? Genre: Drama, Newspapers

School Wide Learning Outcomes

· · · · · Written Communication Content Work Ethic Collaboration Technology · · · ·

Experiences within the Project

(scaffolding activities, labs, experiments, interviews, etc)

sharing in project (assessment, speaker, panelist, etc.)

· · · · · · · · content rubric oral comm. rubric written comm rubric tests journals discussions short essays Faire in the Square performance Faire in the Square performance Journals Test Discussions Essays Rubrics Warren Record Drama Class

1.01, 1.02, 1.03 2.04 3.01, 3.02, 3.03, 3.04 5.01, 5.02, 5.03 6.01, 6.02

4 weeks

Group work on A Raisin in the Sun Study parts of newspaper Create ads, editorials, articles relating to A Raisin in the Sun Perform a scene (drama class)

4 weeks 1.01, 1.02, 1.03 2.04 3.01, 3.02, 3.03, 3.04 4.03 5.01, 5.02, 5.03 6.01, 6.02

No More Drama Are the problems of teens today unique to our time, or have the same problems existed for years? Genre: Drama

· · · · · ·

Oral Communication Written Communication Content Work Ethic Critical Thinking Technology

· · · · ·

Read/discuss/study Romeo and Juliet (also in drama) Compare film versions Perform a scene at Faire in the Square Create a music video on a teen problem that relates to a theme from R&J Journals

· · · · · ·

Lakeland Arts Center Digital Media Class Drama Class Social Workers

WNTHS Curriculum Matrix for Algebra 1; 2010-2011

Timeline (Yearlong) 8 2 6 16 2 6 2 2

NCSCOS Objective 1.01a Apply the laws of exponents

Content Order of Operations Real Numbers Properties of Numbers Exponents

3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems Adding/Subtracting Matrices 1.02 Use formulas and algebraic expressions, including iterative and recursive forms, to model and solve 1 & 2-step equations problems Combining like terms Distributive Property Multi-step equations 4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties Independent variable Dependent variable Scatterplot Correlation Trend Data Benchmark #1 1.03 Model and solve problems using direct variation Direct variation, y = kx Constant of variation 4.01a Use linear functions or inequalities to model and solve problems using tables, graphs, and algebraic properties; justify results One-step inequalities Two-step inequalities Multi-step inequalities 3.02 Operate (addition, subtraction, scalar multiplication) with matrices to solve problems Multiplying Matrices 4.01a Use linear functions or inequalities to model and solve problems using tables, graphs, and algebraic properties; justify results Slope

WNTHS Curriculum Matrix for Algebra 1; 2010-2011

4.01b Use linear functions or inequalities to model and solve problems using tables, graphs, and algebraic properties; justify results Y-intercept, X-intercept y = mx + b 1.01b Create linear models for sets of data to solve problems: Interpret constants and coefficients in the context of the data Slope Formula (from 2 points) Ax + By = C Point-Slope Formula Benchmark #2 2.02 Use the parallelism or perpendicularity of lines and segments to solve problems Parallel, Perpendicular Lines 3.03a Create linear models 4.03 Use systems of linear equations or inequalities in two variables to model and solve Systems of linear equations or problems inequalities 3.03b Check the model for goodness-of-fit and use the model to draw conclusions or make Linear Models (Linear predictions Regression) 4.02 Graph and evaluate exponential functions to solve problems Exponential functions 2.01 Find the lengths and midpoints of segments to solve problems Midpoint formula 1.02 Use formulas and algebraic expressions, including iterative and recursive forms, to model and solve problems Distance formula Pythagorean theorum Benchmark #3 Polynomials: Add/Subtract/Multiply/Divide 1.01b Operate with polynomials 1.01c Factor polynomials Polynomials: Factoring Greatest Common Factor 4.02 Graph, factor, and evaluate quadratic functions to solve problems Quadratic Functions EOC Review Remediation EOC Test

