High School Instructional Guide For Integrated Coordinated Science I

Division of Instruction Publication No.

i Unified School District High School Instructional Guide for Biology Table of Contents

Contents Pages Acknowledgements iii Foreword vii Science Instructional Guide Overview viii Graphic Organizer of the Science Instructional Guide x Section I. Overview of Major District Initiatives A. Excerpts from the Secondary Literacy Plan 1-1 B. The Nine Principles of Learning 1-2 C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-4 D. Small Learning Communities 1-6 E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) 1-7 F. Mathematics and Science Partnership Grants (MSP); System-Wide Change for 1-7 All Learners and Educators (S.C.A.L.E) Section II. Overview of State of Documents A. California Content Standards 2-1 B. Science Framework for California Public Schools 2-1 C. California Standards for the Teaching Profession 2-2 Section III. Science Pedagogy A. Instruction, Learning Transfer, Inquiry 3-1 B. Principles and Domains of Culturally Relevant and Responsive Pedagogy 3-4 C. Science Disciplinary Literacy 3-5 Section IV. Overview of Assessment A. Concepts for Assessment in Science 4-1 B. LAUSD Periodic Assessments in Science 4-1 C. Scoring of Periodic Assessments 4-4 D. Unit Reflection and Intervention 4-4 E. Sample Periodic Assessment Items 4-5 Section V. Integrated Coordinated Science I A. Introduction to the Integrated Coordinated Science I Section 5-1 B. Integrated Coordinated Science I Periodic Assessments Organizer 5-2

i C. Graphic Organizer for Integrated Coordinated Science I 5-3 D. Legend for Matrix Chart 5-4 E. LAUSD – Integrated Coordinated Science I Matrix Chart 5-5 F. Performance Tasks for Integrated Coordinated Science I 5-38 Section VI. Sample Immersion (Extended Investigation) Project for Integrated Coordinated Science I A. Integrated Coordinated Science I Immersion Unit 6-1 Section XI. Appendices B. References and Suggested Readings 7-1 C. Suggested Readings for Culturally Responsive Instruction 7-3 D. Mathematics Science Technology Centers 7-4 E. District Secondary Science Personnel 7-8 F. Recommended Programs and Contacts 7-10

ii

ACKNOWLEDGMENTS This publication reflects the collaborative effort of the many educators. This revision of Publication No. SC-863.19 (Revised 2001) is based on the Science Content Standards for California Public Schools, Kindergarten Through Grade 12. Appreciation is extended to the following educators who worked on the past and present publications:

Local District Personnel

District 1 Luis Rodriguez Science Specialist District 2 David Kukla Science Specialist District 3 Karen Jin Science Expert District 4 Dr. Thomas W. Yee Science Specialist District 5 Robert Scott Science Expert District 5 Michele Parsons Science Expert District 6 Pamela H. Williams Science Expert District 6 Catherine Duong Science Advisor District 7 Roman Del Rosario Science Expert District 7 Tina Perry Science Advisor District 8 Gilbert Samuel Science Expert

Science Advisory Panel

Cheryl Tibbals Educational Consultant Local District 6 Dale Vigil Superintendent Lowman MST Center Daniel McDonnell Science Advisor Secondary Science Branch Dr. Athaur Ullah Director Kennedy High School Gerardo Vaquerano Teacher Foshay Learning Center Karel Lilly Teacher Local District 3 Karen Jin Science Expert UTLA Linda Guthrie Vice President Secondary Ed. Instructional Support Services Liza Scruggs Assistant Superintendent Local District 1 Luis Rodriguez Science Specialist Holly wood High School Marissa Hipol Teacher AALA Mike O’Sullivan President Local District 6 Pamela H. Williams Science Expert Wilson High School Phil Naimo Principal Local District 7 Scott Braxton High School Director Stephen Walters Principal Parent Community Branch Zella Knight Representative

iii

Math Science Technology Center Advisors

East Los Angeles MST Center Angela Okwo Lowman MST Center Daniel McDonnell Van Nuys MST Center Dave Hicks Westside MST Center Henry Ortiz San Pedro MST Center John Zavalney

UTLA Approved Design Team District 1 R. Natasha Galvez Ben Vallejo Chatsworth High School Patricia Moran Cleveland High School Sarkis Margossian Monroe High School Mary Stepter Monroe High School Barbara Scott Valley New HS #1

District 2 Karen Evens Grant High School Barbara Donatella Jonathan Hayes Sylmar High School Cathy Uchida Verdugo Hills High School

District 3 Davina Bradley Dorsey High School Karen Laramay Hamilton High School Irina Balan

District 4 Bong Le Belmont High School Joe Llamas Belmont High School Edgar Ticzon Richard Redman Franklin High School Patricia Baker High School Marissa Hipol Catherine Devine Marshall High School

iv

District 5 Lanny Larsen Bravo Medical Magnet Michael Morgan Bravo Medical Magnet Larry Quimby Bravo Medical Magnet Naomi White Jefferson High School Ron Ozuna Roosevelt High School

District 6 Lisa Kramer Elizabeth Learning Center Jay Estabrook Gary Fong South Gate High School Pamela Higgins South Gate High School Terri Stevens Sought Gate High School

District 7 Leticia Perez Fremont High School Pedro DeLeon Foshay Learning Center Natalie Tran Jordan High School Vanessa Morris Eric Wheeler

District 8 Tammy Bird-Beasley Carson High School Elizabeth Garcia Carson High School Kevin McManus Chris Nsor Gardena High School Elaine Gima Kim Monson Narbonne High School

IFL William Tarr IFL – Science Liason Patty MCGruder IFL – District Liason

AEMP Dr. Noma Le Moine Director Carlos C. Barron Instructional Specialist

v

Instructional Guide Coordinator Diane L. Watkins, High School Science Coordinator

Instructional Guide Consultant Cheryl Tibbals

LAUSD Central Office Don Kawano, Middle School Science Coordinator

Myrna H. Estrada, ICS 1 Science Expert

Athaur Ullah, Ed.D, Director of Science

Liza G. Scruggs, PhD., Assistant Superintendent, Division of Instructional Support Services

APPROVED: RONNI EPHRAIM Chief Instructional Officer

vi

Los Angeles Unified School District Foreword

Former New York Mayor Rudy Giuliani is well known for the simple two-word sign on his desk, "I'm Responsible." This sign was strategically placed to remind both the mayor and visitors that true success comes from co-accountability and co-responsibility. In a coherent instructional system, everyone is responsible for student learning and student achievement. The question we need to constantly ask ourselves is, "How are our students doing?"

The starting point for an accountability system is a set of standards and benchmarks for student achievement. Standards work best when they are well defined and clearly communicated to students, teachers, administrators, and parents. The focus of a standards-based education system is to provide common goals and a shared vision of what it means to be educated. The purposes of a periodic assessment system are to diagnose student learning needs, guide instruction and align professional development at all levels of the system.

The Los Angeles Unified School District is re-designing elementary and secondary instruction. Putting Students First is our District's plan to improve the academic achievement of all students.

The primary purpose of this Instructional Guide is to provide teachers and administrators with a tool for determining what to teach and assess. More specifically, the Instructional Guide provides a "road map" and timeline for teaching and assessing the Science Content Standards for California Public Schools.

I ask for your support in ensuring that this tool is utilized so students are able to benefit from a standards-based system where curriculum, instruction, and assessment are aligned. In this system, curriculum, instruction, and assessment are tightly interwoven to support student learning and ensure ALL students have equal access to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improving student achievement for all of our students.

Roy Romer Superintendent of Schools

vii Science Instructional Guide Overview content standards, aligned to benchmarked standards, in English, mathematics and The Science Instructional Guide for science. Once these content standards are Integrated/Coordinated Science, Biology and adopted, states must phase in assessments Chemistry provides a contextual map for aligned to their adopted content standards. teaching all of the California Science The NCLB science requirement specifies that, Standards. The Guide provides the by the 2007-08 school year, states should give foundation for building a classroom standards-aligned assessments in science at curriculum and instructional program that least once in the grade spans 3-5, 6-9, and 10- engages all students in rigorous and dynamic 12. In 2007, there will be a test in Grade 8 learning. Aligned to the California Science focused on the Grade 8 content standards and Standards and the Science Framework for a test at Grade 10 focused on the Grade 6-8 California Public Schools, the instructional Life Science and high school Biology/Life resources in this Guide support District Science standards. The 5th Grade CST will initiatives to close the achievement gap and be used for both the STAR Program and the raise all students to “proficient” performance NCLB requirement. The results of these in science. The Science Instructional Guide is one assessments, as well as those in English and part of a “systemic” approach to the teaching mathematics, are used in the states’ of science that aligns curriculum, instruction, accountability programs as one of several assessment, and professional development indicators for schools’, districts’, and states’ which is made systemically coherent through Adequate Yearly Progress (AYP). Schools, local district professional development. districts, and states that do not meet their AYP targets may face Federal sanctions under Background NCLB. The State of California established the Standardized Testing and Reporting (STAR) The purpose of this Instructional Guide and the Program to evaluate programs and determine accompanying periodic assessments is to: 1) student proficiency on the content standards provide teachers with the support needed to for Language Arts, ensure that students have received the science Mathematics, Science, and Social Studies. The content specified by the Science Content STAR Program tests 5th Grade students with Standards for California Public Schools, and 2) to a California Standards Test (CST) in science provide direction for instruction or additional that is aligned to the grades 4 and 5 California resources that students may require in order standards. for to become proficient in the science course Specific California Standards Tests are also being studied. This Guide is intended to be the given at the high school level for grades 9 - foundation of a standards-based instructional 11. program in science which the local district, school and classroom will enrich and expand The STAR Program is also used by California based on local expertise and available to meet some of the requirements of the No resources. Child Left Behind (NCLB) Act (PL 107-110), The Role of the Instructional Guide to signed into law in January 2002. The Federal Support Instruction NCLB Legislation specifies a timeline that The Instructional Guide is a foundation for the requires states to adopt either grade-level teaching of science in Integrated/Coordinated Science I, Biology, and Chemistry. The guide

viii is designed to provide support for teachers • Standards for Instructional with instructional resources to assist them in Component their implementation of a standards-based • Standard Groups program. The Guide is designed as a resource • Key Concepts to support the implementation of a balanced • Analyzed Standards instructional program that employs myriad • Instructional Activities and learning activities to produce the conceptual Resources understanding of scientific phenomena. • Immersion Units (extended science investigations) This Guide should be used at the local district Immersion units are extended science level as a foundation for the development of investigations (four weeks or more). The use an instructional program that best utilizes the of an immersion unit is an instructional task expertise and resources within that local that combines and applies concepts to ensure district. In implementing this Guide, it is that all students engage in an extended suggested that teachers work together to scientific investigation at least once per year. select the best combination of resources to The immersion projects will provide all meet their instructional goals and the specific students with the opportunity to: learning needs of their students. Therefore, this Guide focuses on the efficient use of all • Investigate a scientific topic in- instructional resources found in many depth over an extended period of LAUSD schools and those available through time. many of the Mathematics Science Technology • Gather data that tests the (MST) Centers. hypothesis. • Confront conflicting evidence. Another role of this Guide is to support the • Draw conclusions and reflect on use of periodic diagnostic assessments to those conclusions. ensure that students have access to the Science These immersion units are an ideal way of Content Standards for California Public Schools. deepening inquiry in science, supporting Proficiency of the K - 12 science standards personalized learning and can be used in will provide a strong foundation by which Small Learning Community settings. These students may go on to become “scientifically extended investigations also support literate” citizens of the 21st century. culturally responsive pedagogy; all students

use both deductive and inductive reasoning Organization of the Science Instructional to built concepts and make connections to Guide prior experience and cultures. The Science Instructional Guides for Biology and Chemistry are organized into three • Appendix “Instructional Components” that map out the An Appendix with District contacts and other academic year. The Instructional Guide for useful information is included at the end of Integrated/Coordinated Science I is mapped this Instructional Guide. into four instructional components. Included in each instructional component for Integrated/Coordinated Science I, Biology and Chemistry are the following:

ix x I. Major District Initiatives who lack basic reading and writing skills. The Science Instructional Guide and Periodic • To change the institutional culture and Assessment are part of the larger District school structures of traditional middle Periodic Assessment System that will support and high schools that often isolate major Los Angeles Unified School District teachers and students and act as Initiatives: barriers to learning and change. • Secondary Literacy Plan, • Institute For Learning (IFL)- Nine To meet the challenges of the Secondary Principles of Learning, Literacy Plan some of the following actions are • Closing the Achievement Gap: to: Improving Educational Outcomes for • Develop instructional guides to Under-Achieving Students Initiative, support standards-based instruction • Small Learning Communities, for specific content areas. • • The Los Angeles Urban Systemic Communicate that content literacy Program and addresses the development of literacy and content knowledge • The Mathematics Science Program for simultaneously. System-Wide Change for All Learners • and Educators (S.C.A.L.E.). Organize instruction at the secondary level to create and support learning Excerpts from the Secondary Literacy conditions that will help all students succeed. Plan The goal of the Los Angeles Unified School • Implement a coherent ongoing District's Secondary Literacy Plan is to enhance professional development plan that the District's efforts to provide learning will provide content area teachers with opportunities and instruction to enable all content-specific knowledge and middle and high school students to perform expertise to meet the varied learning rigorous work and to meet or exceed and literacy needs of all students. proficiency in each content area. The plan is • Structure of an organizational design designed to address student and teacher needs (literacy cadres and coaches) that will and overcome challenges commonly faced in enhance all school's capacity to middle and high school today. The purposes address the teaching of students with of the plan include the following: diverse learning needs. Create an To address literacy in all content areas. infrastructure that will include • To help secondary teachers define instructional models to support expert their role in teaching reading and teaching of content aligned to the writing in their content areas. standards. • To help struggling students with basic • Differentiate instructional programs to reading and writing skills and to meet the varied needs of all students, provide differentiated support. particularly those who need extensive accelerated instruction in decoding, • To train secondary content area encoding, and reading fluency teachers to provide additional,

differentiated support for students

1-1 The Division of Instructional Support Services is presently engaged in a comprehensive review of all intervention strategies and programs. The office will bring forward recommendations that will better define our intervention programs and ensure that all interventions are research-based, effective and correlated to classroom instruction. The office will identify specific interventions and recommendations for grades K through 12 including a Figure 1- Secondary Literacy Chart comprehensive review of the present summer school and intercession, and other B. The Nine Principles of Learning interventions programs. It is critical that as we The Nine Principles of Learning from the implement standards-based instruction, that Institute for Learning provide the theoretical we have the capacity to diagnose student foundation of research-based instructional weaknesses and prescribe specific practices that provide the foundation for the interventions that will help correct those Secondary Redesign Comprehensive Plan. weaknesses. In accomplishing this goal, we These nine principles are embedded will need to: identify in-class strategies, throughout the Instructional Guide and extended day strategies, and strategies that can underscore the beliefs of the Los Angeles be implemented in summer school and Unified School District. intersession programs. Professional development must be provided so that all • Organizing for Effort teachers are taught instructional approaches An effort-based school replaces the that support success for all students. assumption that aptitude determines what and how much students learn Figure 1 illustrates an overview of the with the assumption that sustained Secondary Literacy Plan Components and and directed effort can yield high shows the "content connections" among the achievement for all students. disciplines of Science, English Language Arts, Everything is organized to evoke and Mathematics, and Social Studies. The support this effort, to send the interaction of the standards, professional message that effort is expected and development, assessment and evaluation that tough problems yield to sustained combine to form an interactive system that work. High minimum standards are promotes content literacy. set and assessments are geared to the standards. All students are taught a A man must have a certain rigorous curriculum aligned to the amount of intelligent ignorance standards, along with as much time to get anywhere. and expert instruction as they need to Charles Franklin meet or exceed expectations. This principle is one of the guiding beliefs Kettering (1876-1958) common in every school in the Los U. S. engineer and Angeles Unified School District.

1-2 authentic accomplishment is the hallmark of • Clear Expectations an effort-based school. This recognition can If we expect all students to achieve at take the form of celebrations of work that high levels, then we need to define meets standards or intermediate progress explicitly what we expect students to benchmarks en route to the standards. learn. These expectations need to be Progress points should be articulated so that, communicated clearly in ways that get regardless of entering performance level, them "into the heads" of school every student can meet real accomplishment professionals, parents, school criteria often enough to be recognized communities and, above all, students frequently. Recognition of accomplishment themselves. Descriptive criteria and can be tied to an opportunity to participate in models of work that meets standards events that matter to students and their should be publicly displayed, and families. Student accomplishment is also students should refer to these displays recognized when student performance on to help them analyze and discuss their standards-based assessments is related to work. With visible accomplishment opportunities at work and in higher targets to aim toward at each stage of education. learning, students can participate in • Academic Rigor in a Thinking evaluating their own work and setting Curriculum goals for their own efforts. Thinking and problem solving will be the "new basics" of the 21st century, but the • Fair and Credible Evaluations common idea that we can teach thinking If we expect students to put forth without a solid foundation of knowledge sustained effort over time, we need to must be abandoned, so must the idea that we use assessments that students find can teach knowledge without engaging fair, and that parents, community, and students in thinking. Knowledge and thinking employers find credible. Fair are intimately joined. This implies a evaluations are ones that students can curriculum organized around major concepts prepare for: therefore, tests, exams that students are expected to know deeply. and classroom assessments as well as Teaching must engage students in active the curriculum must be aligned to the reasoning about these concepts. In every standards. Fair assessment also means subject, at every grade level, instruction and grading against absolute standards learning must include commitment to a rather than on a curve, so students knowledge core, high thinking demand, and clearly see the results of their learning active use of knowledge. efforts. Assessments that meet these • Accountable Talk criteria provide parents, colleges, and Talking with others about ideas and work is employers with credible evaluations of fundamental to learning but not all talk what individual students know and sustains learning. For classroom talk to can do. promote learning it must be accountable to • Recognition of Accomplishment the learning community, to accurate and If we expect students to put forth and sustain appropriate knowledge, and to rigorous high levels of effort, we need to motivate thinking. Accountable talk seriously responds them by regularly recognizing their to and further develops what others in the accomplishments. Clear recognition of

