Content Standard(s):
Science 9 ) Observe seasonal patterns of sunrise and sunset to describe the relationship between the number of hours of daylight and the time of year (e.g., more hours of daylight during summer as compared to winter).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Planning and Carrying out Investigations
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Place in the Universe
Evidence Of Student Attainment:
Students:
Make observations, firsthand or from media, to collect data and use it to describe the relationship between the number of hours of daylight and the time of the year. Teacher Vocabulary:
observe
seasonal
patterns
sunrise
sunset
describes
relationship
hours
daylight
year Knowledge:
Students know:
There is a relationship between the relative length of the day and the season of the year. Skills:
Understanding:
Students understand that:
Seasonal patterns of sunrise and sunset can be observed, described and predicted. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 16. Organize, represent, and interpret data with up to three categories.
a. Ask and answer questions about the total number of data points in organized data.
b. Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.
c. Determine "how many" in each category using up to three categories of data.
d. Determine "how many more" or "how many less" are in one category than in another using data organized into two or three categories.
Unpacked Content
Evidence Of Student Attainment:
Students:
will create a table or chart to organize and represent data with up to three categories using physical objects, tally mark graphs, pictographs, Venn diagrams, yes/no charts, or bar graphs.
analyze and interpret the data verbally and in writing by asking and answering questions about the total number of data points, how many in each category, or how many more or less are in one category than in another.
use measurement vocabulary such as most, least, more than, less than, and similar comparison words. Teacher Vocabulary:
Tally mark graphs
Pictographs
Venn diagrams
Yes/no charts
Bar graphs Knowledge:
Students know:
objects can be grouped into categories based on like characteristics.
they can gain information from graphs. Skills:
Students are able to:
create, analyze, and interpret data. Understanding:
Students understand that:
questions concerning mathematical contexts can be answered by collecting and organizing data. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.1.16.1: Define more and less.
M.1.16.2: Describe methods for representing data. M.1.16.3: Locate information on data displays.
M.1.16.4: Classify objects into given categories; count the number of objects in each category, and sort the categories by count.
M.1.16.5: Recognize different types of data displays.
Prior Knowledge Skills:
Identify more and less when given two groups of objects.
Identify object attributes.
Count objects up to ten.
Count to 10 by ones.
Understand a different types of graphs (ex. Venn diagram, bar graphs and pictograph).
Identify more and less when given two groups of objects of 10 or fewer.
Count objects up to 10.
Count to 10 by ones.
Understand categories.
Identify object attributes. Count to 1-20.
Mimic counting by ones.
Recognize numerals from 0-20.
Understand the concept of amount.
Pair the number of objects counted with "how many?"
Understand that the last number name tells the number of objects counted.
Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 19. Tell and write time to the hours and half hours using analog and digital clocks.
Unpacked Content
Evidence Of Student Attainment:
Students:
tell and write time in hours and half-hours using analog and digital clocks. Teacher Vocabulary:
Knowledge:
Students know:
how to tell time to the hour and half hour using analog and digital clocks. how to tell time to the hour and half hour using analog and digitial clocks. Skills:
Students are able to:
accurately read and write time to the hour and half hour from analog and digital clocks. Understanding:
Students understand that:
analog and digital clocks represent the time at any particular moment and show the passage of time with the movement of the hands or the changing of the digits. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.1.19.1: Describe the short hand as the hour hand and the long hand as the minute hand on an analog clock.
M.1.19.2: Describe the first number as the hour, and the numbers after the colon as the minutes on a digital clock.
M.1.19.3: Count to 30 by fives.
M.1.19.4: Recognize numbers 1 to 12, and 30.
M.1.19.5: Trace numerals 1 to 12, and 30.
M.1.19.6: Associate digital and analog clocks with the measurement of time.
Prior Knowledge Skills:
Identify numbers 1 to 12.
Count by 5s.
Identify activities on a daily schedule that come before, next, after other activities.
Know before, next and after.
Use a daily schedule containing times (in hours) and activities (in pictures).
Tell time in hours on an analog clock.
Demonstrate an understanding of yesterday, today, tomorrow, morning, afternoon, day, and night.
Recognize yesterday, today, tomorrow.
Recognize morning, afternoon, evening/night.
Recognize day and night.
Understand the concept of time.
Alabama Alternate Achievement Standards
AAS Standard:
