High School Instructional Guide For Integrated Coordinated ... · ii Integrated Coordinated Science I A. Integrated Coordinated Science I Immersion Unit 6-1 Section XI. Appendices

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High School Instructional GuideFor

Integrated Coordinated Science I

Division of InstructionPublication No.

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Los Angeles Unified School DistrictHigh School Instructional Guide for Biology

Table of Contents

Contents PagesAcknowledgements iiiForeword viiScience Instructional Guide Overview viiiGraphic Organizer of the Science Instructional Guide xSection I. Overview of Major District Initiatives

A. Excerpts from the Secondary Literacy Plan 1-1B. The Nine Principles of Learning 1-2C. Culturally Relevant Teaching Methods to Close the Achievement Gap 1-4D. Small Learning Communities 1-6E. Urban Systemic Program Grants (USP)-Los Angeles (LAUSP) 1-7F. Mathematics and Science Partnership Grants (MSP); System-Wide Change

for All Learners and Educators (S.C.A.L.E)1-7

Section II. Overview of State of California DocumentsA. California Content Standards 2-1B. Science Framework for California Public Schools 2-1C. California Standards for the Teaching Profession 2-2

Section III. Science PedagogyA. Instruction, Learning Transfer, Inquiry 3-1B. Principles and Domains of Culturally Relevant and Responsive Pedagogy 3-4C. Science Disciplinary Literacy 3-5

Section IV. Overview of AssessmentA. Concepts for Assessment in Science 4-1B. LAUSD Periodic Assessments in Science 4-1C. Scoring of Periodic Assessments 4-4D. Unit Reflection and Intervention 4-4E. Sample Periodic Assessment Items 4-5

Section V. Integrated Coordinated Science IA. Introduction to the Integrated Coordinated Science I Section 5-1B. Integrated Coordinated Science I Periodic Assessments Organizer 5-2C. Graphic Organizer for Integrated Coordinated Science I 5-3D. Legend for Matrix Chart 5-4E. LAUSD – Integrated Coordinated Science I Matrix Chart 5-5F. Performance Tasks for Integrated Coordinated Science I 5-38

Section VI. Sample Immersion (Extended Investigation) Project forIntegrated Coordinated Science I

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Integrated Coordinated Science IA. Integrated Coordinated Science I Immersion Unit 6-1

Section XI. AppendicesB. References and Suggested Readings 7-1C. Suggested Readings for Culturally Responsive Instruction 7-3D. Mathematics Science Technology Centers 7-4E. District Secondary Science Personnel 7-8F. Recommended Programs and Contacts 7-10

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

Local District Personnel

District 1 Luis Rodriguez ScienceSpecialist

District 2 David Kukla ScienceSpecialist

District 3 Karen Jin Science ExpertDistrict 4 Dr. Thomas W. Yee Science

SpecialistDistrict 5 Robert Scott Science ExpertDistrict 5 Michele Parsons Science ExpertDistrict 6 Pamela H. Williams Science ExpertDistrict 6 Catherine Duong Science AdvisorDistrict 7 Roman Del Rosario Science ExpertDistrict 7 Tina Perry Science AdvisorDistrict 8 Gilbert Samuel Science Expert

Science Advisory Panel

Cheryl Tibbals Educational ConsultantLocal District 6 Dale Vigil SuperintendentLowman MST Center Daniel McDonnell Science AdvisorSecondary Science Branch Dr. Athaur Ullah DirectorKennedy High School Gerardo Vaquerano TeacherFoshay Learning Center Karel Lilly TeacherLocal District 3 Karen Jin Science ExpertUTLA Linda Guthrie Vice President Secondary Ed.Instructional Support Services Liza Scruggs Assistant SuperintendentLocal District 1 Luis Rodriguez Science SpecialistHolly wood High School Marissa Hipol TeacherAALA Mike O’Sullivan PresidentLocal District 6 Pamela H. Williams Science ExpertWilson High School Phil Naimo PrincipalLocal District 7 Scott Braxton High School DirectorSan Pedro High School Stephen Walters Principal

Parent Community Branch Zella Knight Representative

Math Science Technology Center Advisors

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East Los Angeles MST Center Angela OkwoLowman MST Center Daniel McDonnellVan Nuys MST Center Dave HicksWestside MST Center Henry OrtizSan Pedro MST Center John Zavalney

UTLA Approved Design TeamDistrict 1

R. Natasha Galvez Chatsworth High SchoolBen Vallejo Chatsworth High SchoolPatricia Moran Cleveland High SchoolSarkis Margossian Monroe High SchoolMary Stepter Monroe High SchoolBarbara Scott Valley New HS #1

District 2Karen Evens Grant High SchoolBarbara Donatella Sylmar High SchoolJonathan Hayes Sylmar High SchoolCathy Uchida Verdugo Hills High School

District 3Davina Bradley Dorsey High SchoolKaren Laramay Hamilton High SchoolIrina Balan Los Angeles High School

District 4Bong Le Belmont High SchoolJoe Llamas Belmont High SchoolEdgar Ticzon Eagle Rock High SchoolRichard Redman Franklin High SchoolPatricia Baker Hollywood High SchoolMarissa Hipol Hollywood High SchoolCatherine Devine Marshall High School

District 5Lanny Larsen Bravo Medical MagnetMichael Morgan Bravo Medical MagnetLarry Quimby Bravo Medical Magnet

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Naomi White Jefferson High SchoolRon Ozuna Roosevelt High School

District 6Lisa Kramer Elizabeth Learning CenterJay Estabrook South Gate High SchoolGary Fong South Gate High SchoolPamela Higgins South Gate High SchoolTerri Stevens Sought Gate High School

District 7Leticia Perez Fremont High SchoolPedro DeLeon Foshay Learning CenterNatalie Tran Jordan High SchoolVanessa Morris Locke High SchoolEric Wheeler Manual Arts High School

District 8Tammy Bird-Beasley

Carson High School

Elizabeth Garcia Carson High SchoolKevin McManus Gardena High SchoolChris Nsor Gardena High SchoolElaine Gima Narbonne High SchoolKim Monson Narbonne High School

IFLWilliam Tarr IFL – Science LiasonPatty MCGruder IFL – District Liason

AEMPDr. Noma Le Moine DirectorCarlos C. Barron Instructional Specialist

Instructional Guide CoordinatorDiane L. Watkins, High School Science Coordinator

Instructional Guide ConsultantCheryl Tibbals

LAUSD Central OfficeDon Kawano, Middle School Science Coordinator

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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

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Los Angeles Unified School DistrictForeword

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 thattrue success comes from co-accountability and co-responsibility. In a coherent instructionalsystem, everyone is responsible for student learning and student achievement. The question weneed 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 studentachievement. Standards work best when they are well defined and clearly communicated tostudents, teachers, administrators, and parents. The focus of a standards-based education systemis to provide common goals and a shared vision of what it means to be educated. The purposesof a periodic assessment system are to diagnose student learning needs, guide instruction andalign 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 atool for determining what to teach and assess. More specifically, the Instructional Guideprovides a "road map" and timeline for teaching and assessing the Science Content Standards forCalifornia Public Schools.

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

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

Roy RomerSuperintendent of Schools

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Science Instructional Guide Overview

The Science Instructional Guide forIntegrated/Coordinated Science, Biologyand Chemistry provides a contextual mapfor teaching all of the California ScienceStandards. The Guide provides thefoundation for building a classroomcurriculum and instructional program thatengages all students in rigorous anddynamic learning. Aligned to the CaliforniaScience Standards and the ScienceFramework for California Public Schools,the instructional resources in this Guidesupport District initiatives to close theachievement gap and raise all students to“proficient” performance in science. TheScience Instructional Guide is one part of a“systemic” approach to the teaching ofscience that aligns curriculum, instruction,assessment, and professional developmentwhich is made systemically coherentthrough local district professionaldevelopment.

BackgroundThe State of California established theStandardized Testing and Reporting (STAR)Program to evaluate programs anddetermine student proficiency on the contentstandards for Language Arts,Mathematics, Science, and Social Studies.The STAR Program tests 5th Grade studentswith a California Standards Test (CST) inscience that is aligned to the grades 4 and 5California standards.Specific California Standards Tests are alsogiven at the high school level for grades 9 -11.

The STAR Program is also used byCalifornia to meet some of the requirementsof the No Child Left Behind (NCLB) Act(PL 107-110), signed into law in January2002. The Federal NCLB Legislationspecifies a timeline that requires states toadopt either grade-level content standards,aligned to benchmarked standards, inEnglish, mathematics and science. Oncethese content standards are adopted, states

must phase in assessments aligned to theiradopted content standards. The NCLBscience requirement specifies that, by the2007-08 school year, states should givestandards-aligned assessments in science atleast once in the grade spans 3-5, 6-9, and10-12. In 2007, there will be a test in Grade8 focused on the Grade 8 content standardsand a test at Grade 10 focused on the Grade6-8 Life Science and high schoolBiology/Life Science standards. The 5thGrade CST will be used for both the STARProgram and the NCLB requirement. Theresults of these assessments, as well as thosein English and mathematics, are used in thestates’ accountability programs as one ofseveral indicators for schools’, districts’, andstates’ Adequate Yearly Progress (AYP).Schools, districts, and states that do not meettheir AYP targets may face Federalsanctions under NCLB.

The purpose of this Instructional Guide andthe accompanying periodic assessments isto: 1) provide teachers with the supportneeded to ensure that students have receivedthe science content specified by the ScienceContent Standards for California PublicSchools, and 2) to provide direction forinstruction or additional resources thatstudents may require in order for to becomeproficient in the science course beingstudied. This Guide is intended to be thefoundation of a standards-based instructionalprogram in science which the local district,school and classroom will enrich and expandbased on local expertise and availableresources.The Role of the Instructional Guide toSupport InstructionThe Instructional Guide is a foundation forthe teaching of science inIntegrated/Coordinated Science I, Biology,and Chemistry. The guide is designed toprovide support for teachers withinstructional resources to assist them in theirimplementation of a standards-basedprogram. The Guide is designed as aresource to support the implementation of abalanced instructional program that employs

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myriad learning activities to produce theconceptual understanding of scientificphenomena.

This Guide should be used at the localdistrict level as a foundation for thedevelopment of an instructional programthat best utilizes the expertise and resourceswithin that local district. In implementingthis Guide, it is suggested that teachers worktogether to select the best combination ofresources to meet their instructional goalsand the specific learning needs of theirstudents. Therefore, this Guide focuses onthe efficient use of all instructional resourcesfound in many LAUSD schools and thoseavailable through many of the MathematicsScience Technology (MST) Centers.

Another role of this Guide is to support theuse of periodic diagnostic assessments toensure that students have access to theScience Content Standards for CaliforniaPublic Schools. Proficiency of the K - 12science standards will provide a strongfoundation by which students may go on tobecome “scientifically literate” citizens ofthe 21st century.

Organization of the Science InstructionalGuideThe Science Instructional Guides forBiology and Chemistry are organized intothree “Instructional Components” that mapout the academic year. The InstructionalGuide for Integrated/Coordinated Science Iis mapped into four instructionalcomponents. Included in each instructionalcomponent for Integrated/CoordinatedScience I, Biology and Chemistry are thefollowing:

• Standards for InstructionalComponent

• Standard Groups• Key Concepts• Analyzed Standards• Instructional Activities and

Resources• Immersion Units (extended science

investigations)

Immersion units are extended scienceinvestigations (four weeks or more). Theuse of an immersion unit is an instructionaltask that combines and applies concepts toensure that all students engage in anextended scientific investigation at leastonce per year. The immersion projects willprovide all students with the opportunity to:

• Investigate a scientific topic in-depth over an extended period oftime.

• Gather data that tests thehypothesis.

• Confront conflicting evidence.• Draw conclusions and reflect on

those conclusions.These immersion units are an ideal way ofdeepening inquiry in science, supportingpersonalized learning and can be used inSmall Learning Community settings. Theseextended investigations also supportculturally responsive pedagogy; all studentsuse both deductive and inductive reasoningto built concepts and make connections toprior experience and cultures.

An Appendix with District contacts andother useful information is included at theend of this Instructional Guide.

• Appendix

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I. Major District Initiatives

The Science Instructional Guide andPeriodic Assessment are part of the largerDistrict Periodic Assessment System thatwill support major Los Angeles UnifiedSchool District Initiatives:

• Secondary Literacy Plan,• Institute For Learning (IFL)- Nine

Principles of Learning,• Closing the Achievement Gap:

Improving Educational Outcomes forUnder-Achieving Students Initiative,

• Small Learning Communities,• The Los Angeles Urban Systemic

Program and• The Mathematics Science Program

for System-Wide Change for AllLearners and Educators(S.C.A.L.E.).

Excerpts from the Secondary LiteracyPlanThe goal of the Los Angeles Unified SchoolDistrict's Secondary Literacy Plan is toenhance the District's efforts to providelearning opportunities and instruction toenable all middle and high school studentsto perform rigorous work and to meet orexceed proficiency in each content area.The plan is designed to address student andteacher needs and overcome challengescommonly faced in middle and high schooltoday. The purposes of the plan include thefollowing:To address literacy in all content areas.

• To help secondary teachers definetheir role in teaching reading andwriting in their content areas.

• To help struggling students withbasic reading and writing skills andto provide differentiated support.

• To train secondary content areateachers to provide additional,differentiated support for studentswho lack basic reading and writingskills.

• To change the institutional cultureand school structures of traditionalmiddle and high schools that often

isolate teachers and students and actas barriers to learning and change.

To meet the challenges of the SecondaryLiteracy Plan some of the following actionsare to:

• Develop instructional guides tosupport standards-based instructionfor specific content areas.

• Communicate that content literacyaddresses the development ofliteracy and content knowledgesimultaneously.

• Organize instruction at the secondarylevel to create and support learningconditions that will help all studentssucceed.

• Implement a coherent ongoingprofessional development plan thatwill provide content area teacherswith content-specific knowledge andexpertise to meet the varied learningand literacy needs of all students.

• Structure of an organizational design(literacy cadres and coaches) thatwill enhance all school's capacity toaddress the teaching of students withdiverse learning needs. Create aninfrastructure that will includeinstructional models to supportexpert teaching of content aligned tothe standards.

• Differentiate instructional programsto meet the varied needs of allstudents, particularly those who needextensive accelerated instruction indecoding, encoding, and readingfluency

The Division of Instructional SupportServices is presently engaged in acomprehensive review of all interventionstrategies and programs. The office willbring forward recommendations that willbetter define our intervention programs andensure that all interventions are research-based, effective and correlated to classroominstruction. The office will identify specificinterventions and recommendations forgrades K through 12 including acomprehensive review of the present

• Organizing for Effort

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summer school and intercession, and otherinterventions programs. It is critical that aswe implement standards-based instruction,that we have the capacity to diagnosestudent weaknesses and prescribe specificinterventions that will help correct thoseweaknesses. In accomplishing this goal, wewill need to: identify in-class strategies,extended day strategies, and strategies thatcan be implemented in summer school andintersession programs. Professionaldevelopment must be provided so that allteachers are taught instructional approachesthat support success for all students.

Figure 1 illustrates an overview of theSecondary Literacy Plan Components andshows the "content connections" among thedisciplines of Science, English LanguageArts, Mathematics, and Social Studies. Theinteraction of the standards, professionaldevelopment, assessment and evaluationcombine to form an interactive system thatpromotes content literacy.

Figure 1- Secondary Literacy Chart

B. The Nine Principles of LearningThe Nine Principles of Learning from theInstitute for Learning provide the theoreticalfoundation of research-based instructionalpractices that provide the foundation for theSecondary Redesign Comprehensive Plan.These nine principles are embeddedthroughout the Instructional Guide andunderscore the beliefs of the Los AngelesUnified School District.

