Gr 6 Lesson Plans by 096T1Ev

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									Glencoe Florida Science                 FL Lesson Plans (4 sections)                                    Chapter 1



Chapter 1

Section 1 Cell Structure
Benchmark—SC.H.1.3.1 (AA, MC, CR): The student knows that scientific knowledge is subject to modification as new
information challenges prevailing theories and as a new theory leads to looking at old observations in a new way;
SC.H.1.3.5 (AA, MC, GR, SR, ER): The student knows that a change in one or more variables may alter the outcome of
an investigation. Also covers: SC.H.1.3.2 (CS, MC), SC.H.1.3.3 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.3.3.2 (CS,
MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.1.3.1, SC.H.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
1. Apply scientific methods to problem solving.
2. Demonstrate how to measure using scientific units.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 5
___ Section Focus Transparency 1, p. 1, TCR; Transparency Activity, p. 44, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 6, TWE
____ Interactive Chalkboard, Ch. 1, Sec. 1, TCH




                                                         1
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                  Chapter 1



Teach (Differentiate, Accommodate)
Level 1                                 Level 2                                 Level 3
Labs:                                   SE:                                     SE:
__ MiniLAB: Analyzing Data, p. 9;       __ Science Online, p. 8                 __ Science Online, p. 8
   MiniLAB Worksheet, p. 3, T9,
   CRB, (ELL)                           Labs:                                   Labs:

__ Laboratory Activity 1, pp. 9–10,     __ MiniLAB: Analyzing Data, p. 9;       __ MiniLAB: Analyzing Data, p. 9;
   T9, CRB                                 MiniLAB Worksheet, p. 3, T9,            MiniLAB Worksheet, p. 3, T9,
                                           CRB, (ELL)                              CRB, (ELL)
TWE Margin:                             __ Laboratory Activity 1, pp. 9–10,     __ Laboratory Activity 1, pp. 9–10,
__ Visual Learning, p. 7                   T9, CRB                                 T9, CRB
__ Science Journal, p. 7                TWE Margin:                             TWE Margin:
__ Identifying Misconceptions,          __ Visual Learning, p. 7                __ Science Journal, p. 7
   pp. 7, 10, 12                        __ Science Journal, p. 7                __ Identifying Misconceptions,
__ Reading Strategy, p. 8, (ELL)        __ Identifying Misconceptions,                pp. 7, 10, 12
__ Fun Fact, p. 8                             pp. 7, 10, 12                     __ Fun Fact, p. 8
__ Discussion, pp. 9, 12                __ Reading Strategy, p. 8, (ELL)        __ Curriculum Connection, p. 9
__ Active Reading, p. 10                __ Fun Fact, p. 8                       __ Teacher FYI, pp. 9, 10, 12
__ Differentiated Instruction,          __ Quick Demo, pp. 8, 12                __ Discussion, pp. 9, 12
   Learning Disabled, p. 11
                                        __ Curriculum Connection, p. 9          __ Active Reading, p. 10
__ Daily Intervention, Check for
   Understanding, p. 13                 __ Discussion, pp. 9, 12                __ Differentiated Instruction,
                                        __ Active Reading, p. 10                   Challenge, p. 11
__ Daily Intervention, Reteach, p. 13
                                        __ Daily Intervention, Check for        TCR:
TCR:                                       Understanding, p. 13                 __ Note-taking Worksheet, pp. 33–
__ Reading Essentials, English,         __ Daily Intervention, Reteach, p. 13      35, CRB; Content Outline for
   Section 1, pp. 1-18, (ELL)                                                      Teaching, Section 1, pp. T2-T4,
__ Reading Essentials, Spanish,         TCR:                                       CRB
   Section 1, pp. 1-18, (ELL)           __ Note-taking Worksheet, pp. 33–
__ Note-taking Worksheet, pp. 33–          35, CRB; Content Outline for
                                           Teaching, Section 1, pp. T2-T4,      Technology:
   35, CRB; Content Outline for
   Teaching, Section 1, pp. T2-T4,         CRB                                  __ Science Web site, (ELL)
   CRB                                  Technology:                             __ Vocabulary PuzzleMaker, Ch. 1,
__ Spanish Resources, Section 1,        __ Science Web site, (ELL)                 TCH, (ELL)
   pp. T5–T8, CRB, (ELL)                                                        __ Video Labs, Ch. 1, TCH, (ELL)
                                        __ Vocabulary PuzzleMaker, Ch. 1,
Technology:                                TCH, (ELL)                           __ Virtual Labs, Ch. 1, TCH, (ELL)
__ Science Web site, (ELL)              __ Video Labs, Ch. 1, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1,       __ Virtual Labs, Ch. 1, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)




                                                          2
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                           Chapter 1



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 5, 9, TWE
___ Section Review, p. 13, TWE
____ Mini-Assessment, p. 13, TWE
____ Reading Strategy, p. 8, TWE
____ Performance Assessment in the Science Classroom, p. 6, TCR
____ Mastering the FCAT Grade 6, pp. 50, 53-54, 56, TCR
____ FCAT Transparencies, SC.H.1.3.1, SC.H.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 1, TCH
____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Enrichment, p. 29, T11, CRB
   pp. 17-20, T10, CRB, (ELL)                                __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                 Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21,
   pp. 21–24, T10, CRB, (ELL)                                    Activity 22, p. 22
__ Reinforcement, p. 25, T11, CRB, (ELL)                     __ Probeware Lab Manual, Lab 14, p. 80
__ Science Notebook, Ch. 1, Sec. 1, TCR, (ELL)               __ Cultural Diversity, Activity 30, p. 59, Activity 35,
__ Florida Science Observer, Vol. 1, Space Exploration           p. 69
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.



                                                         3
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                     Chapter 1




Section 2 Living Things
Benchmark—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation; SC.F.1.3.2 (CS, MC): knows that the structural basis of
most organisms is the cells and most organisms are single cells, while some, including humans, are multicellular. Also
covers: SC.F.1.3.3 (CS, MC), SC.F.1.3.5 (CS, MC), SC.F.1.3.7 (CS, MC), SC.G.1.3.5 (AA, MC, SR)




Step 1—Disaggregate Data
Pre-test
ExamView® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:           1 session ( denotes activities recommended for block
schedule.)
Single Periods:           2 sessions


Objectives
3. Distinguish between living and nonliving things.
4. Identify what living things need to survive.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 2, TCR; Transparency Activity, p. 45, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 14, TWE
____ Interactive Chalkboard, Ch. 1, Sec. 2, TCH




                                                           4
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                   Chapter 1



Teach (Differentiate, Accommodate)
Level 1                              Level 2                                Level 3
Labs:                                SE:                                    SE:
 none                                __ Science Online, p. 15               __ Science Online, p. 15
TWE Margin:                          __ Integrate (Social Studies), p. 16   __ Integrate (Social Studies), p. 16
__ Differentiated Instruction,       Labs:                                  Labs:
   Learning Disabled, p. 15           none                                   none
__ Use an Analogy, p. 15
                                     TWE Margin:                            TWE Margin:
__ Fun Fact, p. 15
                                     __ Quick Demo, p. 15                   __ Fun Fact, p. 15
__ Discussion, p. 16
                                     __ Use an Analogy, p. 15               __ Science Journal, p. 16
__ Science Journal, p. 16
                                     __ Fun Fact, p. 15                     __ Teacher FYI, pp. 16, 17
__ Reading Strategy, p. 16, (ELL)
                                     __ Curriculum Connection, p. 16        __ Curriculum Connection, p. 16
__ Visual Learning, p. 17
                                     __ Discussion, p. 16                   __ Discussion, p. 16
__ Identifying Misconceptions,
                                     __ Science Journal, p. 16              __ Identifying Misconceptions,
   p. 17
                                     __ Reading Strategy, p. 16, (ELL)            p. 17
__ Differentiated Instruction,
   English-Language Learners, p.     __ Visual Learning, p. 17              TCR:
   17                                __ Identifying Misconceptions,         __ Note-taking Worksheet, pp. 33–
__ Daily Intervention, Check for           p. 17                               35, CRB; Content Outline for
   Understanding, p. 18                                                        Teaching, Section 2, pp. T2-T4,
                                     __ Daily Intervention, Check for          CRB
__ Daily Intervention, Reteach, p.      Understanding, p. 18
   18                                __ Daily Intervention, Reteach, p.     Technology:
TCR:                                    18                                  __ Science Web site, (ELL)
__ Reading Essentials, English,      TCR:                                   __ Vocabulary PuzzleMaker, Ch. 1,
   Section 2, pp. 1-18, (ELL)                                                  TCH, (ELL)
                                     __ Note-taking Worksheet, pp. 33–
__ Reading Essentials, Spanish,         35, CRB; Content Outline for        __ Video Labs, Ch. 1, TCH, (ELL)
   Section 2, pp. 1-18, (ELL)           Teaching, Section 2, pp. T2-T4,     __ Virtual Labs, Ch. 1, TCH, (ELL)
__ Note-taking Worksheet, pp. 33–       CRB
   35, CRB; Content Outline for      Technology:
   Teaching, Section 2, pp. T2-T4,
   CRB                               __ Science Web site, (ELL)

__ Spanish Resources, Section 2,     __ Vocabulary PuzzleMaker, Ch. 1,
   pp. T5–T8, CRB, (ELL)                TCH, (ELL)
                                     __ Video Labs, Ch. 1, TCH, (ELL)
Technology:
                                     __ Virtual Labs, Ch. 1, TCH, (ELL)
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1,
   TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)




                                                       5
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                   Chapter 1



Step 4—Mini-Assessments
Assess
___ Section Review, p. 18, TWE
____ Mini-Assessment, p. 18, TWE
____ Reading Strategy, p. 16, TWE
____ Performance Assessment in the Science Classroom, pp. 6, TCR
____ Mastering the FCAT Grade 6, pp. 35-36, 55-56, TCR
____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 1, TCH
____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 30, T11, CRB
   pp. 17-20, T10, CRB, (ELL)                             __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,             Activity 1, p. 1
   pp. 21–24, T10, CRB, (ELL)                             __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 26, T11, CRB, (ELL)                  __ Probeware Lab Manual, Lab 2, p. 22, Lab 1, p. 18
__ Science Notebook, Ch. 1, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      6
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                       Chapter 1




Section 3 Where does life come from?
Benchmark—SC.H.1.3.1 (AA, MC, SR): The student knows that scientific knowledge is subject to modification as new
information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. Also
covers: SC.F.2.3.4 (CS, MC), SC.H.1.3.2 (CS, MC), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (not assessed),
SC.H.3.3.5 (not assessed)




Step 1—Disaggregate Data
Pre-test
ExamView® Pro Testmaker, SC.H.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:           0.5 session ( denotes activities recommended for block
schedule.)
Single Periods:           1 sessions


Objectives
5. Describe experiments about spontaneous generation.
6. Explain how scientific methods led to the idea of biogenesis.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 3, TCR; Transparency Activity, p. 46, CRB,
          (ELL)
____ Reading Preview, p. 19, TWE
____ Interactive Chalkboard, Ch. 1, Sec. 3, TCH




                                                            7
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                  Chapter 1



Teach (Differentiate, Accommodate)
Level 1                              Level 2                               Level 3
Labs:                                SE:                                   SE:
 none                                __ Integrate (Earth Science), p. 21   __ Integrate (Earth Science), p. 21
TWE Margin:                          __ Integrate (Astronomy), p. 21       __ Integrate (Astronomy), p. 21
__ Visual Learning, p. 20
__ Reading Strategy, p. 20, (ELL)    Labs:                                 Labs:
__ Daily Intervention, Check for     __ none                                none
   Understanding, p. 21
                                     TWE Margin:                           TWE Margin:
__ Daily Intervention, Reteach, p.
   21                                __ Visual Learning, p. 20             __ Differentiated Instruction,
                                     __ Reading Strategy, p. 20, (ELL)        Challenge, p. 20
TCR:
                                     __ Daily Intervention, Check for      TCR:
__ Reading Essentials, English,         Understanding, p. 21
   Section 3, pp. 1-18, (ELL)                                              __ Note-taking Worksheet, pp. 33–
                                     __ Daily Intervention, Reteach, p.       35, CRB; Content Outline for
__ Reading Essentials, Spanish,         21                                    Teaching, Section 3, pp. T2-T4,
   Section 3, pp. 1-18, (ELL)                                                 CRB
__ Note-taking Worksheet, pp. 33–    TCR:
                                                                           Technology:
   35, CRB; Content Outline for      __ Note-taking Worksheet, pp. 33–
   Teaching, Section 3, pp. T2-T4,      35, CRB; Content Outline for       __ Science Web site, (ELL)
   CRB                                  Teaching, Section 3, pp. T2-T4,    __ Vocabulary PuzzleMaker, Ch. 1,
__ Spanish Resources, Section 3,        CRB                                   TCH, (ELL)
   pp. T5–T8, CRB, (ELL)             Technology:                           __ Video Labs, Ch. 1, TCH, (ELL)
Technology:                          __ Science Web site, (ELL)            __ Virtual Labs, Ch. 1, TCH, (ELL)
__ Science Web site, (ELL)           __ Vocabulary PuzzleMaker, Ch. 1,
__ Vocabulary PuzzleMaker, Ch. 1,       TCH, (ELL)
   TCH, (ELL)                        __ Video Labs, Ch. 1, TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)     __ Virtual Labs, Ch. 1, TCH, (ELL)