4

6

22

3

6

1

1

5

16 8

7 10 25 79

CONCEPT: Fourth Grade Math 1st Nine Weeks Objective 1.01a 1.01b 1.01c 1.04a 1.05 Topic Numeration NCEOG/NESS/Priority Resources H/H/H Envision topic 1 Instructional Strategies Small group instruction for lower level students Use place value charts, flip charts and manipulatives to show periods Use ClassScape on the LCD projector for whole class as a remediation tool Envision topic 2 Use charts for multiplication Multiplication/Division Bingo Math-Drills.com 5 Minute Frenzy Instructional games on the overhead for whole class reinforcement Break the class up into small groups and have students to collaborate with others to get the answer. Keep up with the points and the winning team get a prize Use Ed Helper for extra worksheets Envision topic 5 Multiplying by 1 digit numbers Use centers/games for instructional purposes

H/H/H H/H/H

1.04a 1.04b 1.05

Adding and subtracting whole numbers

1.02a-e 1.05

Multiplication Meanings and facts

Envision topic 3

1.02 a-e Division Meaning and facts 1.02a-c

Envision topic 4

CONCEPT: Fourth Grade Math 2nd Nine Weeks Objective 5.01a 5.01b 1.05 1.03c 1.04 1.02e 1.02b 1.02e 1.02d 1.02a 3.02 Topic Patterns and Expressions NCEOG/NESS/Priority Resources H/H/H Envision topic 6 All Goal 1- High Use counters and math mats to create arrays Multiplying by 2 digit Envision topic 7 Use multiplication and division Quizmo Use Study Island Dividing by 1 digit divisors Envision topic 8 Have the students take a recipe and convert a simple recipe that will feed 6 people to feed the number of students in the class L/H/M Envision topic 9 Use overhead fraction pieces to show concept of fraction of a whole, part of a group Class members group themselves to correlate with division facts/problems Instructional Strategies Create function machines that students can use to show math relationships

Lines, angles and shapes Understanding Fractions

1.03

Envision topic 10

CONCEPT: Fourth Grade Math 3rd Nine Weeks Objective 1.04a 1.05 Topic Adding and subtracting fractions Understanding decimals NCEOG/NESS/Priority Resources Instructional Strategies H/H/H Envision topic 11 Use graph paper to color fractional parts to add and subtract All Goal 1 - High Give the students "fifty dollars" and the sale ads from the newspaper. They will have to sop for 5 meals without going Envision topic 12 over their limit Have the students draw a floor plan of their dream house putting in each room dimensions. Then they will find the total square feet of the house Operations with decimals Envision topic 13 (Money from Math kit)

1.01a 1.01c 1.03 1.05

1.01b 1.04b 1.04a 1.02 a-e 1.05 1.04c 2.01 2.02

Area and Perimeter L/H/M L/H/M Measurement, time and temperature *Part of the new curriculum but students need to know this information

Envision topic 14 Envision topic 16 (clocks, rulers, thermometers)

CONCEPT: Fourth Grade Math 4th Nine Weeks Objective 4.01 4.02 4.03 3.01 Topic Data and Graphs NCEOG/NESS/Priority Resources M/M/M Envision topic M/H/H 17 M/M/M L/M/M Instructional Strategies Create a test on ClassScape. Put the test up on the projector for the whole class to see. The students will individually work out the problems using the white boards and manipulative. The students will then record their answers and turn in their finished test. Students with 80 or higher will get a prize. Start reviewing/reinforcing skills with EOG books. Use small grouping for students having problems on the same objectives. Use pattern blocks to make a tree diagram to show possible outcomes.

5.02 1.05 5.03

Equations

H/H/H H/H/H H/H/H

Envision topic 18 EOG Books

3.03a 3.03b 3.03c

Transformation, congruence and symmetry

H/L/M

Envision topic 19

4.04

Probability

M/H/H Envision topic 20

Warren County Schools 8th Grade Science Pacing Guide

This guide is designed for a 33-week period, including four weeks of review. The remaining 3week balance is for the time after the End of Grade Test, as well as to allow time in the beginning of the year. Standards 1 and 2, Scientific Inquiry and Technology, respectively, are skills-based and should be integrated throughout the year.