An effort-based school replaces theassumption that aptitude determineswhat and how much students learnwith the assumption that sustainedand directed effort can yield highachievement for all students.Everything is organized to evoke andsupport this effort, to send themessage that effort is expected andthat tough problems yield tosustained work. High minimumstandards are set and assessments aregeared to the standards. All studentsare taught a rigorous curriculumaligned to the standards, along withas much time and expert instructionas they need to meet or exceedexpectations. This principle is oneof the guiding beliefs common inevery school in the Los AngelesUnified School District.

• Clear ExpectationsIf we expect all students to achieveat high levels, then we need to defineexplicitly what we expect students tolearn. These expectations need to becommunicated clearly in ways thatget them "into the heads" of schoolprofessionals, parents, schoolcommunities and, above all, studentsthemselves. Descriptive criteria andmodels of work that meets standardsshould be publicly displayed, andstudents should refer to thesedisplays to help them analyze anddiscuss their work. With visibleaccomplishment targets to aimtoward at each stage of learning,students can participate in evaluatingtheir own work and setting goals fortheir own efforts.

• Fair and Credible EvaluationsIf we expect students to put forthsustained effort over time, we needto use assessments that students findfair, and that parents, community,and employers find credible. Fairevaluations are ones that students

A man must have a certainamount of intelligent ignoranceto get anywhere.

Charles FranklinKettering (1876-1958)U. S. engineer andinventor.

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can prepare for: therefore, tests,exams and classroom assessments aswell as the curriculum must bealigned to the standards. Fairassessment also means gradingagainst absolute standards ratherthan on a curve, so students clearlysee the results of their learningefforts. Assessments that meet thesecriteria provide parents, colleges,and employers with credibleevaluations of what individualstudents know and can do.

If we expect students to put forth andsustain high levels of effort, we need tomotivate them by regularly recognizing theiraccomplishments. Clear recognition ofauthentic accomplishment is the hallmark ofan effort-based school. This recognition cantake the form of celebrations of work thatmeets standards or intermediate progressbenchmarks en route to the standards.Progress points should be articulated so that,regardless of entering performance level,

every student can meet real accomplishmentcriteria often enough to be recognizedfrequently. Recognition of accomplishmentcan be tied to an opportunity to participatein events that matter to students and theirfamilies. Student accomplishment is alsorecognized when student performance onstandards-based assessments is related toopportunities at work and in highereducation.• Academic Rigor in a ThinkingCurriculumThinking and problem solving will be the"new basics" of the 21st century, but thecommon idea that we can teach thinkingwithout a solid foundation of knowledgemust be abandoned, so must the idea that wecan teach knowledge without engagingstudents in thinking. Knowledge and

thinking are intimately joined. This impliesa curriculum organized around majorconcepts that students are expected to know

deeply. Teaching must engage students inactive reasoning about these concepts. Inevery subject, at every grade level,instruction and learning must include

commitment to a knowledge core, highthinking demand, and active use ofknowledge.Talking with others about ideas and work isfundamental to learning but not all talksustains learning. For classroom talk topromote learning it must be accountable tothe learning community, to accurate andappropriate knowledge, and to rigorousthinking. Accountable talk seriouslyresponds to and further develops whatothers in the group have said. It puts forthand demands knowledge that is accurate andrelevant to the issue under discussion.Accountable talk uses evidence appropriateto the discipline (e.g., proofs inmathematics, data from investigations inscience, textual details in literature,documentary sources in history) and followsestablished norms of good reasoning.Teachers should intentionally create thenorms and skills of accountable talk in theirclassrooms.Intelligence is much more than an innateability to think quickly and stockpile bits ofknowledge. Intelligence is a set ofproblem-solving and reasoning capabilitiesalong with the habits of mind that lead oneto use those capabilities regularly.Intelligence is equally a set of beliefs aboutone's right and obligation to understand andmake sense of the world, and one's capacityto figure things out over time. Intelligenthabits of mind are learned through the dailyexpectations placed on the learner by callingon students to use the skills of intelligentthinking, and by holding them responsiblefor doing so, educators can "teach"intelligence. This is what teachers normallydo with students from whom they expectachievement; it should be standard practicewith all students.If students are going to be responsible forthe quality of their thinking and learning,they need to develop and regularly use an

• Recognition of Accomplishment

• Accountable Talk

• Socializing Intelligence

• Self-management of Learning

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array of self-monitoring andself-management strategies. These meta-cognitive skills include noticing when onedoesn't understand something and takingsteps to remedy the situation, as well asformulating questions and inquiries that letone explore deep levels of meaning.

Students also manage their own learning byevaluating the feedback they get fromothers; bringing their backgroundknowledge to bear on new learning;anticipating learning difficulties andapportioning their time accordingly andjudging their progress toward a learninggoal. These are strategies that good learnersuse spontaneously and that all students canlearn through appropriate instruction andsocialization. Learning environmentsshould be designed to model and encouragethe regular use of self-managementstrategies.

For many centuries most people learned byworking alongside an expert who modeledskilled practice and guided novices as theycreated authentic products or performancesfor interested and critical audiences. Thiskind of apprenticeship allowed learners toacquire complex interdisciplinaryknowledge, practical abilities, and

appropriate forms of social behavior, Muchof the power of apprenticeship learning canbe brought Into schooling by organizinglearning environments so that complexthinking is modeled and analyzed, and byproviding mentoring and coaching asstudents undertake extended projects anddevelop presentations of finished work, bothin and beyond the classroom.

C. Culturally Relevant TeachingMethods to Close the Achievement GapIn June of 2000, the LAUSD Board ofEducation approved a resolution that calledfor an Action Plan to eliminate thedisparities in educational outcomes forAfrican American as well as other studentgroups. Five major tenets, along with theirrecommendations, performance goals, andevaluations are to be embedded into allDistrict instructional programs. The ScienceInstructional Guide for Middle SchoolGrades 6-8 supports these tenets that are:

Comprehensive professional developmentfor administrators, teachers, counselors, andcoaches on Culturally Responsive and

Culturally Contextualized Teaching willensure that instruction for African Americanstudents is relevant and responsive to theirlearning needs.• Tenet 2 - Students' Opportunity toLearn (Adult-Focused):The District will provide professionaldevelopment in the Academic EnglishMastery Program (AEMP) to promotelanguage acquisition and improve studentachievement.The District will make every effort to ensurethat all staff (Central, Local District, andSchool Site) and all external supportproviders are adequately trained and havethe pedagogical knowledge and skill toeffectively enhance the academicachievement of African American students.

Parents should be given the opportunity andthe tools to be effective educationaladvocates for their children. The Districtwill continue to support the efforts of itsschools to engage parents in the education oftheir children through improvedcommunication among schools, teachers,and parents.

• Learning as Apprenticeship

• Tenet 1 - Students Opportunity to Learn(Student-Focused):

• Tenet 3 - Professional Development forTeachers and Staff Responsible for theEducation of African American Students.

• Tenet 4 - Engage African Americanparents and community in education ofAfrican American students.

•Tenet 5 - Ongoing planning, systematicmonitoring, and reporting

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The disparities in educational outcomes forAfrican American as well as other studentswill be systemically monitored and ongoingreflection and planning will occur at alllevels in the District.

Culturally Relevant and ResponsiveMethods for increasing achievementoutcomes for African American and otherunderachieving students of Color.The following are basic assumptions uponwhich culturally relevant and responsiveinstruction and learning is built.

Basic AssumptionsComprehensible: CulturallyResponsive Teaching teaches thewhole child. Culturally Responsiveteachers develop intellectual, socialemotional, and political learnings byusing cultural references to impartknowledge, skills, and attitudes.

Multidimensional: CulturallyResponsive Teaching encompassescontent, learning context, classroomclimate, student-teacherrelationships, instructionaltechniques, and performanceassessments.Empowering: Culturally ResponsiveTeaching enables students to bebetter human beings and moresuccessful learners. Empoweringtranslates into academic competence,personal confidence, courage, andthe will to act.

Transformative: CulturallyResponsive Teaching defiesconventions of traditionaleducational practices with respect toethnic students of color. It uses thecultures and experience of studentsof color as worthwhile resources forteaching and learning, recognizes thestrengths of these students andenhances them further in theinstructional process. CulturallyResponsive Teaching transforms

teachers and students. It is in theinteractions with individualeducators that students are eitherempowered or alternately, disabled -personally and academically.

Emancipatory: CulturallyResponsive Teaching is liberating. Itmakes authentic knowledge aboutdifferent ethnic groups accessible tostudents and the validation,information, and pride it generatesare both psychologically andintellectually liberating.

D. Small Learning CommunitiesThe Los Angeles Unified School District iscommitted to the learning of every child.That commitment demands that every childhas access to rich educational opportunitiesand supportive, personalized learningenvironments. That commitment demandsthat schools deliver a rich and rigorousacademic curriculum and that students meetrigorous academic standards.Correspondingly, the large, industrial modelschools typical of urban areas will bereconfigured and new schools will be builtand/or organized to accommodate SmallLearning Communities. These communitieswill be characterized by:

• Personalized instruction• Respectful and supportive learning

environments• Focused curriculum• Rigorous academic performance

standards• Continuity of instruction• Continuity of student-teacher

relationships• Community-based partnerships• Joint use of facilities• Accountability for students, parents,

and teachers• Increased communication and

collaboration• Flexibility and innovation for

students, parents, and teachers

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The LAUSD is committed to the redesign ofits schools. That commitment includes thewillingness to treat students as individualsand the willingness to allow each school to

fulfill the goals of the Small LearningCommunity ideals in the uniqueness of itsown setting.

Every honest researcher I know admits he's just a professional amateur. He'sdoing whatever he's doing for the first time. That makes him an amateur. He hassense enough to know that he's going to have a lot of trouble, so that makes him aprofessional.

Charles Franklin Kettering (1876-1958) U. S. engineer and inventor.

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E. The Los Angeles Urban SystemicProgram (LAUSP)The Urban Systemic Program (USP) is anational initiative sponsored by the NationalScience Foundation (NSF). The grant isreviewed yearly by the NSF and will sunset2004-2005. The USP isbuilt upon the foundation of the previousLA-SI (Los Angeles Urban SystemicInitiative) Program to improve Mathematics,Science, and Technology education.

The USP is focusing on enhancing thefollowing components: standards-basedcurriculum, instructional methods,instructional materials, assessment, andprofessional development. These goals arebeing addressed by:

• Evaluating the system's science andmathematics infrastructure, theneeds of the workforce, workforcecompetency and workforcecapacity to deliver the curriculum.

• Aligning curriculum to bestandards-based for all students.

• Providing differentiatedprofessional development incontent and pedagogy in standards-based curriculum.

• Encouraging enrollment inadvanced mathematics and sciencecourses.

F. Mathematics, Science, PartnershipGrants - System-wide Change for AllLearners and Educators (S.C.A.L.E)The S.C.A.L.E. partnership is a five yearNSF grant program that brings togethermathematicians, scientists, social scientists,engineers, technologists and educationpractitioners to build a whole new approachto enhancing mathematics and scienceeducation. The goal of S.C.A.L.E. is toimprove the mathematics and scienceachievement of all students at all gradelevels by engaging them in deep andauthentic instructional experiences. Onemajor component of the partnership is tohave all students engaged in an extended(e.g., four weeks or more) scientificinvestigation at least once a school year.

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

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

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II. State of California Documents

The Science Content Standards forCalifornia Public Schools, Kindergartenthrough Grade 12 represents the content ofscience education and includes essentialskills and knowledge students will need tobe scientifically literate citizens in thetwenty-first century. The ScienceFramework for California Public Schools isa blueprint for reform of the sciencecurriculum, instruction, professionalpreparation and development, andinstructional materials in California. Thescience standards contain precisedescriptions of what to teach at specificgrade levels; the framework extends thoseguidelines by providing the scientificbackground and the classroom context forteachers to use as a guide. The framework isintended to (1) organize the body ofknowledge that student need to learn duringtheir elementary and secondary schoolyears; and (2) illuminate skills that will beused to extend that knowledge during thestudents' lifetimes. These documents drivescience instruction in California.

A. The California Content StandardsThe California content standards areorganized in each assessment period forinstructional purposes and continuity ofscientific concepts. They provide thefoundational content that each studentshould achieve. Simply dividing thestandards by the number of instructionaldays and teaching each standard discretely isneither efficient nor effective. TheFramework states, "effective scienceprograms reflect a balanced, comprehensiveapproach that includes the teaching ofinvestigation and experimentation skills

along with direct instruction and reading(p.11)." Teaching them in the samesequence as written also contradicts theFramework which states that "Investigationand experimentation cuts across all contentareas…(p.11)"

The standards for, Biology and Chemistryare mapped into 3 assessment andinstructional components. The standards forIntegrated/Coordinated Science I aremapped into 4 assessment and instructionalcomponents. The teacher, student,administrator and public must understandthat the standards reflect "the desiredcontent of science curriculum…" and they"should be taught so that students have theopportunity to build connections that linkscience to technology and societal impacts(Science Content Standards, p. ix)." Thus,the standards are the foundation forunderstanding societal issues such as theenvironment, community health , naturalresources , population and technology.

B. Science Framework for CaliforniaPublic SchoolsThe Science Framework for CaliforniaPublic Schools supports the CaliforniaScience Content Standards. The Framework"establishes guiding principles that defineattributes of a quality science curriculum atall grade levels...(p v -vi) "

These principles of an effective scienceeducation program address the complexityof the science content and the methods bywhich science content is effectively taught.The guiding principles are discussed in thisInstructional Guide in the section entitled:“The Role of the Instructional Guide as aResource to Support Instruction.” Theseprinciples state that effective scienceprograms:

• Are based on standards and usestandards-based instructionalmaterials.

• Develop students' command of theacademic language of science usedin the content standards.

• Reflect a balanced, comprehensiveapproach that includes the teachingof investigation and experimentation

The High School Instructional Guide forIntegrated Coordinated Science I is built upon theframework provided by the Science ContentStandards for California Public Schools© 2000,the California Standards for the TeachingProfession, and the Science Framework forCalifornia Public Schools©2003. Each of theseCalifornia documents has overarchingimplications for every grade level from Pre-K to12.

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skills along with direct instructionand reading.

• Use multiple instructional strategiesand provide students with multipleopportunities to master contentstandards.

• Include continual assessment ofstudents' knowledge andunderstanding with appropriateadjustments being made during theacademic year.

C. California Standards for the TeachingProfessionThe California Standards for the TeachingProfession provides the foundation for theteaching profession. These standards offer acommon language and create a vision thatenables teachers to define and develop theirpractice. Reflected in these standards is acritical need for all teachers to be responsive

to the diverse cultural, linguistic, andsocioeconomic backgrounds of theirstudents. These standards, which take aholistic view of teaching that recognizes itscomplexity, are based upon expert adviceand current research on the best teachingpractices. The California Standards for theTeaching Profession provides a frameworkof six standards with thirty-two keyelements that represent a developmental,holistic view of teaching, and are intended tomeet the needs of diverse teachers andstudents. These standards are designed tohelp educators do the following:

• Reflect about student learning andpractice;

• Formulate professional goals toimprove their teaching practice and;

• Guide, monitor and assess theprogress of a teacher's practicetoward professional goals andprofessionally accepted benchmarks.

The teaching standards are summarizedbelow. Further expansion and explanation ofthe key elements are presented in thecomplete text, California Standards for theTeaching Profession, which can be obtainedfrom the California Commission on TeacherCredentialing at:http://www.ctc.ca.gov/reports/cstpreport.pdf

Teachers build on students' prior knowledge,life experience, and interests to achievelearning goals for all students. Teachers usea variety of instructional strategies andresources that respond to students' diverseneeds. Teachers facilitate challenginglearning experiences for all students inenvironments that promote autonomy,interaction and choice.