                                                      8
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                           Chapter 1



Step 4—Mini-Assessments
Assess
___      Section Review, p. 21, TWE
____      Mini-Assessment, p. 21, TWE
____      Reading Strategy, p. 20, TWE
____      Performance Assessment in the Science Classroom, pp. 6, TCR
____      Mastering the FCAT Grade 6, pp. 35-36, TCR
____      FCAT Transparencies, SC.H.1.3.1, TCR
____      ExamView ® Pro Testmaker, Ch. 1, TCH
____      Interactive Chalkboard, Section Review, Ch. 1, Sec. 3, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Enrichment, p. 31, T11, CRB
   pp. 17-20, T10, CRB, (ELL)                                __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                 Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21
   pp. 21–24, T10, CRB, (ELL)                                __ Cultural Diversity, Activity 30, p. 59,
__ Reinforcement, p. 27, T11, CRB, (ELL)                         Activity 35, p. 69
__ Science Notebook, Ch. 1, Sec. 3, TCR, (ELL)
__ Florida Science Observer, Vol. 1, Space Exploration
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ More Section Review, Ch. 1, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                         9
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                      Chapter 1




Section 4 How are living things classified?
Benchmark—SC.G.1.3.3 (CS, MC): The student understands that the classification of living things is based on a given
set of criteria and is a tool for understanding biodiversity and interrelationships. SC.H.1.3.1 (AA, MC, SR): knows that
scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory
leads to looking at old observations in a new way. Also covers: SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR,
ER), SC.H.1.3.6 (not assessed), SC.H.3.3.5 (not assessed) (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.6 (not assessed), SC.H.3.3.5 (not assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.G.1.3.3, SC.H.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods: 3 sessions


Objectives
7. Describe how early scientists classified living things.
8. Explain how similarities are used to classify organisms.
9. Explain the system of binomial nomenclature.
10. Demonstrate how to use a dichotomous key.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 4, p. 4, TCR; Transparency Activity, p. 47, CRB,
          (ELL)
____ Reading Preview, p. 22, TWE
____ Interactive Chalkboard, Ch. 1, Sec. 4, TCH




                                                           10
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 1



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Classifying Footwear,      __ Science Online, p. 23               __ Science Online, p. 23
   p. 24; MiniLAB Worksheet, p. 4,
   T9 CRB, (ELL)                       Labs:                                  Labs:

__ LAB: Classifying Seeds, p. 27       __ MiniLAB: Classifying Footwear,      __ MiniLAB: Classifying Footwear,
   (Worksheet, pp. 5–6, T9, CRB)          p. 24; MiniLAB Worksheet, p. 4,        p. 24; MiniLAB Worksheet, p. 4,
                                          T9, CRB, (ELL)                         T9, CRB, (ELL)
__ LAB: Using Scientific Methods,
   pp. 28-29 (Worksheet, pp. 7-8,      __ LAB: Classifying Seeds, p. 27       __ LAB: Classifying Seeds, p. 27
   CRB)                                   (Worksheet, pp. 5-6, CRB)              (Worksheet, pp. 5-6, T9, CRB)

__ Laboratory Activity 2, pp. 11–13,   __ LAB: Using Scientific Methods,      __ LAB: Using Scientific Methods,
   T9, CRB                                pp. 28-29 (Worksheet, pp. 7–8,         pp. 28-29 (Worksheet, pp. 7-8,
                                          T9, CRB)                               T9, CRB)
TWE Margin:                            __ Laboratory Activity 2, pp. 11–13,   __ Laboratory Activity 2, pp. 11–13,
__ Differentiated Instruction,            T9, CRB                                T9, CRB
   English-Language Learners, p.
   23                                  TWE Margin:                            TWE Margin:

__ Discussion, p. 23                   __ Discussion, p. 23                   __ Discussion, p. 23

__ Inquiry Lab, Classifying with       __ Fun Fact, p. 23                     __ Fun Fact, p. 23
   Bones, p. 23, T9                    __ Quick Demo, p. 24                   __ Teacher FYI, p. 24
__ Fun Fact, p. 23                     __ Curriculum Connection, p. 24        __ Curriculum Connection, p. 24
__ Use an Analogy, p. 24               __ Use an Analogy, p. 24               __ Differentiated Instruction,
__ Use Science Words, p. 25            __ Use Science Words, p. 25               Challenge, p. 25

__ Visual Learning, p. 25              __ Visual Learning, p. 25              __ Make a Model, p. 25

__ Make a Model, p. 25                 __ Make a Model, p. 25                 TCR:
__ Reading Strategy, p. 25, (ELL)      __ Reading Strategy, p. 25, (ELL)      __ Note-taking Worksheet, pp. 33–
                                                                                 35, CRB; Content Outline for
__ Daily Intervention, Check for       __ Daily Intervention, Check for          Teaching, Section 4, pp. T2-T4,
   Understanding, p. 26                   Understanding, p. 26                   CRB
__ Daily Intervention, Reteach, p.     __ Daily Intervention, Reteach, p.     __ Teaching Transparency, p. 49,
   26                                     26                                     CRB, (ELL); Teaching
TCR:                                   TCR:                                      Transparency Activity, p. 50,
                                                                                 CRB
__ Reading Essentials, English,        __ Note-taking Worksheet, pp. 33–
   Section 4, pp. 1-18, (ELL)             35, CRB; Content Outline for        Technology:
__ Reading Essentials, Spanish,           Teaching, Section 4, pp. T2-T4,     __ Science Web site, (ELL)
   Section 4, pp. 1-18, (ELL)             CRB
                                                                              __ Vocabulary PuzzleMaker, Ch. 1,
__ Note-taking Worksheet, pp. 33–      __ Teaching Transparency, p. 49,          TCH, (ELL)
   35, CRB; Content Outline for           CRB, (ELL); Teaching
                                          Transparency Activity, p. 50,       __ Video Labs, Ch. 1, TCH, (ELL)
   Teaching, Section 4, pp. T2-T4,
   CRB                                    CRB                                 __ Virtual Labs, Ch. 1, TCH, (ELL)
__ Teaching Transparency, p. 49,       Technology:
   CRB, (ELL); Teaching                __ Science Web site, (ELL)
   Transparency Activity, p. 50,
   CRB                                 __ Vocabulary PuzzleMaker, Ch. 1,
                                          TCH, (ELL)
__ Spanish Resources, Section 4,
   pp. T5–T8, CRB, (ELL)               __ Video Labs, Ch. 1, TCH, (ELL)
                                       __ Virtual Labs, Ch. 1, TCH, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 1,
   TCH, (ELL)
__ Video Labs, Ch. 1, TCH, (ELL)



                                                        11
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)        Chapter 1



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 24, 27, 29, TWE
___ Section Review, p. 26, TWE
____ Mini-Assessment, p. 26, TWE
____ Reading Strategy, p. 25, TWE
____ Performance Assessment in the Science Classroom, pp. 6, TCR
____ Mastering the FCAT Grade 6, pp. 43, 50, TCR
____ FCAT Transparencies, SC.G.1.3.3, SC.H.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 1, TCH
____ Interactive Chalkboard, Section Review, Ch. 1, Sec. 4, TCH


Chapter Assessment
___ Chapter Study Guide, p. 31, TWE
___ Chapter Review, pp. 37–38, T12, CRB
___ Chapter Assessment, pp. 39–40, TWE
___ Chapter Test, pp. 39–42, T13, CRB
___ Assessment Transparency, p. 6, TCR; Assessment Transparency Activity, p. 51,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 34-35




                                                     12
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (4 sections)                                      Chapter 1




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 32, T11, CRB
   pp. 17-20, T10, CRB, (ELL)                             __ Earth Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 1, p. 1, Activity 18, p. 18, Activity 21, p. 21
   pp. 21–24, T10, CRB, (ELL)                             __ Science Inquiry Lab Manual, Activity 2, p. 3
__ Reinforcement, p. 28, T11, CRB, (ELL)                  __ Cultural Diversity, Activity 30, p. 59,
__ Science Notebook, Ch. 1, Sec.4, TCR, (ELL)                 Activity 35, p. 69
__ Florida Science Observer, Vol. 2,
An Underwater “Space” Station
__ Study Guide and Reinforcement, p. 1, TCR, (ELL)
__ StudentWorks Plus, Ch. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 1, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                     13
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                       Chapter 2



Chapter 2

Section 1 The World of Cells
Benchmarks—SC.F.1.3.2 (CS, MC): The student knows that the structural basis of most organisms is the cell and
most organisms are single cells, while some, including humans, are multicellular; SC.F.1.3.5 (CS, MC): The student
explains how the life functions of organisms are related to what occurs within the cell; SC.F.1.3.6 (CS, MC): The
student knows that the cells with similar functions have similar structures, whereas those with different structures
have different functions. Also covers: SC.G.1.3.1 (AA, MC, SR); SC.H.1.3.2 (CS, MC); SC.H.1.3.4 (AA, MC, SR);
SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.2, SC.F.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:        3 sessions


Objectives
1. Discuss the cell theory.
2. Identify some of the parts of animal and plant cells.
3. Explain the functions of different cell parts.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 37
___ Section Focus Transparency 1, p. 7, TCR; Transparency Activity, p. 44, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 38, TWE
____ Interactive Chalkboard, Ch. 2, Sec. 1, TCH




                                                           14
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                   Chapter 2



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                 Level 3
Labs:                                     SE:                                     SE:
__ MiniLAB: Modeling a Cell, p. 42;       __ Science Online, p. 39                __ Science Online, p. 39
   MiniLAB Worksheet, p. 3, p. T9,        __ Integrate (Physics), p. 39           __ Integrate (Physics), p. 39
   CRB, (ELL)
                                          __ Integrate (Chemistry), p. 41         __ Integrate (Chemistry), p. 41
__ LAB: Observing Algae, p. 44
   (Worksheet, pp. 5-6, p.T9, CRB)        Labs:                                   Labs:

__ Laboratory Activity 1, pp. 9-12,       __ MiniLAB: Modeling a Cell, p. 42;     __ MiniLAB: Modeling a Cell, p. 42;
   p.T9, CRB                                 MiniLAB Worksheet, p. 3, T9,            MiniLAB Worksheet, p. 3, T9,
                                             CRB, (ELL)                              CRB, (ELL)
TWE Margin:                               __ LAB: Observing Algae, p. 44          __ LAB: Observing Algae, p. 44
__ Active Reading, p. 39                        (Worksheet, pp. 5-6, T9, CRB)           (Worksheet, pp. 5-6, T9, CRB)
__ Differentiated Instruction, Visually   __ Laboratory Activity 1, pp. 9-12,     __ Laboratory Activity 1, pp. 9-12,
   Impaired, p. 40                           T9, CRB                                 T9, CRB
__ Discussion, p. 40
                                          TWE Margin:                             TWE Margin:
__ Visual Learning, p. 40
                                          __ Quick Demo, p. 39                    __ Active Reading, p. 39
__ Make a Model, p. 40
                                          __ Curriculum Connection, p. 39         __ Teacher FYI, p. 39
__ Use an Analogy, p. 41
                                          __ Active Reading, p. 39                __ Curriculum Connection, p. 39
__ Use Science Words, p. 41
                                          __ Discussion, p. 40                    __ Discussion, p. 40
__ Reading Strategy, p. 41, (ELL)
                                          __ Visual Learning, p. 40               __ Make a Model, p. 40
__ Daily Intervention, Check for
   Understanding, p. 43                   __ Make a Model, p. 40                  __ Differentiated Instruction,
                                          __ Use an Analogy, p. 41                   Challenge, p. 41
__ Daily Intervention, Reteach, p. 43
                                          __ Use Science Words, p. 41             TCR:
TCR:
                                          __ Reading Strategy, p. 41, (ELL)       __ Note-taking Worksheet, pp. 33-
__ Reading Essentials, English,                                                      35, CRB; Content Outline for
   Section 1, pp. 19-34, (ELL)            __ Daily Intervention, Check for
                                             Understanding, p. 43                    Teaching, Section 1, pp. T2-T4,
__ Reading Essentials, Spanish,                                                      CRB
   Section 1, pp. 19-34, (ELL)            __ Daily Intervention, Reteach, p. 43
                                                                                  __ Teaching Transparency, p. 47,
__ Spanish Resources, Section 1,          TCR:                                       CRB, (ELL); Teaching
   pp. T5-T8, CRB, (ELL)                  __ Note-taking Worksheet, pp. 33-          Transparency Activity, p. 48, CRB
__ Note-taking Worksheet, pp. 33-            35, CRB; Content Outline for         Technology:
   35, CRB; Content Outline for              Teaching, Section 1, pp. T2-T4,
   Teaching, Section 1, pp. T2-T4,           CRB                                  __ Science Web site, (ELL)
   CRB                                    __ Teaching Transparency, p. 47,        __ Vocabulary PuzzleMaker, Ch. 2,
__ Teaching Transparency, p. 47,             CRB, (ELL); Teaching                    TCH, (ELL)
   CRB, (ELL); Teaching                      Transparency Activity, p. 48, CRB    __ Video Labs, Ch. 2, TCH, (ELL)
   Transparency Activity, p. 48, CRB                                              __ Virtual Labs, Ch. 2, TCH, (ELL)
                                          Technology:
Technology:                               __ Science Web site, (ELL)
__ Science Web site, (ELL)                __ Vocabulary PuzzleMaker, Ch. 2,
__ Vocabulary PuzzleMaker, Ch. 2,            TCH, (ELL)
   TCH, (ELL)
                                          __ Video Labs, Ch. 2, TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL)          __ Virtual Labs, Ch. 2, TCH, (ELL)