Unit 1: Atomic Theory and Structure

Unit Length: 4 Weeks

4.01 Understand that both naturally occurring and synthetic substances are chemicals. 4.03 Explain how the periodic table is a model for: · Classifying elements. · Identifying the properties of elements. 4.04 Describe the suitability of materials for use in technological design: · Electrical Conductivity. · Density. · Magnetism. · Solubility. · Malleability. 4.05 Identify substances based on characteristic physical properties: · Density. · Boiling/Melting points. · Solubility. · Chemical reactivity. · Specific heat.

Unit 2: Chemical Reactions

Unit Length: 3 Weeks

4.02 Evaluate evidence that elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances. 4.06 Describe and measure quantities related to chemical/physical changes within a system: · Temperature. · Volume. · Mass. · Precipitate. · Gas production. 4.07 Identify evidence supporting the law of conservation of matter. · During an ordinary chemical reaction matter cannot be created or destroyed. · In a chemical reaction, the total mass of the reactants equals the total mass of the products. 3.05 Define pH / Identify acids and bases based on pH level

Unit 3: Toxicology

Unit Length: 2 Weeks

4.08 Identify evidence that some chemicals may contribute to human health conditions including: · Cancer. · Autoimmune disease. · Birth defects. · Heart disease. · Diabetes. · Learning and behavioral disorders. · Kidney disease. · Asthma. 4.09 Describe factors that determine the effects a chemical has on a living organism including: · Exposure. · Potency. · Dose and the resultant concentration of chemical in the organism. · Individual susceptibility. · Possible means to eliminate or reduce effects. 4.10 Describe risks and benefits of chemicals including: · Medicines. · Food preservatives. · Crop yield. · Sanitation.

Unit 4: Cell Theory

Unit Length: 5 Weeks

6.01 Describe cell theory: · All living things are composed of cells. · Cells provide structure and carry on major functions to sustain life. · Some organisms are single cell; other organisms, including humans, are multi-cellular. · Cell function is similar in all living things. 6.02 Analyze structures, functions, and processes within animal cells for: · Capture and release of energy. · Feedback information. · Dispose of wastes. · Reproduction. · Movement. · Specialized needs. 6.04 Conclude that animal cells carry on complex chemical processes to balance the needs of the organism. · Cells grow and divide to produce more cells. · Cells take in nutrients to make the energy for the work cells do. · Cells take in materials that a cell or an organism needs.

Unit 5: Microbes

7.01 Compare and contrast microbes: · Size, shape, structure. · Whether they are living cells. 6.03 Compare life functions of protists: · Euglena. · Amoeba. · Paramecium. · Volvox. 7.02 Describe diseases caused by microscopic biological hazards including: · Viruses. · Bacteria. · Parasites. · Contagions. · Mutagens.

Unit Length: 4 Weeks

7.03 Analyze data to determine trends or patterns to determine how an infectious disease may spread including: · Carriers. · Vectors. · Conditions conducive to disease. · Calculate reproductive potential of bacteria. 7.04 Evaluate the human attempt to reduce the risk of and treatments for microbial infections including: · Solutions with anti-microbial properties. · Antibiotic treatment. · Research. 7.05 Investigate aspects of biotechnology including: · Specific genetic information available. · Economic benefits to North Carolina. · Ethical issues. · Impact for agriculture.

Unit 6: Geography

5.04 Analyze satellite imagery as a method to monitor Earth from space: · Spectral analysis. · Reflectance curves.

Unit Length: 2 Weeks

5.05 Use maps, ground truthing and remote sensing to make predictions regarding: · Changes over time. · Land use. · Urban sprawl. · Resource management.

Unit 7: Evolution

Unit Length: 4 Weeks

5.01 Interpret ways in which rocks, fossils, and ice cores record Earth's geologic history and the evolution of life including: · Geologic Time Scale. · Index Fossils. · Law of Superposition. · Unconformity. · Evidence for climate change. · Extinction of species. · Catastrophic events. 5.02 Correlate evolutionary theories and processes: · Biological. · Geological. · Technological. 5.03 Examine evidence that the geologic evolution has had significant global impact including: · Distribution of living things. · Major geological events. · Mechanical and chemical weathering.