Teachers actively engage all students inproblem solving and critical thinking withinand across subject matter areas. Conceptsand skills are taught in ways that encouragestudents to apply them in real-life contextsthat make subject matter meaningful.Teachers assist all students to become self-directed learners who are able todemonstrate, articulate, and evaluate whatthey learn.

Teachers create physical environments thatengage all students in purposeful learningactivities and encourage constructiveinteractions among students. Teachersmaintain safe learning environments inwhich all students are treated fairly andrespectfully as they assume responsibilityfor themselves and one another. Teachersencourage all students to participate inmaking decisions and in workingindependently and collaboratively.Expectation for student behavior areestablished early, clearly understood, andconsistently maintained. Teachers makeeffective use of instructional time as theyimplement class procedures and routines.

Teachers exhibit strong working knowledgeof subject matter and student development.Teachers organize curriculum to facilitatestudents' understanding of the centralthemes, concepts, and skills in the subjectarea. Teachers interrelate ideas and

• Standard for Engaging and SupportingAll Students in Learning

• Standard for Creating and MaintainingEffective Environments for StudentLearning

• Standard for Understanding andOrganizing Subject Matter for StudentUnderstanding

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information within and across curricularareas to extend students' understanding.Teachers use their knowledge of studentdevelopment, subject matter, instructionalresources and teaching strategies to makesubject matter accessible to all students.

Teachers plan instruction that draws on andvalues students' backgrounds, priorknowledge, and interests. Teachersestablish challenging learning goals for allstudents based on student experience,language, development, and home andschool expectations, and include a repertoireof instructional strategies. Teachers useinstructional activities that promote learninggoals and connect with student experiencesand interests. Teachers modify and adjustinstructional plans according to studentengagement and achievement.

• Standard for Assessing StudentLearningTeachers establish and clearly communicatelearning goals for all students. Teacherscollect information about studentperformance from a variety of sources.Teachers involve students in assessing theirown learning. Teachers use informationfrom a variety of on-going assessments toplan and adjust learning opportunities thatpromote academic achievement and personalgrowth for all students. Teachers exchangeinformation about student learning withstudents, families, and support personnel inways that improve understanding andencourage further academic progress.Teachers reflect on their teaching practiceand actively engage in planning theirprofessional development. Teachersestablish professional learning goals, pursueopportunities to develop professionalknowledge and skill, and participate in theextended professional community. Teacherslearn about and work with localcommunities to improve their professionalpractice. Teachers communicate effectivelywith families and involve them in studentlearning and the school community.

Teachers contribute to school activities,promote school goals and improveprofessional practice by working collegiallywith all school staff. Teachers balanceprofessional responsibilities and maintainmotivation and commitment to all students.

These Standards for the Teaching Professionalong with the Content Standards and theScience Framework provide guidance forour District to achieve the objective that allstudents achieve a "high degree of scientificliteracy."

• Standard for Planning Instruction andDesigning Learning Experiences for AllStudents

• Standard for Developing as aProfessional Educator

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III. Pedagogy for Science

Webster's defines pedagogy as: "1. the functionor work of the teacher; teaching, 2. the art orscience of teaching; education: instructionalmethods."

A. Instruction, Learning Transfer,InquiryBy the time students enter high school, they arerequired to shift from a middle school sciencefocus on experiential based thinking to moreabstract hypothetical thinking required by theHigh School Content standards and theInvestigation and Experimentation (I&E)Standards described in the Science Frameworkfor California Public Schools. For instance, ingrade six the I&E Standards call for students to“develop a hypothesis” and “constructappropriate graphs from data and developqualitative statements about the relationshipsbetween variables.” This emphasis is consistentwith the increased cognitive demand in middleschool mathematics: “By the end of gradeseven, students are adept at manipulatingnumbers and equations and understand thegeneral principles at work…They graph linearfunctions and understand the idea of slope andits relationship to ratio.” (MathematicsFramework for California Public Schools). Byproviding multiple opportunities for students tolearn the science content by designingexperiments, generating hypotheses, collectingand organizing data, representing data in tablesand graphs, analyzing the results andcommunicating the findings, students aredeveloping and applying mathematical conceptsin multiple contexts. This process facilitates thedevelopment of students’ hypothetical thinkingoperations and provides the foundation fortransfer of learning not only betweenmathematics and science but also to otherdisciplines and creates the need to use thesemathematical and scientific tools in the students’everyday lives.

In learning the science content standards ingrade eight, as well as in grades six and seven,students will need multiple opportunities to“plan and conduct a scientific investigation totest a hypothesis… construct appropriate graphsfrom data and develop quantitative statementsabout the relationships betweenvariables,…apply simple mathematicrelationships to determine a missing quantity ina mathematic expression, given the tworemaining terms…Distinguish between linear

and nonlinear relationships on a graph of data”as described in the Standards. Focusinginstruction on the acquisition of thesemathematical and scientific tools will ensure that“Students…are prepared to undertake the studyof algebra… in grade eight… and will be on thepathway for success in high school science.”(Science Framework for California PublicSchools)

To ensure that students are prepared for thequantitative and abstract nature of high schoolscience, there should be a continued emphasison the inquiry-based instructional modeldescribed in the District’s ElementaryInstructional Guide. This model includes manycommon elements or phases described in theresearch literature on how students best learnscience concepts. The research clearly points outthat inquiry involves asking a question, makingobservations related to that question, planning aninvestigation, collecting relevant data, reflectingon the need to collect additional data, analyzingthe data to construct plausible explanations, andthen communicating findings to others.

Such a process is at the heart of the immersionunits (extended inquiry) described in both theelementary and secondary instructional guides.To help science teachers plan and organize theirimmersion and other inquiry-based units thefollowing process can serve as a guide:

• Phase 1. Students are engaged by ascientific question, event, orphenomenon. A connection is made towhat they already know. Questions areposed in ways that motivate students tolearn more.

• Phase 2. Students explore ideas throughdirect, hands-on investigations thatemphasize observation, solve problems,formulate and test explanations, andcreate and discuss explanations for whatthey have observed.

• Phase 3. Students analyze and interpretdata they have collected, synthesizetheir ideas, and build concepts and newmodels with the support of their teacher.The interaction between teachers andstudents using other sources of scientificknowledge allows learners to clarifyconcepts and explanations that havebeen developed.

• Phase 4. Students apply their newunderstanding to new settings includingreal life situations to extend their newknowledge.

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• Phase 5. Students, with their teacher,not only review and assess what theyhave learned, but also how they havelearned it.

There are many factors that should be includedin such instructional models to ensure thetransfer of learning to new settings1. One suchfactor that affects transfer of learning is thedegree of mastery of initial learning. Initiallearning is influenced by the degree to whichstudents learn with understanding rather thanmemorizing a set of facts or procedures.Students must be provided with enough time forthem to process information. Attempts to covertoo many topics too quickly may inhibit latertransfer because students only rememberisolated facts or are introduced to organizingconcepts they cannot grasp because they do nothave enough specific information related to whatthey are learning.

Motivation is a factor that affects the amount oftime students are willing to spend on sciencelearning. Students who have “choice and voice”in investigations they are conducting, whoengage in novel experiences, and who encounterunexpected outcomes usually develop theintrinsic motivation associated with long-term,sustainable intellectual growth that characterizeseffective learning transfer. Knowing that one iscontributing something meaningful to others (incooperative groups) is particularly motivating.Learners are also motivated when they are ableto see the usefulness of learning and when theycan use what they have learned to do somethingthat has an impact on others. Examples includetutoring or helping younger students learnscience or participatory science nights forparents, community members and other students.Seeing real life application of what studentshave learned creates the so-called “Aha”response when they fit concepts learned to actualsituations. Such transfer can be very motivatingto students.

A crucial element of learning transfer is relatedto the context of learning. Knowledge orconcepts that are taught in a single context areless likely to support transfer than is knowledgethat is taught and experienced in multiplecontexts. Students exposed to several contextsare more likely to abstract and intuit commonfeatures of experience and by so doing develop amore flexible representation of knowledge. Toaccomplish all of this, teachers of science2:

• Plan an inquiry-based science programfor their students

1. How People Learn, Expanded Edition;Bransford, John D; Chapter 3, Learningand Transfer; National Academy Press;Washinton D.C.; 2000

• Guide and facilitate learning• Use standards aligned texts and

supplemental materials• Engage in ongoing assessment of both

their teaching and student learning• Design and manage learning

environments that provide students withthe time, space, and resources neededfor learning science

• Develop communities of sciencelearners that reflect the intellectual rigorof science inquiry and the attitudes andsocial values conducive to sciencelearning

• Actively participate in the ongoingplanning and development of the schoolscience program

The following chart provides a way to gaugeinstructional transfer by monitoring studentbehavior or by using possible teacher strategies.The chart is adapted with permission from BSCS(Biological Science Curriculum Study) and isintended to be used to assess units of studyrather than individual lessons:

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The Learning CycleStage of Inquiry in anInquiry-Based Science

Program

Possible Student Behavior Possible Teacher Strategy

EngageAsks questions such as, Why did thishappen? What do I already knowabout this? What can I find out aboutthis? How can I solve this problem?Shows interest in the topic.

Creates interest. Generates curiosity.Raises questions and problems. Elicitsresponses that uncover studentknowledge about the concept/topic.

Explore

Thinks creatively within the limits ofthe activity.Tests predictions and hypotheses.Forms new predictions andhypotheses. Tries alternatives to solvea problem and discusses them withothers. Records observations andideas. Suspends judgment. Tests idea

Encourages students to work togetherwithout direct instruction from theteacher. Observes and listens tostudents as they interact. Asks probingquestions to redirect students'investigations when necessary.Provides time for students to puzzlethrough problems. Acts as a consultantfor students.

Explain

Explains their thinking, ideas andpossible solutions or answers to otherstudents. Listens critically to otherstudents' explanations. Questionsother students' explanations. Listensto and tries to comprehendexplanations offered by the teacher.Refers to previous activities. Usesrecorded data in explanations.

Encourages students to explain conceptsand definitions in their own words.Asks for justification (evidence) andclarification from students. Formallyprovides definitions, explanations, andnew vocabulary. Uses students'previous experiences as the basis forexplaining concepts.

Elaborate

Applies scientific concepts, labels,definitions, explanations, and skills innew, but similar situations. Usesprevious information to ask questions,propose solutions, make decisions,design experiments. Drawsreasonable conclusions from evidence.Records observations andexplanations

Expects students to use vocabulary,definitions, and explanations providedpreviously in new context. Encouragesstudents to apply the concepts and skillsin new situations. Reminds students ofalternative explanations. Refersstudents to alternative explanations.

Evaluate

Checks for understanding amongpeers. Answers open-ended questionsby using observations, evidence, andpreviously accepted explanations.Demonstrates an understanding orknowledge of the concept or skill.Evaluates his or her own progress andknowledge. Asks related questionsthat would encourage futureinvestigations.

Refers students to existing data andevidence and asks, What do you know?Why do you think...? Observes studentsas they apply new concepts and skills.Assesses students' knowledge and/orskills. Looks for evidence that studentshave changed their thinking. Allowsstudents to assess their learning andgroup process skills. Asks open-endedquestions such as, Why do you think...?What evidence do you have? What doyou know about the problem? Howwould you answer the question?

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

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B. Principles and Domains of CulturallyRelevant and Responsive Pedagogy

1. Knowledge and Experiencea. Teachers must build their

personal knowledge ofcultures represented inthe classroom.

b. Teachers must identifycultural practices alignedwith specific learningtasks

c. Teachers must engagestudents in instructionalconversations that drawon their languagecompetencies outside theschool to serve aslearning norms ofreasoning within theacademic subject matter.

2. Social and Emotional Elementsa. Teachers must begin the

process of becomingmore caring andculturally competent byacquiring a knowledgebase about ethnic andcultural diversity ineducation.

b. Teachers must conduct acareful self-analysis ofwhat they believe aboutthe relationship amongculture, ethnicity, andintellectual ability.

c. Teachers must identifyand understand attitudesand behaviors that canobstruct studentachievement.

2. National Science Education Standards;Chapter 3, Science Teaching Standards;National Academy Press, WashingtonD.C.; 1996

3. Equity and Equalitya. Teachers must vary the

format of instruction byincorporating multi-

modality teaching thatallows students todemonstrate competencein different ways.

b. Teachers mustacknowledge and acceptthat students candemonstrate knowledgein non-traditional ways.

c. Teachers must buildknowledge andunderstanding aboutcultural orientationsrelated to preferredcognitive, interactive, andlearning styles.

4. Quality and Rigorous Instructiona. Teachers must emphasize

academic rigor at alltimes

b. Teachers must provideclear expectations ofstudent’saccomplishments.

c. Teachers must promotehigher order thinkingskills

5. Instructional strategiesa. Teachers must use

cooperative learning,apprenticeship, and peercoaching strategies asinstructional strategies.

b. Teachers must provideample opportunity foreach student to read,write, and speak.

c. Teachers must useconstructivist learningapproaches. Teachersmust teach through activeapplication of facts andskills by working withother students, use ofcomputers, and othermulti-media.

d. Teachers must providecontinuous feedback onstudents work

6. Pedagogical Approaches

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a. Teachers must assiststudents to use inductiveand deductive reasoningto construct meaning.

b. Teachers must scaffoldand relate students’everyday learning to theiraccumulative previousacademic knowledge

c. Teachers must modifycurriculum-learningactivities for diversestudents.

d. Teachers must believethat intelligence is aneffort-based rather thaninherited phenomenon

7. Assessment and Diagnosisa. Teachers must use testing

measurements fordiagnostic purposes.

b. Teachers must applyperiodic assessments todetermine students’progress and adjustcurriculum

c. Teachers must seekalternative approaches tofixed time tests to assessstudents’ progress.

d. Teachers mustsupplement curriculumwith more multi-culturaland rigorous tests.

e. Teachers must evaluatestudents of differentbackgrounds by standardsappropriate to them andtheir education and lifeexperience

C. Disciplinary LiteracyThe District initiative to advance contentliteracy for all students is termed“Disciplinary Literacy.” Disciplinary Literacycan be defined "as the mastery of both thecore ideas and concepts and the habits ofthinking" of that particular discipline. Thedriving idea is that "knowledge and thinkingmust go hand in hand." As one grows incontent knowledge, one needs to grow in the

habits of thinking for that discipline. The"work or function" of the teacher is to ensurethat all students learn on the diagonal. Thechart below, adapted from C. Giesler,Academic Literacy (1994), illustrates theDistrict disciplinary literacy goal for studentsto learn on the diagonal.

Figure 2 - Learning on the Diagonal

For students to learn on the diagonal, it is ofutmost importance for our teachers to useinstructional methods that promote thatlearning. The following chart, again afterGiesler, illustrates how teachers grow in theirability to teach learning on the diagonal.

Figure 3 - Teaching on the Diagonal

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The five following design principles forinstruction should be used to support allstudents learning on the diagonal:

1. Students learn core concepts and habitsof thinking within each discipline asdefined by standards.• All students are enabled and expectedto inquire, investigate, read, write,reason, represent, and talk as a scientist.• Students experience science conceptscharacterized by depth and consistency.

2. Learning activities, curricula, tasks, text,and talk apprentice students within thediscipline of science.• Students learn by "doing" science, byengaging in rigorous, on-goinginvestigations in science.• All lessons, assignments, materials,and discussion serve as scaffolding forstudents' emerging mastery of sciencecontent knowledge and scientific habitsof mind.

3. Teachers apprentice students by givingthem opportunities to engage in rigorousdisciplinary activity and providingscaffolding through inquiry, directinstruction, modeling and observation.

• Included in the Instructional GuideMatrices are sample performance tasks

with possible instructional scaffoldingstrategies.