                                                           15
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                   Chapter 2



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 37, 42, 44, TWE
___ Section Review, p. 43, TWE
____ Mini-Assessment, p. 43, TWE
____ Reading Strategy, p. 41, TWE
____ Performance Assessment in the Science Classroom, p. 127, TCR
____ Mastering the FCAT Grade 6, pp. 37-39, 50, TCR
____ FCAT Transparencies, SC.F.1.3.2, SC.F.1.3.5, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 2, TCH
____ Interactive Chalkboard, Section Review, Ch. 2, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 30, T11, CRB
   pp. 19-22, T10, CRB, (ELL)                             __ Life Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,             Activity 1, p. 1, Activity 2, p. 2
   pp. 23–26, T10, CRB, (ELL)                             __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 27, T11, CRB, (ELL)                  __ Probeware Lab Manual, Lab 1, p. 18
__ Science Notebook, Ch. 2, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 5, TCR, (ELL)
__ StudentWorks Plus, Ch. 2, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 2, TCH, (ELL)
__ More Section Review, Ch. 2, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                     16
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                     FL Lesson Plans (3 sections)                                        Chapter 2




Section 2 The Different Jobs of Cells
Benchmarks—SC.F.1.3.4 (CS, MC): The student knows that the levels of structural organization for function in living
things include cells, tissues, organs, systems, and organisms; SC.F.1.3.5 (CS, MC): The student explains how the life
functions of organisms are related to what occurs within the cell; SC.F.1.3.6 (CS, MC): The student knows that the cells
with similar functions have similar structures, whereas those with different structures have different functions; SC.H.2.3.1
(CS, MC): The student recognizes that patterns exist within and across systems. Also covers:




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, SC.F.1.3.5, SC.1.3.6, SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block schedule.)
Single Periods: 2 sessions


Objectives
4. Discuss how different cells have different jobs.
5. Explain the differences among tissues, organs, and organ systems.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 8, TCR; Transparency Activity, p. 45, CRB,
          (ELL)
____ Reading Preview, p. 45, TWE
____ Interactive Chalkboard, Ch. 2, Sec. 2, TCH




                                                             17
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                  Chapter 2



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Analyzing Cells, p. 46;   __ Science Online, p. 49              __ Science Online, p. 49
   MiniLAB Worksheet, p. 4, T9,
   CRB, (ELL)                         Labs:                                 Labs:
                                      __ MiniLAB: Analyzing Cells, p. 46;   __ MiniLAB: Analyzing Cells, p. 46;
TWE Margin:                              MiniLAB Worksheet, p. 4, T9,          MiniLAB Worksheet, p. 4, T9,
__ Visual Learning, p. 46                CRB, (ELL)                            CRB, (ELL)
__ Science Journal, p. 46             __ Inquiry Lab, p. 48, p. T9          __ Inquiry Lab, p. 48, T9
__ Differentiated Instruction,        TWE Margin:                           TWE Margin:
   English-Language Learners, p.
   47                                 __ Visual Learning, p. 46             __ Science Journal, p. 46

__ Discussion, p. 47                  __ Science Journal, p. 46             __ Teacher FYI, p. 47

__ Reading Strategy, p. 47, (ELL)     __ Quick Demo, p. 47                  __ Discussion, p. 47

__ Differentiated Instruction,        __ Discussion, p. 47                  __ Differentiated Instruction,
   Learning Disabled, p. 48           __ Reading Strategy, p. 47, (ELL)        Challenge, p. 48

__ Identifying Misconceptions, p.     __ Identifying Misconceptions, p.     __ Identifying Misconceptions, p.
   48                                    48                                    48

__ Inquiry Lab, p. 48, T9             __ Daily Intervention, Check for      TCR:
__ Daily Intervention, Check for         Understanding, p. 49               __ Note-taking Worksheet, pp. 33-
   Understanding, p. 49               __ Daily Intervention, Reteach, p.       35, CRB; Content Outline for
                                         49                                    Teaching, Section 2, pp. T2-T4,
__ Daily Intervention, Reteach, p.                                             CRB
   49                                 TCR:
                                                                            Technology:
TCR:                                  __ Note-taking Worksheet, pp. 33-
                                         35, CRB; Content Outline for       __ Science Web site, (ELL)
__ Reading Essentials, English,
   Section 2, pp. 19-34, (ELL)           Teaching, Section 2, pp. T2-T4,    __ Vocabulary PuzzleMaker, Ch. 2,
                                         CRB                                   TCH, (ELL)
__ Reading Essentials, Spanish,
   Section 2, pp. 19-34, (ELL)        Technology:                           __ Video Labs, Ch. 2, TCH, (ELL)
__ Spanish Resources, Section 2,      __ Science Web site, (ELL)            __ Virtual Labs, Ch. 2, TCH, (ELL)
   pp. T5-T8, CRB, (ELL)              __ Vocabulary PuzzleMaker, Ch. 2,
__ Note-taking Worksheet, pp. 33-        TCH, (ELL)
   35, CRB; Content Outline for       __ Video Labs, Ch. 2, TCH, (ELL)
   Teaching, Section 2, pp. T2-T4,
   CRB                                __ Virtual Labs, Ch. 2, TCH, (ELL)

Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 2,
   TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL)




                                                       18
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                           Chapter 2



Step 4—Mini-Assessments
Assess
____ Assessment, p. 46, TWE
___ Section Review, p. 49, TWE
____ Mini-Assessment, p. 49, TWE
____ Reading Strategy, p. 47, TWE
____ Performance Assessment in the Science Classroom, p. 143, TCR
____ Mastering the FCAT Grade 6, pp. 37-39, 50, 55, TCR
____ FCAT Transparencies, SC.F.1.3.4, SC.F.1.3.5, SC.1.3.6, SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 2, TCH
____ Interactive Chalkboard, Section Review, Ch. 2, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                     Enrichment
Level 1                                                           Level 3
__ Directed Reading for Content Mastery,                          __ Enrichment, p. 31, T11, CRB
    pp. 19-22, T10, CRB, (ELL)                                    __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                      Activity 14, p. 14, Activity 16, p. 16, Activity 18, p. 18
    pp. 23–26, T10, CRB, (ELL)                                    __ Probeware Lab Manual, Lab 9, p. 57
__ Reinforcement, p. 28, T11, CRB, (ELL)                          __ Cultural Diversity, Activity 15, p. 29,
__ Reading and Writing Skill Activities, Activity 2, p. 3,            Activity 17, p. 33
    (ELL)
__ Science Notebook, Ch. 2, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 6, TCR, (ELL)
__ StudentWorks Plus, Ch. 2, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 2, TCH, (ELL)
__ More Section Review, Ch. 2, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                             19
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 2




Section 3 Bacteria, Protists, and Fungi
Benchmarks—SC.F.1.3.2 (CS, MC ): The student knows that the structural basis of most organisms is the cell and most
organisms are single cells, while some, including humans, are multicellular. Also covers: SC.A.2.3.3 (AA, MC, GR, SR,
ER); SC.D.1.3.4 (AA, MC); SC.G.1.3.3 (CS, MC); SC.G.2.3.2 (CS, MC, GR); SC.H.1.3.3 (CS, MC); SC.H.1.3.4 (AA, MC,
SR); SC.H.1.3.6 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block schedule.)
Single Periods: 2 sessions


Objectives
6. Explain that most organisms are single cells and that there is great diversity among
   one-celled organisms.
7. Compare and contrast the basic characteristics of bacteria, protists, and fungi.
8. Discuss the overall importance of these organisms.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 9, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Reading Preview, p. 50, TWE
____ Interactive Chalkboard, Ch. 2, Sec. 3, TCH




                                                         20
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                   Chapter 2



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ LAB: Water Movement in              __ Science Online, p. 54               __ Science Online, p. 54
   Plants, pp. 58-59 (Worksheet,       __ Integrate (Career), p. 57           __ Integrate (Career), p. 57
   pp. 7-8, T9, CRB)
__ Laboratory Activity 2, pp. 13-15,   Labs:                                  Labs:
   T9, CRB                             __ LAB: Water Movement in              __ LAB: Water Movement in
                                          Plants, pp. 58-59 (Worksheet,          Plants, pp. 58-59 (Worksheet,
TWE Margin:                               pp. 7-8, T9, CRB)                      pp. 7-8, T9, CRB)
__ Reading Strategy, p. 51, (ELL)      __ Laboratory Activity 2, pp. 13-15,   __ Laboratory Activity 2, pp. 13-15,
__ Visual Learning, pp. 51, 53            T9, CRB                                T9, CRB
__ Identifying Misconceptions,         TWE Margin:                            TWE Margin:
   pp. 51, 55                          __ Reading Strategy, p. 51, (ELL)      __ Discussion, pp. 51, 52, 56
__ Differentiated Instruction,         __ Visual Learning, pp. 51, 53         __ Identifying Misconceptions,
   Learning Disabled, pp. 51, 56
                                       __ Identifying Misconceptions,               pp. 51, 55
__ Discussion, pp. 51, 52, 56
                                             pp. 51, 55                       __ Teacher FYI, pp. 52, 54, 55
__ Use an Analogy, p. 52
                                       __ Discussion, pp. 51, 52, 56          __ Science Journal, pp. 52, 56
__ Science Journal, pp. 52, 56
                                       __ Use an Analogy, p. 52               __ Differentiated Instruction,
__ Make a Model, p. 53                                                           Challenge, p. 53
                                       __ Science Journal, pp. 52, 56
__ Differentiated Instruction,                                                __ Make a Model, p. 53
   English-Language Learners, pp.      __ Make a Model, p. 53
   53, 55                              __ Use Science Words, p. 54            __ Curriculum Connection, p. 54

__ Use Science Words, p. 54            __ Quick Demo, p. 54                   __ Fun Fact, p. 55

__ Fun Fact, p. 55                     __ Curriculum Connection, p. 54        TCR:
__ Daily Intervention, Check for       __ Fun Fact, p. 55                     __ Note-taking Worksheet, pp. 33-
   Understanding, p. 57                                                          35, CRB; Content Outline for
                                       __ Daily Intervention, Check for          Teaching, Section 3, pp. T2-T4,
__ Daily Intervention, Reteach, p.        Understanding, p. 57                   CRB
   57                                  __ Daily Intervention, Reteach, p.
                                          57                                  Technology:
TCR:
                                                                              __ Science Web site, (ELL)
__ Reading Essentials, English,        TCR:
   Section 3, pp. 19-34, (ELL)                                                __ Vocabulary PuzzleMaker, Ch. 2,
                                       __ Note-taking Worksheet, pp. 33-         TCH, (ELL)
__ Reading Essentials, Spanish,           35, CRB; Content Outline for
   Section 3, pp. 19-34, (ELL)            Teaching, Section 3, pp. T2-T4,     __ Video Labs, Ch. 2, TCH, (ELL)
__ Spanish Resources, Section 3,          CRB                                 __ Virtual Labs, Ch. 2, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)               Technology:
__ Note-taking Worksheet, pp. 33-      __ Science Web site, (ELL)
   35, CRB; Content Outline for
   Teaching, Section 3, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch. 2,
   CRB                                    TCH, (ELL)
                                       __ Video Labs, Ch. 2, TCH, (ELL)
Technology:
                                       __ Virtual Labs, Ch. 2, TCH, (ELL)
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 2,
   TCH, (ELL)
__ Video Labs, Ch. 2, TCH, (ELL)