Unit 8: Hydrology

3.02 Explain the structure of the hydrosphere including: · Water distribution on earth. · Local river basin. · Local water availability.

Unit Length: 4 Weeks

3.03 Evaluate evidence that Earth's oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: · Estuaries. · Marine ecosystems. · Upwelling. · Behavior of gases in the marine environment. · Value and sustainability of marine resources. · Deep ocean technology and understandings gained. 3.04 Describe how terrestrial and aquatic food webs are interconnected. 3.05 Analyze hydrospheric data over time to predict the health of a water system including: · Temperature. · Dissolved oxygen. · pH. · Nitrates. · Turbidity. · Bio-indicators.

3.06 Evaluate technologies and information systems used to monitor the hydrosphere. 3.07 Describe how humans affect the quality of water: · Point and non-point sources of water pollution in North Carolina. · Possible effects of excess nutrients in North Carolina waters. · Economic trade-offs. · Local water issues. 3.08 Recognize that the good health of environments and organisms requires: · Monitoring of the hydrosphere. · Water quality standards. · Methods of water treatment. · Maintaining safe water quality. · Stewardship.

Unit 9: Review

Unit Length: 4 Weeks

Pacing Guide Fifth Grade Math New NCSCOS Objectives Benchmark I

Unit Title Subject Textbook Chapter/Lesson NCSCOS Resources

Topic One Numeration 6 Days

Number: Place Value Number: Comparing and Ordering Whole Numbers Decimals: Decimal Place Value Decimals: Comparing and Ordering Decimals Problem Solving: Look for a Pattern

1-1 12 13 14 15 21

1.01.a.b/H 1.01.c/H 1.01.a.c/H 1.01.c/H 5.01.b/H 5.03.b/H

Topic Two Adding and Number Sense: Mental Math Subtracting Whole Numbers and Decimals 9 Days Number Sense: Rounding Whole Numbers and Decimals Number Sense: Estimating Sums and Differences Problem Solving: Draw a Picture and Write an Equation Number: Adding and Subtracting Decimals: Adding Decimals Decimals: Subtracting Decimals Problem Solving: Multiple-Step Problems Topic Three Multiplication: Multiplication Properties Multiplication: Using Mental Math to Multiply Multiplying Whole Numbers Multiplication: Estimating Products Multiplication: Multiplying by 1-Digit Numbers 9 Days Multiplication: Multiplying 2-Digit by 2-Digit Numbers Multiplication: Multiplying Greater Numbers Multiplication: Exponents

22 23 24 2-5 2-6 27 28 31 3-2 33 34 35

1.01.b/H 1.03.b/H 5.02a/H 6.01.a/H 1.03.a/H 1.03.a/H 6.02/H 5.03.b/H 5.03b/H 1.02.c/H 1.02.a/H 1.02a/H

36 37

1.02.a/H 1.01.a/H

Problem Solving: Draw a Picture and Write an Equation Topic Four Division: Dividing Multiples of 10 and 100 Dividing by 1-Digit divisors Division: Estimating Quotients Division: Problem Solving Reasonableness 10 Days Division: Connecting Models and Symbols Division: Dividing by 1-digit Divisors Division: Zeros in the Quotients Division: Understanding Factors Division: Prime and Composite Numbers Problem Solving: Draw a Picture and Write an Equation Topic Five Division: Using Patterns to Divide Division: Estimating Quotients with 2-Digit Divisors Dividing by 2-Digit Divisors Problem Solving: Multiple-Step Problems Division: 1-Digit Quotients 9 Days Division: 2-Digit Quotients Division: Estimating and Dividing with Greater Numbers Problem Solving: Missing or Extra Information Benchmark 1