Scaffolding is an instructional approach thatis contingent, collaborative, andinteractive and takes place in a socialcontext. In education, scaffolding willusually have some or all of the followingfeatures:

• continuity - tasks are repeated withvariations and connected to each other.• contextual support - a safe supportiveenvironment encourages exploration.• intersubjectivity - an environment ofmutual engagement and rapport.• contingency - tasks are adjusted by theactions of the learners• handover/takeover - as the learnerincreases in skills and confidence thefacilitator allows the learner to increasetheir role in learning.• flow - skills and challenges are inbalance with learners focused andworking in sync.

The table below adapted from Aida Walqui(2002) shows different scaffolding strategiesto which will give students opportunities toengage in rigorous academic endeavors

:

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

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

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Some Strategies for Scaffolding

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

Bridging Connects the new learning to prior knowledgeand understanding.

Contextualizing Connects the new learning to real-life situations

Text Re-Presentation Changes the format of the information intoanother 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 reflectionon their own thinking.

Table 1 - Some Strategies for Scaffolding

4. Intelligence is socialized throughcommunity, class learning culture andinstructional routines.• Students are encouraged to take risks, toseek and offer help when appropriate, to askquestions and insist on understanding theanswers, to analyze and solve problems;reflect on their learning, and learn from oneanother.• Class routines build a learning culture thatinvites effort by treating students as smart,capable, responsible learners.• Teachers arrange environments, use tools,establish norms and routines. andcommunicate to all students how to becomesmarter in science.

5. Instruction is assessment-driven.• Teachers use multiple forms of formal andinformal assessment and data to guideinstruction.• Throughout the year, teachers assessstudents' grasp of science concepts, theirhabits of inquiring, investigating, problem-solving, and communication.• Teachers use these assessments to tailorinstructional opportunities to the needs oftheir learners.• Students are also engaged in self-assessment to develop metacognitivedevelopment and the ability to manage theirown learning.

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

Max Frisch (1911- ) Switzerland.

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IV. Overview of Assessment

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

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

Grant Wiggins and Jay McTighe state that, "The continuum of assessment methods includes checks ofunderstanding (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 tocomplex), time frame (from short-term to long-term), setting (from decontextualized to authenticcontexts), and structure (from highly to unstructured). Because understanding develops as a result ofongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of acollection of evidence over time instead of an event a single moment in time test, at the end ofinstruction as so often happens in current practice.2

B. LAUSD Periodic Assessments in ScienceAs an integral element of the Secondary Periodic Assessment Program, Integrated/CoordinatedScience, 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 diagnosticinformation needed to ensure that students have received instruction in the science content specified bythe California Academic Content Standards, and to provide direction for instruction or additionalresources that students may require in order for students to become proficient in science. They arespecifically 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;• assist teachers in determining appropriate extensions and interventions;• motivate students to be responsible for their own learning;

On Demand Over Time

answering questionsmultiple choicetrue falsematching

constructedresponseessays

investigationsimmersion projectsresearch reportsprojects

portfoliosjournalslab notebooks

Chart 1 - Assessment Examples

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• provide useful information to parents regarding student progress toward proficiency of thestandards; and

• connect professional development to standards-specific student achievement data.Results from the Periodic Assessments should be used to specify immediate adjustments and guidemodifications in instruction to assist all students in meeting or exceeding the State’s science contentstandards.Each instructional module provides sample performance tasks that can be used to monitor studentprogress. These classroom level assessments, along with other teacher designed tests, studentevaluations, and student and teacher reflections, can be used to create a complete classroom assessmentplan.Results from classroom assessments and the Periodic Assessments provide administrators, teachers andstudents with immediate and useful information on progress toward achievement of the standards. Withresults and reflection, administrators, teachers and students can make informed decisions aboutinstruction.At the conclusion of each instructional component, students will take a Periodic Assessment that will bescored electronically. These diagnostic assessments are a more formal assessment of the student’saccomplishment of the standards within the science discipline but should not be considered the solemethod of assessing students’ content knowledge. Each assessment is designed to measure a range ofskills and knowledge.Each periodic assessment will consist of multiple-choice questions and one short constructed responsequestion. Each assessment will be scheduled within a testing window at regular intervals during theschool 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 asystematic account of it, from materialism and theosophy to the Christian system orthat of Kant, and I have always felt that they were much too simple. I suspect thatthere are more things in heaven and earth that are dreamed of, or can be dreamedof, in any philosophy. That is the reason why I have no philosophy myself, andmust be my excuse for dreaming.

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

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Los Angeles Unified School District

Calendar for Integrated Coordinated Science Periodic Assessments

2005-2006

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

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

Calendar Parent ConferenceDates

Science PeriodicAssessment

Window

85% of SchoolYear for STAR

Testing +

Single Track November 14-18March 13-17June 12-17

November 14-18*Jan 30-Feb 3**April 3-7***June 5-9****

~ May 16

Year-Round (3-Track) Concept 6Track A October 31-Nov. 4

April 3-7June 19-23

October 17-21December 5-9April 17-21June 12-16

~ May 27

Track B October 31-Nov. 4February 6-10June 19-23

August 15-19December 5-9February 21-24June 12-16

~ May 26

Track C September 6-9February 6-10April 24-28

August 15-19October 17-21February 21-24April 17-21

~ March 29

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C. Scoring of District Periodic Assessments

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

D. Unit Reflection, Intervention, EnhancementReflection and intervention is a part of daily classroom instruction and unit planning. Decisionsto simply review or to incorporate research-based practices to assist students in achieving thecomplex tasks identified in the science content standards are made each day as teachers assessstudent understanding. In addition, following each periodic assessment, time is set aside forreflection, intervention, and lesson planning as students and teachers review assessment scoresand strategically establish a course of action before moving on to the next instructionalcomponent. To aid in post-assessment discussion, each teacher will receive with each form of theassessment a detailed answer key and answer rationale document that can be used for reflectionand 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 itemwith their students. It must be noted that at the present, 4 days are set aside for formalintervention and/or enhancement of the assessed Instructional Component. To enhance postassessment 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 reasonersresemble spiders, who make cobwebs out of their own substance. But the bee takesthe 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 truebusiness of philosophy (science); for it neither relies solely or chiefly on thepowers of the mind, nor does it take the matter which it gathers from naturalhistory 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 closerand 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)

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E. Sample Periodic Assessment Questions

Biology Released Test QuestionsThis is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projectedbased 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 fertilizerthat would best promote the growth of strawberriesin a garden. Which of the following could be anunavoidable source of experimental error?A length of the studyB variation in the strawberry plantsC the cost of watering the plantsD fertilization during the study

_2 A computer model of cellular mitosis can simulatethe aspects of cellular division quite well. However,microscopic observation of actual cellular mitosis canimprove understanding because actual observationsA may reveal greater unknown complexities.B are easier than a computer model to view.C are the same each time.D may provide division events in sequence.

_4 The cell membrane of the red blood cell will allowwater, oxygen, carbon dioxide, and glucose to passthrough. Because other substances are blocked fromentering, this membrane is calledA perforated.B semi-permeable.C non-conductive.D permeable

._6 Which molecule in plant cells first captures theradiant energy from sunlight?A glucoseB carbon dioxideC chlorophyllD adenosine triphosphate

_7 A cell from heart muscle would probably haveanunusually high proportion ofA lysosomes.B mitochondria.C mRNA.D Golgi bodies.

_8 If a corn plant has a genotype of Ttyy, what arethe possible genetic combinations that could bepresent in a single grain of pollen from thisplant?A Ty, tyB TY, tyC TY, Ty, tyD Ty, ty, tY, TY

_9 In fruit flies, the gene for red eyes (R) is dominantand the gene for sepia eyes (r) is recessive. What arethe possible combinations of genes in the offspring oftwo red-eyed heterozygous flies (Rr)?A RR onlyB rr onlyC Rr and rr onlyD RR, Rr, and rr only

_10 In certain breeds of dogs, deafness is due to arecessive allele (d) of a particular gene, and normalhearing is due to its dominant allele (D). Whatpercentage of the offspring of a normal heterozygous(Dd) dog and a deaf dog (dd) would be expected tohave normal hearing?A 0%B 25%C 50%D 100%

_13 Which of these would most likely cause amutation?A the placement of ribosomes on the endoplasmicreticulumB the insertion of a nucleotide into DNAC the movement of transfer RNA out of the nucleusD the release of messenger RNA from DNA

_14 Although there are a limited number of aminoacids, many different types of proteins exist becausetheA size of a given amino acid can vary.B chemical composition of a given amino acid can vary.C sequence and number of amino acids is different.D same amino acid can have many different properties.

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_15 5' G T A _ _ _ A A 3' 3' C A T G C A T T 5'This segment of DNA has undergone a mutation inwhich three nucleotides have been deleted. A repairenzyme would replace them withA CGT.B GCA.C CTG.D GTA.

_16 The bacterium Agrobacterium tumefaciens infectsplants, and a portion of its DNA is inserted into theplant’s chromosomes. This causes the plant toproduce gall cells, which manufacture amino acidsthat the bacterium uses as food. This process is anatural example ofA polyploidy.B genetic manipulation.C grafting.D hybridization.

_17 Scientists found that, over a period of 200 years,a mountain pond was transformed into a meadow.During that time, several communities of organismswere replaced by different communities. Which ofthese best explains why new communities were ableto replace older communities?A The original species became extinct.B Species in the older community died from old age.C The abiotic characteristics of the habitat changed.D Diseases that killed the older organisms disappeared.

_18 Rabbits introduced into Australia over 100 yearsago have become a serious pest to farmers. Rabbitpopulations increased so much that they displacedmany native species of plant eaters. What is the mostlogical explanation for their increased numbers?A Rabbits have a high death rate.B There are few effective predators.C Additional rabbit species have been introduced.D There is an increase in rabbit competitors.

_19 Complete burning of plant material returnscarbon primarily to theA herbivores.B water.C vegetation.D atmosphere.

_21 In carrier pigeons there is a rare inheritedcondition that causes the death of the chicks beforehatching. In order for this disease to be passed fromgeneration to generation there must be parent birdsthatA 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?A An organism with favorable genetic variations willtend to survive and breed successfully.B A population monopolizes all of the resources in itshabitat, forcing other species to migrate.C A community whose members work together utilizesall existing resources and migratory routes.D The largest organisms in a species receive the onlybreeding opportunities.

_23 A species of finch has been studied on one of thegeographically isolated Galapagos Islands for manyyears. Since the island is small, the lineage of everybird for several generations is known. This allows afamily tree of each bird to be developed. Some familygroups have survived and others have died out. Thegroups that survive probably haveA interbred with other species.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 ahabitat that undergoes no changes for a long period.How will genetic drift probably affect thispopulation?A It will accelerate the appearance of new traits.B It will promote the survival of chimpanzees withbeneficial traits.C It will increase the number of alleles for specific traits.D It will reduce genetic diversity.

_25 A single species of squirrel evolved over time intotwo species, each on opposite sides of the GrandCanyon. This change was most likely due toA higher mutation rates on one side.B low genetic diversity in the initial population.C the isolation of the two groups.D differences in reproductive rates.

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_26 In order for the body to maintain homeostasis,the chemical decomposition of food to produceenergy must be followed byA water intake.B muscle contractions.C waste removal.D nervous impulses.

_27 The respiratory system depends on the nervoussystem for signals toA enhance the amount of available oxygen in the lungs.B coordinate muscles controlling breathing.C release enzymes to increase the exchange of gases.D exchange gases with the circulatory system.

_28 Striking the tendon just below the kneecapcauses the lower leg to jerk. Moving an objectquickly toward the face can cause the eyes to blinkshut. These are examples ofA learned responses.B short-term memory.C reflex reactions.D sensory overload.

_29 The Sabin vaccine is a liquid containingweakened polio viruses. Vaccinated individualsbecome protected against polio because the weakenedvirusesA prevent further viral invasion.B induce an inflammatory response.C promote production of antibodies.D are too weak to cause illness.

_30 Which of the following require a host cellbecause they are not able to make proteins on theirown?A blue-green algaeB bacteriaC protozoansD viruses

Question Number Correct Answer Standard Year of Test1 B Biology I&E 1b 20032 A Biology I & E 1g 20044 B Biology 1a 20046 C Biology 1f 20037 B Biology 1g 20048 A Biology 2 20049 D Biology 2g 200310 C Biology 3a 200313 B Biology 4c 200314 C Biology 4e 200415 A Biology 5b 200416 B Biology 5c 200317 C Biology 6b 200318 B Biology 6c 200419 D Biology 6d 200321 A Biology 7b 200422 A Biology 7 d 200423 B Biology 8a 200424 D Biology 8c 200425 C Biology 8d 200326 C Biology 9a 200327 B Biology 9b 200328 C Biology 9b 2004

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29 C Biology 10c 200430 D Biology 10d 2003

Chemistry Released Test QuestionsThis is a sample of California Standards Test questions. This is NOT an operational test form. Test scores cannot be projectedbased 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 dousingthem with water. However, fire extinguishers thatspray solid carbon dioxide on the fire work veryeffectively. This method works because carbondioxideA displaces the oxygen.B renders the fire’s fuel non-flammable.C forms water vapor.D blows the fire out with strong wind currents.

_2 In order to advance to the level of a theory, ahypothesis should beA obviously accepted by most people.B a fully functional experiment.C in alignment with past theories.D repeatedly confirmed by experimentation.

_3 When a metal is heated in a flame, the flame has adistinctive color. This information was eventuallyextended to the study of stars becauseA the color spectra of stars indicate which elements arepresent.B a red shift in star color indicates stars are movingaway.C star color indicates absolute distance.D it allows the observer to determine the size of stars.

_7 Which of the following atoms has six valenceelectrons?A magnesium (Mg)B silicon (Si)C sulfur (S)D argon (Ar)

_8 Which statement best describes the density of anatom’s nucleus?A The nucleus occupies most of the atom’s volume butcontains little of its mass.B The nucleus occupies very little of the atom’s volumeand contains little of its mass.C The nucleus occupies most of the atom’s volume andcontains most of its mass.D The nucleus occupies very little of the atom’s volumebut contains most of its mass.

_9 A 2-cm-thick piece of cardboard placed over aradiation source would be most effective in protectingagainst which type of radiation?A alphaB betaC gammaD x-ray

_10 The reason salt crystals, such as KCl, holdtogether so well is because the cations are stronglyattracted toA neighboring cations.B the protons in the neighboring nucleus.C free electrons in the crystals.D neighboring anions.

_12 Which substance is made up of many monomersjoined together in long chains?A saltB proteinC ethanolD propane

_13 Proteins are large macromolecules composed ofthousands of subunits. The structure of the proteindepends on the sequence ofA lipids.B monosaccharides.C amino acids.D nucleosides.

_14 When someone standing at one end of a largeroom opens a bottle of vinegar, it may take severalminutes for a person at the other end to smell it. Gasmolecules at room temperature move at very highvelocities, so what is responsible for the delay indetection of the vinegar?A the increase in the airspace occupied by vinegarmolecules

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B the chemical reaction with nerves, which is slowerthan other sensory processesC attractive forces between the air and vinegarmoleculesD random collisions between the air and vinegarmolecules

_17 What is the equivalent of 423 kelvin in degreesCelsius?A –223 ºCB –23 ºCC 150 ºCD 696 ºC

_18 If the attractive forces among solid particles areless than the attractive forces between the solid and aliquid, the solid willA probably form a new precipitate as its crystal lattice isbroken and re-formed.B be unaffected because attractive forces within thecrystal 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 crystallattice by the liquid molecules.