                                                          21
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)        Chapter 2



Step 4—Mini-Assessments
Assess
____ Assessment, p. 59, TWE
___ Section Review, p. 57, TWE
____ Mini-Assessment, p. 57, TWE
____ Reading Strategy, p. 51, TWE
____ Performance Assessment in the Science Classroom, p. 175, TCR
____ Mastering the FCAT Grade 6, pp. 37-38, TCR
____ FCAT Transparencies, SC.F.1.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 2, TCH
____ Interactive Chalkboard, Section Review, Ch. 2, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 61, TWE
___ Chapter Review, pp. 37–38, T12, CRB
___ Chapter Assessment, pp. 62-63, TWE
___ Chapter Test, pp. 39–42, T13, CRB
___ Assessment Transparency, p. 11, TCR; Assessment Transparency Activity, p. 49,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 64-65




                                                     22
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                   Chapter 2




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 32, T11, CRB
    pp. 19-22, T10, CRB, (ELL)                            __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 1, p. 1
    pp. 23–26, T10, CRB, (ELL)                            __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 29, T11, CRB, (ELL)                  __ Probeware Lab Manual, Lab 1, p. 18
__ Science Notebook, Ch. 2, Sec.3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 7, TCR, (ELL)
__ StudentWorks Plus, Ch. 2, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 2, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 2, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL1




                                                     23
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (2 sections)                                      Chapter 3



Chapter 3

Section 1 Continuing Life
Benchmarks—SC.F.1.3.3 (CS, MC): The student knows that in multicellular organisms cells grow and divide to make
more cells in order to form and repair various organs and tissues; SC.F.2.3.1 (CS, MC): The student knows the patterns
and advantages of sexual and asexual reproduction in plants and animals. Also covers: SC.F.2.3.2 (AA, MC, SR),
SC.F.2.3.3 (CS, MC), SC.G.1.3.2 (CS, MC), SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.2.3.1
(CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.3, SC.F.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 2.5 session ( denotes activities recommended for block
schedule.)
Single Periods:         5 sessions


Objectives
1. Describe how cells divide.
2. Identify the importance of reproduction for living things.
3. Compare and contract sexual and asexual reproduction.
4. Describe the structure and function of DNA.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 67
___ Section Focus Transparency 1, p. 12, TCR; Transparency Activity, p. 40, CRB,
          (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 68, TWE
____ Interactive Chalkboard, Ch. 3, Sec. 1, TCH




                                                          24
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (2 sections)                                   Chapter 3



Teach (Differentiate, Accommodate)
Level 1                                 Level 2                                 Level 3
Labs:                                   SE:                                     SE:
__ MiniLAB: Observing Yeast             __ Science Online, p. 69                __ Science Online, p. 69
    Budding, p. 71; MiniLAB             __ Integrate (Chemistry), p. 69         __ Integrate (Chemistry), p. 69
    Worksheet, p. 3, T7, CRB, (ELL)
                                        __ Integrate (Health), p. 73            __ Integrate (Health), p. 73
__ LAB: Getting DNA for Onion
    Cells, p. 76 (Worksheet, pp. 5-6,   Labs:                                   Labs:
    T7, CRB)                            __ MiniLAB: Observing Yeast             __ MiniLAB: Observing Yeast
__ Laboratory Activity 1, pp. 9-12,         Budding, p. 71; MiniLAB                 Budding, p. 71; MiniLAB
    T7, CRB                                 Worksheet, p. 3, T7, CRB, (ELL)         Worksheet, p. 3, T7, CRB, (ELL)
TWE Margin:                             __ LAB: Getting DNA for Onion           __ LAB: Getting DNA for Onion
                                            Cells, p. 76 (Worksheet, pp. 5-6,       Cells, p. 76 (Worksheet, pp. 5-6,
__ Make a Model, p 69                       T7, CRB)                                T7, CRB)
__ Visual Learning, pp. 70, 72, 73      __ Laboratory Activity 1, pp. 9-12,     __ Laboratory Activity 1, pp. 9-12,
__ Science Journal, p. 71                   T7, CRB                                 T7, CRB
__ Fun Fact, p. 72                      TWE Margin:                             TWE Margin:
__ Discussion, p. 72                    __ Curriculum Connection, p. 69         __ Curriculum Connection, p. 69
__ Reading Strategy, p. 73, (ELL)       __ Make a Model, p. 69                  __ Make a Model, p. 69
__ Differentiated Instruction,          __ Quick Demo, p. 70                    __ Teacher FYI, pp. 70, 73
    Learning Disabled, p. 73
                                        __ Visual Learning, pp. 70, 72, 73      __ Differentiated Instruction,
__ Use Science Words, p. 74                                                        Challenge, p. 71
                                        __ Science Journal, p. 71
__ Daily Intervention, Check for                                                __ Science Journal, p. 71
    Understanding, p. 74                __ Fun Fact, p. 72
                                        __ Discussion, p. 72                    __ Fun Fact, p. 72
__ Daily Intervention, Reteach, p. 74
                                        __ Reading Strategy, p. 73, (ELL)       __ Discussion, p. 72
TCR:
                                        __ Use Science Words, p. 74             TCR:
__ Reading Essentials, English,
    Section 1, pp. 35-46, (ELL)         __ Daily Intervention, Check for        __ Note-taking Worksheet, pp. 29-
                                            Understanding, p. 74                    30, CRB; Content Outline for
__ Reading Essentials, Spanish,                                                     Teaching, Section 1, pp. T2-T3,
    Section 1, pp. 35-46, (ELL)         __ Daily Intervention, Reteach, p. 74       CRB
__ Spanish Resources, Section 1,        TCR:                                    __ Teaching Transparency, p. 43,
    pp. T4–T6, CRB, (ELL)               __ Note-taking Worksheet, pp. 29-           CRB, (ELL); Teaching
__ Note-taking Worksheet, pp. 29-           30, CRB; Content Outline for            Transparency Activity, p. 44,
    30, CRB; Content Outline for            Teaching, Section 1, pp. T2-T3,         CRB
    Teaching, Section 1, pp. T2-T3,         CRB                                 Technology:
    CRB
                                        __ Teaching Transparency, p. 43,        __ Science Web site, (ELL)
__ Teaching Transparency, p. 43,            CRB, (ELL); Teaching
    CRB, (ELL); Teaching                    Transparency Activity, p. 44,       __ Vocabulary PuzzleMaker, Ch. 3,
    Transparency Activity, p. 44,           CRB                                    TCH, (ELL)
    CRB                                                                         __ Video Labs, Ch. 3, TCH, (ELL)
                                        Technology:
Technology:                             __ Science Web site, (ELL)              __ Virtual Labs, Ch. 3, TCH, (ELL)
__ Science Web site, (ELL)              __ Vocabulary PuzzleMaker, Ch. 3,
__ Vocabulary PuzzleMaker, Ch. 3,          TCH, (ELL)
    TCH, (ELL)                          __ Video Labs, Ch. 3, TCH, (ELL)
__ Video Labs, Ch. 3, TCH, (ELL)        __ Virtual Labs, Ch. 3, TCH, (ELL)




                                                       25
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)                        Chapter 3



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 67, 71, 76, TWE
___ Section Review, p. 74, TWE
____ Mini-Assessment, p. 74, TWE
____ Reading Strategy, p. 73, TWE
____ Performance Assessment in the Science Classroom, p. 169, TCR
____ Mastering the FCAT Grade 6, pp. 37-38, 39, TCR
____ FCAT Transparencies, SC.F.1.3.3, SC.F.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 3, TCH
____ Interactive Chalkboard, Section Review, Ch. 3, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 27, T9, CRB
   pp. 17-20, T8, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
   pp. 21–24, T8, CRB, (ELL)
__ Reinforcement, p. 25, T9, CRB, (ELL)
__ Science Notebook, Ch. 3, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 9, TCR, (ELL)
__ StudentWorks Plus, Ch. 3, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 3, TCH, (ELL)
__ More Section Review, Ch. 3, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                     26
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (2 sections)                                    Chapter 3




Section 2 The Study of Inheritance
Benchmarks—SC.F.2.3.2 (AA, MC, SR): The student knows that the variation in each species is due to the exchange
and interaction of genetic information as it is passed from parent to offspring. Also covers: SC.H.1.3.3 (CS, MC),
SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed), SC.H.1.3.7 (AA, MC, SR),
SC.H.2.3.1 (CS, MC), SC.H.3.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.2.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 3.5 session ( denotes activities recommended for block
schedule.)
Single Periods: 7 sessions


Objectives
5. Explain how traits are inherited.
6. Relate chromosomes, genes, and DNA to one another.
7. Discuss how mutations add variation to a population.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 13, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Reading Preview, p. 77, TWE
____ Interactive Chalkboard, Ch. 3, Sec. 2, TCH




                                                         27
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (2 sections)                                   Chapter 3



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Modeling Probability,      __ Science Online, p. 83               __ Science Online, p. 83
   p. 79; MiniLAB Worksheet, p. 4,     __ Integrate (Career), p. 82           __ Integrate (Career), p. 82
   T7, CRB, (ELL)
__ LAB: Genetic Traits: The Unique     Labs:                                  Labs:
   You, pp. 84-85 (Worksheet, pp.      __ Inquiry Lab, p. 78, T7              __ Inquiry Lab, p. 78, T7
   7-8, T7, CRB)                       __ MiniLAB: Modeling Probability,      __ MiniLAB: Modeling Probability,
__ Laboratory Activity 2, pp. 13-14,      p. 79; MiniLAB Worksheet, p. 4,        p. 79; MiniLAB Worksheet, p. 4,
   T7, CRB                                T7, CRB, (ELL)                         T7, CRB, (ELL)
TWE Margin:                            __ LAB: Genetic Traits: The Unique     __ LAB: Genetic Traits: The Unique
                                          You, pp. 84-85 (Worksheet, pp.         You, pp. 84-85 (Worksheet, pp.
__ Active Reading, p. 78                  7-8, T7, CRB)                          7-8, T7, CRB)
__ Reading Strategy, p. 78, (ELL)      __ Laboratory Activity 2, pp. 13-14,   __ Laboratory Activity 2, pp. 13-14,
__ Inquiry Lab, p.78, T7                  T7, CRB                                T7, CRB
__ Discussion, pp. 78, 81, 82          TWE Margin:                            TWE Margin:
__ Fun Fact, p. 80                     __ Active Reading, p. 78               __ Active Reading, p. 78
__ Use an Analogy, p. 80               __ Reading Strategy, p. 78, (ELL)      __ Discussion, pp. 78, 81, 82
__ Identifying Misconceptions,         __ Inquiry Lab, p. 78, T7              __ Differentiated Instruction,
   pp. 80, 81                          __ Discussion, pp. 78, 81, 82              Challenge, p. 80
__ Differentiated Instruction,         __ Fun Fact, p. 80                     __ Fun Fact, p. 80
   English-Language Learners, p.                                              __ Identifying Misconceptions,
   82                                  __ Use an Analogy, p. 80
                                       __ Identifying Misconceptions,               pp. 80, 81
__ Visual Learning, p. 82
                                             pp. 80, 81                       __ Teacher FYI, pp. 81, 82
__ Daily Intervention, Check for
   Understanding, p. 83                __ Visual Learning, p. 82              TCR:
__ Daily Intervention, Reteach, p.     __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 29-
   83                                     Understanding, p. 83                    30, CRB; Content Outline for
                                                                                  Teaching, Section 2, pp. T2-
TCR:                                   __ Daily Intervention, Reteach, p.         T3, CRB
                                          83
__ Reading Essentials, English,                                               Technology:
    Section 2, pp. 35-46, (ELL)        TCR:
                                                                              __ Science Web site, (ELL)
__ Reading Essentials, Spanish,        __ Note-taking Worksheet, pp. 29-
   Section 2, pp. 35-46, (ELL)             30, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch. 3,
                                           Teaching, Section 2, pp. T2-          TCH, (ELL)
__ Spanish Resources, Section 2,
   pp. T4–T6, CRB, (ELL)                   T3, CRB                            __ Video Labs, Ch. 3, TCH, (ELL)
__ Note-taking Worksheet, pp. 29-      Technology:                            __ Virtual Labs, Ch. 3, TCH, (ELL)
    30, CRB; Content Outline for       __ Science Web site, (ELL)
    Teaching, Section 2, pp. T2-
    T3, CRB                            __ Vocabulary PuzzleMaker, Ch. 3,
                                          TCH, (ELL)
Technology:                            __ Video Labs, Ch. 3, TCH, (ELL)
__ Science Web site, (ELL)             __ Virtual Labs, Ch. 3, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 3,
   TCH, (ELL)
__ Video Labs, Ch. 3, TCH, (ELL)