38

5.02.a/H

41 42 4-3 4-4 45 46 47 48 49

1.01/H 1.02.c/H 6.03.a/H 1.02.b/H 1.02.b/H 1.02.b/H 1.01.d/H 1.01.d/H 5.02.a/H

51 5-2 54 55 56 57

6.01.a/H 1.02.c/H 1.02.b/H 1.02.b/H 1.02.b/H 6.04.a/H

58

6.02/H

Benchmark II

Subject Unit Title Topic Six Algebra: Variables and Expressions Algebra: Patterns and Expressions Algebra: More Patterns and Expressions Variables and Expressions 7 Days Algebra: Distributive Property Algebra: Order of Operations Problem Solving: Act It Out and Use Reasoning Decimals: Multiplying Decimals by 10, 100, or 1000 Decimals: Multiplying a Decimal by a Whole Number Decimals: Estimating the Product of a Decimal and a Whole Number Multiplying and Dividing Decimals Decimals: Multiplying Two Decimals Decimals: Dividing Decimals by 10, 100, 0r 1000 Decimals: Dividing a Decimal by a Whole Number 10 Days Decimals: Estimation: Decimals Divided by Whole Numbers Decimals: Dividing a Decimals by a Decimal Problem Solving: Multiple Step Textbook Chapter 6-1 6-2 6-3 6-4 6-5 6-6 7-1 7-2 7-3 NCSCOS 5.02.a/H 5.02.a/H 5.02a/H 5.03.c/H 5.04/H 6.03a/H 6.01.b/H 6.01.b/H 6.01.b/H Resources

Topic Seven

7-4 7-5 7-6 7-7 7-8 7-9 11-1

6.01.b/H 6.01.b/H 6.01.b/H 6.01.b/H 6.01.b/H 6.02/H 6.01.b/H

Topic Eleven

Fractions: Multiplying Fractions and Whole Numbers Fractions: Multiplying two Fractions Fractions: Multiplying Mixed Numbers

11-2 11-3 11-4

6.01.b/H 6.01.b/H 6.01.b/H

Multiplying Fractions and Mixed Numbers 6 Days

Fractions: Relating Division to Multiplication of Fractions Problem Solving: Draw a Picture and Write an Equation Fractions: Meanings of Fractions Fractions: Fractions and Division Fractions: Mixed Numbers and Improper Fractions

11-5

6.05/H

Topic Nine

9-1 9-2 9-3

1.01.a/H 1.01.a/H 1.01.a/H

Fractions and Decimals

Fractions: Equivalent Fractions Fractions: Comparing and Ordering Fractions and Mixed Numbers

9-4 9-5

1.01.a/H 1.01.a/H

12 Days

Fractions: Common Factors and Greatest Common Factor Fractions: Fractions in Simplest Form Number: Tenths and Hundredths Number: Thousandths Number: Fractions and Decimals on the Number Lines Problem Solving: Writing to Explain Fractions: Adding and Subtracting Fractions with Like Denominators

9-6 9-7 9-8 9-9 9-10 9-11 10-1

1.01.a/H 1.01a/H 1.01.a/H 1.01.a/H 1.01a/H 6.04/H 6.02/H

Topic 10

Fractions: Common Multiples and Least Common Multiple Fractions: Adding Fraction with Unlike Denominators

10-2 10-3

1.01.d/H 1.01.a/H

Adding and Fractions: Subtracting Fractions Subtracting Fractions with Unlike Denominators and Mixed Numbers Fractions: Adding Mixed Numbers 8 Days Fractions: Subtracting Mixed Numbers Problem Solving: Try, Check, and Revise Benchmark II

10-4

1.03a/H

10-5 10-6 10-7

1.03.a/H 1.03.a/H 6.02/H

Benchmark III

Unit Title Subject Textbook Chapter NCSCOS Resources

Topic Eight Shapes 7 Days

Geometry:Basic Geometry Ideas Geometry: Measuring and Classifying Angles Geometry: Polygons