_19 If the solubility of NaCl at 25 oC is 36.2 g/100 gH2O, what mass of NaCl can be dissolved in 50.0 g ofH O 2 ?A 18.1 gB 36.2 gC 72.4 gD 86.2 g

_20 How many moles of HNO3 are needed to prepare5.0 liters of a 2.0 M solution of HNO3?A 2.5B 5C 10D 20

_21 The random molecular motion of a substance isgreatest when the substance isA condensed.B a liquid.C frozen.D a gas.

_22 The boiling point of liquid nitrogen is 77 kelvin.It is observed that ice forms at the opening of acontainer of liquid nitrogen. The best explanation forthis observation isA water at zero degrees Celsius is colder than liquidnitrogen and freezes.B the nitrogen boils and then cools to form a solid at theopening of the container.C water trapped in the liquid nitrogen escapes andfreezes.D the water vapor in the air over the opening of theliquid nitrogen freezes out.

_23 The specific heat of copper is about 0.4 joules/gram ºC. How much heat is needed to change thetemperature of a 30-gram sample of copper from20.0 ºC to 60.0 ºC?A 1000 JB 720 JC 480 JD 240 J

_24 Equal volumes of 1 molar hydrochloric acid(HCl) and 1 molar sodium hydroxide base (NaOH)are mixed. After mixing, the solution will beA strongly acidic.B weakly acidic.C nearly neutral.D weakly basic.

_25 A catalyst can speed up the rate of a givenchemical reaction byA increasing the equilibrium constant in favor ofproducts.B lowering the activation energy required for thereaction to occur.C raising the temperature at which the reaction occurs.D increasing the pressure of reactants, thus favoringproducts

._26 When a reaction is at equilibrium and morereactant is added, which of the following changes isthe immediate result?A The reverse reaction rate remains the same.B The forward reaction rate increases.C The reverse reaction rate decreases.D The forward reaction rate remains the same.

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_29 How many moles of carbon-12 are contained inexactly 6 grams of carbon-12?A 0 5 . moleB 2 0. molesC 3 01 1023 . _ molesD 6 02 1023 . _ moles

_30 How many moles of CH4 are contained in 96.0grams of CH4?A 3.00 molesB 6.00 molesC 12.0 molesD 16.0 moles

QuestionNumber

Correct Answer Standard Year of Test

1 A Chemistry I & E 1d 20042 D Chemistry I & E 1f 20043 A Chemistry I & E 1k 20037 C Chemistry 1d 20038 D Chemistry 1e 20049 A Chemistry 11e 200310 D Chemistry 2c 200412 B Chemistry 10a 200313 C Chemistry 10c 200414 D Chemistry 4b 200415 C Chemistry 4c 200316 A Chemistry 4d 200417 C Chemistry 4e 200318 D Chemistry 6b 200419 A Chemistry 6d 200320 C Chemistry 6d 200421 D Chemistry 7a 200322 D Chemistry 7c 200423 C Chemistry 7d 200324 C Chemistry 5a 200325 B Chemistry 8c 200326 B Chemistry 9a 200329 A Chemistry 3b 200430 B Chemistry 3d 2003

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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 theUniversity of California 'g' requirement for an elective science class and fulfills the physical sciencerequirement for graduation.

Course Code Number and Abbreviation:

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

Brief Course Description:This academic course provides students with an introduction to the earth sciences, physics, chemistry, andbiology. This comprehensive view gives the students an understanding of the concepts and principles ofscience and provides opportunities to develop problem solving, and technological skills necessary tocompete successfully in the 21st century. This course devotes at least 40 percent of the class time tostudent-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 allhigh school science courses. Integrated/Coordinated 1AB meets one year of the University ofCalifornia 'g' requirement for an elective science class and fulfills the physical science requirementfor 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 theContent 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 ContentStandard Groups, the Standards Analyzed, and Instructional Resources with Sample PerformanceTasks, Sample Scoring Criteria, Some Suggested Concepts and Skills to Support Student Successon the Sample Performance Task, and Possible Standards Aligned Resources.

.

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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 4days of reflection, intervention, and enrichment following the first two periodic assessments.

ICS IPeriodic

Assessment

PeriodicAssessment

I

4 dayReflection,

Intervention,Enrichment

PeriodicAssessment

II

4 dayReflection,

Intervention,Enrichment

PeriodicAssessment

III

4 dayReflection,

Intervention,Enrichment

PeriodicAssessment

III

4 dayReflection,

Intervention,Enrichment

AssessmentWindowSingle Track

AssessmentWindowThree Tracks

AssessmentWindowFour Tracks

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Science Instructional Guide Graphic OrganizerOverview For ICS I

Science InstructionalGuide Overview

I. Major District Initiatives Secondary

Literacy Plan IFL Nine

Principles ofLearning

CulturallyRelevantTeaching Methodsto Close theAchievement Gap

Small LearningCommunities

LAUSP MSP-SCALE

II. State of CaliforniaDocument

The CaliforniaContent Standards

ScienceFramework forCalifornia PublicSchools

CaliforniaStandards for theTeachingProfession

III. Science PedagogyIV. Assessment

PeriodicAssessment

Scoring ofPeriodicAssessments

Unit Reflectionand Intervention

Appendix District Contacts

and other usefulinformation

InstructionalComponent 1Earth Science(3c, 3e, 3f, 7b, 7c, 9b,9d), (3a, 3b, 3c, 3f,9b), (3d, 9b, 9c, 9d), (I& E a, b, c, d, e, f, g,h, I, k, m)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 3Chemistry(1a, 1b, 1c, 1d, 1e, 1f),(2a, 2b, 2c),(5a, 5c), (7b, 7c)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

InstructionalComponent 4Biology(6a, 6b, 6c, 6d, 6e, 6f,6g), (8a, 8b, 8e,),(I & E a, b, c, d, e, f, g,h, i, j, k, l, m, n)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

OverarchingInstructionalComponents• Review andRe-teach• Reviewresults ofPeriodicAssessments• ExtendedLearningInterventions•Student/teacherreflection onstudent work•End of unitassessments• Use of data

SciencePeriodic

Assessment 1

SciencePeriodic

Assessment 4

InstructionalComponent 2Physics(4a, 4b, 4d, 4e, 4f),(5d, 5e, 5h, 5i, 5j, 5m3f)• Content Standard Group• Analyzed Standards• Instructional Resources: • Sample Performance Tasks • Sample Scoring Criteria • Some Suggested Concepts and Skills to Support Student Success on the Sample Performance • Possible Standards Aligned Resources

SciencePeriodic

Assessment 2

SciencePeriodic

Assessment 3

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LAUSD - High School Instructional GuideLegend for Matrix Chart

Standards for Instructional ComponentThe Standard Sets lay the foundation for each Instructional Component. The standards to be learned during this Instructional Component are listednumerically 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 standardswithin each Instructional Component.Key Concept for the Content Standard Group: The Key Concept signifies the “big idea” represented by each Standards Group.

Analyzed StandardsThe Standards grouped herecover the Key Concept.

Instructional Resources Connections and Notes

Analyzed Standards are atranslation of the State's contentstandards (that begin withstudents know) into statementsof student performance thatdescribes both the activity andthe "cognitive" demand placedon the students. The detaileddescription of the contentstandards in the ScienceFramework for CaliforniaPublic Schools: KindergartenThrough Grade Twelve (2003)was used extensively in thedevelopment of the analyzedstandards.

Possible Standards Aligned ResourcesA. Text ActivitiesLaboratory and other supplemental activities that address the Standards taken from thesupplemental materials of the cited textbooks.

B. Supplemental Activities/ResourcesLaboratory and other supplemental activities that address the Standards taken from variouscited sources

C. Text Book ReferencesTextbook references from LAUSD adopted series that have been correlated with theContent Standard Group. (The standard(s) for each reference are in parenthesis before thepage numbers.) The textbook referenced are:It’s About Time Integrated Coordinated Science for the 21st Century, 2004

Connections to Investigation andExperimentation standards (I&E),English Language Arts Standards(ELA) and Math Standards(Algebra 1 and Geometry) andspace for teachers to make theirown notes.

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Earth Science – Instructional Component 1 – Content Standards

Dynamic Earth ProcessesPlate 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 CyclesEach 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 Geology9. 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

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1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this conceptand 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.

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).

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Earth Science - Instructional Component 1 - MatrixStandard Group 13b. 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 Standards3b, 7c, 3a,

Instructional Activities and Resources Notes andIntegrated Connections

3bCompare different kinds of

plate boundaries andexplain relativemovements at thoseboundaries

Performance Task: Write an article or editorial for a newspaper insertfor 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

Activity 1 – Taking a Ride on a Lithospheric Plate; pp. 64-75Think About It; p. 64Investigate; Part A; pp. 65-67Investigate; Part B; pp. 67-69 (internet access required)Digging Deeper; Measuring the Motion of Lithospheric Plates; pp. 70-74Understanding and Applying What You Have Learned; pp. 74-75Inquiring Further; p. 75Activity Debrief

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

Earth Science at Work; p. 120

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Analyzed Standards3b, 7c, 3a,

Instructional Activities and Resources Notes andIntegrated Connections

7c• Compare how heat

from the earth’s interiorand sunlight drivecarbon through thecarbon cycle.

3a• Draw a map showing

evidence for continentaldrift by labeling plateinteraction, magneticfield reversals, andcontour lines.

• Interpret the age ofrocks at different pointson the map.

Activity 3 - What Drives the Plates?; pp. 87-96Think About It; p. 87Digging Deeper; The Earth’s Interior Structure; pp. 91-95Understanding and Applying What You Have Learned; pp. 95-96Inquiring Further; p. 96Activity Debrief

Activity 4 – Effects of Plate Tectonics; pp. 97-106Think About It; p. 97Investigate; 1-7; pp. 98-100Digging Deeper; Building Features on Earth’s Surface; pp. 102-105Understanding and Applying What You Have Learned; p. 106Inquiring Further; p. 106Activity Debrief

Activity 5 – The Changing Geography of Your Community; pp. 107-119Think About It; p. 107Investigate; 1-5; pp. 108-111Digging Deeper; Development of the Plate Tectonics Theory; pp. 112-118Understanding and Applying What You Have Learned; pp. 118-119Inquiring Further; p. 119Activity Debrief

Supplemental Activities/ResourcesStudents calculates the motion of the Pacific Plate relative to the North

American plate at the San Andreas faultRock ID LabVideo of seafloor spreading (Alvin explorations)

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Analyzed Standards3b, 7c, 3a,

Instructional Activities and Resources Notes andIntegrated Connections

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Earth Science – Instructional Component 1 - MatrixStandard Group 23d. 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 geologicevents 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 Standards3d, 9d*, 9b

Instructional Activities and Resources Integrated Connections

3dInfer the cause of

earthquakes

Analyze earthquake data.

Chapter 3 – Earthquakes and Your Community; pp. 122-175

Activity 1 - An Earthquake in Your Community; pp. 124-132Think About It; p. 124Investigate; Parts A and CDigging Deeper; What Is an Earthquake?; pp. 127-131Understanding and Applying What You Have Learned; p. 131Inquiring Further; p. 132Activity Debrief

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

Activity 3 - How Big Was It?; pp. 140-148Think About It; p. 140Investigate; Part A; pp. 141-142Investigate; Part B; p. 142 (internet access required)

Earth Science at Work; p. 175

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Analyzed Standards3d, 9d*, 9b

Instructional Activities and Resources Integrated Connections

9d*Analyze geologic hazard

maps to identify geologicevents of the past and topredict those of thefuture.

9bIdentify natural hazards

within naturallyoccurring geographiczones in California.

Correlate natural hazards withgeologic processes.

Digging Deeper; Describing Earthquakes; pp. 143-146Understanding and Applying What You Have Learned; p. 147Inquiring Further; p. 148Activity Debrief

Activity 4 - Earthquake History of Your Community; pp. 149-156Think About It; p. 149Investigate; 1-3; pp. 150-152Digging Deeper; The Global Distribution of Earthquakes; pp. 152-154Understanding and Applying What You Have Learned; p. 154Inquiring Further; p. 156Activity Debrief

Activity 5 - Lessening Earthquake Damage; pp. 157- 165Think About It; p. 157Investigate; 2-5; pp. 160-162Digging Deeper; Reducing Earthquake Hazards; pp. 163-164Understanding and Applying What You Have Learned; p. 164Inquiring Further; p. 165Activity Debrief

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

Supplemental Activities/ResourcesCal State LA website – virtual earthquake activitiesCase Studies:Field Trips:Guest Speakers:

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Analyzed Standards3d, 9d*, 9b

Instructional Activities and Resources Integrated Connections

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Earth Science - Instructional Component 1 - Matrix

Standard Group 33f. *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 flowsproducing 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 geologicevents of the past and predict geologic changes in the future.

Standard Group 3 Key Concept – Volcanoes

Analyzed Standards3f*, 3e, 9b, 3c, 9d*

Instructional Activities and Resources Integrated Connections

3f*Relate the locations of

volcanoes to theirproperties (using a worldmap).

3eCompare and explain

differences in volcanoformation.

Chapter 1 – Volcanoes ... and Your Community; pp. 6- 60

Activity 1 - Where Are the Volcanoes?; pp. 6-15Think About It; p. 6Digging Deeper; The Global Distribution of Earthquakes; pp. 9-13Understanding and Applying What You Have Learned; p. 14Inquiring Further; p. 15Activity Debrief

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

Activity 3 – Volcanic Hazards: Flows; pp. 25-44

Earth Science at Work; p. 60

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Analyzed Standards3f*, 3e, 9b, 3c, 9d*

Instructional Activities and Resources Integrated Connections

9bIdentify natural hazards

within naturallyoccurring geographiczones in California.Correlate these hazardswith geologic processes

3cClassify rocks based on

their physical andchemical properties andthe conditions underwhich they wereformed.

9d*• Analyze geologic hazard

maps to identify geologicevents of the past and topredict those of thefuture

Think about It; p. 25Investigate; Part A; p 26Understanding and Applying What You Have Learned; p. 31Inquiring Further; p. 32Activity Debrief

Activity 6 - Volcanic History of Your Community; pp. 45-52Think about It; p. 45Investigate; Parts A and B; p. 46Digging Deeper; Igneous Rocks; pp. 47-50Understanding and Applying What You Have Learned; p. 52Inquiring Further; p. 52Activity Debrief

Activity 7 - Monitoring Active Volcanoes; pp. 53-59Think About It; p. 53Investigate; 1-2; p. 52Digging Deeper; Volcano Monitoring; pp. 56-58Understanding and Applying What You Have Learned; pp. 58-59Inquiring Further; p. 59Activity Debrief

Supplemental Activities/Resources3-d topographical mapVolcanic shapes and composition.

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Earth Science - Instructional Component 1 - Matrix

Standard Group 49c. 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 themovement 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 Standards9c, 7a, 7b, 7c, 7d*

Instructional Activities and Resources Integrated Connections

9cDescribe how the natural

distribution of water isadjusted by engineeringprojects.

7aTrace carbon through the

carbon cycle andnitrogen through thenitrogen cycle.

7b• Distinguish among the

different carbonreservoirs and thevarious chemical formsof carbon that reside inthem.

Chapter 9 – A Vote for Ecology; pp. 500-576

Activity 7 – The Water Cycle; pp. 553-576What Do You Think?; p. 553BioTalk; The Water Cycle; pp. 555-559Biology to Go; p. 559Inquiring Further; p. 560Activity Debrief

Activity 8 - Photosynthesis, Respiration, and the Carbon Cycle; pp. 561-566What Do You Think?; 561For You To Do; 1-15 (Lab or Dry-Lab Demonstration); pp. 561-563BioTalk; The Carbon Cycle; pp.563-566Biology to Go; p. 565Inquiring Further; p. 566Activity Debrief

Activity 9 – The Nitrogen and Phosphorus Cycles; pp. 567-576For You To Do; pp. 567-568BioTalk; The Nitrogen Cycle; pp. 569-574Biology to Go; p. 575

Alert: The biogeochemical cycles arealso covered in the Biology standards ofICS1. It is suggested, therefore, that theybe introduced here and taught toproficiency in the Biology section of thiscourse.