                                                          28
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)        Chapter 3



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 79, 85, TWE
___ Section Review, p. 83, TWE
____ Mini-Assessment, p. 83, TWE
____ Reading Strategy, p. 78, TWE
____ Performance Assessment in the Science Classroom, p. 105, TCR
____ Mastering the FCAT Grade 6, pp. 41-42, TCR
____ FCAT Transparencies, SC.F.2.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 3, TCH
____ Interactive Chalkboard, Section Review, Ch. 3, Sec. 2, TCH


Chapter Assessment
___ Chapter Study Guide, p. 87, TWE
___ Chapter Review, pp. 33-34, T10, CRB
___ Chapter Assessment, pp. 88-89, TWE
___ Chapter Test, pp. 35–38, T11, CRB
___ Assessment Transparency, p. 15, TCR; Assessment Transparency Activity, p. 45,
         T12, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 90-91




                                                     29
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)                                Chapter 3




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 28, T9, CRB
   pp. 17-20, T8, CRB, (ELL)                              __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,             Activity 9, p. 9
   pp. 21–24, T8, CRB, (ELL)
__ Reinforcement, p. 26, T9, CRB, (ELL)
__ Science Notebook, Ch. 3, Sec.2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 10, TCR, (ELL)
__ StudentWorks Plus, Ch. 3, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 3, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 3, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                     30
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                     FL Lesson Plans (4 sections)                                         Chapter 4



Chapter 4

Section 1 The Skin

Benchmark—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation; SC.F.1.3.2 (CS, MC): The student knows that the structural
basis of most organisms is the cell and most organisms are single cells, while some, including humans, are multicellular;
SC.F.1.3.4 (CS, MC): The student knows that the levels of structural organization for function in living things include cells,
tissues, organs, systems, and organisms; SC.F.1.3.6 (CS, MC): The student knows that the cells with similar functions
have similar structures, whereas those with different structures have different functions. Also covers: SC.F.1.3.3 (CS,
MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, SR, GR, ER), SC.H.1.3.7 (Assessed as H.1.3.4), SC.H.3.3.1 (CS,
MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 2 sessions ( denotes activities recommended for block
schedule.)
Single Periods:           4 sessions


Objectives
1. Distinguish between the epidermis and dermis of the skin.
2. Indentify the functions of the skin.
3. Explain how skin protects the body from disease and how it heals itself.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 95
___ Section Focus Transparency 1, p. 16, TCR; Transparency Activity, p. 46, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 96, TWE
____ Interactive Chalkboard, Ch. 4, Sec. 1, TCH



                                                             31
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 4



Teach (Differentiate, Accommodate)
Level 1                                 Level 2                                 Level 3
Labs:                                   SE:                                     SE:
__ MiniLAB: Recognizing Why You         __ Integrate (Language Arts), p. 97     __ Integrate (Language Arts), p. 97
   Sweat, p. 98; MiniLAB
   Worksheet, p. 3, T10, CRB, (ELL)     Labs:                                   Labs:

__ LAB: Measuring Skin Surface, p.      __ MiniLAB: Recognizing Why You         __ MiniLAB: Recognizing Why You
   100 (Worksheet, pp. 5–6, T10,           Sweat, p. 98; MiniLAB                   Sweat, p. 98; MiniLAB
   CRB)                                    Worksheet, p. 3, T10, CRB, (ELL)        Worksheet, p. 3, T10, CRB, (ELL)

__ Laboratory Activity 1, pp. 9–12,     __ LAB: Measuring Skin Surface, p.      __ LAB: Measuring Skin Surface, p.
   T10, CRB                                100 (Worksheet, pp. 5–6, T10,           100 (Worksheet, pp. 5–6, T10,
                                           CRB)                                    CRB)
TWE Margin:                             __ Laboratory Activity 1, pp. 9–12,     __ Laboratory Activity 1, pp. 9–12,
__ Science Journal, p. 94                  T10, CRB                                T10, CRB
__ Differentiated Instruction,          TWE Margin:                             TWE Margin:
   Learning Disabled, p. 97
                                        __ Science Journal, p. 94               __ Science Journal, p. 94
__ Discussion, p. 97
                                        __ Quick Demo, p. 97                    __ Teacher FYI, p. 97
__ Reading Strategy, p. 97, (ELL)
                                        __ Discussion, p. 97                    __ Discussion, p. 97
__ Visual Learning, p. 98
                                        __ Reading Strategy, p. 97, (ELL)       __ Differentiated Instruction,
__ Daily Intervention, Check for                                                   Challenge, p. 98
   Understanding, p. 99                 __ Visual Learning, p. 98
                                        __ Daily Intervention, Check for        TCR:
__ Daily Intervention, Reteach, p. 99
                                           Understanding, p. 99                 __ Note-taking Worksheet, pp. 35–
__ Differentiated Instruction,                                                     37, CRB; Content Outline for
   Physically Disabled, p. 97           __ Daily Intervention, Reteach, p. 99
                                                                                   Teaching, Section 1, pp. T2-T5,
TCR:                                    TCR:                                       CRB
__ Reading Essentials, English,         __ Note-taking Worksheet, pp. 35–       Technology:
   Section 1, pp. 47-70, (ELL)             37, CRB; Content Outline for
                                           Teaching, Section 1, pp. T2-T5,      __ Science Web site, (ELL)
__ Reading Essentials, Spanish,            CRB                                  __ Vocabulary PuzzleMaker, Ch. 4,
   Section 1, pp. 47-70, (ELL)                                                     TCH, (ELL)
                                        Technology:
__ Note-taking Worksheet, pp. 35–                                               __ Video Labs, Ch. 4, TCH, (ELL)
   37, CRB; Content Outline for         __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T5,      __ Vocabulary PuzzleMaker, Ch. 4,       __ Virtual Labs, Ch. 4, TCH, (ELL)
   CRB                                     TCH, (ELL)
__ Spanish Resources, Section 1,        __ Video Labs, Ch. 4, TCH, (ELL)
   pp. T6–T9, CRB, (ELL)
                                        __ Virtual Labs, Ch. 4, TCH, (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 4,
   TCH, (ELL)
__ Video Labs, Ch. 4, TCH, (ELL)




                                                       32
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                    Chapter 4



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 95, 98, TWE
___ Section Review, p. 99, TWE
____ Mini-Assessment, p. 99, TWE
____ Reading Strategy, p. 97, TWE
____ Performance Assessment in the Science Classroom, p. 143, TCR
____ Mastering the FCAT Grade 6, pp. 35-39, TCR
____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 4, TCH
____ Interactive Chalkboard, Section Review, Ch. 4, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 31, T12, CRB
   pp. 19-22, T11, CRB, (ELL)                              __ Life Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 1, p. 1, Activity 2, p. 2
   pp. 23–26, T11, CRB, (ELL)                              __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 27, T12, CRB, (ELL)                   __ Probeware Lab Manual, Lab 2, p. 22, Lab 1, p. 18
__ Science Notebook, Ch. 4, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 11, TCR, (ELL)
__ StudentWorks Plus, Ch. 4, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 4, TCH, (ELL)
__ More Section Review, Ch. 4, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      33
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                     FL Lesson Plans (4 sections)                                         Chapter 4




Section 2 The Muscular System
Benchmark— SC.F.1.3.1 (AA, MC, SR ): The student understands that living things are composed of major systems
that function in reproduction, growth, maintenance, and regulation; SC.F.1.3.2 (CS, MC): The student knows that the
structural basis of most organisms is the cell and most organisms are single cells, while some, including humans, are
multicellular; SC.F.1.3.4 (CS, MC): The student knows that the levels of structural organization for function in living things
include cells, tissues, organs, systems, and organisms; SC.F.1.3.6 (CS, MC): The student knows that the cells with similar
functions have similar structures, whereas those with different structures have different functions. Also covers:
SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
4. Identify the major function of the muscular system.
5. Compare and contract the three types of muscles.
6. Explain how muscle action results in the movement of body parts.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 17, TCR; Transparency Activity, p. 47, CRB,
          (ELL)
____ Reading Preview, p. 101, TWE
____ Interactive Chalkboard, Ch. 4, Sec. 2, TCH




                                                             34
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                Chapter 4



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
 none                                 none                                 none
TWE Margin:                          Labs:                                Labs:
__ Discussion, p. 102                 none                                 none
__ Visual Learning, p. 102           TWE Margin:                          TWE Margin:
__ Reading Strategy, p. 102, (ELL)   __ Discussion, p. 102                __ Discussion, p. 102
__ Daily Intervention, Check for     __ Visual Learning, p. 102           TCR:
   Understanding, p. 103
                                     __ Reading Strategy, p. 102, (ELL)   __ Note-taking Worksheet, pp. 35–
__ Daily Intervention, Reteach, p.                                           37, CRB; Content Outline for
   103                               __ Daily Intervention, Check for
                                        Understanding, p. 103                Teaching, Section 2, pp. T2-T5,
TCR:                                                                         CRB
                                     __ Daily Intervention, Reteach, p.
__ Reading Essentials, English,         103                               Technology:
   Section 2, pp. 47-70, (ELL)                                            __ Science Web site, (ELL)
                                     TCR:
__ Reading Essentials, Spanish,                                           __ Vocabulary PuzzleMaker, Ch. 4,
   Section 2, pp. 47-70, (ELL)       __ Note-taking Worksheet, pp. 35–
                                        37, CRB; Content Outline for         TCH, (ELL)
__ Note-taking Worksheet, pp. 35–       Teaching, Section 2, pp. T2-T5,   __ Video Labs, Ch. 4, TCH, (ELL)
   37, CRB; Content Outline for         CRB
   Teaching, Section 2, pp. T2-T5,                                        __ Virtual Labs, Ch. 4, TCH, (ELL)
   CRB                               Technology:
__ Spanish Resources, Section 2,     __ Science Web site, (ELL)
   pp. T6–T9, CRB, (ELL)             __ Vocabulary PuzzleMaker, Ch. 4,
Technology:                             TCH, (ELL)

__ Science Web site, (ELL)           __ Video Labs, Ch. 4, TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch. 4,    __ Virtual Labs, Ch. 4, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 4, TCH, (ELL)




                                                      35
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                    Chapter 4



Step 4—Mini-Assessments
Assess
___ Section Review, p. 103, TWE
____ Mini-Assessment, p. 103, TWE
____ Reading Strategy, p. 102, TWE
____ Performance Assessment in the Science Classroom, p. 143, TCR
____ Mastering the FCAT Grade 6, pp. 35-39, TCR
____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 4, TCH
____ Interactive Chalkboard, Section Review, Ch. 4, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 32, T12, CRB
   pp. 19-22, T11, CRB, (ELL)                              __ Life Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 1, p. 1, Activity 2, p. 2
   pp. 23–26, T11, CRB, (ELL)                              __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 28, T12, CRB, (ELL)                   __ Probeware Lab Manual, Lab 2, p. 22, Lab 1, p. 18
__ Science Notebook, Ch. 4, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 11, TCR, (ELL)
__ StudentWorks Plus, Ch. 4, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 4, TCH, (ELL)
__ More Section Review, Ch. 4, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      36
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                     FL Lesson Plans (4 sections)                                         Chapter 4




Section 3 The Skeletal System

Benchmark—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation; SC.F.1.3.2 (CS, MC): The student knows that the structural
basis of most organisms is the cell and most organisms are single cells, while some, including humans, are multicellular;
SC.F.1.3.4 (CS, MC): The student knows that the levels of structural organization for function in living things include cells,
tissues, organs, systems, and organisms; SC.F.1.3.6 (CS, MC): The student knows that the cells with similar functions
have similar structures, whereas those with different structures have different functions. Also covers: SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block schedule.)
Single Periods: 2 sessions


Objectives
7. Identify five functions of the skeletal system
8. Compare and contrast movable and immovable joints.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 18, TCR; Transparency Activity, p. 48, CRB,
          (ELL)
____ Reading Preview, p. 104, TWE
____ Interactive Chalkboard, Ch. 4, Sec. 3, TCH