1-3 group have said. It puts forth and demands anticipating learning difficulties and knowledge that is accurate and relevant to the apportioning their time accordingly and issue under discussion. Accountable talk uses judging their progress toward a learning goal. evidence appropriate to the discipline (e.g., These are strategies that good learners use proofs in mathematics, data from spontaneously and that all students can learn investigations in science, textual details in through appropriate instruction and literature, documentary sources in history) socialization. Learning environments should and follows established norms of good be designed to model and encourage the reasoning. Teachers should intentionally regular use of self-management strategies. create the norms and skills of accountable talk • Learning as Apprenticeship in their classrooms. For many centuries most people learned by • Socializing Intelligence working alongside an expert who modeled Intelligence is much more than an innate skilled practice and guided novices as they ability to think quickly and stockpile bits of created authentic products or performances knowledge. Intelligence is a set of for interested and critical audiences. This kind problem-solving and reasoning capabilities of apprenticeship allowed learners to acquire along with the habits of mind that lead one to complex interdisciplinary knowledge, practical use those capabilities regularly. Intelligence is abilities, and appropriate forms of social equally a set of beliefs about one's right and behavior, Much of the power of obligation to understand and make sense of apprenticeship learning can be brought Into the world, and one's capacity to figure things schooling by organizing learning out over time. Intelligent habits of mind are environments so that complex thinking is learned through the daily expectations placed modeled and analyzed, and by providing on the learner by calling on students to use mentoring and coaching as students undertake the skills of intelligent thinking, and by extended projects and develop presentations holding them responsible for doing so, of finished work, both in and beyond the educators can "teach" intelligence. This is classroom. what teachers normally do with students from C. Culturally Relevant Teaching whom they expect achievement; it should be Methods to Close the Achievement Gap standard practice with all students. In June of 2000, the LAUSD Board of • Self-management of Learning Education approved a resolution that called If students are going to be responsible for the for an Action Plan to eliminate the disparities quality of their thinking and learning, they in educational outcomes for African American need to develop and regularly use an array of as well as other student groups. Five major self-monitoring and self-management tenets, along with their recommendations, strategies. These meta- cognitive skills include performance goals, and evaluations are to be noticing when one doesn't understand embedded into all District instructional something and taking steps to remedy the programs. The Science Instructional Guide situation, as well as formulating questions and for Middle School Grades 6-8 supports these inquiries that let one explore deep levels of tenets that are: meaning. Students also manage their own learning by evaluating the feedback they get from others; bringing their background knowledge to bear on new learning;

1-4 • Tenet 1 - Students Opportunity to Learn reflection and planning will occur at all levels (Student-Focused): in the District. Comprehensive professional development for administrators, teachers, counselors, and Culturally Relevant and Responsive coaches on Culturally Responsive and Methods for increasing achievement Culturally Contextualized Teaching will ensure outcomes for African American and other that instruction for African American students underachieving students of Color. is relevant and responsive to their learning The following are basic assumptions upon needs. which culturally relevant and responsive • Tenet 2 - Students' Opportunity to instruction and learning is built. Learn (Adult-Focused): The District will provide professional Basic Assumptions development in the Academic English Comprehensible: Culturally Mastery Program (AEMP) to promote Responsive Teaching teaches the language acquisition and improve student whole child. Culturally Responsive achievement. teachers develop intellectual, social • Tenet 3 - Professional Development for emotional, and political learnings by Teachers and Staff Responsible for the using cultural references to impart Education of African American Students. knowledge, skills, and attitudes. The District will make every effort to ensure that all staff (Central, Local District, and Multidimensional: Culturally School Site) and all external support providers Responsive Teaching encompasses are adequately trained and have the content, learning context, classroom pedagogical knowledge and skill to effectively climate, student-teacher relationships, enhance the academic achievement of African instructional techniques, and American students. performance assessments. Empowering: Culturally Responsive Teaching enables students to be better • Tenet 4 - Engage African American human beings and more successful parents and community in education of learners. Empowering translates into African American students. academic competence, personal Parents should be given the opportunity and confidence, courage, and the will to the tools to be effective educational advocates act. for their children. The District will continue

to support the efforts of its schools to engage Transformative: Culturally parents in the education of their children Responsive Teaching defies through improved communication among conventions of traditional educational schools, teachers, and parents. practices with respect to ethnic

students of color. It uses the cultures •Tenet 5 - Ongoing planning, systematic and experience of students of color as monitoring, and reporting worthwhile resources for teaching and The disparities in educational outcomes for learning, recognizes the strengths of African American as well as other students these students and enhances them will be systemically monitored and ongoing further in the instructional process. Culturally Responsive Teaching

1-5 transforms teachers and students. It is Learning Communities. These communities in the interactions with individual will be characterized by: educators that students are either empowered or alternately, disabled - • Personalized instruction personally and academically. • Respectful and supportive learning environments Emancipatory: Culturally Responsive • Focused curriculum Teaching is liberating. It makes • Rigorous academic performance authentic knowledge about different standards ethnic groups accessible to students • Continuity of instruction and the validation, information, and • Continuity of student-teacher pride it generates are both relationships psychologically and intellectually • Community-based partnerships liberating. • Joint use of facilities • Accountability for students, parents, D. Small Learning Communities and teachers The Los Angeles Unified School District is • Increased communication and committed to the learning of every child. That collaboration commitment demands that every child has • Flexibility and innovation for access to rich educational opportunities and students, parents, and teachers supportive, personalized learning environments. That commitment demands The LAUSD is committed to the redesign of that schools deliver a rich and rigorous its schools. That commitment includes the academic curriculum and that students meet willingness to treat students as individuals and rigorous academic standards. the willingness to allow each school to fulfill Correspondingly, the large, industrial model the goals of the Small Learning Community schools typical of urban areas will be ideals in the uniqueness of its own setting. reconfigured and new schools will be built and/or organized to accommodate Small

Every honest researcher I know admits he's just a professional amateur. He's doing whatever he's doing for the first time. That makes him an amateur. He has sense enough to know that he's going to have a lot of trouble, so that makes him a professional. Charles Franklin Kettering (1876-1958) U. S. engineer and inventor.

1-6 E. The Los Angeles Urban Systemic • Providing differentiated professional Program (LAUSP) development in content and The Urban Systemic Program (USP) is a pedagogy in standards- based national initiative sponsored by the National curriculum. Science Foundation (NSF). The grant is • Encouraging enrollment in advanced reviewed yearly by the NSF and will sunset mathematics and science courses. 2004-2005. The USP is built upon the foundation of the previous LA- F. Mathematics, Science, Partnership SI (Los Angeles Urban Systemic Initiative) Grants - System-wide Change for All Program to improve Mathematics, Science, Learners and Educators (S.C.A.L.E) and Technology education. The S.C.A.L.E. partnership is a five year NSF grant program that brings together The USP is focusing on enhancing the mathematicians, scientists, social scientists, following components: standards-based engineers, technologists and education curriculum, instructional methods, practitioners to build a whole new approach instructional materials, assessment, and to enhancing mathematics and science professional development. These goals are education. The goal of S.C.A.L.E. is to being addressed by: improve the mathematics and science achievement of all students at all grade levels • Evaluating the system's science and by engaging them in deep and authentic mathematics infrastructure, the instructional experiences. One major needs of the workforce, workforce component of the partnership is to have all competency and workforce capacity students engaged in an extended (e.g., four to deliver the curriculum. weeks or more) scientific investigation at least • Aligning curriculum to be standards- once a school year. based for all students.

I do not know what I may appear to the world; but to myself I seem to have been only like a boy playing on the seashore, and diverting myself in now and then finding of a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.

Sir Isaac Newton (1642-1727) English physicist, mathematician.

1-7 II. State of California Documents comprehensive approach that includes the teaching of investigation and experimentation The High School Instructional Guide for skills along with direct instruction and reading Integrated Coordinated Science I is built upon the (p.11)." Teaching them in the same sequence framework provided by the Science Content as written also contradicts the Framework Standards for California Public Schools© 2000, which states that "Investigation and the California Standards for the Teaching Profession, and the Science Framework for experimentation cuts across all content California Public Schools©2003. Each of these areas…(p.11)" California documents has overarching implications for every grade level from Pre-Kto The standards for, Biology and Chemistry are mapped into 3 assessment and instructional components. The standards for The Science Content Standards for California Public Integrated/Coordinated Science I are mapped Schools, Kindergarten through Grade 12 represents into 4 assessment and instructional the content of science education and includes components. The teacher, student, essential skills and knowledge students will administrator and public must understand that need to be scientifically literate citizens in the the standards reflect "the desired content of twenty-first century. The Science Framework for science curriculum…" and they "should be California Public Schools is a blueprint for taught so that students have the opportunity reform of the science curriculum, instruction, to build connections that link science to professional preparation and development, technology and societal impacts (Science Content and instructional materials in California. The Standards, p. ix)." Thus, the standards are the science standards contain precise descriptions foundation for understanding societal issues of what to teach at specific grade levels; the such as the environment, community health , framework extends those guidelines by natural resources , population and technology. providing the scientific background and the classroom context for teachers to use as a B. Science Framework for California guide. The framework is intended to (1) Public Schools organize the body of knowledge that student The Science Framework for California Public need to learn during their elementary and Schools supports the California Science secondary school years; and (2) illuminate Content Standards. The Framework skills that will be used to extend that "establishes guiding principles that define knowledge during the students' lifetimes. attributes of a quality science curriculum at all These documents drive science instruction in grade levels...(p v -vi) " California. These principles of an effective science A. The California Content Standards education program address the complexity of The California content standards are the science content and the methods by which organized in each assessment period for science content is effectively taught. The instructional purposes and continuity of guiding principles are discussed in this scientific concepts. They provide the Instructional Guide in the section entitled: foundational content that each student should “The Role of the Instructional Guide as a achieve. Simply dividing the standards by the Resource to Support Instruction.” These number of instructional days and teaching principles state that effective science each standard discretely is neither efficient nor programs: effective. The Framework states, "effective science programs reflect a balanced,

2-1 • Are based on standards and use standards-based instructional • Reflect about student learning and materials. practice; • Develop students' command of the • Formulate professional goals to academic language of science used in improve their teaching practice and; the content standards. • Guide, monitor and assess the • Reflect a balanced, comprehensive progress of a teacher's practice toward approach that includes the teaching of professional goals and professionally investigation and experimentation accepted benchmarks. skills along with direct instruction and reading. The teaching standards are summarized below. • Use multiple instructional strategies Further expansion and explanation of the key and provide students with multiple elements are presented in the complete text, opportunities to master content California Standards for the Teaching Profession, standards. which can be obtained from the California • Include continual assessment of Commission on Teacher Credentialing at: students' knowledge and http://www.ctc.ca.gov/reports/cstpreport.pdf understanding with appropriate adjustments being made during the • Standard for Engaging and Supporting academic year. All Students in Learning Teachers build on students' prior knowledge, C. California Standards for the Teaching life experience, and interests to achieve Profession learning goals for all students. Teachers use a The California Standards for the Teaching Profession variety of instructional strategies and provides the foundation for the teaching resources that respond to students' diverse profession. These standards offer a common needs. Teachers facilitate challenging learning language and create a vision that enables experiences for all students in environments teachers to define and develop their practice. that promote autonomy, interaction and Reflected in these standards is a critical need choice. for all teachers to be responsive to the diverse cultural, linguistic, and socioeconomic Teachers actively engage all students in backgrounds of their students. These problem solving and critical thinking within standards, which take a holistic view of and across subject matter areas. Concepts teaching that recognizes its complexity, are and skills are taught in ways that encourage based upon expert advice and current research students to apply them in real-life contexts on the best teaching practices. The California that make subject matter meaningful. Standards for the Teaching Profession provides a Teachers assist all students to become self- • Standard for Creating and Maintaining directed learners who are able to demonstrate, Effective Environments for Student articulate, and evaluate what they learn. Learning framework of six standards with thirty-two Teachers create physical environments that key elements that represent a developmental, engage all students in purposeful learning holistic view of teaching, and are intended to activities and encourage constructive meet the needs of diverse teachers and interactions among students. Teachers students. These standards are designed to help maintain safe learning environments in which educators do the following: all students are treated fairly and respectfully

2-2 as they assume responsibility for themselves Teachers establish and clearly communicate and one another. Teachers encourage all learning goals for all students. Teachers students to participate in making decisions collect information about student and in working independently and performance from a variety of sources. collaboratively. Expectation for student Teachers involve students in assessing their behavior are established early, clearly own learning. Teachers use information from understood, and consistently maintained. a variety of on-going assessments to plan and Teachers make effective use of instructional adjust learning opportunities that promote time as they implement class procedures and academic achievement and personal growth routines. for all students. Teachers exchange information about student learning with • Standard for Understanding and students, families, and support personnel in Organizing Subject Matter for Student ways that improve understanding and Understanding encourage further academic progress. Teachers exhibit strong working knowledge of subject matter and student development. • Standard for Developing as a Teachers organize curriculum to facilitate Professional Educator students' understanding of the central themes, Teachers reflect on their teaching practice and concepts, and skills in the subject area. actively engage in planning their professional Teachers interrelate ideas and information development. Teachers establish professional within and across curricular areas to extend learning goals, pursue opportunities to students' understanding. Teachers use their develop professional knowledge and skill, and knowledge of student development, subject participate in the extended professional matter, instructional resources and teaching community. Teachers learn about and work strategies to make subject matter accessible to with local communities to improve their all students. professional practice. Teachers communicate effectively with families and involve them in • Standard for Planning Instruction and student learning and the school community. Designing Learning Experiences for All Teachers contribute to school activities, Students promote school goals and improve Teachers plan instruction that draws on and professional practice by working collegially values students' backgrounds, prior with all school staff. Teachers balance knowledge, and interests. Teachers establish professional responsibilities and maintain challenging learning goals for all students motivation and commitment to all students. based on student experience, language, development, and home and school These Standards for the Teaching Profession expectations, and include a repertoire of along with the Content Standards and the instructional strategies. Teachers use Science Framework provide guidance for our instructional activities that promote learning District to achieve the objective that all goals and connect with student experiences students achieve a "high degree of scientific and interests. Teachers modify and adjust literacy." instructional plans according to student engagement and achievement.

• Standard for Assessing Student Learning

2-3 III. Pedagogy for Science the relationships between variables,…apply simple mathematic relationships to determine a missing Webster's defines pedagogy as: "1. the function quantity in a mathematic expression, given the two or work of the teacher; teaching, 2. the art or remaining terms…Distinguish between linear and science of teaching; education: instructional nonlinear relationships on a graph of data” as methods." described in the Standards. Focusing instruction on the acquisition of these mathematical and A. Instruction, Learning Transfer, scientific tools will ensure that “Students…are prepared to undertake the study of algebra… in Inquiry grade eight… and will be on the pathway for By the time students enter high school, they are success in high school science.” (Science required to shift from a middle school science Framework for California Public Schools) focus on experiential based thinking to more abstract hypothetical thinking required by the To ensure that students are prepared for the High School Content standards and the quantitative and abstract nature of high school Investigation and Experimentation (I&E) science, there should be a continued emphasis on Standards described in the Science Framework for the inquiry-based instructional model described in California Public Schools. For instance, in grade the District’s Elementary Instructional Guide. six the I&E Standards call for students to This model includes many common elements or “develop a hypothesis” and “construct phases described in the research literature on how appropriate graphs from data and develop students best learn science concepts. The research qualitative statements about the relationships clearly points out that inquiry involves asking a between variables.” This emphasis is consistent question, making observations related to that with the increased cognitive demand in middle question, planning an investigation, collecting school mathematics: “By the end of grade seven, relevant data, reflecting on the need to collect students are adept at manipulating numbers and additional data, analyzing the data to construct equations and understand the general principles at plausible explanations, and then communicating work…They graph linear functions and findings to others. understand the idea of slope and its relationship to ratio.” (Mathematics Framework for California Such a process is at the heart of the immersion Public Schools). By providing multiple units (extended inquiry) described in both the opportunities for students to learn the science elementary and secondary instructional guides. To content by designing experiments, generating help science teachers plan and organize their hypotheses, collecting and organizing data, immersion and other inquiry-based units the representing data in tables and graphs, analyzing following process can serve as a guide: the results and communicating the findings, students are developing and applying • Phase 1. Students are engaged by a mathematical concepts in multiple contexts. This scientific question, event, or process facilitates the development of students’ phenomenon. A connection is made to hypothetical thinking operations and provides the what they already know. Questions are foundation for transfer of learning not only posed in ways that motivate students to between mathematics and science but also to learn more. other disciplines and creates the need to use these mathematical and scientific tools in the students’ • Phase 2. Students explore ideas through everyday lives. direct, hands-on investigations that emphasize observation, solve problems, In learning the science content standards in grade formulate and test explanations, and eight, as well as in grades six and seven, students create and discuss explanations for what will need multiple opportunities to “plan and they have observed. conduct a scientific investigation to test a • Phase 3. Students analyze and interpret hypothesis… construct appropriate graphs from data they have collected, synthesize their data and develop quantitative statements about ideas, and build concepts and new models

3-1 with the support of their teacher. The interaction between teachers and students A crucial element of learning transfer is related to using other sources of scientific the context of learning. Knowledge or concepts knowledge allows learners to clarify that are taught in a single context are less likely to concepts and explanations that have been support transfer than is knowledge that is taught developed. and experienced in multiple contexts. Students • Phase 4. Students apply their new exposed to several contexts are more likely to understanding to new settings including abstract and intuit common features of experience real life situations to extend their new and by so doing develop a more flexible knowledge. representation of knowledge. To accomplish all • Phase 5. Students, with their teacher, not of this, teachers of science2: only review and assess what they have learned, but also how they have learned it. • Plan an inquiry-based science program for their students There are many factors that should be included in such instructional models to ensure the transfer of 1. How People Learn, Expanded Edition; learning to new settings1. One such factor that Bransford, John D; Chapter 3, Learning affects transfer of learning is the degree of mastery and Transfer; National Academy Press; of initial learning. Initial learning is influenced by Washinton D.C.; 2000 the degree to which students learn with understanding rather than memorizing a set of • Guide and facilitate learning facts or procedures. Students must be provided • Use standards aligned texts and with enough time for them to process supplemental materials information. Attempts to cover too many topics • Engage in ongoing assessment of both too quickly may inhibit later transfer because their teaching and student learning students only remember isolated facts or are • Design and manage learning introduced to organizing concepts they cannot environments that provide students with grasp because they do not have enough specific the time, space, and resources needed for information related to what they are learning. learning science • Develop communities of science learners Motivation is a factor that affects the amount of that reflect the intellectual rigor of science time students are willing to spend on science inquiry and the attitudes and social values learning. Students who have “choice and voice” conducive to science learning in investigations they are conducting, who engage • Actively participate in the ongoing in novel experiences, and who encounter planning and development of the school unexpected outcomes usually develop the intrinsic science program motivation associated with long-term, sustainable The following chart provides a way to gauge intellectual growth that characterizes effective instructional transfer by monitoring student learning transfer. Knowing that one is behavior or by using possible teacher strategies. contributing something meaningful to others (in The chart is adapted with permission from BSCS cooperative groups) is particularly motivating. (Biological Science Curriculum Study) and is Learners are also motivated when they are able to intended to be used to assess units of study rather see the usefulness of learning and when they can than individual lessons: use what they have learned to do something that has an impact on others. Examples include tutoring or helping younger students learn science or participatory science nights for parents, community members and other students. Seeing real life application of what students have learned creates the so-called “Aha” response when they fit concepts learned to actual situations. Such transfer can be very motivating to students.

3-2 The Learning Cycle Stage of Inquiry in an Inquiry- Possible Student Behavior Possible Teacher Strategy Based Science Program Asks questions such as, Why did this Creates interest. Generates curiosity. happen? What do I already know about Raises questions and problems. Elicits Engage this? What can I find out about this? responses that uncover student How can I solve this problem? Shows knowledge about the concept/topic. interest in the topic.