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Analyzed Standards9c, 7a, 7b, 7c, 7d*

Instructional Activities and Resources Integrated Connections

• Relate the carbon cycleto global warming.

7c• Compare how heat

from the earth’s interiorand sunlight drivecarbon through thecarbon cycle.

7d*• Compare the amounts

of time carbon stays inits various reservoirs.

Inquiring Further; p. 575Activity Debrief

Supplemental Activities/ResourcesCase Studies:Field Trips:Guest Speakers:Internet Research

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Physics – Instructional Component 2 – Content Standards

Heat and ThermodynamicsEnergy 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 PhenomenaElectric 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 Experimentation1. 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, collectdata, 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.

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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).

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Physics – Instructional Component 2 – Matrix

Standard Group 14a. 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 isapproximately 3 x 108 m/s (186,000 miles/second).

Standard Group 1 Key Concept – Waves

Analyzed Standards4a, 4f, 4b, 4d, 4e

Instructional Activities, Resources, and Performance Tasks Integrated Connections

4aDescribe how waves

transport energy with orwithout a medium.Compare waves toother kinds of energytransport

4bUse examples to compare

and contrast thecharacteristics oflongitudinal andtransverse waves.

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

Chapter 4 – Let Us Entertain You; pp. 180-250

Activity 1 – Making Waves; pp. 182-193; [4a, 4b]What Do You Think?; p. 182For You To Do; pp. 183-186Wave Vocabulary; pp. 187-191Physics To Go; p. 192Activity Debrief

Activity 2 – Sounds in Strings; pp. 194-200; [4a, 4b, 4d]What Do You Think?; p. 194For You To Do; pp. pp. 95-197For You To Read; Changing the Pitch; p. 197Physics To Go; pp. 198-199Activity Debrief

Physics at Work; p. 249

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Analyzed Standards4a, 4f, 4b, 4d, 4e

Instructional Activities, Resources, and Performance Tasks Integrated Connections

longitudinal andtransverse waves.

4dMake qualitative predictions

on the effect of amedium on the speed ofa longitudinal wave.

Diagram areas ofcompression andrarefaction in soundwaves and explain howvariablepressure/density affectsthe speed of the wave.

4eLabel and describe a chart

of the electromagneticspectrum.

4fIdentify the characteristic

properties of waves:interference (beats),diffraction, refraction,the Doppler effect, andpolarization.

Activity 3 – Sounds from Vibrating Air; pp. 201-209; [4a, 4b, 4d]What Do You Think?; p. 201For You To Do; p. 202Physics Talk; Vibrating Columns of Air; p. 203For You To Read; Compressing Air to Make Sound; p. 204Wave Diffraction; pp. 204-205Physics To Go; pp. 207-208Activity Debrief

Activity 4 – Making Sound Electronically; pp. 210-215; [4d, 4e]What Do You Think?; p. 210For You To Do; pp. 211-212For You to Read; Good Vibrations; p. 213Physics To Go; pp. 214-215Stretching Exercises; p. 215Activity Debrief

Activity 5 – Reflected Light; (pp. 216-222)What Do You Think?; p. 216For You To Do; pp. 217-219Diffraction of Light; p. 220Physics To Go; p. 221Activity Debrief

Activity 7 – Refraction of Light; pp. 230-235; [4f]What Do You Think?; p. 230For You To Do; pp. 231 232For You To Read; Snell’s Law; p. 233Physics To Go; p. 234Stretching Exercises; p. 235Activity Debrief

Alert: This activity is currently beingmodified by the science inquiry team tobetter address 5d. Look for updates.

Alert: This is activity can be streamlinedor eliminated, as it does not address thestandards. It may be used, however, toclarify any misconceptions betweenreflection and refraction.

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LAUSD - High School Instructional Guide Integrated Coordinated Science One

Physics – Instructional Component 2 - MatrixStandard Group 25d. 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 Standards5d, 5e, 5h, 5i, 5j*, 5m, 3f*

Instructional Activities and Resources Integrated Connections

5dConstruct a simple electric

circuit and explain therole of transistors inelectric circuits.

5eApply knowledge of electric

fields to explainelectrostaticphenomena.

5hApply principles of

electromagneticinduction to motors andgenerators.

5i

Chapter 5 – Long-Distance Communication; pp. 252-296

Activity 1 – Using Waves to Communicate; pp. 254-258; [4a]What Do You Think; p. 254For You To Do; pp. 255-256Physics to Go; pp. 257-258Stretching Exercises; p. 258Activity Debrief

Activity 3 – The Electricity and Magnetism Connection; pp. 264-269; [5h,5j]

What Do You Think?; p. 264For You To Do; pp. 265-267Physics To Go; pp. 268-269Stretching Exercises; p. 269Activity Debrief

Activity 4 – Making the Connection; pp. 270-280What Do You Think?; p. 270For You To Do; pp. 271-272Physics To Go; pp. 273-274

Physics at Work; 295

Alert: Optional

5-22

Analyzed Standards5d, 5e, 5h, 5i, 5j*, 5m, 3f*

Instructional Activities and Resources Integrated Connections

Describe plasma andcompare it to the otherthree state of matter.

5j*Describe why electric and

magnetic fields containenergy.

5mDraw the lines of force in a

static electric field.

3f*Define and give examples of

closed systems.

Provide supportingexamples for thestatement “Entropytends to increase.”

Activity Debrief

Chapter 6 – Is Anyone Out There?; pp. 298-352

Activity 4 – The Electromagnetic Spectrum; pp.316-322; [4a, 4d]What Do You Think?; p. 316For You To Do; pp. 317-319For You To Read; “Calculating the Speed of Light”; p. 319Physics Talk; “Electromagnetic Waves”; p. 319Physics To Go; pp. 320-322Stretching Exercises; p. 322Activity Debrief

Activity 5 – Interference and Spectra; pp.323-328; [4e, 4f]What Do You Think?; p. 323For You To Do; pp. 323-326For You To Read; Spectra: The Fingerprints of Elements; p. 326Physics To Go; pp. 327-328Stretching Exercises; p. 328Activity Debrief

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

Supplemental Activity – Use diagrams to apply the second law ofthermodynamics to (one or more of) the following systems:

an energy pyramid,a specific chemical reaction,the Sun’s role in the biogeochemical cycles, andradioactive decay occurring in the earth’s crust.

Physics at Work; p. 351

Alert: Chemistry Connection

Alert: Chemistry Connection

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Analyzed Standards5d, 5e, 5h, 5i, 5j*, 5m, 3f*

Instructional Activities and Resources Integrated Connections

Alert: This activity connects all of theICS1 disciplines

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Chemistry - Instructional Component 3 – Content Standards

Atomic and Molecular Structure1. 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 Bonds2. 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 Bases5. 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 Thermodynamics7. 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

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Investigation and Experimentation1. 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.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, andplanets).

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LAUSD - High School Instructional Guide Integrated Coordinated Science One (ICS1)

Chemistry - Instructional Component 3 - Matrix

Standard Group 11a. 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 weresynthesized and identified in laboratory experiments through the use of nuclear accelerators.

Standard Group 1 Key Concept – Atomic and Molecular Structure

Analyzed Standards1a, 1b, 1c, 1d, 1e, 1f*

Instructional Activities and Resources Integrated Connections

1aRelate the position of an

element in the periodictable to its atomicnumber and atomicmass (distinguishbetween atomic numberand atomic mass).

1bClassify elements as metals,

semi-metals, and non-metals using theperiodic table.

Performance Task: Students will create a game based on the PeriodicTable of the Elements. See Performance Task 3.

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

Activity 1 – Organizing a Store; pp. 358-359 [1a]• What Do You Think?; p. 358• Investigate; pp. 358-359• Chemistry to Go; p. 359• Activity Debrief

Activity 2 – Elements and Their Properties; pp. 360-365 [1b]• What Do You Think?; p. 360• Investigate; pp. 360-363• ChemTalk; Physical and Chemical Properties; pp. 363-364• Chemistry to Go; p. 365• Activity Debrief

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Analyzed Standards1a, 1b, 1c, 1d, 1e, 1f*

Instructional Activities and Resources Integrated Connections

metals using theperiodic table.

1cClassify elements as alkali

metals, alkaline earthmetals, and transitionmetals using theperiodic table.

• Infer patterns in theperiodic table based onthe sizes of the atomsand ions,electronegativities, andionization energies.

1dDemonstrate how electrons

are arranged intodifferent energy levelsand how thisarrangement relates totheir location on theperiodic table.

Determine the bondingcapacity of atoms byusing valence numbers.

1eIdentify the components of

atoms and describe thespatial organization ofthese subatomicparticles.

Activity 4 – Are Atoms Indivisible?; pp. 377-384 [1a, 1e]• What Do You Think?; p. 377• Investigate; pp. 377-379• ChemTalk; The Changing Model of an Atom; pp. 380-382• Chemistry to Go; p. 383• Inquiring Further; p. 383• Activity Debrief

Activity 5 – The Chemical Behavior of Atoms; pp. 385-394 [1c, 1d]• What Do You Think?; p. 385• Investigate; pp. 385-389• ChemTalk; Bohr’s Model of an Atom; pp. 390-392• Chemistry to Go; pp. 393-394• Inquiring Further; p. 394• Activity Debrief

Activity 6 – Atoms with More Than One Electron; pp. 395-403 [1c, 1d]• What Do You Think?; p. 395• Investigate; pp. 396-399• ChemTalk; A Periodic Table Revealed; pp. 400-401• Chemistry to Go; pp. 402-403• Inquiring Further; p. 403• Activity Debrief

Activity 7 – How Electrons Determine Chemical Behavior; pp. 404-411 [1d,2a, 2b]

• What Do You Think?; p. 404• Investigate; 404-408• ChemTalk; The Noble Gases; pp. 409-410• Chemistry to Go; pp. 410-411• Inquiring Further; p. 411• Activity Debrief

Activity 8 – How Atoms Interact with Each Other; pp. 412-418; [2a, 2b, 2c]

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Analyzed Standards1a, 1b, 1c, 1d, 1e, 1f*

Instructional Activities and Resources Integrated Connections

1f*Describe how synthetic

elements are made andlocate their positions inthe periodic table.

• What Do You Think?; p. 412• Investigate; pp. 412-414• ChemTalk; Forming Compounds; pp. 414-415• Chemistry to Go; pp. 416-418• Inquiring Further; p. 418• Activity Debrief

Supplemental Activities/ResourcesCase Studies:Field Trips:Guest Speakers:

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LAUSD - High School Instructional Guide Integrated Coordinated Science One

Chemistry – Instructional Component 3 - MatrixStandard Group 22a. 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 Standards2a, 2b, 2c, 5a, 5c, 7b, 7c

Instructional Activities and Resources Integrated Connections

2a• Use models or diagrams

and periodic tablelocation to show howatoms combineaccording to “the octetrule.”

• Use physical models to:1) classify binarycompounds, 2) explainhow covalent, ionic andmetallic bondingoccurs, and 3) to predictif covalent bonding ispolar or nonpolar(electronegativity).

2b

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

Activity 2 – More Chemical Changes; pp. 443-448; [5a, 7b]• What Do You Think?; p. 443• Investigate; pp. 443-446• ChemTalk; Tests for Chemicals; pp. 446-447• Chemistry to Go; p. 448• Inquiring Further; p. 448• Activity Debrief

Activity 3 – Chemical Names and Formulas; pp. 449-455; [2a]• What Do You Think?; p. 449• Investigate; pp. 449-452• ChemTalk; Forming Compounds; pp. 452-454• Chemistry to Go; pp. 454-455• Activity Debrief

Activity 5 – Chemical Energy; pp. 466-472; [7b, 7c]• What Do You Think?; p. 466• Investigate; pp. 466-467• ChemTalk; Endothermic and Exothermic Reactions; pp.

Chemistry at Work; p. 496

5-30

Analyzed Standards2a, 2b, 2c, 5a, 5c, 7b, 7c

Instructional Activities and Resources Integrated Connections

• Use models ofbiological molecules todemonstrate andexplain;

∗ 1) how the bondingcapacity is based on thenumber of valenceelectrons and

∗ 2) that chemicalbonding occurs in orderfor atoms to attain theelectron configurationof the nearest noble gas(in the periodic table).

2c• Describe crystal

formation in ioniccompounds.

5a• Compare the observable

properties of acids,bases, and salts.

• Explain the use of thepH scale and indicatordyes.

5c• Relate the strength of

acids and bases to thedegree of dissociationin water.

7b

• 468-471• Chemistry to Go; p. 471• Inquiring Further; p. 472• Activity Debrief

Activity 7 – Acids, Bases, and Indicators – Colorful Chemistry; pp. 480-489;[5a, 5c]

• What Do You Think?; p. 480• Investigate; pp. 481-483• ChemTalk; Acids and Bases; pp. 483-487• Chemistry to Go; p. 488• Inquiring Further; p. 489• Activity Debrief

Supplemental Activities/ResourcesCase Studies:Field Trips:Guest Speakers:

5-31

Analyzed Standards2a, 2b, 2c, 5a, 5c, 7b, 7c

Instructional Activities and Resources Integrated Connections

• Distinguish betweenendothermic andexothermic reactions byillustrating theseprocesses using thermo-chemical equations,potential energydiagrams and evidencefrom lab procedures.

7c• Explain the relationship

between energy andphase changes in solid,liquid, and gaseoussubstances.

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LAUSD - High School Instructional Guide Integrated/Coordinated Science One

Biology - Instructional Component 4 – Content Standards

Ecology6. 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.

Evolution8. 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 Experimentation1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept andaddressing 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, collectdata, 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.

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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).

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LAUSD - High School Instructional Guide Integrated/Coordinated Science One

Biology – Instructional Component 4 – MatrixStandard Group 16a. 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. Thisdissipation 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 inpopulation size.6d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles throughphotosynthesis and respiration.

Standard Group 1 Key Concept – Ecology

Analyzed Standards6a, 6e, 6f, 6c, 6b, 6d,

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

6a• Define biodiversity

• Describe whybiodiversity isimportant in anecosystem.

6e• Distinguish the roles of

producers, consumers,and decomposers in anecosystem.

• Describe theimportance of theinteractions ofproducers, consumers,and decomposers inkeeping a balance in anecosystem

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

Chapter 9 – A Vote for Ecology; pp. 502-576

Activity 1 - Diversity in Living Things; pp. 502-513• What Do You Think?; p. 502• For You to Do; pp. 502-506• Bio Talk; Biodiversity; pp. 506-512• Biology to Go; p. 513• Inquiring Further; p. 513• Activity Debrief

Supplemental Activities/Resources:Case Studies:

• Galapagos Islands (El Nino and Bird Beaks)• California Drought - Bark Beetles• http://ublib.buffalo.edu/libraries/projects/cases/case.html

Field Trips:

Biology at Work; p. 576

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Analyzed Standards6a, 6e, 6f, 6c, 6b, 6d,

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

importance of theinteractions ofproducers, consumers,and decomposers inkeeping a balance in anecosystem

6f• Use an energy pyramid

to describe the transferand dissipation ofenergy through everylevel of a food web.

6c• Compare how

fluctuations inpopulation size in anecosystem aredetermined by therelative rates of birth,immigration, death, andemigration.