                                                             37
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 4



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
 none                                __ Science Online, p. 105            __ Science Online, p. 105
TWE Margin:                          __ Integrate (Physics), p. 108       __ Integrate (Physics), p. 108
__ Differentiated Instruction,       Labs:                                Labs:
   Visually Impaired, p. 105          none                                 none
__ Reading Strategy, p. 105, (ELL)
                                     TWE Margin:                          TWE Margin:
__ Use Science Words, p. 105
                                     __ Quick Demo, p. 105, 109           __ Differentiated Instruction,
__ Visual Learning, p. 105                                                   Challenge, pp. 106, 109
                                     __ Use Science Words, p. 105
__ Discussion, p. 106                                                     __ Discussion, p. 106
                                     __ Visual Learning, p. 105
__ Make a Model, p. 106                                                   __ Make a Model, p. 106
                                     __ Reading Strategy, p. 105, (ELL)
__ Identifying Misconceptions,                                            __ Identifying Misconceptions,
                                     __ Discussion, p. 106
   p. 106                                                                       p. 106
                                     __ Make a Model, p. 106
__ Science Journal, p. 106                                                __ Science Journal, p. 106
                                     __ Identifying Misconceptions,
__ Fun Fact, p. 107                                                       __ Teacher FYI, p. 107
                                           p. 106
__ Use an Analogy, p. 107                                                 __ Fun Fact, p. 107
                                     __ Science Journal, p. 106
__ Daily Intervention, Check for                                          __ Curriculum Connection, p. 107
   Understanding, p. 108             __ Fun Fact, p. 107
                                     __ Curriculum Connection, p. 107     TCR:
__ Daily Intervention, Reteach, p.
   108                               __ Use an Analogy, p. 107            __ Note-taking Worksheet, pp. 35–
                                                                             37, CRB; Content Outline for
TCR:                                 __ Daily Intervention, Check for        Teaching, Section 3, pp. T2-T5,
                                        Understanding, p. 108                CRB
__ Reading Essentials, English,
   Section 3, pp. 47-70, (ELL)       __ Daily Intervention, Reteach, p.   __ Teaching Transparency, pp. 51,
                                        108                                  CRB, (ELL); Teaching
__ Reading Essentials, Spanish,
   Section 3, pp. 47-70, (ELL)       TCR:                                    Transparency Activity, p. 52,
                                                                             CRB
__ Note-taking Worksheet, pp. 35–    __ Note-taking Worksheet, pp. 35–
   37, CRB; Content Outline for         37, CRB; Content Outline for      Technology:
   Teaching, Section 3, pp. T2-T5,      Teaching, Section 3, pp. T2-T5,   __ Science Web site, (ELL)
   CRB                                  CRB
                                                                          __ Vocabulary PuzzleMaker, Ch. 4,
__ Teaching Transparency, pp. 51,    __ Teaching Transparency, pp. 51,       TCH, (ELL)
   CRB, (ELL); Teaching                 CRB, (ELL); Teaching
   Transparency Activity, p. 52,        Transparency Activity, p. 52,     __ Video Labs, Ch. 4, TCH, (ELL)
   CRB                                  CRB                               __ Virtual Labs, Ch. 4, TCH, (ELL)
__ Spanish Resources, Section 3,     Technology:
   pp. T6–T9, CRB, (ELL)
                                     __ Science Web site, (ELL)
Technology:                          __ Vocabulary PuzzleMaker, Ch.4,
__ Science Web site, (ELL)              TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 4,    __ Video Labs, Ch. 4, TCH, (ELL)
   TCH, (ELL)                        __ Virtual Labs, Ch. 4, TCH, (ELL)
__ Video Labs, Ch. 4, TCH, (ELL)




                                                      38
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                    Chapter 4



Step 4—Mini-Assessments
Assess
___ Section Review, p. 108, TWE
____ Mini-Assessment, p. 108, TWE
____ Reading Strategy, p. 105, TWE
____ Performance Assessment in the Science Classroom, p. 96, TCR
____ Mastering the FCAT Grade 6, p. 35-39, TCR
____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.2, SC.F.1.3.4, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 4, TCH
____ Interactive Chalkboard, Section Review, Ch. 4, Sec. 3, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 33, T12, CRB
   pp. 19-22, T11, CRB, (ELL)                              __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 1, p. 1, Activity 2, p. 2
   pp. 23–26, T11, CRB, (ELL)                              __ Science Inquiry Lab Manual, Activity 1, p. 1
__ Reinforcement, p. 29, T12, CRB, (ELL)                   __ Probeware Lab Manual, Lab 2, p. 22, Lab 1, p. 18
__ Science Notebook, Ch. 4, Sec. 3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 11, TCR, (ELL)
__ StudentWorks Plus, Ch. 4, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 4, TCH, (ELL)
__ More Section Review, Ch. 4, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      39
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                     FL Lesson Plans (4 sections)                                         Chapter 4




Section 4 The Nervous System
Benchmark— SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation; SC.F.1.3.3 (CS, MC): The student knows that in
multicellular organisms cells grow and divide to make more cells in order to form and repair various organs and tissues;
SC.F.1.3.4 (CS, MC): The student knows that the levels of structural organization for function in living things include cells,
tissues, organs, systems, and organisms; SC.F.1.3.5 (CS, MC): The student explains how the life functions of organisms
are related to what occurs within the cell; SC.F.1.3.6 (CS, MC): The student knows that the cells with similar functions
have similar structures, whereas those with different structures have different functions; SC.F.1.3.7 (CS, MC): The student
knows that behavior is a response to the environment and influences growth, development, maintenance, and
reproduction. Also covers: SC.H.1.3.2 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.6 (Not Assessed), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, SC.F.1.3.3, SC.F.1.3.4, SC.F.1.3.5, SC.F.1.3.6,
SC.F.1.3.7, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 2 sessions ( denotes activities recommended for block
schedule.)
Single Periods:          4 sessions


Objectives
9. Describe the basic structure of a neuron and how an impulse moves across a
   synapse.
10. Compare and contrast the central and peripheral nervous systems.
11. List the sensory receptors in each sense organ.
12. Explain what type of stimulus each sense organ responds to and how.
13. Explain how drugs affect the body.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 4, p. 19, TCR; Transparency Activity, p. 49, CRB,
          (ELL)
____ Reading Preview, p. 110, TWE
____ Interactive Chalkboard, Ch. 4, Sec. 4, TCH




                                                             40
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 4



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Balance          __ Integrate (Chemistry), p. 111       __ Integrate (Chemistry), p. 111
   Control, p.116, T10; MiniLAB        __ Science Online, p. 113              __ Science Online, p. 113
   Worksheet, p.4, T10, CRB,
   (ELL)                               Labs:                                  Labs:
__ LAB: Skin Sensitivity, pp. 118-     __ MiniLAB: Observing Balance          __ MiniLAB: Observing Balance
   119 (Worksheet, pp. 7-8, T10,          Control, p. 116; MiniLAB               Control, p. 116; MiniLAB
   CRB)                                   Worksheet, p. 4, T10, CRB,             Worksheet, p. 4, T10, CRB,
__ Laboratory Activity 2, pp. 13–16,      (ELL)                                  (ELL)
   T10, CRB                            __ Inquiry Lab, p. 114, T10            __ Inquiry Lab, p. 114, T10
TWE Margin:                            __ LAB: Skin Sensitivity, p. 118-      __ LAB: Skin Sensitivity, pp. 118-
                                          119 (Worksheet, pp. 7–8, T10,          119 (Worksheet, pp. 7–8, T10,
__ Science Journal, p. 111                CRB)                                   CRB)
__ Discussion, pp. 111, 112, 115       __ Laboratory Activity 2, pp. 13–16,   __ Laboratory Activity 2, pp. 13–16,
__ Differentiated Instruction,            T10, CRB                               T10, CRB
   English-Language Learners, p.
   112                                 TWE Margin:                            TWE Margin:

__ Use Science Words, p. 112           __ Quick Demo, p. 111                  __ Teacher FYI, p. 113

__ Make a Model, p. 112                __ Science Journal, p. 111             __ Science Journal, p. 111

__ Visual Learning, p. 115             __ Discussion, pp. 111, 112, 115       __ Discussion, pp. 111, 112, 115

__ Identifying Misconceptions,         __ Curriculum Connection, p. 112       __ Curriculum Connection, p. 112

   p. 112                              __ Use Science Words, p. 112           __ Make a Model, p. 112

__ Active Reading, p. 113              __ Make a Model, p. 112                __ Visual Learning, p. 115

__ Inquiry Lab, p. 114, T10            __ Visual Learning, p. 115             __ Identifying Misconceptions,

__ Differentiated Instruction,         __ Identifying Misconceptions,               p. 112
   Visually Impaired, p. 115                 p. 112                           __ Active Reading, p. 113
__ Daily Intervention, Check for       __ Active Reading, p. 113              TCR:
   Understanding, p. 117               __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 35–
__ Daily Intervention, Reteach, p.        Understanding, p. 117                  37, CRB; Content Outline for
   117                                 __ Daily Intervention, Reteach, p.        Teaching, Section 4, pp. T2-T5,
TCR:                                      117                                    CRB

__ Reading Essentials, English,        TCR:                                   Technology:
   Section 4, pp. 47-70, (ELL)         __ Note-taking Worksheet, pp. 35–      __ Science Web site, (ELL)
__ Reading Essentials, Spanish,           37, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch. 4,
   Section 4, pp. 47-70, (ELL)            Teaching, Section 4, pp. T2-T5,        TCH, (ELL)
__ Spanish Resources, Section 4,          CRB
                                                                              __ Video Labs, Ch. 4, TCH, (ELL)
    pp. T6–T9, CRB, (ELL)
                                                                              __ Virtual Labs, Ch. 4, TCH, (ELL)
__ Note-taking Worksheet, pp. 35–      Technology:
   37, CRB; Content Outline for
   Teaching, Section 4, pp. T2-T5,     __ Science Web site, (ELL)
   CRB                                 __ Vocabulary PuzzleMaker, Ch. 4,
                                          TCH, (ELL)
Technology:
                                       __ Video Labs, Ch. 4, TCH, (ELL)
__ Science Web site, (ELL)
                                       __ Virtual Labs, Ch. 4, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 4,
   TCH, (ELL)
__ Video Labs, Ch. 4, TCH, (ELL)




                                                        41
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)          Chapter 4



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 116, 119, TWE
___ Section Review, p. 117, TWE
____ Mini-Assessment, p. 117, TWE
____ Performance Assessment in the Science Classroom, p. 96, TCR
____ Mastering the FCAT Grade 6, pp. 35-39, TCR
____ FCAT Transparencies, SC.F.1.3.1, SC.F.1.3.3, SC.F.1.3.4, SC.F.1.3.5, SC.F.1.3.6,
         SC.F.1.3.7, TCR
____ ExamView ® Pro Testmaker, Ch. 4, TCH
____ Interactive Chalkboard, Section Review, Ch. 4, Sec. 4, TCH


Chapter Assessment
___ Chapter Study Guide, p. 121, TWE
___ Chapter Review, pp. 39–40, T13, CRB
___ Chapter Assessment, pp. 122–123, TWE
___ Chapter Test, pp. 41–44, T14, CRB
___ Assessment Transparency, p. 21, TCR;
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 124–125




                                                     42
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                     Chapter 4




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 34, T12, CRB
   pp. 19-22, T11, CRB, (ELL)                              __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,               Activity 2, p. 2, Activity 12, p. 12
   pp. 23–26, T11, CRB, (ELL)                              __ Cultural Diversity, Activity 12, p. 23
__ Reinforcement, p. 30, T12, CRB, (ELL)                   __ Probeware Lab Manual, Lab 2, p. 22
__ Science Notebook, Ch. 4, Sec.4, TCR, (ELL)
__ Florida Science Observer, Vol. 2
The Effects of Weightlessness on the Human Body
__ Study Guide and Reinforcement, p. 11, TCR, (ELL)
__ StudentWorks Plus, Ch. 4, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 4, TCH, (ELL)
__ More Section Review, Ch. 4, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      43
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (4 sections)                                   Chapter 5



Chapter 5

Section 1 The Digestive System
Benchmarks—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation. Also covers: SC.H.2.3.1 (CS, MC).