Thinks creatively within the limits of Encourages students to work together the activity. without direct instruction from the Tests predictions and hypotheses. teacher. Observes and listens to students Explore Forms new predictions and hypotheses. as they interact. Asks probing questions Tries alternatives to solve a problem to redirect students' investigations when and discusses them with others. necessary. Provides time for students to Records observations and ideas. puzzle through problems. Acts as a Suspends judgment. Tests idea consultant for students.

Explains their thinking, ideas and Encourages students to explain concepts possible solutions or answers to other and definitions in their own words. Asks students. Listens critically to other for justification (evidence) and students' explanations. Questions other clarification from students. Formally students' explanations. Listens to and provides definitions, explanations, and Explain tries to comprehend explanations new vocabulary. Uses students' previous offered by the teacher. Refers to experiences as the basis for explaining previous activities. Uses recorded data concepts. in explanations. Applies scientific concepts, labels, Expects students to use vocabulary, definitions, explanations, and skills in definitions, and explanations provided new, but similar situations. Uses previously in new context. Encourages previous information to ask questions, students to apply the concepts and skills propose solutions, make decisions, in new situations. Reminds students of Elaborate design experiments. Draws reasonable alternative explanations. Refers students conclusions from evidence. Records to alternative explanations. observations and explanations

Checks for understanding among peers. Refers students to existing data and Answers open-ended questions by evidence and asks, What do you know? using observations, evidence, and Why do you think...? Observes students previously accepted explanations. as they apply new concepts and skills. Demonstrates an understanding or Assesses students' knowledge and/or knowledge of the concept or skill. skills. Looks for evidence that students Evaluates his or her own progress and have changed their thinking. Allows Evaluate knowledge. Asks related questions that students to assess their learning and would encourage future investigations. group process skills. Asks open-ended questions such as, Why do you think...? What evidence do you have? What do you know about the problem? How would you answer the question?

Chart 1 - The 5 E Model (R. Bybee)

3-3 B. Principles and Domains of Culturally a. Teachers must vary the Relevant and Responsive Pedagogy format of instruction by incorporating multi- 1. Knowledge and Experience modality teaching that a. Teachers must build their allows students to personal knowledge of demonstrate competence cultures represented in the in different ways. classroom. b. Teachers must b. Teachers must identify acknowledge and accept cultural practices aligned that students can with specific learning tasks demonstrate knowledge in c. Teachers must engage non-traditional ways. students in instructional c. Teachers must build conversations that draw knowledge and on their language understanding about competencies outside the cultural orientations school to serve as learning related to preferred norms of reasoning within cognitive, interactive, and the academic subject learning styles. matter. 4. Quality and Rigorous Instruction a. Teachers must emphasize 2. Social and Emotional Elements academic rigor at all times a. Teachers must begin the b. Teachers must provide process of becoming more clear expectations of caring and culturally student’s competent by acquiring a accomplishments. knowledge base about c. Teachers must promote ethnic and cultural higher order thinking skills diversity in education. 5. Instructional strategies b. Teachers must conduct a a. Teachers must use careful self-analysis of cooperative learning, what they believe about apprenticeship, and peer the relationship among coaching strategies as culture, ethnicity, and instructional strategies. intellectual ability. b. Teachers must provide c. Teachers must identify and ample opportunity for understand attitudes and each student to read, write, behaviors that can and speak. obstruct student c. Teachers must use achievement. constructivist learning 2. National Science Education Standards; approaches. Teachers must Chapter 3, Science Teaching Standards; teach through active National Academy Press, Washington application of facts and D.C.; 1996 skills by working with 3. Equity and Equality other students, use of

3-4 computers, and other their education and life multi-media. experience d. Teachers must provide continuous feedback on C. Disciplinary Literacy students work The District initiative to advance content 6. Pedagogical Approaches literacy for all students is termed “Disciplinary a. Teachers must assist Literacy.” Disciplinary Literacy can be defined students to use inductive "as the mastery of both the core ideas and and deductive reasoning to concepts and the habits of thinking" of that particular discipline. The driving idea is that construct meaning. "knowledge and thinking must go hand in b. Teachers must scaffold hand." As one grows in content knowledge, and relate students’ one needs to grow in the habits of thinking for everyday learning to their that discipline. The "work or function" of the accumulative previous teacher is to ensure that all students learn on the academic knowledge diagonal. The chart below, adapted from C. c. Teachers must modify Giesler, Academic Literacy (1994), illustrates the curriculum-learning District disciplinary literacy goal for students to activities for diverse learn on the diagonal. students. d. Teachers must believe that intelligence is an effort- based rather than inherited phenomenon 7. Assessment and Diagnosis a. Teachers must use testing measurements for diagnostic purposes.

b. Teachers must apply Figure 2 - Learning on the Diagonal periodic assessments to determine students’ For students to learn on the diagonal, it is of progress and adjust utmost importance for our teachers to use curriculum instructional methods that promote that c. Teachers must seek learning. The following chart, again after alternative approaches to Giesler, illustrates how teachers grow in their fixed time tests to assess ability to teach learning on the diagonal. students’ progress. d. Teachers must supplement curriculum with more multi-cultural and rigorous tests. e. Teachers must evaluate students of different backgrounds by standards appropriate to them and Figure 3 - Teaching on the Diagonal

3-5 • Included in the Instructional Guide Matrices The five following design principles for are sample performance tasks with instruction should be used to support all possible instructional scaffolding students learning on the diagonal: strategies. Scaffolding is an instructional approach that is 1. Students learn core concepts and habits of contingent, collaborative, and interactive thinking within each discipline as defined and takes place in a social context. In by standards. education, scaffolding will usually have • All students are enabled and expected to some or all of the following features: inquire, investigate, read, write, reason, represent, and talk as a scientist. • continuity - tasks are repeated with • Students experience science concepts variations and connected to each other. characterized by depth and consistency. • contextual support - a safe supportive 2. Learning activities, curricula, tasks, text, environment encourages exploration. and talk apprentice students within the • intersubjectivity - an environment of discipline of science. mutual engagement and rapport. • Students learn by "doing" science, by • contingency - tasks are adjusted by the engaging in rigorous, on-going actions of the learners investigations in science. • handover/takeover - as the learner • All lessons, assignments, materials, and increases in skills and confidence the discussion serve as scaffolding for facilitator allows the learner to increase students' emerging mastery of science their role in learning. content knowledge and scientific habits of • flow - skills and challenges are in balance mind. with learners focused and working in sync. 3. Teachers apprentice students by giving them opportunities to engage in rigorous The table below adapted from Aida Walqui disciplinary activity and providing (2002) shows different scaffolding strategies scaffolding through inquiry, direct to which will give students opportunities to instruction, modeling and observation. engage in rigorous academic endeavors :

But are we sure of our observational facts? Scientific men are rather fond of saying pontifically that one ought to be quite sure of one's observational facts before embarking on theory. Fortunately those who give this advice do not practice what they preach. Observation and theory get on best when they are mixed together, both helping one another in the pursuit of truth. It is a good rule not to put overmuch confidence in a theory until it has been confirmed by observation. I hope I shall not shock the experimental physicists too much if I add that it is also a good rule not to put overmuch confidence in the observational results that are put forward until they have been confirmed by theory.

Sir Arthur Stanley Eddington (1882-1944) English astronomer and physicist.

3-6 Some Strategies for Scaffolding

Modeling Provide examples of the new concept for the learner to see and hear.

Bridging Connects the new learning to prior knowledge and understanding.

Contextualizing Connects the new learning to real-life situations

Text Re-Presentation Changes the format of the information into another genre (i.e. a musical, a play, a song).

Schema Building Provides an organization of information (i.e. graphic organizers, outlines).

Metacognitive Development Provide students knowledge about and reflection on their own thinking.

Table 1 - Some Strategies for Scaffolding

4. Intelligence is socialized through community, 5. Instruction is assessment-driven. class learning culture and instructional • Teachers use multiple forms of formal and routines. informal assessment and data to guide • Students are encouraged to take risks, to instruction. seek and offer help when appropriate, to ask • Throughout the year, teachers assess questions and insist on understanding the students' grasp of science concepts, their answers, to analyze and solve problems; habits of inquiring, investigating, problem- reflect on their learning, and learn from one solving, and communication. another. • Teachers use these assessments to tailor • Class routines build a learning culture that instructional opportunities to the needs of invites effort by treating students as smart, their learners. capable, responsible learners. • Students are also engaged in self-assessment • Teachers arrange environments, use tools, to develop metacognitive development and establish norms and routines. and the ability to manage their own learning. communicate to all students how to become smarter in science.

Technology is the knack of so arranging the world that we do not experience it.

Max Frisch (1911- ) Switzerland.

3-7 IV. Overview of Assessment

A. Concepts for Assessment in Science Instruction in our district is assessment-driven. The Framework states "that effective science programs include continual assessment of student's knowledge and understanding, with appropriate adjustments being made during the academic year (p.11)."1 Assessments can be on demand or over a long period of time.

The chart below, adapted from A Guide for Teaching and Learning, NRC (2000), gives some examples of on demand and over time assessment.

On Demand Over Time

answering questions constructed investigations portfolios multiple choice response immersion projects journals true false essays research reports lab notebooks matching projects Chart 1 - Assessment Examples

Grant Wiggins and Jay McTighe state that, "The continuum of assessment methods includes checks of understanding (such as oral questions, observations, and informal dialogues); traditional quizzes, tests, and open-ended prompts; and performance tasks and projects. They vary in scope (from simple to complex), time frame (from short-term to long-term), setting (from decontextualized to authentic contexts), and structure (from highly to unstructured). Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event a single moment in time test, at the end of instruction as so often happens in current practice.2

B. LAUSD Periodic Assessments in Science As an integral element of the Secondary Periodic Assessment Program, Integrated/Coordinated Science, Biology and Chemistry science assessments are designed to measure teaching and learning. The intent of these Periodic Assessments is to provide teachers and the LAUSD with the diagnostic information needed to ensure that students have received instruction in the science content specified by the California Academic Content Standards, and to provide direction for instruction or additional resources that students may require in order for students to become proficient in science. They are specifically designed to: • focus classroom instruction on the California Content Standards; • ensure that all students are provided access to the content in the Standards; • provide a coherent system for connecting the assessment of content with district programs and adopted materials; • be administered to all students on a periodic basis; • guide instruction by providing frequent feedback that will help teachers target the specific standards-based knowledge and skills that students need to acquire;

4-1 • assist teachers in determining appropriate extensions and interventions; • motivate students to be responsible for their own learning; • provide useful information to parents regarding student progress toward proficiency of the standards; and • connect professional development to standards-specific student achievement data. Results from the Periodic Assessments should be used to specify immediate adjustments and guide modifications in instruction to assist all students in meeting or exceeding the State’s science content standards. Each instructional module provides sample performance tasks that can be used to monitor student progress. These classroom level assessments, along with other teacher designed tests, student evaluations, and student and teacher reflections, can be used to create a complete classroom assessment plan. Results from classroom assessments and the Periodic Assessments provide administrators, teachers and students with immediate and useful information on progress toward achievement of the standards. With results and reflection, administrators, teachers and students can make informed decisions about instruction. At the conclusion of each instructional component, students will take a Periodic Assessment that will be scored electronically. These diagnostic assessments are a more formal assessment of the student’s accomplishment of the standards within the science discipline but should not be considered the sole method of assessing students’ content knowledge. Each assessment is designed to measure a range of skills and knowledge. Each periodic assessment will consist of multiple-choice questions and one short constructed response question. Each assessment will be scheduled within a testing window at regular intervals during the school year. Science test booklets will be available in both English and Spanish.

Now, my own suspicion is that the universe is not only queerer than we suppose, but queerer than we can suppose. I have read and heard many attempts at a systematic account of it, from materialism and theosophy to the Christian system or that of Kant, and I have always felt that they were much too simple. I suspect that there are more things in heaven and earth that are dreamed of, or can be dreamed of, in any philosophy. That is the reason why I have no philosophy myself, and must be my excuse for dreaming.

John Burden Sanderson Haldane (1892-1964) English geneticist. Possible Worlds and other Essays (1927) "Possible Worlds".

4-2 Los Angeles Unified School District

Calendar for Integrated Coordinated Science Periodic Assessments

2005-2006

85% of School Calendar Parent Conference Science Periodic Year for STAR Dates Assessment Testing + Window Single Track November 14-18 November 14-18* ~ May 16 March 13-17 Jan 30-Feb 3** June 12-17 April 3-7*** June 5-9**** Year-Round (3- Track) Concept 6 Track A October 31-Nov. 4 October 17-21 ~ May 27 April 3-7 December 5-9 June 19-23 April 17-21 June 12-16 Track B October 31-Nov. 4 August 15-19 ~ May 26 February 6-10 December 5-9 June 19-23 February 21-24 June 12-16 Track C September 6-9 August 15-19 ~ March 29 February 6-10 October 17-21 April 24-28 February 21-24 April 17-21

****ICS 1AB has approximately four eight week instructional components; EarthComm, Active Physics, Active Chemistry, and Active Biology.

+The STAR testing period is traditionally a 3 week window that includes the date by which 85% of the school year has been completed. Depending on the window decided by the district, the last Periodic Assessment date may need to be adjusted.

4-3 C. Scoring of District Periodic Assessments

The multiple-choice sections of each periodic assessment will be scored electronically at the school site by each teacher. The short constructed response section will be scored by the teacher using a four point rubric.

D. Unit Reflection, Intervention, Enhancement Reflection and intervention is a part of daily classroom instruction and unit planning. Decisions to simply review or to incorporate research-based practices to assist students in achieving the complex tasks identified in the science content standards are made each day as teachers assess student understanding. In addition, following each periodic assessment, time is set aside for reflection, intervention, and lesson planning as students and teachers review assessment scores and strategically establish a course of action before moving on to the next instructional component. To aid in post- assessment discussion, each teacher will receive with each form of the assessment a detailed answer key and answer rationale document that can be used for reflection and discussion of the standards. Using the answer rationale document with the explanation of the distracters for each standards- aligned test item, teachers can discuss common misconceptions and beliefs related to each item with their students. It must be noted that at the present, 4 days are set aside for formal intervention and/or enhancement of the assessed Instructional Component. To enhance post assessment dialogue, a professional development module will be provided for each component.

The men of experiment are like the ant, they only collect and use; the reasoners resemble spiders, who make cobwebs out of their own substance. But the bee takes the middle course: it gathers its material from the flowers of the garden and field, but transforms and digests it by a power of its own. Not unlike this is the true business of philosophy (science); for it neither relies solely or chiefly on the powers of the mind, nor does it take the matter which it gathers from natural history and mechanical experiments and lay up in the memory whole, as it finds it, but lays it up in the understanding altered and disgested. Therefore, from a closer and purer league between these two faculties, the experimental and the rational (such as has never been made), much may be hoped.

Francis Bacon, Novum Organum, Liberal Arts Press, Inc., New York, p 93. (5)

4-4

E. Sample Periodic Assessment Questions

Biology Released Test Questions This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2004 California Department of Education. C A L I F O R N I A S TA N DA R D S T E S T

■1 Two students were testing the amount of fertilizer ■2 A computer model of cellular mitosis can simulate that would best promote the growth of strawberries in the aspects of cellular division quite well. However, a garden. Which of the following could be an microscopic observation of actual cellular mitosis can unavoidable source of experimental error? improve understanding because actual observations A length of the study A may reveal greater unknown complexities. B variation in the strawberry plants B are easier than a computer model to view. C the cost of watering the plants C are the same each time. D fertilization during the study D may provide division events in sequence.

■4 The cell membrane of the red blood cell will allow .■6 Which molecule in plant cells first captures the water, oxygen, carbon dioxide, and glucose to pass radiant energy from sunlight? through. Because other substances are blocked from A glucose entering, this membrane is called B carbon dioxide A perforated. C chlorophyll B semi-permeable. D adenosine triphosphate C non-conductive. D permeable ■7 A cell from heart muscle would probably havean ■8 If a corn plant has a genotype of Ttyy, what are the unusually high proportion of possible genetic combinations that could be present A lysosomes. in a single grain of pollen from this B mitochondria. plant? C mRNA. A Ty, ty D Golgi bodies. B TY, ty C TY, Ty, ty D Ty, ty, tY, TY ■9 In fruit flies, the gene for red eyes (R) is dominant ■10 In certain breeds of dogs, deafness is due to a and the gene for sepia eyes (r) is recessive. What are recessive allele (d) of a particular gene, and normal the possible combinations of genes in the offspring of hearing is due to its dominant allele (D). What two red-eyed heterozygous flies (Rr)? percentage of the offspring of a normal heterozygous A RR only (Dd) dog and a deaf dog (dd) would be expected to B rr only have normal hearing? C Rr and rr only A 0% D RR, Rr, and rr only B 25% C 50% D 100% ■13 Which of these would most likely cause a ■14 Although there are a limited number of amino mutation? acids, many different types of proteins exist because A the placement of ribosomes on the endoplasmic the reticulum A size of a given amino acid can vary. B the insertion of a nucleotide into DNA B chemical composition of a given amino acid can vary. C the movement of transfer RNA out of the nucleus C sequence and number of amino acids is different. D the release of messenger RNA from DNA D same amino acid can have many different properties.

4-5 ■15 5' G T A _ _ _ A A 3' ■16 The bacterium Agrobacterium tumefaciens 3' C A T G C A T T 5' infects plants, and a portion of its DNA is inserted This segment of DNA has undergone a mutation in into the plant’s chromosomes. This causes the plant which three nucleotides have been deleted. A repair to produce gall cells, which manufacture amino acids enzyme would replace them with that the bacterium uses as food. This process is a A CGT. natural example of B GCA. A polyploidy. C CTG. B genetic manipulation. D GTA. C grafting. D hybridization. ■17 Scientists found that, over a period of 200 years, a ■18 Rabbits introduced into Australia over 100 years mountain pond was transformed into a meadow. ago have become a serious pest to farmers. Rabbit During that time, several communities of organisms populations increased so much that they displaced were replaced by different communities. Which of many native species of plant eaters. What is the most these best explains why new communities were able logical explanation for their increased numbers? to replace older communities? A Rabbits have a high death rate. A The original species became extinct. B There are few effective predators. B Species in the older community died from old age. C Additional rabbit species have been introduced. C The abiotic characteristics of the habitat changed. D There is an increase in rabbit competitors. D Diseases that killed the older organisms disappeared. ■19 Complete burning of plant material returns ■21 In carrier pigeons there is a rare inherited carbon primarily to the condition that causes the death of the chicks before A herbivores. hatching. In order for this disease to be passed from B water. generation to generation there must be parent birds C vegetation. that D atmosphere. A are heterozygous for the disease. B have the disease themselves. C produce new mutations for this disease. D are closely interbred. ■22 Which of these best illustrates natural selection? ■23 A species of finch has been studied on one of the A An organism with favorable genetic variations will tend geographically isolated Galapagos Islands for many to survive and breed successfully. years. Since the island is small, the lineage of every B A population monopolizes all of the resources in its bird for several generations is known. This allows a habitat, forcing other species to migrate. family tree of each bird to be developed. Some family C A community whose members work together utilizes all groups have survived and others have died out. The existing resources and migratory routes. groups that survive probably have D The largest organisms in a species receive the only A interbred with other species. breeding opportunities. B inherited some advantageous variations. C found new places on the island to live. D been attacked by more predators. ■24 A small population of chimpanzees lives in a ■25 A single species of squirrel evolved over time into habitat that undergoes no changes for a long period. two species, each on opposite sides of the Grand How will genetic drift probably affect this Canyon. This change was most likely due to population? A higher mutation rates on one side. A It will accelerate the appearance of new traits. B low genetic diversity in the initial population. B It will promote the survival of chimpanzees with C the isolation of the two groups. beneficial traits. D differences in reproductive rates. C It will increase the number of alleles for specific traits. D It will reduce genetic diversity.