6b• Recognize, compare,

and analyze patterns ofchange in an ecosystemwith regard to:1)Abiotic, non-humanfactors, 2) Biotic non-human factors, and 3)Human impact

6a• Use case studies to

describe the impact ofhabitat alteration bycataclysmic events onan ecosystem withrespect to biodiversity

• Zoo• Aquarium• Botanical Garden

Speakers:• El Niño-related presentations• State Park Ranger - Fire ecology

Activity 2 – Who Eats Whom?; pp. 514-521• What Do You Think?; p. 514• For You to Do; pp. 514-516• Bio Talk; Food Chains and Webs; pp. 516-520• Biology to Go; p. 521• Inquiring Further; p. 521• Activity Debrief

Supplemental Activities/Resources:Case Studies

• MWD Delta Smelt Issue• Silent Spring - Rachel Carson• http://ublib.buffalo.edu/libraries/projects/cases/case.html

Activity 3 – Energy Flow in Ecosystems; pp. 522-528• What Do You Think?; p. 522• For You to Do; pp. 522-524• Bio Talk; Pyramids of Mass and Energy; pp. 524-527• Biology to Go; pp. 527-528• Inquiring Further; p. 528• Activity Debrief

Supplemental Activities/Resources• •

Activity 4 – Factors Affecting Population Size; pp. 529-537• What Do You Think?; p. 529• For You to Do; pp. 529-532

5-36

Analyzed Standards6a, 6e, 6f, 6c, 6b, 6d,

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

describe the impact ofhabitat alteration bycataclysmic events onan ecosystem withrespect to biodiversity

6d• Describe and integrate

how water, carbon,oxygen and nitrogencycle between abioticresources and bioticmatter in the ecosystem.

• Bio Talk; pp. Changing Population Sizes; pp. 533-536• Biology to Go; p. 537• Inquiring Further; p.537• Activity Debrief

Supplemental Activities/Resources:Internet Research Opportunities:

• Cemetery Census • Computer – Population Simulations• Human Population Studies• Tragedy of the Commons

Case Study:• Population Bomb - Dr. Paul Erlich• http://ublib.buffalo.edu/libraries/projects/cases/case.html

Activity 5 – Competition among Organisms; pp. 538-545• 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

Alert• Revisit/reread pp 506-513; “Bio

Talk”• Inquiring Further; p 513;

“Passenger Pigeon Extinction”

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Analyzed Standards6a, 6e, 6f, 6c, 6b, 6d,

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

• Orcas, Sea Lions, Otters• Passenger Pigeon• 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

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Analyzed Standards6a, 6e, 6f, 6c, 6b, 6d,

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

• State Park Ranger – Fire ecology

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

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LAUSD - High School Instructional Guide Integrated/Coordinated Science One

Biology – Instructional Component 4 – Matrix

Standard Group 28b. 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 oforganisms 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 Standards8b, 6g, 8a, 8e

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

8b• Recognize that diversity

between and amongspecies increases thechances of survivingchanges in theenvironment (bothpresent and future).

6g• Compare individual

adaptations for survivalto the gradualadaptations of a speciesover time.

8a.• Analyze predator-prey

relationships based on:1) the survival of anindividual organism, 2)the influence ofenvironmental changeson the organisms, 3)species adaptations, and4) future generations.

Chapter 10 – A Highway through the Past; pp. 578-624

Activity 1 - Adaptations; pp. 580-589• What Do You Think?; p. 580• For You to Do; pp. 580-584• Bio Talk; Adaptation; pp. 584-587• Biology to Go; p. 588• Inquiring Further; p. 589• Activity Debrief

Activity 2 – Is It Heredity or the Environment; pp. 590-596• What Do You Think?; p. 590• For You to Do; pp. 590-592• Bio Talk; The Importance of Heredity and Environment; pp. 593-595• Biology to Go; p. 596• Inquiring Further; p. 596• Activity Debrief

Supplemental Activities/Resources:Case Study – Mosquitoes, Malaria and Sickle Cell

Activity 3 – Natural Selection; pp. 597-606

Biology at Work; p. 624

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Analyzed Standards8b, 6g, 8a, 8e

Instructional Activities, Resources, and Performance Tasks Notes andIntegrated Connections

individual organism, 2)the influence ofenvironmental changeson the organisms, 3)species adaptations, and4) future generations.

8e• Analyze fossil evidence

with regard tobiological diversity,episodic speciation, andmass extinction.

• What Do You Think?; p. 597• For You to Do; pp. 597-601• Bio Talk; Theories in Science; pp. 602-605• Biology to Go; p. 606• Inquiring Further; p. 606• Activity Debrief

Supplemental Activities/ResourcesCase Studies

• 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

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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 includingdynamic plate motions both on land and at sea and natural resources and hazards. Evidence of this andbiogeochemical cycles can be observed and tested.

Scenario: Your local newspaper wants to produce a special edition about the geology of your communitybut their science reporter is at another location and cannot manage this. They have asked your class toproduce a one page newspaper insert that covers the following ideas: (1) the present geologic situation ofyour area, the current hazards, and the natural resources tied to our geologic area. (2) how ourcommunity was different in the geologic past, what evidence we use to make this determination, and howour 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 onthe management of our natural resources and howour natural hazards should be incorporated into theplanning of your community’s growth

Directions to the Student: Get into groups of 4 students (It is recommended that the students remain inthe same group for all activities pertaining to the cumulating task). Each student is responsible for writingone 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 toattractions 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 tothe 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 informationrequired for my specific job in the newspaper?

• Student Reflection on the Task and Product: What information do I still need to complete mypart of the newspaper? Does this information allow me to complete my job on schedule? Have Iincorporated my team member’s feedback to my work?

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

• 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

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• 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 & CDigging 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 gradeActivity 3: Think About It

Investigate part APart B if you have internet accessDigging Deeper + Check for Understanding (pg 143 ~ 146) This is condensed

reading and require literacy strategiesUnderstanding & Applying questions (pg 147)

Activity #4 Think About ItInvestigate 1,2,3Digging Deeper + Check for Understanding (pg 152 ~ 154)Understanding & Applying questions (pg 154)

Activity #5 First, supplement with a lesson on reading a seismogramThink About ItInvestigate #2 ~ 5Digging Deeper + Check for Understanding (pg 163 ~ 164)Understanding and Applying What You Know (pg 106)

Activity #6 Think About ItDigging Deeper + Check for Understanding (pg 172 ~ 173)Understanding & Applying questions (pg 173)

Chapter 1: VolcanoesActivity #1 Think About It

Digging Deeper + Check for Understanding (pg 9 ~ 13)Activity #2 Think about IT

Investigate #1 ~ 7 OR supplement w/ appropriate a 3-d model activity using topomap

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

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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 trainingpreparation should include, coded messaging, diversionary tactics, and the recognition and evasion ofenemy attack.

1. You will be placed in a situation in which you have been captured. You will use the diversionarytactic of entertainment to distract your captors by building a musical instrument, which you willthen play for them. You must be able to entertain your captors by constructing musicalinstruments 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 byhitting 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 theroom so that a beam of light is reflected out a side door. The light must send a helpmessage 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 doorhidden in an aquarium; they have two chances to retrieve it. One team member will usethe laser to strike the key at a designated spot near the aquarium. If your team memberdoes not succeed, you will not escape.

3. You will be asked to distinguish the direction enemy planes are traveling so that you can signalyour fellow agents to take evasive action. Your team must determine the direction of an aircraftusing 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, andtransistors to send a message to the helicopter retrieval team upon your escape. Your goal is tosend the loudest or brightest signal possible with the materials you have been able to collect whileyou were captive.

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

• A musical instrument• Water and mirror signals• Enemy plane direction detector• Electronic message

Clear Expectations for Performance – Please see rubric.

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Student Evaluation: There should be clear debriefing techniques that reflect the information pertinent tothe performance task.

• Student Evaluation Questions: What part of the class activity relates directly to thePerformance task? What are the connections of the activities to the big ideas/contentstandards? What part relates directly to the products? Did I include all of the informationrequired for my specific product? Will the products of the team help them escape whencaptured?

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

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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 thegovernment agency that you are proficient in developing escape plans that are creative, scientific andfeasible. 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 plankeeping 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 followingvocabulary terms and concepts must be included in your paper: wavelength, frequency, amplitude, wavespeed, 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 lightexercises. You must include all the vocabulary terms from part 1 plus diffraction, reflection, angle ofincident, 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 encounteredin every day life. Describe how the Doppler effect can be used to determine the direction a plane istraveling. Be sure to include an illustration with your explanation. You must include at least fivevocabulary 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-conductivematerial 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 TYPED2. Spacing: Double-spaced3. Margin: One inch margins4. Font: Times new roman5. 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• 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

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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 isincluded), 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• 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)

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• [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 technicalproject report? Do you think that if another team would try to replicate what you did, they will be able todo that by reading your report? How does this writing activity differ from what you normally write in myclassroom? 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 chapterchallenge from Unit2, Active Physics.

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LAUSD Instructional Guide Performance Task 3 (The Chapter Challenge)

Standard Groups: Chemistry Components of ICS1

The Task: Periodic Table Game

Under Construction

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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

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VI. Sample Immersion (Extended Investigation) Project for IntegratedCoordinated Science I

Under Construction

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VII. Appendices

A. References and Suggested Readings

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

Amirian, S. (October 31 2003). Pedagogy and Video Conferencing. A Review of RecentLiterature. 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, andAssessing. Addison Wesley Longman, Inc.

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

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

Dechsri, P., Jones, L. L., Heikinen, H. W. (1997). Effect of a Laboratory Manual DesignIncorporating Visual Information-Processing Aids on Student Learning and Attitudes. Journal ofResearch 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 makesprofessional development effective? Research from a national sample of teachers. AmericanEducational Research Journal, 38(4), 915-945.

Glynn, S. M., Takahashi, T. (1998). Learning from Analogy-Enhanced Text. Journal of Researchin 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 PlateTectonics. Journal of Research in Science Teaching. 36, 39-53.

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

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

California Department of Education Press (2003). Science Framework for California PublicSchools.

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

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

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

Resnick, L.B. (1992) From protoquantities to operators: Building mathematical competence on afoundation 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 ofinquiry-based science curricula of the 60s on student performance. Journal of Research onScience Teaching, 27 (2), 127-144)

Stoddart, T., Pinal, A., Latzke, M. & Canady, D. 2002. Integrating inquiry science and languagedevelopment 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 scienceachievement. Journal of Research in Science Teaching, 33(1), 101-109.

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

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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 andBacon.

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

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

Gay, Geneva. At the Essence of Learning: Multicultural Education. West Lafayette, IN: KappaDelta 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 RelevantInstruction for African American Students. Journal of Negro Education 61. 378-391.

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

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

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

Lee, C.D. (2001). Is October Brown Chinese? A cultural modeling activity system forunderachieving 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, andActivity.

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

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

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

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

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

C. Mathematics Science Technology Centers

The District operates six mathematics science technology centers. Each center is unique, buteach has an extensive resource library and checkout materials that are available to Districtteachers. Center hours are Monday - Friday 8:00 A.M - 4:30 P.M. All centers offer professionaldevelopment, 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 areon 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 ScienceCenter for the purpose of obtaining science materials. The Van Nuys Centertypically stocks live supplies and dissection materials. Contact the Van Nuys Center forthe appropriate forms and list of current materials. When available, materials are delivered onthe following schedule.

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

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

September 14September 28October 12October 26November 9November 30December 14

(Winter Break)January 19February 1February 15March 1March 15(Spring Break)

April 5April 19May 3May 17June 1June 14

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

September 14September 29October 13October 27November 9December 1December 15

(Winter Break)January 19February 2February 16March 2March 16(Spring Break)

April 6April 20May 4May 18June 1June 15

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

September 15September 30October 14October 28November 10December 2December 16

(Winter Break)January 20February 3February 17March 3March 17(Spring Break)

April 7April 21May5May 19June 2June 16

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

September 21October 5October 19November 2November 16December 7(Winter Break)

January 11January 25February 8February 23March 8(Spring Break)March 29

April 12April 26May 10May 24June 7June 21

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

September 22October 6October 20November 3November 17December 8(Winter Break)

January 12January 26February 9February 23March 9(Spring Break)March 30

April 13April 27May 11May 25June 8June 22

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

September 23October 7October 21November 4November 18December 9(Winter Break)

January 13January 27February 10February 24March 10(Spring Break)March 31

April 14April 28May 12May 26June 9June 23

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ADAMS MS/MAG 4ADAMS HS 1AGGELER HS 1ALISO HS 1ANGEL’S GATE HS 6ARROYO SECO ALT 3AUDUBON MS/MAG 5AVALON HS 6BANCROFT MS/MAG 4BANNING HS/MAG 6BELL HS 4BELMONT HS 4BELVEDERE MS/MAG 3BERENDO MS 5BETHUNE MS 4BIRMINGHAM HS/MAG 1BOYLE HEIGHTS CHS 3BRAVO MEDICAL MAG 3BURBANK MS 3BURROUGHS MS/MAG 5BYRD MS/MAG 2CANOGA PARK HS/MAG 1CARNEGIE MS 6CARSON HS 6CARVER MS 4CENTRAL HS 3CHATSWORTH HS 1CHEVIOT HILLS HS 5CLAY MS 6CLEVELAND HS/MAG 1COLUMBUS MS 1COOPER HS 6CRENSHAW HS/MAG 5CURTISS MS/MAG 6DANA MS 6DEL REY HS 5DODSON MS/ MAG 6DORSEY HS/MAG 5DOUGLAS HS 1DOWNTOWN BUS MAG 4DREW MS/MAG 4EAGLE ROCK HS/MAG 3EAGLE TREE HS 6EARHART HS 2EDISON MS 4EINSTEIN HS 1EL CAMINO REAL HS 1EL SERENO MS/MAG 3ELIZABETH ST. LC 4ELLINGTON HS 6EMERSON MS 5EVANS CAS 3EVERGREEN HS 2FAIRFAX HS/MAG 4FLEMING MS 6FOSHAY MS 5FRANKLIN HS/MAG 3FREMONT HS/MAG 4FROST MS 1FULTON MS 2GAGE MS 4GARDENA HS/MAG 6GARFIELD HS/MAG 3GOMPERS MS 6GRANADA HILLS HS/MAG 1GRANT HS/MAG 2

GREY HS 1GRIFFITH MS/MAG 3HALE MS 1HAMILTON HS/MAG 5HARTE INTERMEDIATE 5HENRY MS 1HIGHLAND PARK HS 3HOLLENBECK MS 3HOLLYWOOD HS/MAG 4HOLMES MS/MAG 1HOPE HS 4HUNTINGTON PARK HS 4INDEPENDENCE HS 1INDEPENDENT STUDY CTR. 2INDIAN SPRINGS HS 5IRVING MS 3JEFFERSON HS 4JOHNSON HS 4JORDAN HS/MAG 4KENNEDY HS 1KING MS 3KING-DREW MEDICAL MAG 6LAUSD/LA CENTRAL LIBRARY 4LAUSD/USC MATH SCIENCE 5LAWRENCE MS 1LE CONTE MS/MAG 4LEONIS HS 1LEWIS HS 2LINCOLN HS 3LOCKE HS 6LONDON HS 2LOS ANGELES ACADEMY M.S 4LOS ANGELES CES 5LOS ANGELES CO. HS/ARTS 3LOS ANGELES HS/MAG 5MACLAY MS 2MADISON MS/MAG 2MANN MS 5MANUAL ARTS HS/MAG 5MARINA DEL REY MS 5MARK TWAIN MS 5MARKHAM MS/MAG 4MARSHALL HS 3McALISTER HS 5METROPOLITAN CONT 3MID-CITY ALTERNATIVE 5MIDDLE COLLEGE HS 6MILLIKAN MS/MAG 2MISSION HS 2MONETA HS 6MONROE HS/MAG 1MONTEREY HS 3MOUNT GLEASON MS 2MOUNT LUKENS HS 2MOUNT VERNON M.S 5MUIR MS/MAG 5MULHOLLAND MS 1NARBONNE HS/MAG 6NEWMARK HS 4NIGHTINGALE MS 3NIMITZ MS 4NOBEL MS/MAG 1NO. HOLLYWOOD HS/MAG 2NO. HOLLYWOOD ZOO MAG 3NORTHRIDGE MS 1ODYSSEY HS 4

OLIVE VISTA MS 2OWENSMOUTH HS 1PACOIMA MS/MAG 2PALISADES HS/MAG 5PALMS MS/MAG 5PARKMAN MS 1PATTON HS 6PEARY MS/MAG 6PHOENIX HS 5PIO PICO MS 5POLYTECHNIC HS/MAG 2PORTER MS/MAG 1PORTOLA MS/MAG 1PUEBLO HS 3RAMONA HS 3REED MS 2RESEDA HS/MAG 1REVERE MS/MAG 5RILEY HS 6RODIA HS 4ROGERS HS 2ROOSEVELT HS/MAG 3SAN ANTONIO HS 4SAN FERNANDO HS/MAG 2SAN FERNANDO MS 2SAN PEDRO HS/MAG 6SEPULVEDA MS/MAG 2SHERMAN OAKS CES 1SOUTH GATE HS 4SOUTH GATE MS 4STEVENSON MS/MAG 3STONEY POINT HS 1SUN VALLEY MS 2SUTTER MS 1SYLMAR HS/MAG 2TAFT HS 1TEMESCAL CANYON HS 532ND ST. ARTS/MATH/SCI 5THOREAU HS 1TRUTH HS 6UNIVERSITY HS 5VALLEY ALTERNATIVE 1VAN NUYS HS/MAG 2VAN NUYS MS/MAG 2VENICE HS/MAG 5VERDUGO HILLS HS 2VIEW PARK HS 5VIRGIL MS 4WASHINGTON HS/MAG 6WEBSTER M.S 5WEST GRANADA HS 1WESTCHESTER HS/MAG 5WESTSIDE ALTERNATIVE 5WHITE MS 6WHITMAN HS 4WILMINGTON M.S 6WILSON HS/MAG 3WRIGHT MS/MAG 5YOUNG HS 5

7-8

D. Secondary Science Personnel

CENTRAL OFFICE STAFFTodd Ullah, Director of Secondary Science Programs

Hilda Tundstad, Senior SecretaryRoberta Herman, Supervising Accounting Tech

Sara Mejia, Office AssistantDon Kawano, Middle School Science CoordinatorDiane Watkins, High School Science Coordinator

Myrna Estrada, Integrated Coordinated Science SpecialistKaren Jones, Administrative Analyst

EAST LOS ANGELES MST CENTERPhone (323) 261-1139 Fax (323) 261-4901

961 Euclid Avenue, Los Angeles 90023

Albert Rodela, Elementary Science AdvisorAngela Okwo Secondary Science AdvisorLori P. Lewis, Senior Office AssistantTim Brown, Math/Science Technician

LOWMAN MST CENTERPhone (818) 765-3404 Fax (818) 765-4101

12827 Saticoy Street, North Hollywood 91605

Diana Takenaga-Taga, Elementary ScienceAdvisorDaniel McDonnell Secondary Science AdvisorRipsime Arakelian, Senior Office AssistantSteve Kobashigawa, Math/Science Technician

SAN PEDRO MST CENTERPhone (310) 832-7573 Fax (310) 548-4407

2201 Barrywood, San Pedro 90731

Lillian Valadez-Rodela, Elementary ScienceAdvisorJohn Zavalney, Secondary Science AdvisorEmma Jackson, Senior Office Assistant

VAN NUYS MST CENTERPhone (818) 997-2574 Fax (818) 344-8379

6625 Balboa Boulevard, Van Nuys 91406

Teena Silver, Elementary Science AdvisorDavid Hicks Secondary Science AdvisorNancy Bentov, SecretaryBetty Hersh, Office AssistantLynne Bernstein, Life Science Lab TechnicianRon Tatsui, Math/Science TechnicianRobert Sosa, Math/Science TechnicianGary Cordon, Light Truck DriverTim Weld, Light Truck Driver

WESTSIDE MST CENTERPhone (310) 390-2441 Fax (310) 397-58611630 Walgrove Avenue, Los Angeles 90066

Henry Ortiz, Secondary Science AdvisorLaurence Daniel, Math/Science Technician

SAN GABRIEL MST CENTERPhone (323) 564-8131 Fax (323) 564-34638628 San Gabriel Avenue, South Gate 90280

Mark Gagnon, Elementary Science AdvisorKJ Walsh, Secondary Science AdvisorQuinta Garcia, Senior Office AssistantJohn Mann, Math/Science Technician

Los Angeles Unified School DistrictScience Branch

Los Angeles Urban Systemic ProgramMathematics/Science Department

333 South Beaudry Avenue, 25th FloorLos Angeles, CA 90017

(213) 241-6880 Fax (213) 241-8469

Roy RomerSUPERINTENDENT OF SCHOOLS

Ronni EphraimChief Instructional Officer

Liza G. Scruggs, Ph.D.Assistant SuperintendentInstructional Support ServicesTodd UllahDirector Sceondary ScienceNorma BakerDirector Elementary Programs

7-9

Local District Personnel

Local District 16621 Balboa Blvd.Van Nuys, CA 91406Luis Rodriguez, Science ExpertPhone: 818-654-3600Fax: [email protected]

Local District 2The Academy Building5200 Lankershim Blvd.North Hollywood, CA 91601Dave Kukla, Science SpecialistPhone: 818-755-5332Fax: [email protected]

Local District 33000 Robertson Blvd., Suite 100Los Angeles, CA 90034Karen Jin, Science ExpertPhone: 310-253-7143Fax: [email protected]

Local District 4Harbor Building4201 Wilshire Blvd., Suite 204Los Angeles, CA 90010Thomas Yee, Science SpecialistPhone: 323-932-2632Fax: [email protected]

Local District 52151 North Soto St.Los Angeles, CA 90032Robert Scott, Science ExpertMichelle Parsons, Science ExpertPhone: 323-224-3139Fax: [email protected]@lausd.net

Local District 6Bank of America Building5800 S. Eastern Ave., 5th FloorCity of Commerce, CA 90040Pamela H. Williams, Science ExpertPhone: 323-278-3932Fax: [email protected]

Local District 710616 S. Western Ave.Los Angeles, CA 90047Roman del RosarioPhone: 323-242-1356Fax: [email protected]

Local District 81208 Magnolia Ave.Gardena, CA 90247Gilberto Samuel, Science ExpertPhone: 310-354-3547Fax: [email protected]

7-10

E. Recommended Programs and Contacts

Program Standard or Standard SetCovered

GradeLevels

Contact

Center forMarine Studiesat Fort Mac-Arthur

Energy In the Earth System5b, 5d, 5g, ChemistryStandard Set 6Solutions 6a, 6d, Acids andBases5b,5d

9-12 Jeanine Mauch310 547 9888

Three day program created by LAUSD teachers provides a marine setting for students toconduct field labs to investigate the marine environment. Provides exemplary marine sciencecurricular journeys to students of all ages centered around the Marine Mammal Care Centerat Fort MacArthur and the Los Angeles Oiled Bird and Education Center.

Parks asLaboratories

Energy In the Earth System4b, Acids and Bases 5d,5aSolutions 6a, 6d, Acidsand Bases5b,5d

9-12 John Blankenship805 498-0305

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

GLOBE Energy In the Earth System 4b4c, 5e, Solutions 6a, 6d, Acidsand Bases5b,5d, Climate andWeather 6a,6b ,6d BiogeochemicalCycles 7b, 7c. Waves 4f. Ecology

9-12 Westside MSTCenterHenry Ortiz310 390 2441www.globe.gov

Program involves students in ongoing scientific research with national and internationalscientists to investigate their environment. Program includes scientific protocols inHydrology, Land Cover, Soil, Atmosphere, GPS. Students also learn how to analyze thereflection bands of satellite images using image processing and use GIS to make land covermaps.

COSEE WestMarine ScienceActivities

California geology 9a, 9cEnergy in the Earth SystemOcean and Atmospheric Circulation5a,5b, 5c,5d

9-12 Dr, Judith Lemus213 740-1965

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

FluidEarth/LivingOcean

Biogeochemical Cycles7a,7b7c. Ecology 6e,6f

9-12 Dr. ErinBaumgartner

7-11

Program Standard or Standard SetCovered

GradeLevels

Contact

OceanInquiry Training

Genetics 2d. Cell Biology 1aChemical thermodynamics 7a,7bSolutions 6 a, 6b, 6d,6e*,6f*Gases and their properties 4b,4c,4eChemistry 1a,1b,1c,1d,1eWaves 4a,4b,4c,4d,4fEnergy in the Earth SystemOcean and Atmospheric Circulation5a,5b, 5c,5dDynamic Earth Processes3a,3b,3c,3d,3e*

800 799-8111Henry OrtizWestside MST Center310 390 2441

Inquiry lessons in this program contain classroom-tested activities that successfully teachimportant concepts dealing with the marine environment.National ParksWildland FireEcology

Solutions 6a, 6d, Acids andBases5b,5d. Heat andThermodynamics 3aSolutions 6 a, 6b, 6d,6e*,6f*

9-12 BarbaraApplebaum805 498 0305

Program takes students into environments that have burned in the National Park System tocompare 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-TechnologyTraining

Genetics (Molecular Biology)4a,4b,4c,4d Genetics(Biotechnology) 5a, 5b,5c,5d*

9-12 LowmanMST CenterDan McDonnell818-759-5310

Program allows students the opportunity to use sophisticated biotechnology equipment andkits to investigate topics that address the science standards in genetics and cell biology.Students use restriction enzymes (endonucleases) to cut DNA into fragments and separatelengths using gel elecrophoresis.

Trout In theClassroom

Ecology 6a,6b,6c,6d,6e,6f,6g* 9-12 Westside MST CenterHenry Ortiz310 390 2441

Partnership with the department of Fish and Game allows students the opportunity to raisetrout in their own classroom to investigate the life cycle of organisms, biotic and abioticfactors that influence the health of Salmonids and the natural environmental conditionsnecessary to sustain populations in the wild. Students are involved in creating an artificialenvironment that will maintain the health of the trout.

TemescalCanyon FieldScienceProgram

Energy In the Earth System4b, Acids and Bases 5d,5aSolutions 6a, 6d, Acidsand Bases5b,5d

9-12 Kristen Perry310 454-1395 Ext. 151

7-12

Program Standard or Standard SetCovered

GradeLevels

Contact

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

Channel IslandsNationalMarineSanctuary

California Geology 9a, 9cEcology 6a,6b,6c,6d,6e,6f,6g*

9-12 Laura Francis805 884-1463

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

The ChannelIslands MarineResourceInstitute

Wendy Mayea805-488-3568e-mail:[email protected]

The Channel Islands Marine Resource Institute, founded in 1997 in partnership with OxnardCollege, 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-profitfacility 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 includevideos, touch tank, and multi-tank experiences; including encounters with a variety of species ofechinoderms, crustacea, mollusks, and fish. Students will see our continuing White Sea bass andwhite abalone restoration projects in progress. High school students can jumpstart their entranceto Oxnard College’s Marine Studies Program by taking classes during their senior year. CIMRIalso offers sabbatical opportunities for educators to develop their own project or participate in anongoing project.Cabrillo MarineAquariumEducationProgram

Ocean and Atmospheric Circulation5b,5d,5f. Ecology 6a,6b,6c,6d,6e6f,6g*. California geology 9a, 9c

9-12 Linda Chilton310 548 7562

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 areavailable. New Aquatic Nursery program – the science of aquaculture and how we doScience. New Exploration Center – an opportunity to explore and investigate coastal habitatsand the processes that impact them through hands-on investigations

RoundhouseMarineStudies Lab &Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g*California Geology 9a, 9cOcean and AtmosphericCirculation 5b,5d,5f

9-12

7-13

Program Standard or Standard SetCovered

GradeLevels

Contact

A non-profit teaching based aquarium.Oceanographic Teaching Stations, Inc. (O.T.S.) was established in 1979 by our foundingBoard Member, Richard L. Fruin, and was incorporated as a California non-profitorganization under section 501(c)(3) of the Internal Revenue Code in 1980.  O.T.S. currentlyoperates the Roundhouse Marine Studies Lab and Aquarium ("Roundhouse") located at theend of the Manhattan Beach Pier.  As stated in its corporate articles, the specific and primarypurposes of O.T.S. and the Roundhouse are to foster and promote the public study of, andinterest 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 thesurrounding communities as well as throughout the greater Los Angeles area and teachesover 17,000 school children annually.  As marine education is our main focus, O.T.S. hasendeavored 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 classesand is constantly pursuing grants to provide classes, free of charge, to teachers & theirstudents. After a long relationship with the Los Angeles County of Education, all of our MarineScience Education Programs have been designed to meet statewide teaching standards for allage groups.  Furthermore, and most importantly, our Co-Directors are also the teachers, theplanners & the coordinators, which means, classes can all be catered to specifically meetteachers' needs!

Santa MonicaPier Aquarium

Ecology 6a,6b,6c,6d,6e, 6f,6g*Ocean and Atmospheric Circulation5b,5d,5f

9-12 Joelle Warren

Key to the Sea Curriculum--Key to the Sea is a revolutionary marine environmentaleducation program designed for teachers and elementary school children throughout LACounty. This program educates children (K-5) about watershed stewardship, storm waterpollution prevention and marine conservation-through fun, hands-on and engagingeducational activities. The program has an exciting Beach Exploration component, featuringoutdoor education kits and trained naturalists.Key to the Sea makes it possible for children to experience the wonder of nature and to learnabout 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 howstormwater pollution affects the beaches and marine environment, how they can protectthemselves from thehealth risks of exposure to polluted waters, and how they and their families can make adifference by preventing pollution. 

Aquarium ofthe Pacific

Ecology 6a, 6b, 6c, 6d, 6e,6f, 6g*. Ocean and Atmospheric

Circulation5b,5d,5f

9-12 Amy Coppenger888 826-7257

7-14

Program Standard or Standard SetCovered

GradeLevels

Contact

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

UCLA SeaWorldMarine ScienceCruises

Ecology 6a, 6b, 6c, 6d, 6e 9-12 Peggy Hamner310 206 8247

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

AP ReadinessProgram

Advanced Placement ExamsContent Training for teachers

Priscilla Lee310 206 6047

Teachers are instructed in the content and laboratory exercises for various AdvancedPlacement classes by master teachers and university staff. Teachers are given the opportunityto bring students so they can learn along with them.

GLOBE In TheCity AirQualityMonitoringProgram

Ecology 6a,6b,6c,6d,6e, 6f,6g*Gases and their properties 4b,4c,4eChemistry 1a,1b,1c,1d,1e

Waves4a,4b,4c,4d,4f

Priscilla Lee310 206 6047

Students in this program are given the opportunity to use sophisticated air quality monitoringsystems to conduct research along with UCLA professors and students. The end product ofthe 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, TheSchool of public Health and the School of Engineering.

OceanExplorersProgram

Waves 4a,4b,4c,4d,4fCalifornia Geology 9a, 9cEcology 6a,6b,6c,6d,6e, 6f,6g*.

9-12 Steven Moore, Ph.D.Executive DirectorCenter for ImageProcessing in Education520/322-0118,ext.205

7-15

Program Standard or Standard SetCovered

GradeLevels

Contact

This program teaches participants how to use GPS and GIS technology to help students gaina greater appreciation and knowledge of California’s natural resources. The programemphasizes the 9-12 standards covering California Geology and utilizes state of the artprograms 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 thetools to strengthen and sharpen their presentation skills.