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:        2 sessions


Objectives
1. Distinguish the difference betweeen mechanical digestion and chemical digestion.
2. Identify the organs of the digestive system and what takes place in each.
3. Explain how homeostasis is maintained in digestion


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 127
___ Section Focus Transparency 1, p. 22, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 128, TWE
____ Interactive Chalkboard, Ch. 5, Sec. 1, TCH




                                                       44
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                Chapter 5



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ Laboratory Activity 1, pp. 9–12,   __ Integrate (Health), p. 132         __ Integrate (Heath), p. 132
   T9, CRB
                                      Labs:                                 Labs:
TWE Margin:                           __ Laboratory Activity 1, pp. 9–12,   __ Laboratory Activity 1, pp. 9–12,
__ Accommodation, Learning               T9, CRB                               T9, CRB
   Disabled, p. 129
                                      TWE Margin:                           TWE Margin:
__ Discussion, p. 129
                                      __ Quick Demo, p. 129                 __ Curriculum Connection, p. 129
__ Visual Learning, p. 129
                                      __ Curriculum Connection, p. 129      __ Discussion, p. 129
__ Identifying Misconceptions,
                                      __ Discussion, p. 129                 __ Teacher FYI, p. 130
   p. 130
                                      __ Visual Learning, p. 129            __ Identifying Misconceptions, p. 130
__ Active Reading, p. 130
                                      __ Identifying Misconceptions,        __ Active Reading, p. 130
__ Reading Strategy, p. 130, (ELL)
                                            p. 130                          __ Differentiated Instruction,
__ Daily Intervention, Check for                                               Challenge, p. 131
   Understanding, p. 132              __ Active Reading, p. 130
                                      __ Reading Strategy, p. 130, (ELL)    TCR:
__ Daily Intervention, Reteach, p.
   132                                __ Daily Intervention, Check for      __ Note-taking Worksheet, pp. 35–
                                         Understanding, p. 132                 37, CRB; Content Outline for
__ Science Journal, p. 126                                                     Teaching, Section 1, pp. T2-T4,
                                      __ Daily Intervention, Reteach, p.       CRB
TCR:                                     132
__ Reading Essentials, English,                                             Technology:
   Section 1, pp. 71-90, (ELL)        TCR:
                                                                            __ Science Web site, (ELL)
__ Reading Essentials, Spanish,       __ Note-taking Worksheet, pp. 35–
                                         37, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch. 5,
   Section 1, pp. 71-90, (ELL)                                                 TCH, (ELL)
                                         Teaching, Section 1, pp. T2-T4,
__ Spanish Resources, Section 1,         CRB                                __ Video Labs, Ch. 5, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)
                                      Technology:                           __ Virtual Labs, Ch. 5, TCH, (ELL)
__ Note-taking Worksheet, pp. 35–
   37, CRB; Content Outline for       __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T4,    __ Vocabulary PuzzleMaker, Ch. 5,
   CRB                                   TCH, (ELL)
Technology:                           __ Video Labs, Ch. 5, TCH, (ELL)
__ Science Web site, (ELL)            __ Virtual Labs, Ch. 5, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 5,
   TCH, (ELL)
__ Video Labs, Ch. 5, TCH, (ELL)




                                                     45
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 5



Step 4—Mini-Assessments
Assess
____ Assessment, p. 127, TWE
___ Section Review, p. 132, TWE
____ Mini-Assessment, p. 132, TWE
____ Reading Strategy, p. 130, TWE
____ Performance Assessment in the Science Classroom, p. 105, TCR
____ Mastering the FCAT Grade 6, pp. 35-36, TCR
____ FCAT Transparencies, SC.F.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 5, TCH
____ Interactive Chalkboard, Section Review, Ch. 5, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 31, TWE
   pp. 19-22, T10, CRB, (ELL)                              __ Enrichment, p. 31, T11, CRB
__ Spanish Directed Reading for Content Mastery,           __ Probeware Lab Manual, Lab 2, p. 22
   pp. 23-26, T10, CRB, (ELL)
__ Reinforcement, p. 27, T11, CRB, (ELL)
__ Science Notebook, Ch. 5, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 15, TCR, (ELL)
__ StudentWorks Plus, Ch. 5, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 5, TCH, (ELL)
__ More Section Review, Ch. 5, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      46
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                    Chapter 5




Section 2 Nutrition
Benchmark— SC.H.1.3.5 (AA, MC, SR, GR, ER): The student knows that a change in one or more variables may later
the outcome of an investigation, SC.H.2.3.1 (CS, MC): The student recognizes that patterns exist within and across
systems.




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.1.3.5., SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 0.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:        1 session


Objectives
4. Distinguish among the six classes of nutrients.
5. Identify the importance of each type of nutrient.
6. Explain the relationship between health and diet.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 23, TCR; Transparency Activity, p. 47, CRB,
         (ELL)
____ Reading Preview, p. 133, TWE
____ Interactive Chalkboard, Ch. 5, Sec. 2, TCH




                                                         47
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 5



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Comparing the Fat        __ Science Online, p. 134            __ Science Online, p. 134
   Content of Foods, p. 135;         __ Integrate (Social Studies), p.    __ Integrate (Social Studies), p.
   MiniLAB Worksheet, p. 3, T9,         136                                  136
   CRB, (ELL)
__ LAB: Nutrients in Food, p. 139    Labs:                                Labs:
   (Worksheet, pp. 5–6, T9, CRB)     __ MiniLAB: Comparing the Fat        __ MiniLAB: Comparing the Fat
                                        Content of Foods, p. 135;            Content of Foods, p. 135;
TWE Margin:                             MiniLAB Worksheet, p. 3, T9,         MiniLAB Worksheet, p. 3, T9,
__ Differentiated Instruction,          CRB, (ELL)                           CRB, (ELL)
   Learning Disabled, p. 134         __ LAB: Nutrients in Food, p. 139    __ LAB: Nutrients in Food, p. 139
__ Discussion, p. 134                   (Worksheet, pp. 5–6, T9, CRB)        (Worksheet, pp. 5–6, T9, CRB)
__ Science Journal, pp. 135, 136     TWE Margin:                          TWE Margin:
__ Visual Learning, p. 136           __ Quick Demo, p. 134                __ Curriculum Connection, p. 134
__ Make a Model, p. 137              __ Curriculum Connection, p. 134     __ Discussion, p. 134
__ Use an Analogy, p. 137            __ Discussion, p. 34                 __ Differentiated Instruction,
__ Reading Strategy, p. 136, (ELL)   __ Science Journal, pp. 135, 136        Challenge, p. 135
__ Daily Intervention, Check for     __ Visual Learning, p. 136           __ Science Journal, pp. 135, 136
   Understanding, p. 138                                                  __ Teacher FYI, p. 136
                                     __ Make a Model, p. 137
__ Daily Intervention, Reteach, p.                                        __ Make a Model, p. 137
   138                               __ Use an Analogy, p. 137
                                     __ Reading Strategy, p. 136, (ELL)   TCR:
TCR:
                                     __ Daily Intervention, Check for     __ Note-taking Worksheet, pp. 35–
__ Reading Essentials, English,         Understanding, p. 138                37, CRB; Content Outline for
   Section 2, pp. 71-90, (ELL)                                               Teaching, Section 2, pp. T2-T4,
                                     __ Daily Intervention, Reteach, p.      CRB
__ Reading Essentials, Spanish,         138
   Section 2, pp. 71-90, (ELL)                                            Technology:
__ Note-taking Worksheet, pp. 35–    TCR:
                                                                          __ Science Web site, (ELL)
   37, CRB; Content Outline for      __ Note-taking Worksheet, pp. 35–
   Teaching, Section 2, pp. T2-T4,      37, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch. 5,
   CRB                                  Teaching, Section 2, pp. T2-T4,      TCH, (ELL)
__ Spanish Resources, Section 2,        CRB                               __ Video Labs, Ch. 5, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)             Technology:                          __ Virtual Labs, Ch. 5, TCH, (ELL)
Technology:                          __ Science Web site, (ELL)
__ Science Web site, (ELL)           __ Vocabulary PuzzleMaker, Ch. 5,
__ Vocabulary PuzzleMaker, Ch. 5,       TCH, (ELL)
   TCH, (ELL)                        __ Video Labs, Ch. 5, TCH, (ELL)
__ Video Labs, Ch. 5, TCH, (ELL)     __ Virtual Labs, Ch. 5, TCH, (ELL)




                                                      48
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (4 sections)                                      Chapter 5



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 135, 139, TWE
___ Section Review, p. 138, TWE
____ Mini-Assessment, p. 138, TWE
____ Reading Strategy, p. 136, TWE
____ Performance Assessment in the Science Classroom, p. 97, TCR
____ Mastering the FCAT Grade 6, pp. 53-54, TCR
____ FCAT Transparencies, SC.H.1.3.5., SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 5, TCH
____ Interactive Chalkboard, Section Review, Ch. 5, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Enrichment, p. 32, T11, CRB
   pp. 19-22, T10, CRB, (ELL)                                __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                 Activity 22, p. 22, Activity 1, p. 1, Activity 14, p. 14
   pp. 23-26, T10, CRB, (ELL)                                    Activity 16, p. 16, Activity 18, p. 18
__ Reinforcement, p. 28, T11, CRB, (ELL)                     __ Probeware Lab Manual, Lab 9, p. 57, Lab 14, p. 80
__ Reading and Writing Skill Activities,                     __ Cultural Diversity, Activity 15, p. 29,
   Activity 2, p. 3, (ELL)                                       Activity 17, p. 33
__ Science Notebook, Ch. 5, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 15, TCR, (ELL)
__ StudentWorks Plus, Ch. 5, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 5, TCH, (ELL)
__ More Section Review, Ch. 5, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                        49
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (4 sections)                                     Chapter 5




Section 3 The Respiratory System
Benchmark—SC.F.1.3.1 (AA, MC, SR): The student understands that living things are composed of major systems that
function in reproduction, growth, maintenance, and regulation. Also covers: SC.F.1.3.4: (CS, MC), SC.F.1.3.5 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 0.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:         1.5 sessions


Objectives
7. Identify names and function of each part of a cell.
8. Explain how important a nucleus is in a cell.
9. Compare tissues, organs, and organ systems.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 24, TCR; Transparency Activity, p. 48, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 140, TWE




                                                          50
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 5



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Comparing Surface          __ Science Online, p. 145              __ Science Online, p. 145
   Area, p. 143; MiniLAB
   Worksheet, p. 4, T9, CRB,           Labs:                                  Labs:
   (ELL)                               __ MiniLAB: Comparing Surface          __ MiniLAB: Comparing Surface
__ Laboratory Activity 2, pp. 13–16,      Area, p. 143; MiniLAB                  Area, p. 143; MiniLAB
   T9, CRB                                Worksheet, p. 4, T9, CRB,              Worksheet, p. 4, T9, CRB,
                                          (ELL)                                  (ELL)
TWE Margin:                            __ Laboratory Activity 2, pp. 13–16,   __ Laboratory Activity 2, pp. 13–16,
__ Make a Model, p. 141                   T9, CRB                                T9, CRB
__ Fun Fact, p. 142                    __ Inquiry Lab, p. 145, T9             __ Inquiry Lab, p. 145, T9
__ Reading Strategy, p. 142, (ELL)     TWE Margin:                            TWE Margin:
__ Use Science Words, p. 142           __ Quick Demo, p. 141                  __ Make a Model, p. 141
__ Discussion, p. 143                  __ Make a Model, p. 141                __ Differentiated Instruction,
__ Visual Learning, p. 143             __ Curriculum Connection, p. 141          Challenge, p. 141
__ Differentiated Instruction,         __ Fun Fact, p. 142                    __ Curriculum Connection, pp. 141,
   Visually Impaired, p. 144                                                      144
                                       __ Reading Strategy, p. 142, (ELL)
__ Inquiry Lab, p. 145, T9                                                    __ Fun Fact, p. 142
                                       __ Use Science Words, p. 142
__ Use an Analogy, p. 145                                                     __ Teacher FYI, p. 143
                                       __ Discussion, p. 143
__ Daily Intervention, Check for                                              __ Discussion, p. 143
   Understanding, p. 146               __ Visual Learning, p. 143
                                                                              TCR:
__ Daily Intervention, Reteach, p.     __ Use an Analogy, p. 145
                                                                              __ Note-taking Worksheet, pp. 35–
   146                                 __ Daily Intervention, Check for          37, CRB; Content Outline for
                                          Understanding, p. 146                  Teaching, Section 3, pp. T2-T4,
TCR:
                                       __ Daily Intervention, Reteach, p.        CRB
__ Reading Essentials, English,           146
   Section 3, pp. 71-90, (ELL)                                                Technology:
__ Reading Essentials, Spanish,        TCR:                                   __ Science Web site, (ELL)
   Section 3, pp. 71-90, (ELL)         __ Note-taking Worksheet, pp. 35–      __ Vocabulary PuzzleMaker, Ch. 5,
__ Note-taking Worksheet, pp. 35–         37, CRB; Content Outline for           TCH, (ELL)
   37, CRB; Content Outline for           Teaching, Section 3, pp. T2-T4,
                                          CRB                                 __ Video Labs, Ch. 5, TCH, (ELL)
   Teaching, Section 3, pp. T2-T4,
   CRB                                 Technology:                            __ Virtual Labs, Ch. , TCH, (ELL)
__ Spanish Resources, Section 3,       __ Science Web site, (ELL)
   pp. T5–T8, CRB, (ELL)
                                       __ Vocabulary PuzzleMaker, Ch. 5,
Technology:                               TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 5, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 5,      __ Virtual Labs, Ch. 5, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 5, TCH, (ELL)