4-6

■26 In order for the body to maintain homeostasis, ■27 The respiratory system depends on the nervous the chemical decomposition of food to produce system for signals to energy must be followed by A enhance the amount of available oxygen in the lungs. A water intake. B coordinate muscles controlling breathing. B muscle contractions. C release enzymes to increase the exchange of gases. C waste removal. D exchange gases with the circulatory system. D nervous impulses. ■28 Striking the tendon just below the kneecap ■29 The Sabin vaccine is a liquid containing causes the lower leg to jerk. Moving an object quickly weakened polio viruses. Vaccinated individuals toward the face can cause the eyes to blink shut. become protected against polio because the These are examples of weakened viruses A learned responses. A prevent further viral invasion. B short-term memory. B induce an inflammatory response. C reflex reactions. C promote production of antibodies. D sensory overload. D are too weak to cause illness. ■30 Which of the following require a host cell because they are not able to make proteins on their own? A blue-green algae B bacteria C protozoans D viruses

Question Number Correct Answer Standard Year of Test 1 B Biology I&E 1b 2003 2 A Biology I & E 1g 2004 4 B Biology 1a 2004 6 C Biology 1f 2003 7 B Biology 1g 2004 8 A Biology 2 2004 9 D Biology 2g 2003 10 C Biology 3a 2003 13 B Biology 4c 2003 14 C Biology 4e 2004 15 A Biology 5b 2004 16 B Biology 5c 2003 17 C Biology 6b 2003 18 B Biology 6c 2004 19 D Biology 6d 2003 21 A Biology 7b 2004 22 A Biology 7 d 2004 23 B Biology 8a 2004 24 D Biology 8c 2004 25 C Biology 8d 2003 26 C Biology 9a 2003 27 B Biology 9b 2003 28 C Biology 9b 2004 29 C Biology 10c 2004 30 D Biology 10d 2003

4-7 Chemistry Released Test Questions This is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projected based on performance on released test questions. Copyright © 2004 California Department of Education. C A L I F O R N I A S TA N DA R D S T E S T

■1 Electrical fires cannot be safely put out by ■2 In order to advance to the level of a theory, a dousing them with water. However, fire extinguishers hypothesis should be that spray solid carbon dioxide on the fire work very A obviously accepted by most people. effectively. This method works because carbon B a fully functional experiment. dioxide C in alignment with past theories. A displaces the oxygen. D repeatedly confirmed by experimentation. B renders the fire’s fuel non-flammable. C forms water vapor. D blows the fire out with strong wind currents. ■3 When a metal is heated in a flame, the flame has a ■7 Which of the following atoms has six valence distinctive color. This information was eventually electrons? extended to the study of stars because A magnesium (Mg) A the color spectra of stars indicate which elements are B silicon (Si) present. C sulfur (S) B a red shift in star color indicates stars are moving D argon (Ar) away. C star color indicates absolute distance. D it allows the observer to determine the size of stars.

■8 Which statement best describes the density of an ■9 A 2-cm-thick piece of cardboard placed over a atom’s nucleus? radiation source would be most effective in protecting A The nucleus occupies most of the atom’s volume but against which type of radiation? contains little of its mass. A alpha B The nucleus occupies very little of the atom’s volume B beta and contains little of its mass. C gamma C The nucleus occupies most of the atom’s volume and D x-ray contains most of its mass. D The nucleus occupies very little of the atom’s volume but contains most of its mass. ■10 The reason salt crystals, such as KCl, hold ■12 Which substance is made up of many monomers together so well is because the cations are strongly joined together in long chains? attracted to A salt A neighboring cations. B protein B the protons in the neighboring nucleus. C ethanol C free electrons in the crystals. D propane D neighboring anions. ■13 Proteins are large macromolecules composed of ■14 When someone standing at one end of a large thousands of subunits. The structure of the protein room opens a bottle of vinegar, it may take several depends on the sequence of minutes for a person at the other end to smell it. Gas A lipids. molecules at room temperature move at very high B monosaccharides. velocities, so what is responsible for the delay in C amino acids. detection of the vinegar? D nucleosides. A the increase in the airspace occupied by vinegar molecules B the chemical reaction with nerves, which is slower than other sensory processes C attractive forces between the air and vinegar

4-8 molecules D random collisions between the air and vinegar molecules ■17 What is the equivalent of 423 kelvin in degrees ■18 If the attractive forces among solid particles are Celsius? less than the attractive forces between the solid and a A –223 ºC liquid, the solid will B –23 ºC A probably form a new precipitate as its crystal lattice is C 150 ºC broken and re-formed. D 696 ºC B be unaffected because attractive forces within the crystal lattice are too strong for the dissolution to occur. C begin the process of melting to form a liquid. D dissolve as particles are pulled away from the crystal lattice by the liquid molecules. ■19 If the solubility of NaCl at 25 oC is 36.2 g/100 g ■20 How many moles of HNO3 are needed to H2O, what mass of NaCl can be dissolved in 50.0 g of prepare 5.0 liters of a 2.0 M solution of HNO3? H O 2 ? A 2.5 A 18.1 g B 5 B 36.2 g C 10 C 72.4 g D 20 D 86.2 g ■21 The random molecular motion of a substance is ■22 The boiling point of liquid nitrogen is 77 kelvin. greatest when the substance is It is observed that ice forms at the opening of a A condensed. container of liquid nitrogen. The best explanation for B a liquid. this observation is C frozen. A water at zero degrees Celsius is colder than liquid D a gas. nitrogen and freezes. B the nitrogen boils and then cools to form a solid at the opening of the container. C water trapped in the liquid nitrogen escapes and freezes. D the water vapor in the air over the opening of the liquid nitrogen freezes out. ■23 The specific heat of copper is about 0.4 joules/ ■24 Equal volumes of 1 molar hydrochloric acid gram ºC. How much heat is needed to change the (HCl) and 1 molar sodium hydroxide base (NaOH) temperature of a 30-gram sample of copper from are mixed. After mixing, the solution will be 20.0 ºC to 60.0 ºC? A strongly acidic. A 1000 J B weakly acidic. B 720 J C nearly neutral. C 480 J D weakly basic. D 240 J ■25 A catalyst can speed up the rate of a given . chemical reaction by ■26 When a reaction is at equilibrium and more A increasing the equilibrium constant in favor of reactant is added, which of the following changes is products. the immediate result? B lowering the activation energy required for the A The reverse reaction rate remains the same. reaction to occur. B The forward reaction rate increases. C raising the temperature at which the reaction occurs. C The reverse reaction rate decreases. D increasing the pressure of reactants, thus favoring D The forward reaction rate remains the same. products ■29 How many moles of carbon-12 are contained in ■30 How many moles of CH4 are contained in 96.0 exactly 6 grams of carbon-12? grams of CH4? A 0 5 . mole A 3.00 moles

4-9 B 2 0. moles B 6.00 moles C 3 01 1023 . × moles C 12.0 moles D 6 02 1023 . × moles D 16.0 moles

Question Correct Answer Standard Year of Test Number 1 A Chemistry I & E 1d 2004 2 D Chemistry I & E 1f 2004 3 A Chemistry I & E 1k 2003 7 C Chemistry 1d 2003 8 D Chemistry 1e 2004 9 A Chemistry 11e 2003 10 D Chemistry 2c 2004 12 B Chemistry 10a 2003 13 C Chemistry 10c 2004 14 D Chemistry 4b 2004 15 C Chemistry 4c 2003 16 A Chemistry 4d 2004 17 C Chemistry 4e 2003 18 D Chemistry 6b 2004 19 A Chemistry 6d 2003 20 C Chemistry 6d 2004 21 D Chemistry 7a 2003 22 D Chemistry 7c 2004 23 C Chemistry 7d 2003 24 C Chemistry 5a 2003 25 B Chemistry 8c 2003 26 B Chemistry 9a 2003 29 A Chemistry 3b 2004 30 B Chemistry 3d 2003

4-10 V. Integrated/Coordinated Science I AB

A. Introduction to the Integrated Coordinated Science Section

District Course Name: Integrated/Coordinated Science I AB

Thumbnail Description: Annual Course—Integrated/Coordinated 1AB meets one year of the University of California 'g' requirement for an elective science class and fulfills the physical science requirement for graduation.

Course Code Number and Abbreviation:

36-01-21 Int/Coord Sci 1A (41-36-13 Integrated/Coordinated Science 1A (Students with disabilities served in SDC)) 36-01-22 Int/Coord Set IB (41-36-14 Integrated/Coordinated Science 1B (Students with disabilities served in SDC))

Brief Course Description: This academic course provides students with an introduction to the earth sciences, physics, chemistry, and biology. This comprehensive view gives the students an understanding of the concepts and principles of science and provides opportunities to develop problem solving, and technological skills necessary to compete successfully in the 21st century. This course devotes at least 40 percent of the class time to student-centered laboratory activities and small group activities related to team projects and research.

Integrated /Coordinated Science is a standards-based course that serves as a foundational course for all high school science courses. Integrated/Coordinated 1AB meets one year of the University of California 'g' requirement for an elective science class and fulfills the physical science requirement for graduation.

Content of this Section:

• ICS I Periodic Assessments Organizer - A place for you to write down the 5 day window for your assessment.

• Science Instructional Guide Graphic Organizer Overview for ICS I - Provides the user with the Content Standards for the 4 Periodic Diagnostic Assessments.

• Legend Key for Matrix Chart - Provides a key that explains the Matrix Chart

• LAUSD – ICS I Matrix Chart - Contains the Content Standards, the standards grouped in Content Standard Groups, the Standards Analyzed, and Instructional Resources with Sample Performance Tasks, Sample Scoring Criteria, Some Suggested Concepts and Skills to Support Student Success on the Sample Performance Task, and Possible Standards Aligned Resources. .

5-1 ICS I Periodic Assessments Organizer

This page will serve as a reference for you. Please fill in your appropriate track periodic assessment dates. Also fill in the dates for 4 days of reflection, intervention, and enrichment following the first two periodic assessments.

ICS I Periodic 4 day Periodic 4 day Periodic 4 day Periodic 4 day Periodic Assessment Reflection, Assessment Reflection, Assessment Reflection, Assessment Reflection, Assessment I Intervention, II Intervention, III Intervention, III Intervention, Enrichment Enrichment Enrichment Enrichment

Assessment Window Single Track

Assessment Window Three Tracks

Assessment Window Four Tracks

5-2 Science Instructional Guide Overview I. Major District Initiatives Science Instructional Guide Graphic Organizer ƒ Secondary Literacy Plan Overview For ICS I ƒ IFL Nine Principles of Instructional Instructional Instructional Instructional Learning Component 1 Component 2 Component 3 Component 4 ƒ Culturally Earth Science Physics Chemistry Biology Relevant (3c, 3e, 3f, 7b, 7c, 9b, (4a, 4b, 4d, 4e, 4f), (1a, 1b, 1c, 1d, 1e, 1f), (6a, 6b, 6c, 6d, 6e, 6f, Teaching Methods Overarching to Close the 9d), (3a, 3b, 3c, 3f, (5d, 5e, 5h, 5i, 5j, 5m (2a, 2b, 2c), 6g), (8a, 8b, 8e,), Instructional Achievement Gap 9b), (3d, 9b, 9c, 9d), (I 3f) (5a, 5c), (7b, 7c) (I & E a, b, c, d, e, f, g, Components ƒ Small Learning & E a, b, c, d, e, f, g, • Content Standard • Content Standard h, i, j, k, l, m, n) • Review and Communities h, I, k, m) Group Group • Content Standard Re-teach ƒ LAUSP • Content Standard • Analyzed Standards • Analyzed Standards Group • Review ƒ MSP-SCALE Group • Instructional • Instructional • Analyzed Standards results of • Analyzed Standards Resources: Resources: • Instructional Periodic II. State of California • Instructional • Sample • Sample Resources: Assessments Document Resources: Performance Tasks Performance Tasks • Sample • Extended ƒ The California • Sample • Sample Scoring • Sample Scoring Performance Tasks Learning Content Standards Performance Tasks Criteria Criteria • Sample Scoring Interventions ƒ Science • Sample Scoring • Some Suggested • Some Suggested Criteria • Framework for Criteria Concepts and Concepts and • Some Suggested Student/teacher California Public • Some Suggested Skills to Support Skills to Support Concepts and Schools reflection on Concepts and Student Success Student Success Skills to Support student work ƒ California Skills to Support on the Sample on the Sample Student Success Standards for the •End of unit Student Success Performance Performance on the Sample assessments Teaching on the Sample • Possible • Possible Performance Profession • Use of data Performance Standards Aligned Standards Aligned • Possible

• Possible Standards Aligned III. Science Pedagogy Resources Resources IV. Assessment Standards Aligned Resources ƒ Periodic Resources Assessment ƒ Scoring of Periodic Assessments ƒ Unit Reflection and Intervention Appendix Science Science Science Science ƒ District Contacts Periodic Periodic Periodic and other useful Periodic information Assessment 1 Assessment 2 Assessment 3 Assessment 4

5-3 LAUSD - High School Instructional Guide Legend for Matrix Chart

Standards for Instructional Component The Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listed numerically and alphabetically for easy reference and do not intend to suggest any order of teaching the standards. Content Standard Group: The standards within each Standard Set are organized into smaller “Standard Groups” that provide a conceptual approach for teaching the standards within each Instructional Component. Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group. Analyzed Standards Instructional Resources Connections and Notes The Standards grouped here cover the Key Concept. Analyzed Standards are a Possible Standards Aligned Resources Connections to Investigation and translation of the State's content A. Text Activities Experimentation standards (I&E), standards (that begin with Laboratory and other supplemental activities that address the Standards taken from the English Language Arts Standards students know) into statements of supplemental materials of the cited textbooks. (ELA) and Math Standards (Algebra student performance that 1 and Geometry) and space for describes both the activity and the B. Supplemental Activities/Resources teachers to make their own notes. "cognitive" demand placed on the Laboratory and other supplemental activities that address the Standards taken from various students. The detailed cited sources description of the content standards in the Science Framework C. Text Book References for California Public Schools: Textbook references from LAUSD adopted series that have been correlated with the Content Kindergarten Through Grade Twelve Standard Group. (The standard(s) for each reference are in parenthesis before the page (2003) was used extensively in the numbers.) The textbook referenced are: development of the analyzed It’s About Time Integrated Coordinated Science for the 21st Century, 2004 standards.

5-4

LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Earth Science – Instructional Component 1 – Content Standards

Dynamic Earth Processes Plate tectonics, operating over geologic time, has changed the patterns of land, sea, and mountains on Earth’s surface. As the basis for understanding this concept: Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. Students know the principal structures that form at the three different kinds of plate boundaries. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. *Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation of those that are due to subduction.

Biogeochemical Cycles Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles. As a basis for understanding this concept: Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy. *Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs.

California Geology 9. The geology of California underlies the state’s wealth of natural resources as well as its natural hazards. As a basis for understanding this concept: Students know the principal natural hazards in different California regions and the geologic basis of those hazards. Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need. *Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future.

ICS1/Earth Science – Instructional Component 1 – Process Standards

Investigation and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

5-5 Identify and communicate sources of unavoidable experimental error. Identify possible reasons for inconsistent results, such as sources of error and uncontrolled conditions. Formulate explanations by using logic and evidence. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. Distinguish between hypothesis and theory as scientific terms. Recognize the usefulness and limitations of models and theories as scientific representations of reality. Read and interpret topographic and geologic maps. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). Recognize the issues of statistical variability and the need for controlled tests. Recognize the cumulative nature of scientific evidence. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

5-6

LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Earth Science - Instructional Component 1 - Matrix Standard Group 1 3b. Students know the principal structures that form at the three different kinds of plate boundaries. 7c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy. 3a. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics.

Standard Group I Key Concept – Evidence for Plate Tectonics

Analyzed Standards Instructional Activities and Resources Notes and 3b, 7c, 3a, Integrated Connections

Performance Task: Write an article or editorial for a newspaper insert for the local paper informing the readership of the community geology. This is not a Chapter Challenge. See Performance Task 1.

Chapter 2 – Plate Tectonics and Your Community; pp. 62-120 Earth Science at Work; p. 120 Activity 1 – Taking a Ride on a Lithospheric Plate; pp. 64-75 3b Think About It; p. 64 Compare different kinds of Investigate; Part A; pp. 65-67 plate boundaries and Investigate; Part B; pp. 67-69 (internet access required) explain relative Digging Deeper; Measuring the Motion of Lithospheric Plates; pp. 70-74 movements at those Understanding and Applying What You Have Learned; pp. 74-75 boundaries Inquiring Further; p. 75 Activity Debrief

Activity 2 – Plate Boundaries and Plate Interactions; pp. 76-86 Think About It; p. 76 Investigate; Parts A, C and D; pp 77-79 Digging Deeper; The Dynamics of Plate Boundaries; pp. 80-85 Understanding and Applying What You Have Learned; p. 86 Inquiring Further; p. 86 Activity Debrief

Activity 3 - What Drives the Plates?; pp. 87-96 Think About It; p. 87 Digging Deeper; The Earth’s Interior Structure; pp. 91-95

5-7 Analyzed Standards Instructional Activities and Resources Notes and 3b, 7c, 3a, Integrated Connections Understanding and Applying What You Have Learned; pp. 95-96 7c Inquiring Further; p. 96 • Compare how heat from Activity Debrief the earth’s interior and sunlight drive carbon Activity 4 – Effects of Plate Tectonics; pp. 97-106 through the carbon Think About It; p. 97 cycle. Investigate; 1-7; pp. 98-100 Digging Deeper; Building Features on Earth’s Surface; pp. 102-105 Understanding and Applying What You Have Learned; p. 106 3a Inquiring Further; p. 106 • Draw a map showing Activity Debrief evidence for continental drift by labeling plate Activity 5 – The Changing Geography of Your Community; pp. 107-119 interaction, magnetic Think About It; p. 107 field reversals, and Investigate; 1-5; pp. 108-111 contour lines. Digging Deeper; Development of the Plate Tectonics Theory; pp. 112-118 Understanding and Applying What You Have Learned; pp. 118-119 • Interpret the age of Inquiring Further; p. 119 rocks at different points Activity Debrief on the map. Supplemental Activities/Resources Students calculates the motion of the Pacific Plate relative to the North American plate at the San Andreas fault Rock ID Lab Video of seafloor spreading (Alvin explorations)

5-8 LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Earth Science – Instructional Component 1 - Matrix Standard Group 2 3d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude. 9d. *Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future. 9b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards.

Standard Group 2 Key Concept – Earthquakes

Analyzed Standards Instructional Activities and Resources Integrated Connections 3d, 9d*, 9b

Chapter 3 – Earthquakes and Your Community; pp. 122-175 Earth Science at Work; p. 175

3d Activity 1 - An Earthquake in Your Community; pp. 124-132 Infer the cause of Think About It; p. 124 earthquakes Investigate; Parts A and C Digging Deeper; What Is an Earthquake?; pp. 127-131 Analyze earthquake data. Understanding and Applying What You Have Learned; p. 131 Inquiring Further; p. 132 Activity Debrief

Activity 2 - Detecting Earthquake Waves; pp. 133-139 Think About It; p. 133 Investigate; 1-7; pp. 134-5 Digging Deeper; Recording Earthquake Waves; pp. 136-138 Understanding and Applying What You Have Learned; pp. 138-139 Inquiring Further; p. 139 Activity Debrief

Activity 3 - How Big Was It?; pp. 140-148 Think About It; p. 140 Investigate; Part A; pp. 141-142 Investigate; Part B; p. 142 (internet access required) Digging Deeper; Describing Earthquakes; pp. 143-146 Understanding and Applying What You Have Learned; p. 147 Inquiring Further; p. 148

5-9 Analyzed Standards Instructional Activities and Resources Integrated Connections 3d, 9d*, 9b Activity Debrief

Activity 4 - Earthquake History of Your Community; pp. 149-156 Think About It; p. 149 Investigate; 1-3; pp. 150-152 Digging Deeper; The Global Distribution of Earthquakes; pp. 152-154 9d* Understanding and Applying What You Have Learned; p. 154 Analyze geologic hazard maps Inquiring Further; p. 156 to identify geologic events Activity Debrief of the past and to predict those of the future. Activity 5 - Lessening Earthquake Damage; pp. 157- 165 Think About It; p. 157 9b Investigate; 2-5; pp. 160-162 Identify natural hazards within Digging Deeper; Reducing Earthquake Hazards; pp. 163-164 naturally occurring Understanding and Applying What You Have Learned; p. 164 geographic zones in Inquiring Further; p. 165 California. Activity Debrief

Correlate natural hazards with Activity 6 - Designing “Earthquake-Proof” Structures; pp. 166-174 geologic processes. Think About It; p. 166 Investigate; 1-7; pp 167-168 Digging Deeper; Buildings and Ground Motion; pp. 172-173 Understanding and Applying What You Have Learned; p. 173 Inquiring Further; p. 174 Activity Debrief

Supplemental Activities/Resources Cal State LA website – virtual earthquake activities Case Studies: Field Trips: Guest Speakers:

5-10

LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Earth Science - Instructional Component 1 - Matrix

Standard Group 3 3f. *Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation of those that are due to subduction. 3e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. 9b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards. 3c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. 9d. *Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future.

Standard Group 3 Key Concept – Volcanoes

Analyzed Standards Instructional Activities and Resources Integrated Connections 3f*, 3e, 9b, 3c, 9d*

Chapter 1 – Volcanoes ... and Your Community; pp. 6- 60 Earth Science at Work; p. 60

3f* Activity 1 - Where Are the Volcanoes?; pp. 6-15 Relate the locations of Think About It; p. 6 volcanoes to their Digging Deeper; The Global Distribution of Earthquakes; pp. 9-13 properties (using a world Understanding and Applying What You Have Learned; p. 14 map). Inquiring Further; p. 15 Activity Debrief

Activity 2 - Volcanic Landforms; pp. 16-24 Think about It; p. 16 3e Investigate; 1-7; pp 17-18 Compare and explain Digging Deeper; Topography of Volcanic Regions; pp. 19-23 differences in volcano Understanding and Applying What You Have Learned; pp. 23-24 formation. Inquiring Further; p. 24 Activity Debrief

Activity 3 – Volcanic Hazards: Flows; pp. 25-44 Think about It; p. 25 Investigate; Part A; p 26 9b Understanding and Applying What You Have Learned; p. 31

5-11 Analyzed Standards Instructional Activities and Resources Integrated Connections 3f*, 3e, 9b, 3c, 9d* Identify natural hazards within Inquiring Further; p. 32 naturally occurring Activity Debrief geographic zones in California. Correlate Activity 6 - Volcanic History of Your Community; pp. 45-52 these hazards with Think about It; p. 45 geologic processes Investigate; Parts A and B; p. 46 Digging Deeper; Igneous Rocks; pp. 47-50 3c Understanding and Applying What You Have Learned; p. 52 Classify rocks based on their Inquiring Further; p. 52 physical and chemical Activity Debrief properties and the conditions under which Activity 7 - Monitoring Active Volcanoes; pp. 53-59 they were formed. Think About It; p. 53 Investigate; 1-2; p. 52 9d* Digging Deeper; Volcano Monitoring; pp. 56-58 • Analyze geologic hazard Understanding and Applying What You Have Learned; pp. 58-59 maps to identify geologic Inquiring Further; p. 59 events of the past and to Activity Debrief predict those of the future Supplemental Activities/Resources 3-d topographical map Volcanic shapes and composition.

5-12 LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Earth Science - Instructional Component 1 - Matrix

Standard Group 4 9c. Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need. 7a. Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. 7b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. 7c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy. 7d. *Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs.

Standard Group 4 Key Concept – Biogeochemical Cycles

Analyzed Standards Instructional Activities and Resources Integrated Connections 9c, 7a, 7b, 7c, 7d*

Chapter 9 – A Vote for Ecology; pp. 500-576 Alert: The biogeochemical cycles are also covered in the Biology standards of ICS1. 9c Activity 7 – The Water Cycle; pp. 553-576 It is suggested, therefore, that they be Describe how the natural What Do You Think?; p. 553 introduced here and taught to proficiency distribution of water is BioTalk; The Water Cycle; pp. 555-559 in the Biology section of this course. adjusted by engineering Biology to Go; p. 559 projects. Inquiring Further; p. 560 Activity Debrief 7a Trace carbon through the Activity 8 - Photosynthesis, Respiration, and the Carbon Cycle; pp. 561-566 carbon cycle and What Do You Think?; 561 nitrogen through the For You To Do; 1-15 (Lab or Dry-Lab Demonstration); pp. 561-563 nitrogen cycle. BioTalk; The Carbon Cycle; pp.563-566 Biology to Go; p. 565 7b Inquiring Further; p. 566 • Distinguish among the Activity Debrief different carbon reservoirs and the Activity 9 – The Nitrogen and Phosphorus Cycles; pp. 567-576 various chemical forms For You To Do; pp. 567-568 of carbon that reside in BioTalk; The Nitrogen Cycle; pp. 569-574 them. Biology to Go; p. 575 • Relate the carbon cycle Inquiring Further; p. 575 to global warming. Activity Debrief

5-13 Analyzed Standards Instructional Activities and Resources Integrated Connections 9c, 7a, 7b, 7c, 7d* 7c Supplemental Activities/Resources • Compare how heat from Case Studies: the earth’s interior and Field Trips: sunlight drive carbon Guest Speakers: through the carbon Internet Research cycle.

7d* • Compare the amounts of time carbon stays in its various reservoirs.

5-14 LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Physics – Instructional Component 2 – Content Standards

Heat and Thermodynamics Energy cannot be created or destroyed, although in many processes energy is transferred to the environment as heat. As a basis for understanding this concept: *Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics). Waves Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept: Students know waves carry energy from one place to another. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 108 m/s (186,000 miles/second). Students know how to identify the characteristics properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.

Electric and Magnetic Phenomena Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept: d. Students know the properties of transistors and role of transistors in electric circuits. e. Students know charged particles are sources of electric fields and are subject to the forces of the electric fields form the charges. Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors. Students know plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity. *Students know electric and magnetic fields contain energy and act as vector force fields. *Students know static electric fields have as their source some arrangement of electric charges.

ICS1/Physics – Instructional Component 2 – Process Standards

Investigation and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error and uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret topographic and geologic maps.

5-15 i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

5-16 LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Physics – Instructional Component 2 – Matrix

Standard Group 1 4a. Students know waves carry energy from one place to another. 4f. Students know how to identify the characteristics properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization. 4b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). 4d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates. 4e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 108 m/s (186,000 miles/second).

Standard Group 1 Key Concept – Waves

Analyzed Standards Instructional Activities, Resources, and Performance Tasks Integrated Connections 4a, 4f, 4b, 4d, 4e

Performance Task: Students will “escape an enemy camp” by devising musical instruments, using a laser to hit a target, and determine the direction of sound through knowledge of the Doppler Effect. Through an essay students will describe the use of instruments in laser activities that demonstrate knowledge of wave standards. See Performance Task 2

Chapter 4 – Let Us Entertain You; pp. 180-250 Physics at Work; p. 249 Activity 1 – Making Waves; pp. 182-193; [4a, 4b] 4a What Do You Think?; p. 182 Describe how waves For You To Do; pp. 183-186 transport energy with or Wave Vocabulary; pp. 187-191 without a medium. Physics To Go; p. 192 Compare waves to other Activity Debrief kinds of energy transport Activity 2 – Sounds in Strings; pp. 194-200; [4a, 4b, 4d] What Do You Think?; p. 194 4b For You To Do; pp. pp. 95-197 Use examples to compare For You To Read; Changing the Pitch; p. 197 and contrast the Physics To Go; pp. 198-199 characteristics of Activity Debrief longitudinal and transverse waves.

5-17 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Integrated Connections 4a, 4f, 4b, 4d, 4e 4d Activity 3 – Sounds from Vibrating Air; pp. 201-209; [4a, 4b, 4d] Make qualitative predictions What Do You Think?; p. 201 on the effect of a For You To Do; p. 202 medium on the speed of Physics Talk; Vibrating Columns of Air; p. 203 a longitudinal wave. For You To Read; Compressing Air to Make Sound; p. 204 Wave Diffraction; pp. 204-205 Diagram areas of Physics To Go; pp. 207-208 compression and Activity Debrief rarefaction in sound waves and explain how Activity 4 – Making Sound Electronically; pp. 210-215; [4d, 4e] variable pressure/density What Do You Think?; p. 210 affects the speed of the For You To Do; pp. 211-212 wave. For You to Read; Good Vibrations; p. 213 Alert: This activity is currently being Physics To Go; pp. 214-215 modified by the science inquiry team to 4e Stretching Exercises; p. 215 better address 5d. Look for updates. Label and describe a chart of Activity Debrief the electromagnetic spectrum. Activity 5 – Reflected Light; (pp. 216-222) What Do You Think?; p. 216 4f For You To Do; pp. 217-219 Identify the characteristic Diffraction of Light; p. 220 properties of waves: Physics To Go; p. 221 Alert: This is activity can be streamlined or interference (beats), Activity Debrief eliminated, as it does not address the diffraction, refraction, standards. It may be used, however, to the Doppler effect, and Activity 7 – Refraction of Light; pp. 230-235; [4f] clarify any misconceptions between polarization. What Do You Think?; p. 230 reflection and refraction. For You To Do; pp. 231 232 For You To Read; Snell’s Law; p. 233 Physics To Go; p. 234 Stretching Exercises; p. 235 Activity Debrief

5-18

LAUSD - High School Instructional Guide Integrated Coordinated Science One Physics – Instructional Component 2 - Matrix Standard Group 2 5d. Students know the properties of transistors and role of transistors in electric circuits. 5e. Students know charged particles are sources of electric fields and are subject to the forces of the electric fields form the charges. 5h. Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors. 5j. *Students know electric and magnetic fields contain energy and act as vector force fields. 5m. *Students know static electric fields have as their source some arrangement of electric charges. 3f. *Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics).

Standard Group 2 Key Concept – Electric and Magnetic Phenomena

Analyzed Standards Instructional Activities and Resources Integrated Connections 5d, 5e, 5h, 5i, 5j*, 5m, 3f*

Chapter 5 – Long-Distance Communication; pp. 252-296 Physics at Work; 295

5d Activity 1 – Using Waves to Communicate; pp. 254-258; [4a] Construct a simple electric What Do You Think; p. 254 circuit and explain the For You To Do; pp. 255-256 role of transistors in Physics to Go; pp. 257-258 electric circuits. Stretching Exercises; p. 258 Activity Debrief 5e Apply knowledge of electric Activity 3 – The Electricity and Magnetism Connection; pp. 264-269; [5h, fields to explain 5j] electrostatic phenomena. What Do You Think?; p. 264 For You To Do; pp. 265-267 5h Physics To Go; pp. 268-269 Apply principles of Stretching Exercises; p. 269 electromagnetic Activity Debrief induction to motors and generators. Activity 4 – Making the Connection; pp. 270-280 What Do You Think?; p. 270 Alert: Optional 5i For You To Do; pp. 271-272 Describe plasma and Physics To Go; pp. 273-274 compare it to the other Activity Debrief three state of matter.

5-19 Analyzed Standards Instructional Activities and Resources Integrated Connections 5d, 5e, 5h, 5i, 5j*, 5m, 3f* 5j* Chapter 6 – Is Anyone Out There?; pp. 298-352 Describe why electric and Physics at Work; p. 351 magnetic fields contain Activity 4 – The Electromagnetic Spectrum; pp.316-322; [4a, 4d] energy. What Do You Think?; p. 316 Alert: Chemistry Connection For You To Do; pp. 317-319 5m For You To Read; “Calculating the Speed of Light”; p. 319 Draw the lines of force in a Physics Talk; “Electromagnetic Waves”; p. 319 static electric field. Physics To Go; pp. 320-322 Stretching Exercises; p. 322 Activity Debrief 3f* Define and give examples of Activity 5 – Interference and Spectra; pp.323-328; [4e, 4f] closed systems. What Do You Think?; p. 323 For You To Do; pp. 323-326 Provide supporting examples For You To Read; Spectra: The Fingerprints of Elements; p. 326 Alert: Chemistry Connection for the statement Physics To Go; pp. 327-328 “Entropy tends to Stretching Exercises; p. 328 increase.” Activity Debrief

Activity 8 – The Doppler Effect; pp. 340-344; [4f] What Do You Think?; p. 340 For You To Do; pp. 340-342 For You To Read; Measuring Distances Using the Doppler Effect; p. 342 Physics to Go; pp. 343-344 Stretching Exercises; p. 344 Activity Debrief

Supplemental Activity – Use diagrams to apply the second law of thermodynamics to (one or more of) the following systems: an energy pyramid, a specific chemical reaction, the Sun’s role in the biogeochemical cycles, and radioactive decay occurring in the earth’s crust. Alert: This activity connects all of the ICS1 disciplines

5-20

LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Chemistry - Instructional Component 3 – Content Standards

Atomic and Molecular Structure 1. The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: b. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. c. Students know how to use the periodic table to identify metals, semimetals, non-metals, and halogens. d. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. e. Students know how to use the periodic table to determine the number of electrons available for bonding. f. Students know the nucleus of the atom is much smaller that the atom yet contains most of its mass. g. *Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements and know that the transuranium elements were synthesized and identified in laboratory experiments through the use of nuclear accelerators

Chemical Bonds 2. Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. As a basis for understanding this concept: a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, CI2, and many large biological molecules are covalent. c. Students know salt crystals, such as NaCI, are repeating patterns of positive and negative ions held together by electrostatic attraction.

Acids and Bases 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for understanding this concept: a. Students know the observable properties of acids, bases, and salt solutions. c. Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate.

Chemical Thermodynamics 7. Energy is exchanged or transformed in all chemical reactions and physical changes of matter. As a basis for understanding this concept: b. Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal energy. c. Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or melts.

ICS1/Chemistry - Instructional Component 3 – Process Standards

Investigation and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

5-21 a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error and uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret topographic and geologic maps. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

5-22

LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1) Chemistry - Instructional Component 3 - Matrix

Standard Group 1 1a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. 1b. Students know how to use the periodic table to identify metals, semimetals, non-metals, and halogens. 1c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. 1d. Students know how to use the periodic table to determine the number of electrons available for bonding. 1e. Students know the nucleus of the atom is much smaller that the atom yet contains most of its mass. 1f. *Students know how to use the periodic table to identify the lanthanide, actinide, and transactinide elements and know that the transuranium elements were synthesized and identified in laboratoryTable experi mentsof the throughElements the use of nuclear accelerators.

Standard Group 1 Key Concept – Atomic and Molecular Structure

Analyzed Standards Instructional Activities and Resources Integrated Connections 1a, 1b, 1c, 1d, 1e, 1f*

Performance Task: Students will create a game based on the Periodic . See Performance Task 3.

Chapter 7 – The Periodic Table; pp. 358-432

Activity 1 – Organizing a Store; pp. 358-359 [1a] 1a • What Do You Think?; p. 358 Relate the position of an • Investigate; pp. 358-359 element in the periodic • Chemistry to Go; p. 359 table to its atomic • Activity Debrief number and atomic

mass (distinguish Activity 2 – Elements and Their Properties; pp. 360-365 [1b] between atomic number and atomic mass). • What Do You Think?; p. 360 • Investigate; pp. 360-363 1b • ChemTalk; Physical and Chemical Properties; pp. 363-364 Classify elements as metals, • Chemistry to Go; p. 365 semi-metals, and non- • Activity Debrief metals using the periodic table. Activity 4 – Are Atoms Indivisible?; pp. 377-384 [1a, 1e] • What Do You Think?; p. 377

5-23 Analyzed Standards Instructional Activities and Resources Integrated Connections 1a, 1b, 1c, 1d, 1e, 1f* 1c • Investigate; pp. 377-379 Classify elements as alkali • ChemTalk; The Changing Model of an Atom; pp. 380-382 metals, alkaline earth • Chemistry to Go; p. 383 metals, and transition • Inquiring Further; p. 383 metals using the periodic table. • Activity Debrief

Activity 5 – The Chemical Behavior of Atoms; pp. 385-394 [1c, 1d] • Infer patterns in the periodic table based on • What Do You Think?; p. 385 the sizes of the atoms • Investigate; pp. 385-389 and ions, • ChemTalk; Bohr’s Model of an Atom; pp. 390-392 electronegativities, and • Chemistry to Go; pp. 393-394 ionization energies. • Inquiring Further; p. 394 • Activity Debrief 1d Demonstrate how electrons Activity 6 – Atoms with More Than One Electron; pp. 395-403 [1c, 1d]

are arranged into • What Do You Think?; p. 395 different energy levels • Investigate; pp. 396-399 and how this arrangement relates to • ChemTalk; A Periodic Table Revealed; pp. 400-401 their location on the • Chemistry to Go; pp. 402-403 periodic table. • Inquiring Further; p. 403 • Activity Debrief Determine the bonding capacity of atoms by Activity 7 – How Electrons Determine Chemical Behavior; pp. 404-411 [1d, using valence numbers. 2a, 2b] • What Do You Think?; p. 404 1e • Investigate; 404-408

Identify the components of • ChemTalk; The Noble Gases; pp. 409-410 atoms and describe the • Chemistry to Go; pp. 410-411 spatial organization of these subatomic • Inquiring Further; p. 411 particles. • Activity Debrief

1f* Describe how synthetic elements are made and Activity 8 – How Atoms Interact with Each Other; pp. 412-418; [2a, 2b, 2c] locate their positions in • What Do You Think?; p. 412 the periodic table. • Investigate; pp. 412-414

5-24 Analyzed Standards Instructional Activities and Resources Integrated Connections 1a, 1b, 1c, 1d, 1e, 1f* • ChemTalk; Forming Compounds; pp. 414-415 • Chemistry to Go; pp. 416-418 • Inquiring Further; p. 418

• Activity Debrief

Supplemental Activities/Resources Case Studies: Field Trips: Guest Speakers:

5-25 LAUSD - High School Instructional Guide Integrated Coordinated Science One Chemistry – Instructional Component 3 - Matrix Standard Group 2 2a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. 2b. Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, CI2, and many large biological molecules are covalent. 2c. Students know salt crystals, such as NaCI, are repeating patterns of positive and negative ions held together by electrostatic attraction. 5a. Students know the observable properties of acids, bases, and salt solutions. 5c. Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate. 7b. Students know chemical processes can either release (exothermic) or absorb (endothermic) thermal energy. 7c. Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or melts.