8-1 8-2 8-3

6.05/H 2.02/M 6.05/H

Geometry: Triangles

8-4

3.01/H

Geometry: Quadrilaterals Problem Solving: Make and Test Generalizations Measurement: Using Customary Units of Length Topic Twelve Measurement: Using Metric units of Length Measurement: Perimeter Perimeter and Area Measurement: Area of Squares Measurement: Area of Parallelograms 9 Days Measurement: Area of Triangles Measurement: Circles and Circumference Problem Solving: Draw a Picture and Make an Organized List Geometry: Solids Topic Thirteen Geometry: Relating Shapes Measurement: Surface Area Solids 8 Days Geometry: Views of Solids Measurement: Volume Geometry: Irregular Shapes and Solids Problem Solving: Use Objects and Solve a Simpler Problem Topic Fourteen Measurement: Customary Units of Capacity Measurement: Metric Units

8-5 8-6 12-1 12-2 12-3 12-4 12-5 12-6 12-7 12-8

3.01/H 6.02/H 6.05/H 6.05/H 6.04.a/H 6.04.a/H 6.04.a/H 6.04.a/H 6.04.a/H 6.05/H

13-1 13-2 13-3 13-4 13-5 13-6 13-7 14-1 14-2

3.03.a/M 3.03.b/M 3.04/H 6.01.b/H 3.04/H 3.04/H 6.05/H 2.01/M 2.01/M

Measurement Units, Time, and Temperature

Measurement: Units of Weight

14-3

2.01/M

Measurement: Converting Customary Units 10 Days Measurement: Converting Metric Units Measurement: Elapsed Time Measurement: Elapsed Time in Other Units Measurement: Temperature Change Problem Solving: Make a Table Algebra: Solving Addition and Subtraction Equations Algebra: Solving Multiplication and Division Equations

14-4 14-5 14-6 14-7 14-8 14-9 15-1 15-2

2.01/M 2.01/M 2.03/M 2.03/H 6.04.a/H 6.05/H 5.02.c/H 5.02.c/H

Topic Fifteen

Algebra: Inequalities and the Number Line Algebra: Patterns and Equations

15-3 15-4

5.02.c/H 5.01.a/H

Solving and Writing Equations and Inequalities 6 Days

Problem Solving: Draw a Picture and Write and Equations

15-5

5.02.a/H

Benchmark III

Benchmark IV

Unit Title Subject Number: Understand Ratios Topic Sixteen Number: Understanding Percent Number: Percent, Fractions, and Decimals Ratio and Percent Number: Finding Percent of a Whole Number Problem Solving: Make a Table and Look for a pattern 6 Days Topic Seventeen Understanding Integers Ordered Pairs Distances on Number Lines and the Coordinate Plane Equation and Graphs Graphing Equations Problem Solving: Work Backward 6 Days Problem Solving: Work Backward Data from Surveys Topic Eighteen Bar Graphs and Picture Graphs Line Graphs Graphs and Data Stem and Leaf Plots Histograms 10 Days Circle Graphs Mean Median, Mode and Range Problem Solving: Make a Graph Translations Topic Nineteen Reflections 19-1 19-2 6.05/H Transformations, Congruence and Symmetry Rotations 19-3 6.05/H Congruence 7 Days Topic Twenty Symmetry Problem Solving: Use Objects Outcomes Writing Probability as a Fraction 19-4 19-5 19-6 20-1 20-2 4.02/M 6.05/H 6.05/H 6.05/H 4.02/M 6.05/H Textbook Chapter 16-1 16-2 16-3 16-4 6.02/H 16-5 17-1 17-2 17-3 17-4 17-5 17-5 6.02/H 18-1 18-2 18-3 18-4 18-5 18-6 18-7 18-8 18-9 4.01 b/M 4.01 b/M 4.01 b/M 4.01 b/M 4.01 b/M 4.01 b/M 4.01 d/M 4.01 c/M 4.01 b/M 6.05/H NCSCOS 1.01.a/H 1.01.a/H 1.01.a/H Resources

6.04/H 5.01 c/H 5.01 c/H 5.01 c/H 5.01 c/H

Experiments and Predictions Probablity 7 Days Problem Solving: Solve a Simpler Problem

20-3 20-4

6.02/H 6.05/H

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