Standard Group 2 Key Concept – Chemical Bonds, Acids and Bases, and Chemical Thermodynamics

Analyzed Standards Instructional Activities and Resources Integrated Connections 2a, 2b, 2c, 5a, 5c, 7b, 7c

Chapter 8 – Cool Chemistry Show; pp. 434-496

2a Activity 2 – More Chemical Changes; pp. 443-448; [5a, 7b] Chemistry at Work; p. 496 • Use models or diagrams • What Do You Think?; p. 443 and periodic table • Investigate; pp. 443-446 location to show how • ChemTalk; Tests for Chemicals; pp. 446-447

atoms combine • Chemistry to Go; p. 448 according to “the octet • Inquiring Further; p. 448 rule.” • Activity Debrief

• Use physical models to: Activity 3 – Chemical Names and Formulas; pp. 449-455; [2a] 1) classify binary compounds, 2) explain • What Do You Think?; p. 449 how covalent, ionic and • Investigate; pp. 449-452 metallic bonding occurs, • ChemTalk; Forming Compounds; pp. 452-454 and 3) to predict if • Chemistry to Go; pp. 454-455 covalent bonding is • Activity Debrief polar or nonpolar (electronegativity). Activity 5 – Chemical Energy; pp. 466-472; [7b, 7c]

• What Do You Think?; p. 466

2b • Investigate; pp. 466-467

• Use models of biological • ChemTalk; Endothermic and Exothermic Reactions; pp. molecules to • 468-471 demonstrate and explain;

5-26 Analyzed Standards Instructional Activities and Resources Integrated Connections 2a, 2b, 2c, 5a, 5c, 7b, 7c ∗ 1) how the bonding • Chemistry to Go; p. 471 capacity is based on the • Inquiring Further; p. 472 number of valence • Activity Debrief electrons and ∗ 2) that chemical bonding Activity 7 – Acids, Bases, and Indicators – Colorful Chemistry; pp. 480-489; occurs in order for [5a, 5c] atoms to attain the • What Do You Think?; p. 480 electron configuration of • Investigate; pp. 481-483 the nearest noble gas (in • ChemTalk; Acids and Bases; pp. 483-487 the periodic table). • Chemistry to Go; p. 488 2c • Inquiring Further; p. 489 • Describe crystal • Activity Debrief formation in ionic compounds. Supplemental Activities/Resources Case Studies: 5a Field Trips: • Compare the observable Guest Speakers: properties of acids, bases, and salts.

• Explain the use of the

pH scale and indicator

dyes.

5c

• Relate the strength of acids and bases to the degree of dissociation in water.

7b • Distinguish between endothermic and exothermic reactions by illustrating these processes using thermo- chemical equations,

5-27 Analyzed Standards Instructional Activities and Resources Integrated Connections 2a, 2b, 2c, 5a, 5c, 7b, 7c potential energy diagrams and evidence from lab procedures.

7c • Explain the relationship between energy and phase changes in solid, liquid, and gaseous substances.

5-28 LAUSD - High School Instructional Guide Integrated/Coordinated Science One Biology - Instructional Component 4 – Content Standards

Ecology 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. e. Students know a vital part of an ecosystem is the stability of its producers and decomposers. f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. g. *Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change.

Evolution 8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: a. Students know how natural selection determines the differential survival groups of organisms. b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

ICS1/Biology – Instructional Component 4 – Process Standards

Investigation and Experimentation 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error and uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret topographic and geologic maps.

5-29 i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets).

5-30 LAUSD - High School Instructional Guide Integrated/Coordinated Science One Biology – Instructional Component 4 – Matrix Standard Group 1 6a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. 6e. Students know a vital part of an ecosystem is the stability of its producers and decomposers. 6f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. 6c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. 6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

Standard Group 1 Key Concept – Ecology

Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 6a, 6e, 6f, 6c, 6b, 6d, Integrated Connections

Performance Task: Create an Eco-traveler Guide to a National Park. See Performance Task 4.

Chapter 9 – A Vote for Ecology; pp. 502-576 Biology at Work; p. 576

6a Activity 1 - Diversity in Living Things; pp. 502-513 • Define biodiversity • What Do You Think?; p. 502 • For You to Do; pp. 502-506 • Describe why • Bio Talk; Biodiversity; pp. 506-512

biodiversity is important • Biology to Go; p. 513

in an ecosystem. • Inquiring Further; p. 513 6e • Activity Debrief • Distinguish the roles of producers, consumers, Supplemental Activities/Resources: and decomposers in an Case Studies: ecosystem. • Galapagos Islands (El Nino and Bird Beaks)

• California Drought - Bark Beetles • Describe the importance

of the interactions of • http://ublib.buffalo.edu/libraries/projects/cases/case.html

producers, consumers, Field Trips:

and decomposers in • Zoo • Aquarium

5-31 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 6a, 6e, 6f, 6c, 6b, 6d, Integrated Connections keeping a balance in an • Botanical Garden ecosystem Speakers: • El Niño-related presentations 6f • State Park Ranger - Fire ecology • Use an energy pyramid to describe the transfer Activity 2 – Who Eats Whom?; pp. 514-521

and dissipation of energy • What Do You Think?; p. 514 through every level of a • For You to Do; pp. 514-516 food web. • Bio Talk; Food Chains and Webs; pp. 516-520 6c • Biology to Go; p. 521 • Compare how • Inquiring Further; p. 521 fluctuations in • Activity Debrief population size in an ecosystem are Supplemental Activities/Resources: determined by the Case Studies relative rates of birth, • MWD Delta Smelt Issue immigration, death, and • Silent Spring - Rachel Carson

emigration. • http://ublib.buffalo.edu/libraries/projects/cases/case.html

6b Activity 3 – Energy Flow in Ecosystems; pp. 522-528 • Recognize, compare, and • What Do You Think?; p. 522 analyze patterns of • For You to Do; pp. 522-524 change in an ecosystem • Bio Talk; Pyramids of Mass and Energy; pp. 524-527 with regard to: 1)Abiotic, non-human • Biology to Go; pp. 527-528 factors, 2) Biotic non- • Inquiring Further; p. 528 human factors, and 3) • Activity Debrief Human impact Supplemental Activities/Resources 6a •

• Use case studies to •

describe the impact of

habitat alteration by Activity 4 – Factors Affecting Population Size; pp. 529-537

cataclysmic events on an • What Do You Think?; p. 529 ecosystem with respect • For You to Do; pp. 529-532 to biodiversity • Bio Talk; pp. Changing Population Sizes; pp. 533-536

• Biology to Go; p. 537

5-32 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 6a, 6e, 6f, 6c, 6b, 6d, Integrated Connections 6d • Inquiring Further; p.537 • Describe and integrate • Activity Debrief how water, carbon, oxygen and nitrogen Supplemental Activities/Resources: cycle between abiotic Internet Research Opportunities: resources and biotic • Cemetery Census

matter in the ecosystem. • Computer – Population Simulations

• Human Population Studies

• Tragedy of the Commons Case Study: Alert • Population Bomb - Dr. Paul Erlich • Revisit/reread pp 506-513; “Bio • http://ublib.buffalo.edu/libraries/projects/cases/case.html Talk” • Inquiring Further; p 513; Activity 5 – Competition among Organisms; pp. 538-545 “Passenger Pigeon Extinction” • What Do You Think?; p. 538 • For You to Do; pp. 538-540 • Bio Talk; Plants and Animals Compete for Resources; pp. 541-543 • Biology to Go; p. 544 • Inquiring Further; p. 545

• Activity Debrief

Supplemental Activities/Resources:

• Project Wild; Oh Deer! • Biology Teacher Magazine – Introduced Species • Stream Study (N2 levels, algae levels, and T over time) • Write letters to State Representatives (hot topics) Case Studies: • Arondo donax • Bird Flu • California Condor

• California Sea Otters/Urchins/Kelp Forests

• Hawaii Invasive Ginger • HIV/Flu • Mongoose of Hawaii • Orcas, Sea Lions, Otters • Passenger Pigeon

5-33 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 6a, 6e, 6f, 6c, 6b, 6d, Integrated Connections • Polar Bears • Rapa Nui (Easter Island) • Reintroduction of Wolves of Yellowstone

• Russian Thistle

• Santa Cruz Island Foxes • Tamarisk • West Nile • http://ublib.buffalo.edu/libraries/projects/cases/case.html Readings • Edward Abbey • Jared Diamond • John Muir

• The Lorax - Dr. Seuss

Speakers:

• University Research Staff • Fish and Game Warden • Park Ranger

Activity 6 – Succession in Communities; pp. 546-552 • What Do You Think?; p. 546 • For You to Do; pp. 547-548 • Bio Talk; Succession; pp. 549-551 • Biology to Go; p. 552 • Inquiring Further; p. 552 • Activity Debrief

Supplemental Activities/Resources: Case Studies: • California Drought - Bark Beetles • Galapagos Islands (El Nino and Bird Beaks) • Mount St. Helens • Yellowstone Forest Fire Speakers: • El Niño-related presentations • State Park Ranger – Fire ecology

5-34 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 6a, 6e, 6f, 6c, 6b, 6d, Integrated Connections Activity 7 – The Water Cycle; pp. 553-560 • What Do You Think?; p. 553 • For You to Do; pp. 553-555 • Bio Talk; The Water Cycle; pp. 555-559 • Biology to Go; p. 559 • Inquiring Further; Ecocolumn; p. 560 • Activity Debrief

Activity 8 – Photosynthesis, Respiration and the Carbon Cycle; pp. 561-566 • What Do You Think?; p. 561 • For You to Do; pp. 561-563 • Bio Talk; The Carbon Cycle; pp. 563-565 • Biology to Go; p. 566 • Inquiring Further; p. 566 • Activity Debrief

Activity 9 – The Nitrogen and Phosphorus Cycles; pp. 567-576 • What Do You Think?; p. 567 • For You to Do; pp. 567-568 • Bio Talk; The Nitrogen Cycle; pp. 569-574 • Biology to Go; p. 575 • Inquiring Further; p. 575 • Activity Debrief

Supplemental Activities/Resources • CA Water • MWD-Student Water Debate Forum • WEFT-Water Reclamation Lab • Water Quality Analysis Using Winkler and Probes • TOPS • Project Learning Tree-Life as a Water Drop • Water Dance • Cadillac Desert-Video Series (CA Water Rights) • Seven States of CA - Earth Science Standards/Geography

5-35 LAUSD - High School Instructional Guide Integrated/Coordinated Science One Biology – Instructional Component 4 – Matrix

Standard Group 2 8b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment. 6g. *Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change. 8a. Students know how natural selection determines the differential survival groups of organisms. 8e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Standard Group 2 Key Concept – Evolution

Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 8b, 6g, 8a, 8e Integrated Connections

Chapter 10 – A Highway through the Past; pp. 578-624 Biology at Work; p. 624

8b Activity 1 - Adaptations; pp. 580-589 • Recognize that diversity • What Do You Think?; p. 580 between and among • For You to Do; pp. 580-584 species increases the • Bio Talk; Adaptation; pp. 584-587

chances of surviving • Biology to Go; p. 588 changes in the • Inquiring Further; p. 589 environment (both present and future). • Activity Debrief

6g Activity 2 – Is It Heredity or the Environment; pp. 590-596 • Compare individual • What Do You Think?; p. 590 adaptations for survival • For You to Do; pp. 590-592 to the gradual • Bio Talk; The Importance of Heredity and Environment; pp. 593-595 adaptations of a species • Biology to Go; p. 596 over time. • Inquiring Further; p. 596

• Activity Debrief

8a.

• Analyze predator-prey Supplemental Activities/Resources:

relationships based on: Case Study – Mosquitoes, Malaria and Sickle Cell

1) the survival of an

individual organism, 2) Activity 3 – Natural Selection; pp. 597-606

the influence of • What Do You Think?; p. 597 environmental changes

5-36 Analyzed Standards Instructional Activities, Resources, and Performance Tasks Notes and 8b, 6g, 8a, 8e Integrated Connections on the organisms, 3) • For You to Do; pp. 597-601 species adaptations, and • Bio Talk; Theories in Science; pp. 602-605 4) future generations. • Biology to Go; p. 606

• Inquiring Further; p. 606 8e • Activity Debrief • Analyze fossil evidence

with regard to biological Supplemental Activities/Resources diversity, episodic Case Studies speciation, and mass extinction. • Galapagos Islands • Industrialism, Pesticides, and Insects • Mountain Lions, Bobcats, Coyotes, and Wolves (CA) • Bottle Neck Genes – Project Wild • Bird Beak Lab • http://ublib.buffalo.edu/libraries/projects/cases/case.html

Activity 4 – The Fossil Record; pp. 607-616 • What Do You Think?; p. 607 • For You to Do; pp. 607-610 • Bio Talk; The Nature of the Fossil Record; pp. 611-615 • Biology to Go; p. 615 • Inquiring Further; p. 616 • Activity Debrief

Activity 5 – Mass Extinction and Fossil Records; pp. 617-624 • What Do You Think?; p. 617 • For You to Do; pp. 617-620 • Bio Talk; Making Inferences in Science; pp. 620-622 • Biology to Go; p. 623 • Inquiring Further; p. 623 • Activity Debrief

5-37 LAUSD Instructional Guide Performance Task 1 (adapted from the Chapter Challenge)

Standards Group Assessed: Standard Groups 1-4 - all earth science standards

Specific Standard(s) Assessed: • Article #1; 3b., 3d, and 9b. • Article #2; 3a., 3c., 3e., 3f., and 9d. • Article #3; 7a., 7b., 7c., 7d., and 9c. I and E; 1d., 1g., 1h., 1i. • Editorial: Which standards are assessed here? All of the above?

The Task: Write an article or editorial for a newspaper insert on community geology

Background or Situation: The geology of California provides a wealth of geologic platforms including dynamic plate motions both on land and at sea and natural resources and hazards. Evidence of this and biogeochemical cycles can be observed and tested.

Scenario: Your local newspaper wants to produce a special edition about the geology of your community but their science reporter is at another location and cannot manage this. They have asked your class to produce a one page newspaper insert that covers the following ideas: (1) the present geologic situation of your area, the current hazards, and the natural resources tied to our geologic area. (2) how our community was different in the geologic past, what evidence we use to make this determination, and how our present geologic map gives information about our past. (3) How we manage our natural resources (water, fossil fuels, agriculture, etc.) and how the biogeochemical cycles play a role in these resources. The final article will be an editorial discussing the following topic: what your political perspective is on the management of our natural resources and howour natural hazards should be incorporated into the planning of your community’s growth

Directions to the Student: Get into groups of 4 students (It is recommended that the students remain in the same group for all activities pertaining to the cumulating task). Each student is responsible for writing one article or the editorial and the group is responsible for laying out the paper to be ready for printing. This includes at least 2 pictures, 1 geologic map and at least 2 commercial advertisements pertaining to attractions and/ordestinations of geologic richness

Clear Expectations for Performance: Please see rubric

Student Evaluation: There should be clear debriefing techniques that reflect the information pertinent to the culminating task. • Self -Evaluation Questions: What part of this activity relates directly to the culminating task? What part relates directly to your part of the newspaper? Did I include all of the information required for my specific job in the newspaper? • Student Reflection on the Task and Product: What information do I still need to complete my part of the newspaper? Does this information allow me to complete my job on schedule? Have I incorporated my team member’s feedback to my work?

Text Connections: See Integrated Coordinated Science for the Twenty-first Century, It’s About Time Publishing. Specific pages cited Chap 2: Plate Tectonics:

5-38 • Activity 1: Think About It (KWL) • Investigate part A • Part B (if you have an internet connection) • Digging Deeper & Check for Understanding (pg 70 ~ 74) • Supplement : Activity that calculates the motion of the Pacific Plate relative to the N. American plate at the San Andreas fault • Activity 2: Think About It • Investigate part A, C & D • Digging Deeper + Check for Understanding (pg 80 ~ 85) • Activity #3 Think About It • Digging Deeper + Check for Understanding (pg 91 ~ 95) • Rock ID Lab or video of seafloor spreading (Alvin explorations) • Activity #4 Think About It • Investigate #1 ~ 7 (Not #8) • Digging Deeper + Check for Understanding (pg 102 ~ 105) • Understanding and Applying What You Know (pg 106) • Activity #5 Think About It • Investigate #1 ~ 7 (Not #8) • Digging Deeper + Check for Understanding (pg 112 ~ 118) Chap 3: Earthquakes: Activity 1: Think About It (KWL) Investigate part A & C Digging Deeper & Check for Understanding (pg 127 ~ 131) Understanding & Applying questions (pg 131) Supplement: Go to the Cal State LA website, virtual earthquake and complete the activities. Bring in printed results for a grade Activity 3: Think About It Investigate part A Part B if you have internet access Digging Deeper + Check for Understanding (pg 143 ~ 146) This is condensed reading and require literacy strategies Understanding & Applying questions (pg 147) Activity #4 Think About It Investigate 1,2,3 Digging Deeper + Check for Understanding (pg 152 ~ 154) Understanding & Applying questions (pg 154) Activity #5 First, supplement with a lesson on reading a seismogram Think About It Investigate #2 ~ 5 Digging Deeper + Check for Understanding (pg 163 ~ 164) Understanding and Applying What You Know (pg 106) Activity #6 Think About It Digging Deeper + Check for Understanding (pg 172 ~ 173) Understanding & Applying questions (pg 173) Chapter 1: Volcanoes Activity #1 Think About It Digging Deeper + Check for Understanding (pg 9 ~ 13)

5-39 Activity #2 Think about IT Investigate #1 ~ 7 OR supplement w/ appropriate a 3-d model activity using topo map Digging Deeper + Check for Understanding (pg 19 ~ 23) Supplemental activities on the relationship between volcanic shapes and composition. Supplemental activities on California present and geologic volcanic activity Active Biology: Biogeochemical Cycles ~ All supplemented • Supplemental activities on water cycle & California water resources • Supplemental activities on the carbon cycle from a geologic perspective and California fossil fuel resources

• Supplemental material required (and noted) to complete this culminating task

5-40 LAUSD Instructional Guide Performance Task 2 (adapted from the Chapter Challenge)

Standard Groups: One and Two – all standards (list the standards…what are they?)

The Task: Project McGyver

Background/Situation: You are a secret government agent in training. Your supervisors have decided that part of your training preparation should include, coded messaging, diversionary tactics, and the recognition and evasion of enemy attack.

1. You will be placed in a situation in which you have been captured. You will use the diversionary tactic of entertainment to distract your captors by building a musical instrument, which you will then play for them. You must be able to entertain your captors by constructing musical instruments from commonly available parts. Your instrument must be able to: • Play a recognizable tune • Play a complete octave (8 notes) • And send a coded message (you will supply the code)

2. You must also use your knowledge of refraction and reflection to signal your rescue team by hitting a target with a coded message through water and using mirrors. • During the musical performance, the rest of your group must place 3 mirrors around the room so that a beam of light is reflected out a side door. The light must send a help message outside and it must be sent within the time frame of the musical performance. • The captives (your team members) find a light-sensitive button that opens the back door hidden in an aquarium; they have two chances to retrieve it. One team member will use the laser to strike the key at a designated spot near the aquarium. If your team member does not succeed, you will not escape.

3. You will be asked to distinguish the direction enemy planes are traveling so that you can signal your fellow agents to take evasive action. Your team must determine the direction of an aircraft using your knowledge of the Doppler effect. • All team members will be blindfolded and a recorded moving sound will be played. • Your team will have one minute to discuss and decide whether the sound is coming towards them or moving away from them and then explain why.

4. Once you have escaped, you and your team will use your knowledge of electricity, circuits, and transistors to send a message to the helicopter retrieval team upon your escape. Your goal is to send the loudest or brightest signal possible with the materials you have been able to collect while you were captive.

Directions to the Students – Get into groups of 4. (It is recommended that the students remain in the same group for all activities pertaining to the performance task). The trained team will produce products that the team will use in their future fieldwork. Working collaboratively will increase the chances of the teamfulfilling their assignment and ALL coming back home. The team will produce the following products: • A musical instrument

5-41 • Water and mirror signals • Enemy plane direction detector • Electronic message

Clear Expectations for Performance – Please see rubric.

Student Evaluation: There should be clear debriefing techniques that reflect the information pertinent to the performance task. • Student Evaluation Questions: What part of the class activity relates directly to the Performance task? What are the connections of the activities to the big ideas/content standards? What part relates directly to the products? Did I include all of the information required for my specific product? Will the products of the team help them escape when captured?

Student Reflection – Use a +/∆ chart to reflect on the following aspects of your team’s product: • Design protocol • Language learning • Writing skill enhancement • Group interaction • Inquiry skill improvement

Instructional Scaffolding – In addition to all unit instructional activities: • Creating an effective group work protocol • Examining/analyzing brochures • Surveying design features • Researching on the Internet • Finding/designing visuals • Making citations • Making a draft/mock booklet • Editing • Other

Text Connections: Integrated Coordinated Science (for the 21st Century) – Chapters 9 and 10

Other Resources: LAUSD-ICS.com

5-42

LAUSD Instructional Guide Performance Task 2 (adapted from the Chapter Challenge – extension)

Standard Groups: One and Two – all standards

The Task: Project McGyver Report

Background or Situation: Remember, you are an agent in training. You must demonstrate to the government agency that you are proficient in developing escape plans that are creative, scientific and feasible. To graduate from the agency you must also prove that you can work together in a team, complete the task efficiently and leave no member behind.

Directions to the Student: Your group must submit a written description of how your escape plan keeping in mind the information already given to you.

Part 1: A description of the light and sound wave properties that can be found in your instrument: The following vocabulary terms and concepts must be included in your paper: wavelength, frequency, amplitude, wave speed, nodes, constructive and destructive interference, compression, rarefaction, and medium.

Part 2: This portion of the report should describe the properties of physics that you demonstrated in the light exercises. You must include all the vocabulary terms from part 1 plus diffraction, reflection, angle of incident, angle of reflection, electromagnetic waves and transverse.

Part 3: A brief explanation of the Doppler Effect: Two examples of where the Doppler effect can be encountered in every day life. Describe how the Doppler effect can be used to determine the direction a plane is traveling. Be sure to include an illustration with your explanation. You must include at least five vocabulary terms from Part 1 in this section of your paper.

Part 4: Describe a simple circuit and the role transistors play within them. A description of semi-conductive material as well as the role of electrons in your circuit should also be included.

Clear Expectations for Performance – Your report must meet the following specifications

1. Length: 2-3 pages long TYPED 2. Spacing: Double-spaced 3. Margin: One inch margins 4. Font: Times new roman 5. Size: 12 inch font

• Standard English with correct spelling, punctuation and grammar • Must address all bulleted items found in the “directions to student”, and directly linked to performance assessment task

5-43 • Completeness and accuracy of the relevant ecological principles as they pertain to the environmental issues • Envelope must be correctly addressed and stamped • Only “3” or “4” scored letters will be eligible to mail, all others will be returned for revision • All researched information must be clearly cited or identified

Scoring Criteria: • Thesis Statement (supported by details and examples) • Organization • Sense of Audience (addresses concerns, biases, and expectations) • Precise Descriptive Academic Language • Conventions • States a Position (based on valid scientific information)

Sample Rubric

For a “4” paper • All bullets in the scoring criteria must be addressed in a clear (argument easily understood and has a logical order), complete (all relevant information is included), and consistent (free of errors that conflict with the data) manner • Persuasive argument is supported by data and evidence • Concluding opinions and solutions are logical and supported by the research • Opinions are be based on valid information • Citations are included

For a “3” paper • Bullets in the scoring criteria are addressed in a clear and consistent manner but argument may be weak • Few minor errors that do not detract from the overall thesis • Few mechanical errors that do not detract from presentation • Concluding opinions and solutions are logical and supported by the research • Opinions are be based on valid information • Citations are included

For a “2” paper • Not ready to mail • Minor revisions are needed in areas of content, or mechanics • Completes the assignment but argument is unclear or ambiguous • Concluding opinions are not logical or supported by the research • Citations are incomplete

For a “1” paper • Attempted to write letter but is unclear, incomplete and inconsistent • Product does not reflect the assignment • Not ready to mail

5-44 • Needs major revisions in areas of content or mechanics Student Evaluation Questions: • Have I supported my thesis statement with details and examples? • Is my information organized ? • Have I appropriately addressed all of the concerns of my readers? • Do I use precise, descriptive, academic language? • Have I checked for spelling and grammar errors? • Have I persuasively stated a position that will convince my readers?

Student Reflection: • Read several scored project other than your own. • Re-read your own letter. • Make simple corrections in spelling or grammar. • List what you could do to raise your score by one mark (e.g. 2→3) • [Re-write]

Journal Prompt – In your reflective journal respond to the following prompt: Have you ever written a detailed technical project report before? How did you feel writing a technical project report? Do you think that if another team would try to replicate what you did, they will be able to do that by reading your report? How does this writing activity differ from what you normally write in my classroom? Will you continue to write technical project report like this in the future?

Instructional Scaffolding – In addition to all unit instructional activities: • Practice with rubric assessment (utilized throughout year) • Concrete exposure to the task (by reading samples of persuasive letters) • Practice at distinguishing fact from opinion • Formal letter writing experience • Computer literacy skills

Text Connections: This activity is designed to follow the Chapter Challenges, which is a modified version of the chapter challenge from Unit2, Active Physics.

5-45 LAUSD Instructional Guide Performance Task 3 (The Chapter Challenge)

Standard Groups: Chemistry Components of ICS1

The Task: Periodic Table Game

Under Construction

5-46 LAUSD Instructional Guide Performance Task 4 (adapted from the Chapter Challenge)

Standard Groups: One and Two – all standards

The Task: Create an Eco-traveler Tour Guide

Under Construction

5-47 VI. Sample Immersion (Extended Investigation) Project for Integrated Coordinated Science I Under Construction

6-1 VII. Appendices

A. References and Suggested Readings

Amaral., O.M., Garrison, L. 2002. Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction. Bilingual Research Journal, 26; 2 Summer 2002

Amirian, S. (October 31 2003). Pedagogy and Video Conferencing. A Review of Recent Literature. A Poster Session at “Collaboration Through Networking: “Technology in education” First NJEDge.NET Conference Plainsboro, NJ.

Anderson, L.W., Krathwohl, D.R., editors. 2001. A Taxonomy for Learning, Teaching, and Assessing. Addison Wesley Longman, Inc.

Bredderman, T. (1983). Effects of activity-based elementary science on student outcomes: A quantitative synthesis. Review of Educational Research, 53(4), 499-518.

Century, JR & AJ Levy (2003). Researching the Sustainability of Reform, Factors that Contribute to or Inhibit Program Coherence. Newton, MA: Education Development Center.

Dechsri, P., Jones, L. L., Heikinen, H. W. (1997). Effect of a Laboratory Manual Design Incorporating Visual Information-Processing Aids on Student Learning and Attitudes. Journal of Research in Science Teaching. 34, 891-904.

Engle, R.W., Conway, A. R. (1998). Working Memory and Comprehension. In R. Logie, K. Gilhooly (Eds.), Working Memory and Thinking (p. 70), UK, Psychology Press Ltd. Feurstein, R., (1981). Instrumental Enrichment. University Park Press, Baltimore MD.

Garet, M.S., Porter, A.C. Desimone, L., Birman, B.F., & Yoon, K.S. 2001. What makes professional development effective? Research from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Glynn, S. M., Takahashi, T. (1998). Learning from Analogy-Enhanced Text. Journal of Research in Science Teaching. 35, 1129-1149.

Gobert, J.D., Clement, J. J. 1999. Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics. Journal of Research in Science Teaching. 36, 39-53.

Holliday, W.G., (1981). Selective attentional effects of textbook study questions on student learning in science. Journal of Research in Science Teaching. 12(1), 77-83.

California Department of Education Press (2000). Science Content Standards for California Public Schools

7-1 California Department of Education Press (2003). Science Framework for California Public Schools.

Larkin, J.L., Simon, H. A. (1987). Why a Diagram is (Sometimes) Worth Ten Thousands Words. Cognitive Science, 11, 65-69.

Novak, J. D., Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press.

Resnick L.B., & Hall M. W. ((2001) The Principals for Learning: Study tools for educators. (CD Rom version 2.0) Pittsburg, PA: University of Pittsburg, Learning, Research and Development Center, Institute for Learning. (www.instituteforlearning.org).

Resnick, L.B. (1992) From protoquantities to operators: Building mathematical competence on a foundation of everyday knowledge. Analysis of arithmetic for mathematics teaching (pp 373 – 429) Hillsdale, NJ Erlbaum.

Schwartz, Daniel, (1993). The Construction and Analogical Transfer of Symbolic Visualizations. The Journal or Research in Science Teaching. 30, 1309-1325.

Shymansky, J.A., Hedges, L.V., & Woodworth, G. 1990. A reassessment of the effects of inquiry- based science curricula of the 60s on student performance. Journal of Research on Science Teaching, 27 (2), 127-144)

Stoddart, T., Pinal, A., Latzke, M. & Canady, D. 2002. Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.

Stohr-Hunt, P.M. 1996. An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33(1), 101-109.

Wise, K.C. 1996, July/August. Strategies for Teaching science: What Works: The Clearing House, 337-338.

7-2 B. Culturally Responsive Suggested Readings Compiled by Dr. Noma LeMoine, Ph.D

Banks, J.A., (1994). Cultural Diversity and Education: Foundations, Curriculum and Teaching. (4th ed.). Boston: Allyn and Bacon.

Banks, J.A., (1999). An Introduction to Multicultural Education. (2nd edition). Boston: Allyn and Bacon.

Banks, J.A., (1997). Educating Citizens in a Multicultural Society. New York: Teachers College Press, 1997.

Gay, G. (2000). Culturally Responsive Teaching, Theory, Research, and Practice. New York and London, Teachers College Press.

Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: Kappa Delta Pi, 1994. LC 1099.3.G39, 1994.

Gay, G. & Baber, W. Ed. Expressively Black: The cultural basis of ethnic Identity, New York: Praeger Publishers, 1987

Ladson-Billings, G. (1992). Liberatory Consequences of Literacy: A Case of Culturally Relevant Instruction for African American Students. Journal of Negro Education 61. 378-391.

Ladson-Billings, G. (1994) The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass Inc.

Ladson-Billings, G. (1995) Toward a Critical Race Theory of Education. Teachers College Record, 97, pp 47-68.

Ladson-Billings, G. (1995) Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal Fall, 32, No.3. 465-491.

Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal.

Lee, C.D. (in preparation). Literacy, Technology and Culture. Giyoo Hatano & Xiaodong Lin (Special Guest Editors), Technology, Culture and Education, Special Issue of Mind, Culture, and Activity.

Lee, C.D. (2000). The State of Research on Black Education. Invited Paper. Commission on Black Education. American Educational Research Association.

7-3 Lee, C.D. (1997). Bridging home and school literacies: Models for culturally responsive teaching, a case for African American English. In James Flood, Shirley Brice Heath, & Diane Lapp (Eds.), A Handbook for Literacy Educators: Research on Teaching the Communicative and Visual Arts. New York: Macmillan Publishing Co.

Lee, C.D. (1995) A culturally based cognitive apprenticeship: Teaching African American high school students skills in literacy, interpretation. Reading research Quarterly, 30(4), 608-631.

LeMoine, N. (2001). Language Variation and Literacy Acquisition in African American Students. In J. Harris, A. Kamhhi, & K. Pollock (Eds.), Literacy in African American Communities (pp. 169. 194). Mahwah, New Jersey: Lawrence Erlbaum associates Inc.

Maddahian, E. & Bird, M. (2003). Domains and Components of a Culturally relevant and Responsive Educational Program. LAUSD Program Evaluation and Research Branch, Planning Assessment and Research Division. Publication No. 178.

C. Mathematics Science Technology Centers

The District operates six mathematics science technology centers. Each center is unique, but each has an extensive resource library and checkout materials that are available to District teachers. Center hours are Monday - Friday 8:00 A.M - 4:30 P.M. All centers offer professional development, teachers can inquire and enroll in trainings through each individual center.

• Individual Teacher Usage

Teachers may access any of the District centers and sign up to check out materials. Materials are on loan for 2 weeks and are to be returned by the teacher.

• Department Usage

Science departments may choose to transfer monies to the Van Nuys Mathematics Science Center for the purpose of obtaining science materials. The Van Nuys Center typically stocks live supplies and dissection materials. Contact the Van Nuys Center for the appropriate forms and list of current materials. When available, materials are delivered on the following schedule.

• Delivery Schedule for High Schools from the Van Nuys MST Center Please note that this is for the year 2003 -2004 and will be revised every school year. Order forms must be received at the Science Materials Center at least ten (10) working days prior to the required delivery date.

7-4 ROUTE 1 -The delivery day for Route 1 will normally be Tuesday.

September 14 (Winter Break) April 5 September 28 January 19 April 19 October 12 February 1 May 3 October 26 February 15 May 17 November 9 March 1 June 1 November 30 March 15 June 14 December 14 (Spring Break)

ROUTE 2 - The delivery day for Route 2 will normally be Wednesday.

September 14 (Winter Break) April 6 September 29 January 19 April 20 October 13 February 2 May 4 October 27 February 16 May 18 November 9 March 2 June 1 December 1 March 16 June 15 December 15 (Spring Break)

ROUTE 3 - The delivery day for Route 3 will normally be THURSDAY.

September 15 (Winter Break) April 7 September 30 January 20 April 21 October 14 February 3 May5 October 28 February 17 May 19 November 10 March 3 June 2 December 2 March 17 June 16 December 16 (Spring Break)

ROUTE 4 - The delivery day for Route 4 will normally be Tuesday.

September 21 January 11 April 12 October 5 January 25 April 26 October 19 February 8 May 10 November 2 February 23 May 24 November 16 March 8 June 7 December 7 (Spring Break) June 21 (Winter Break) March 29

7-5 ROUTE 5 - The delivery day for Route 5 will normally be Wednesday.

September 22 January 12 April 13 October 6 January 26 April 27 October 20 February 9 May 11 November 3 February 23 May 25 November 17 March 9 June 8 December 8 (Spring Break) June 22 (Winter Break) March 30

ROUTE 6 - The delivery day for Route 6 will normally be Thursday.

September 23 January 13 April 14 October 7 January 27 April 28 October 21 February 10 May 12 November 4 February 24 May 26 November 18 March 10 June 9 December 9 (Spring Break) June 23 (Winter Break) March 31

7-6 ADAMS MS/MAG 4 GREY HS 1 OLIVE VISTA MS 2 ADAMS HS 1 GRIFFITH MS/MAG 3 OWENSMOUTH HS 1 AGGELER HS 1 HALE MS 1 PACOIMA MS/MAG 2 ALISO HS 1 HAMILTON HS/MAG 5 PALISADES HS/MAG 5 ANGEL’S GATE HS 6 HARTE INTERMEDIATE 5 PALMS MS/MAG 5 ARROYO SECO ALT 3 HENRY MS 1 PARKMAN MS 1 AUDUBON MS/MAG 5 HIGHLAND PARK HS 3 PATTON HS 6 AVALON HS 6 HOLLENBECK MS 3 PEARY MS/MAG 6 BANCROFT MS/MAG 4 HOLLYWOOD HS/MAG 4 PHOENIX HS 5 BANNING HS/MAG 6 HOLMES MS/MAG 1 PIO PICO MS 5 BELL HS 4 HOPE HS 4 POLYTECHNIC HS/MAG 2 BELMONT HS 4 HUNTINGTON PARK HS 4 PORTER MS/MAG 1 BELVEDERE MS/MAG 3 INDEPENDENCE HS 1 PORTOLA MS/MAG 1 BERENDO MS 5 INDEPENDENT STUDY CTR. 2 PUEBLO HS 3 BETHUNE MS 4 INDIAN SPRINGS HS 5 RAMONA HS 3 BIRMINGHAM HS/MAG 1 IRVING MS 3 REED MS 2 BOYLE HEIGHTS CHS 3 JEFFERSON HS 4 RESEDA HS/MAG 1 BRAVO MEDICAL MAG 3 JOHNSON HS 4 REVERE MS/MAG 5 BURBANK MS 3 JORDAN HS/MAG 4 RILEY HS 6 BURROUGHS MS/MAG 5 KENNEDY HS 1 RODIA HS 4 BYRD MS/MAG 2 KING MS 3 ROGERS HS 2 CANOGA PARK HS/MAG 1 KING-DREW MEDICAL MAG 6 ROOSEVELT HS/MAG 3 CARNEGIE MS 6 LAUSD/LA CENTRAL LIBRARY 4 SAN ANTONIO HS 4 CARSON HS 6 LAUSD/USC MATH SCIENCE 5 SAN FERNANDO HS/MAG 2 CARVER MS 4 LAWRENCE MS 1 SAN FERNANDO MS 2 CENTRAL HS 3 LE CONTE MS/MAG 4 SAN PEDRO HS/MAG 6 CHATSWORTH HS 1 LEONIS HS 1 SEPULVEDA MS/MAG 2 CHEVIOT HILLS HS 5 LEWIS HS 2 SHERMAN OAKS CES 1 CLAY MS 6 LINCOLN HS 3 SOUTH GATE HS 4 CLEVELAND HS/MAG 1 LOCKE HS 6 SOUTH GATE MS 4 COLUMBUS MS 1 LONDON HS 2 STEVENSON MS/MAG 3 COOPER HS 6 LOS ANGELES ACADEMY M.S 4 STONEY POINT HS 1 CRENSHAW HS/MAG 5 LOS ANGELES CES 5 SUN VALLEY MS 2 CURTISS MS/MAG 6 LOS ANGELES CO. HS/ARTS 3 SUTTER MS 1 DANA MS 6 LOS ANGELES HS/MAG 5 SYLMAR HS/MAG 2 DEL REY HS 5 MACLAY MS 2 TAFT HS 1 DODSON MS/ MAG 6 MADISON MS/MAG 2 TEMESCAL CANYON HS 5 DORSEY HS/MAG 5 MANN MS 5 32ND ST. ARTS/MATH/SCI 5 DOUGLAS HS 1 MANUAL ARTS HS/MAG 5 THOREAU HS 1 DOWNTOWN BUS MAG 4 MARINA DEL REY MS 5 TRUTH HS 6 DREW MS/MAG 4 MARK TWAIN MS 5 UNIVERSITY HS 5 EAGLE ROCK HS/MAG 3 MARKHAM MS/MAG 4 VALLEY ALTERNATIVE 1 EAGLE TREE HS 6 MARSHALL HS 3 VAN NUYS HS/MAG 2 EARHART HS 2 McALISTER HS 5 VAN NUYS MS/MAG 2 EDISON MS 4 METROPOLITAN CONT 3 VENICE HS/MAG 5 EINSTEIN HS 1 MID-CITY ALTERNATIVE 5 VERDUGO HILLS HS 2 EL CAMINO REAL HS 1 MIDDLE COLLEGE HS 6 VIEW PARK HS 5 EL SERENO MS/MAG 3 MILLIKAN MS/MAG 2 VIRGIL MS 4 ELIZABETH ST. LC 4 MISSION HS 2 WASHINGTON HS/MAG 6 ELLINGTON HS 6 MONETA HS 6 WEBSTER M.S 5 EMERSON MS 5 MONROE HS/MAG 1 WEST GRANADA HS 1 EVANS CAS 3 MONTEREY HS 3 WESTCHESTER HS/MAG 5 EVERGREEN HS 2 MOUNT GLEASON MS 2 WESTSIDE ALTERNATIVE 5 FAIRFAX HS/MAG 4 MOUNT LUKENS HS 2 WHITE MS 6 FLEMING MS 6 MOUNT VERNON M.S 5 WHITMAN HS 4 FOSHAY MS 5 MUIR MS/MAG 5 WILMINGTON M.S 6 FRANKLIN HS/MAG 3 MULHOLLAND MS 1 WILSON HS/MAG 3 FREMONT HS/MAG 4 NARBONNE HS/MAG 6 WRIGHT MS/MAG 5 FROST MS 1 NEWMARK HS 4 YOUNG HS 5 FULTON MS 2 NIGHTINGALE MS 3 GAGE MS 4 NIMITZ MS 4 GARDENA HS/MAG 6 NOBEL MS/MAG 1 GARFIELD HS/MAG 3 NO. HOLLYWOOD HS/MAG 2 GOMPERS MS 6 NO. HOLLYWOOD ZOO MAG 3 GRANADA HILLS HS/MAG 1 NORTHRIDGE MS 1 GRANT HS/MAG 2 ODYSSEY HS 4

7-7 D. Secondary Science Personnel Los Angeles Unified School District Science Branch SUPERINTENDENT OF SCHOOLS

Los Angeles Urban Systemic Program Ronni Ephraim Mathematics/Science Department Chief Instructional Officer 333 South Beaudry Avenue, 25th Floor Liza G. Scruggs, Ph.D. Los Angeles, CA 90017 Assistant Superintendent (213) 241-6880 Fax (213) 241-8469 Instructional Support Services Todd Ullah Director Sceondary Science CENTRAL OFFICE STAFF Norma Baker Todd Ullah, Director of Secondary Science Programs Director Elementary Programs Hilda Tundstad, Senior Secretary Roberta Herman, Supervising Accounting Tech Sara Mejia, Office Assistant Don Kawano, Middle School Science Coordinator Diane Watkins, High School Science Coordinator Myrna Estrada, Integrated Coordinated Science Specialist Karen Jones, Administrative Analyst

EAST LOS ANGELES MST CENTER LOWMAN MST CENTER Phone (323) 261-1139 Fax (323) 261-4901 Phone (818) 765-3404 Fax (818) 765-4101 961 Euclid Avenue, Los Angeles 90023 12827 Saticoy Street, North Hollywood 91605

Albert Rodela, Elementary Science Advisor Diana Takenaga-Taga, Elementary Science Advisor Angela Okwo Secondary Science Advisor Daniel McDonnell Secondary Science Advisor Lori P. Lewis, Senior Office Assistant Ripsime Arakelian, Senior Office Assistant Tim Brown, Math/Science Technician Steve Kobashigawa, Math/Science Technician

SAN PEDRO MST CENTER VAN NUYS MST CENTER Phone (310) 832-7573 Fax (310) 548-4407 Phone (818) 997-2574 Fax (818) 344-8379 2201 Barrywood, San Pedro 90731 6625 Balboa Boulevard, Van Nuys 91406

Lillian Valadez-Rodela, Elementary Science Teena Silver, Elementary Science Advisor Advisor David Hicks Secondary Science Advisor John Zavalney, Secondary Science Advisor Nancy Bentov, Secretary Emma Jackson, Senior Office Assistant Betty Hersh, Office Assistant Lynne Bernstein, Life Science Lab Technician Ron Tatsui, Math/Science Technician Robert Sosa, Math/Science Technician Gary Cordon, Light Truck Driver Tim Weld, Light Truck Driver

WESTSIDE MST CENTER SAN GABRIEL MST CENTER Phone (310) 390-2441 Fax (310) 397-5861 Phone (323) 564-8131 Fax (323) 564-3463 1630 Walgrove Avenue, Los Angeles 90066 8628 San Gabriel Avenue, South Gate 90280

Henry Ortiz, Secondary Science Advisor Mark Gagnon, Elementary Science Advisor Laurence Daniel, Math/Science Technician KJ Walsh, Secondary Science Advisor Quinta Garcia, Senior Office Assistant John Mann, Math/Science Technician

7-8 Local District Personnel

Local District 1 Local District 2 6621 Balboa Blvd. The Academy Building Van Nuys, CA 91406 5200 Lankershim Blvd. Luis Rodriguez, Science Expert North Hollywood, CA 91601 Phone: 818-654-3600 Dave Kukla, Science Specialist Fax: 818-881-6728 Phone: 818-755-5332 [email protected] Fax: 818-755-9824 [email protected] Local District 3 Local District 4 3000 Robertson Blvd., Suite 100 Harbor Building Los Angeles, CA 90034 4201 Wilshire Blvd., Suite 204 Karen Jin, Science Expert Los Angeles, CA 90010 Phone: 310-253-7143 Thomas Yee, Science Specialist Fax: 310-842-9170 Phone: 323-932-2632 [email protected] Fax: 323-932-2114 [email protected] Local District 5 Local District 6 2151 North Soto St. Bank of America Building Los Angeles, CA 90032 5800 S. Eastern Ave., 5th Floor Robert Scott, Science Expert City of Commerce, CA 90040 Michelle Parsons, Science Expert Pamela H. Williams, Science Expert Phone: 323-224-3139 Phone: 323-278-3932 Fax: 323-222-5702 Fax: 323-720-9366 [email protected] [email protected] [email protected] Local District 7 Local District 8 10616 S. Western Ave. 1208 Magnolia Ave. Los Angeles, CA 90047 Gardena, CA 90247 Roman del Rosario Gilberto Samuel, Science Expert Phone: 323-242-1356 Phone: 310-354-3547 Fax: 323-242-1391 Fax: 310-532-4674 [email protected] [email protected]

7-9 E. Recommended Programs and Contacts

Program Standard or Standard Set Grade Contact Covered Levels Center for Energy In the Earth System 9-12 Jeanine Mauch Marine 5b, 5d, 5g, Chemistry 310 547 9888 Studies at Standard Set 6 Fort Mac- Solutions 6a, 6d, Acids and Bases5b,5d Arthur Three day program created by LAUSD teachers provides a marine setting for students to conduct field labs to investigate the marine environment. Provides exemplary marine science curricular journeys to students of all ages centered around the Marine Mammal Care Center at Fort MacArthur and the Los Angeles Oiled Bird and Education Center.

Parks as Energy In the Earth System 9-12 John Blankenship Laboratories 4b, Acids and Bases 5d,5a 805 498-0305 Solutions 6a, 6d, Acids and Bases5b,5d

One day program with National Park Service staff and retired LAUSD teachers lets students investigate the biotic and abiotic factors that affect the different ecosystems in the Santa Monica Mountains. Students learn to use a multitude of science tools and receive data to take back to the classroom to analyze with their teacher.

GLOBE Energy In the Earth System 4b 9-12 Westside MST 4c, 5e, Solutions 6a, 6d, Acids Center and Bases5b,5d, Climate and Henry Ortiz Weather 6a,6b ,6d Biogeochemical 310 390 2441 Cycles 7b, 7c. Waves 4f. Ecology www.globe.gov

Program involves students in ongoing scientific research with national and international scientists to investigate their environment. Program includes scientific protocols in Hydrology, Land Cover, Soil, Atmosphere, GPS. Students also learn how to analyze the reflection bands of satellite images using image processing and use GIS to make land cover maps.

COSEE California geology 9a, 9c 9-12 Dr, Judith Lemus West Energy in the Earth System 213 740-1965 Marine Ocean and Atmospheric Circulation Science 5a,5b, 5c,5d Activities

Center for ocean Sciences Education Excellence (COSEE-West) activities use the marine sciences as a context for learning biology, chemistry, physics and earth science. Activities and trainings utilize university staff and experienced teachers to deliver content and pedagogy to teach about ongoing cutting edge research.

7-10 Program Standard or Standard Set Grade Contact Covered Levels

Fluid Biogeochemical Cycles7a,7b 9-12 Dr. Erin Earth/Living 7c. Ecology 6e,6f Baumgartner Ocean Genetics 2d. Cell Biology 1a 800 799-8111 Inquiry Chemical thermodynamics 7a,7b Henry Ortiz Training Solutions 6 a, 6b, 6d,6e*,6f* Westside MST Center Gases and their properties 4b,4c,4e 310 390 2441 Chemistry 1a,1b,1c,1d,1e Waves 4a,4b,4c,4d,4f Energy in the Earth System Ocean and Atmospheric Circulation 5a,5b, 5c,5d Dynamic Earth Processes 3a,3b,3c,3d,3e*

Inquiry lessons in this program contain classroom-tested activities that successfully teach important concepts dealing with the marine environment. National Solutions 6a, 6d, Acids and 9-12 Barbara Parks Bases5b,5d. Heat and Applebaum Wildland Thermodynamics 3a 805 498 0305 Fire Solutions 6 a, 6b, 6d,6e*,6f* Ecology

Program takes students into environments that have burned in the National Park System to compare and contrast burn areas with non burn areas in the Santa Monica Mountains. Program utilizes national Park staff and experienced retired LAUSD science teachers.

Bio- Genetics (Molecular Biology) 9-12 Lowman Technology 4a,4b,4c,4d Genetics MST Center Training (Biotechnology) 5a, 5b,5c,5d* Dan McDonnell 818-759-5310 Program allows students the opportunity to use sophisticated biotechnology equipment and kits to investigate topics that address the science standards in genetics and cell biology. Students use restriction enzymes (endonucleases) to cut DNA into fragments and separate lengths using gel elecrophoresis.

Trout In the Ecology 6a,6b,6c,6d,6e,6f,6g* 9-12 Westside MST Center Classroom Henry Ortiz 310 390 2441

Partnership with the department of Fish and Game allows students the opportunity to raise trout in their own classroom to investigate the life cycle of organisms, biotic and abiotic factors that influence the health of Salmonids and the natural environmental conditions necessary to

7-11 Program Standard or Standard Set Grade Contact Covered Levels sustain populations in the wild. Students are involved in creating an artificial environment that will maintain the health of the trout.

Temescal Energy In the Earth System 9-12 Kristen Perry Canyon 4b, Acids and Bases 5d,5a 310 454-1395 Ext. 151 Field Solutions 6a, 6d, Acids Science and Bases5b,5d Program

Three day program uses the natural environment in Temescal Canyon for students to investigate the Natural environment using scientific tools. Students contribute data to a national database that can be investigated on the students return to their campus so that it can be compared to other data worldwide.

Channel California Geology 9a, 9c 9-12 Laura Francis Islands Ecology 6a,6b,6c,6d,6e,6f,6g* 805 884-1463 National Marine Sanctuary

The mission of the Channel Islands Marine Sanctuary is to protect the marine life, habitats and cultural resources in the waters surrounding the Channel Islands. This is accomplished through research, education and resource protection programs. The agency works in partnership with the center for Image Processing in Arizona and with other educational agencies such as LAUSD to conduct science teacher training programs.

The Channel Wendy Mayea Islands 805-488-3568 Marine e-mail: Resource [email protected] Institute

The Channel Islands Marine Resource Institute, founded in 1997 in partnership with Oxnard College, is a marine resource facility located at the entrance to the Port Hueneme Harbor. CIMRI’s objectives focus on education, research, restoration, and conservation. Our non-profit facility has circulating ocean water with over 3000 sq. feet of wet lab space and a classroom area. CIMRI offers age-specific K-12 guided tours and a mobile touch tank. Tours may include videos, touch tank, and multi-tank experiences; including encounters with a variety of species of echinoderms, crustacea, mollusks, and fish. Students will see our continuing White Sea bass and white abalone restoration projects in progress. High school students can jumpstart their entrance to Oxnard College’s Marine Studies Program by taking classes during their senior year. CIMRI also offers sabbatical opportunities for educators to develop their own project or participate in an ongoing project.

7-12 Program Standard or Standard Set Grade Contact Covered Levels Cabrillo Ocean and Atmospheric Circulation 9-12 Linda Chilton Marine 5b,5d,5f. Ecology 6a,6b,6c,6d,6e 310 548 7562 Aquarium 6f,6g*. California geology 9a, 9c Education Program Year-round after 1 pm: Outreach – brings the ocean to your school. Year-round: Sea Search – guided hands-on marine lab and field investigations. Year-round*customized programs are available. New Aquatic Nursery program – the science of aquaculture and how we do Science. New Exploration Center – an opportunity to explore and investigate coastal habitats and the processes that impact them through hands-on investigations

Roundhouse Ecology 6a,6b,6c,6d,6e, 6f,6g* 9-12 Marine California Geology 9a, 9c Studies Lab Ocean and Atmospheric & Aquarium Circulation 5b,5d,5f

A non-profit teaching based aquarium. Oceanographic Teaching Stations, Inc. (O.T.S.) was established in 1979 by our founding Board Member, Richard L. Fruin, and was incorporated as a California non-profit organization under section 501(c)(3) of the Internal Revenue Code in 1980. O.T.S. currently operates the Roundhouse Marine Studies Lab and Aquarium ("Roundhouse") located at the end of the Manhattan Beach Pier. As stated in its corporate articles, the specific and primary purposes of O.T.S. and the Roundhouse are to foster and promote the public study of, and interest in, the oceans, tidelands and beaches of Southern California, the marine life therein, and the impact of human populations on that environment.

Through its innovative educational programs, O.T.S. offers classes to schools located in the surrounding communities as well as throughout the greater Los Angeles area and teaches over 17,000 school children annually. As marine education is our main focus, O.T.S. has endeavored to make its classes and programs available to all children, regardless of income. While the majority of classes are funded by the schools, O.T.S. does offer some grant classes and is constantly pursuing grants to provide classes, free of charge, to teachers & their students.

After a long relationship with the Los Angeles County of Education, all of our Marine Science Education Programs have been designed to meet statewide teaching standards for all age groups. Furthermore, and most importantly, our Co-Directors are also the teachers, the planners & the coordinators, which means, classes can all be catered to specifically meet teachers' needs!

Santa Ecology 6a,6b,6c,6d,6e, 6f,6g* 9-12 Joelle Warren Monica Ocean and Atmospheric Circulation Pier 5b,5d,5f Aquarium

7-13 Program Standard or Standard Set Grade Contact Covered Levels

Key to the Sea Curriculum--Key to the Sea is a revolutionary marine environmental education program designed for teachers and elementary school children throughout LA County. This program educates children (K-5) about watershed stewardship, storm water pollution prevention and marine conservation-through fun, hands-on and engaging educational activities. The program has an exciting Beach Exploration component, featuring outdoor education kits and trained naturalists. Key to the Sea makes it possible for children to experience the wonder of nature and to learn about the important responsibility we all share in taking care of our coastal environment. Young people, as future stewards of the environment, need to become aware of how stormwater pollution affects the beaches and marine environment, how they can protect themselves from the health risks of exposure to polluted waters, and how they and their families can make a difference by preventing pollution.

Aquarium of Ecology 6a, 6b, 6c, 6d, 6e, 9-12 Amy Coppenger the Pacific 6f, 6g*. Ocean and Atmospheric 888 826-7257 Circulation 5b,5d,5f

Aquarium offers learning experiences for students of all ages. Conduct field trips for students and trainings for teachers

UCLA Sea Ecology 6a, 6b, 6c, 6d, 6e 9-12 Peggy Hamner World 310 206 8247 Marine Science Cruises

UCLA offers marine science Cruises for student groups to explore the world of an oceanographer and marine biologist. Cruises run four hours and take off from the Marina Del Rey harbor.

AP Advanced Placement Exams Priscilla Lee Readiness Content Training for teachers 310 206 6047 Program Teachers are instructed in the content and laboratory exercises for various Advanced Placement classes by master teachers and university staff. Teachers are given the opportunity to bring students so they can learn along with them.

7-14 Program Standard or Standard Set Grade Contact Covered Levels GLOBE In Ecology 6a,6b,6c,6d,6e, 6f,6g* Priscilla Lee The City Air Gases and their properties 4b,4c,4e 310 206 6047 Quality Chemistry 1a,1b,1c,1d,1e Monitoring Waves Program 4a,4b,4c,4d,4f

Students in this program are given the opportunity to use sophisticated air quality monitoring systems to conduct research along with UCLA professors and students. The end product of the program is a student published scientific report on an air quality issue in California. Teachers receive instruction from professors from the Institute of the Environment at UCLA. Departments represented include the school of mathematics and Atmospheric Sciences, The School of public Health and the School of Engineering.

Ocean Waves 4a,4b,4c,4d,4f 9-12 Steven Moore, Ph.D. Explorers California Geology 9a, 9c Executive Director Program Ecology 6a,6b,6c,6d,6e, 6f,6g*. Center for Image Processing in Education 520/322-0118,ext.205 This program teaches participants how to use GPS and GIS technology to help students gain a greater appreciation and knowledge of California’s natural resources. The program emphasizes the 9-12 standards covering California Geology and utilizes state of the art programs to show students how to display more visually captivating scientific data on maps. The program also explores the nexus of science with language arts. Students are given the tools to strengthen and sharpen their presentation skills.

7-15