                                                        51
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 5



Step 4—Mini-Assessments
Assess
____ Assessment, p. 143, TWE
___ Section Review, p. 146, TWE
____ Mini-Assessment, p. 146, TWE
____ Reading Strategy, p. 142, TWE
____ Performance Assessment in the Science Classroom, p. 101, TCR
____ Mastering the FCAT Grade 6, pp. 35-36, TCR
____ FCAT Transparencies, SC.F.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 5, TCH
____ Interactive Chalkboard, Section Review, Ch. 5, Sec. 5, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 33, T11, CRB
   pp. 19-22, T10, CRB, (ELL)                              __ Probeware Lab Manual, Lab 2, p. 22
__ Spanish Directed Reading for Content Mastery,
   pp. 23-26, T10, CRB, (ELL)
__ Reinforcement, p. 29, T11, CRB, (ELL)
__ Science Notebook, Ch. 5, Sec. 3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 15, TCR, (ELL)
__ StudentWorks Plus, Ch. 5, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 5, TCH, (ELL)
__ More Section Review, Ch. 5, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      52
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 5




Section 4 The Excretory System
Benchmark—SC.F.1.3.1: The student understands that living things are composed of major systems that function in
reproduction, growth, maintenance, and regulation. Also covers: SC.F.1.3.4 (MC, SR), SC.H.1.3.5 (AA, MC, GR, SR,
ER), SC.H.1.3.6 (Not assessed), SC.H.3.3.5 (Not assessed), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:        2.5 sessions


Objectives
10. Distinguish between the excretory system and the urinary system.
11. Describe how the kidneys work.
12. Explain what happens when urinary organs don’t work.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 4, p. 25, TCR; Transparency Activity, p. 49, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 147, TWE
____ Interactive Chalkboard, Ch. 5, Sec. 4, TCH




                                                        53
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 5



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Particle Size and             none                                 none
   Absorption, pp. 152-153
   (Worksheet, pp. 7–8, T9, CRB)     Labs:                                Labs:
                                     __ LAB: Particle Size and            __ LAB: Particle Size and
TWE Margin:                             Absorption, pp. 152-153              Absorption, pp. 152-153
__ Visual Learning, p. 148              (Worksheet, pp. 7–8, T9, CRB)        (Worksheet, pp. 7-8, T9, CRB)
__ Discussion, p. 149                TWE Margin:                          TWE Margin:
__ Reading Strategy, p. 149, (ELL)   __ Quick Demo, p. 148                __ Teacher FYI, pp. 148, 149
__ Differentiated Instruction,       __ Curriculum Connection, p. 148     __ Curriculum Connection, p. 148
   Learning Disabled and English-
   Language Learners, p. 150         __ Visual Learning, p. 148           __ Differentiated Instruction,
                                     __ Discussion, p. 149                   Challenge, p. 149
__ Daily Intervention, Check for
   Understanding, p. 151             __ Reading Strategy, p. 149, (ELL)   __ Discussion, p. 149

__ Daily Intervention, Reteach, p.   __ Daily Intervention, Check for     TCR:
   151                                  Understanding, p. 151             __ Note-taking Worksheet, pp. 35–
TCR:                                 __ Daily Intervention, Reteach, p.      37, CRB; Content Outline for
                                        151                                  Teaching, Section 4, pp. T2-T4,
__ Reading Essentials, English,                                              CRB
   Section 4, pp. 71-90, (ELL)       TCR:
                                                                          __ Teaching Transparency, p. 51,
__ Reading Essentials, Spanish,      __ Note-taking Worksheet, pp. 35–       CRB, (ELL); Teaching
   Section 4, pp. 71-90, (ELL)          37, CRB; Content Outline for         Transparency Activity, p. 52,
__ Note-taking Worksheet, pp. 35–       Teaching, Section 4, pp. T2-T4,      CRB
   37, CRB; Content Outline for         CRB
                                                                          Technology:
   Teaching, Section 4, pp. T2-T4,   __ Teaching Transparency, p. 51,
   CRB                                  CRB, (ELL); Teaching              __ Science Web site, (ELL)
__ Teaching Transparency, p. 51,        Transparency Activity, p. 52,     __ Vocabulary PuzzleMaker, Ch. 5,
   CRB, (ELL); Teaching                 CRB                                  TCH, (ELL)
   Transparency Activity, p. 52,     Technology:                          __ Video Labs, Ch. 5, TCH, (ELL)
   CRB
                                     __ Science Web site, (ELL)           __ Virtual Labs, Ch. 5, TCH, (ELL)
__ Spanish Resources, Section 4,
   pp. T5–T8, CRB, (ELL)             __ Vocabulary PuzzleMaker, Ch. 5,
                                        TCH, (ELL)
Technology:                          __ Video Labs, Ch. 5, TCH, (ELL)
__ Science Web site, (ELL)           __ Virtual Labs, Ch. 5, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 5,
   TCH, (ELL)
__ Video Labs, Ch. 5, TCH, (ELL)




                                                      54
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)       Chapter 5



Step 4—Mini-Assessments
Assess
____ Assessment, p. 153, TWE
___ Section Review, p. 151, TWE
____ Mini-Assessment, p. 151, TWE
____ Reading Strategy, p. 149, TWE
____ Performance Assessment in the Science Classroom, p. 161, TCR
____ Mastering the FCAT Grade 6, pp. 35-36, TCR
____ FCAT Transparencies, SC.F.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 5, TCH
____ Interactive Chalkboard, Section Review, Ch. 5, Sec. 4, TCH


Chapter Assessment
___ Chapter Study Guide, p. 155, TWE
___ Chapter Review, pp. 39–40, T12, CRB
___ Chapter Assessment, pp. 156–157, TWE
___ Chapter Test, pp. 41–44, T13, CRB
___ Assessment Transparency, p. 27, TCR; Assessment Transparency Activity, pp.
         51-53, T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 158–159




                                                     55
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                Chapter 5




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 149, TWE
   pp. 19-22, T10, CRB, (ELL)                             __ Enrichment, p. 34, T11, CRB
__ Spanish Directed Reading for Content Mastery,          __ Probeware Lab Manual, Lab 2, p. 22
   pp. 23-26, T10, CRB, (ELL)
__ Reinforcement, p. 30, T11, CRB, (ELL)
__ Science Notebook, Ch. 5, Sec.4, TCR, (ELL)
__ Study Guide and Reinforcement, p. 15, TCR, (ELL)
__ StudentWorks Plus, Ch. 5, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 5, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 5, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                     56
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (4 sections)                                       Chapter 6



Chapter 6

Section 1 Cell Structure
Benchmark— SC.F.1.3.3 (CS, MC): The student knows that in multicellular organisms cells grow and divide to make
more cells in order to form and repair various organs and tissues; SC.F.1.3.6 (CS, MC): The student knows that the cells
with similar functions have similar structures, whereas those with different structures have different functions. —. Also
covers: SC.F.1.3.1 (AA, MC, SR), SC.F.1.3.2 (CS, MC), SC.F.1.3.4 (CS, MC), SC.F.1.3.5 (CS, MC), SC.H.1.3.1 (AA,
MC, SR), SC.H.2.3.1 (CS, MC), SC.H.3.3.6 (CS, MC).




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.3, SC.F.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
1. Identify names and function of each part of a cell.
2. Explain how important a nucleus is in a cell.
3. Compare tissues, organs, and organ systems.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 161
___ Section Focus Transparency 1, p. 28, TCR; Transparency Activity, p. 48, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 162, TWE
____ Interactive Chalkboard, Ch. 6, Sec. 1, TCH




                                                            57
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                Chapter 6



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                               Level 3
Labs:                                     SE:                                   SE:
__ MiniLAB: Modeling Scab                 __ Science Online, p. 161             __ Science Online, p. 161
   Formation, p. 164; MiniLAB             __ Integrate (History), p. 165        __ Integrate (History), p. 165
   Worksheet, p. 3, T10 CRB, (ELL)
                                          Labs:                                 Labs:
TWE Margin:
                                          __ MiniLAB: Modeling Scab             __ MiniLAB: Modeling Scab
__ Science Journal, pp. 160, 164             Formation, p. 164; MiniLAB            Formation, p. 164; MiniLAB
__ Differentiated Instruction, English-      Worksheet, p. 3, T10, CRB, (ELL)      Worksheet, p. 3, T10, CRB, (ELL)
   Language Learners, p. 163
                                          TWE Margin:                           TWE Margin:
__ Use an Analogy, p. 163
                                          __ Science Journal, pp. 160, 164      __ Science Journal, pp. 160, 164
__ Make a Model, p. 163
                                          __ Quick Demo, p. 163                 __ Quick Demo, p. 163
__ Discussion, pp. 163-164
                                          __ Use an Analogy, p. 163             __ Make a Model, p. 163
__ Reading Strategy, p. 164, (ELL)
                                          __ Make a Model, p. 163               __ Discussion, pp. 163, 164
__ Visual Learning, p. 165
                                          __ Discussion, pp. 163–164            __ Teacher FYI, p. 165
__ Daily Intervention, Check for
   Understanding, p. 166                  __ Reading Strategy, p. 164, (ELL)    __ Differentiated Instruction,
                                          __ Visual Learning, p. 165               Challenge, p. 165
__ Daily Intervention, Reteach, p.
   166                                    __ Daily Intervention, Check for      TCR:
                                             Understanding, p. 166              __ Note-taking Worksheet, pp. 35–
TCR:
                                          __ Daily Intervention, Reteach, p.       37, CRB; Content Outline for
__ Reading Essentials, English,              166                                   Teaching, Section 1, pp. T2-T5,
   Section 1, pp. 91-110, (ELL)                                                    CRB
__ Reading Essentials, Spanish,           TCR:
                                                                                Technology:
   Section 1, pp. 91-110, (ELL)           __ Note-taking Worksheet, pp. 35–
                                             37, CRB; Content Outline for       __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 35–
   37, CRB; Content Outline for              Teaching, Section 1, pp. T2-T5,    __ Vocabulary PuzzleMaker, Ch. 6,
   Teaching, Section 1, pp. T2-T5,           CRB                                   TCH, (ELL)
   CRB                                    Technology:                           __ Video Labs, Ch. 6, TCH, (ELL)
__ Spanish Resources, Section 1,          __ Science Web site, (ELL)            __ Virtual Labs, Ch. 6, TCH, (ELL)
   pp. T6–T9, CRB, (ELL)
                                          __ Vocabulary PuzzleMaker, Ch. 6,
Technology:                                  TCH, (ELL)
__ Science Web site, (ELL)                __ Video Labs, Ch. 6, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 6,         __ Virtual Labs, Ch. 6, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 6, TCH, (ELL)




                                                         58
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                   Chapter 6



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 161, 164, TWE
___ Section Review, p. 166, TWE
____ Mini-Assessment, p. 166, TWE
____ Reading Strategy, p. 164, TWE
____ Performance Assessment in the Science Classroom, pp. 89, 123, TCR
____ FCAT Transparencies, SC.F.1.3.3, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 6, TCH
____ Interactive Chalkboard, Section Review, Ch. 6, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 165, TWE
   p. 20, T11, CRB, (ELL)                                  __ Enrichment, p. 31, T12, CRB
__ Spanish Directed Reading for Content Mastery,           __ Life Science Critical Thinking/Problem-Solving,
   pp. 23-26, T11, CRB, (ELL)                                 Activity 2, p. 2
__ Reinforcement, p.27, T12, CRB, (ELL)
__ Science Notebook, Ch. 6, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 19, TCR, (ELL)
__ StudentWorks Plus, Ch. 6, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 6, TCH, (ELL)
__ More Section Review, Ch. 6, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      59
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                  Chapter 6




Section 2 Circulation
Benchmark—SC.H.2.3.1 (CS, MC): The student recognizes that patterns exist within and across systems. Also covers:
SC.F.1.3.1 (AA, MC, SR), SC.F.1.3.4 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:        3 sessions


Objectives
4. Compare and contrast arteries, veins, and capillaries.
5. Explain how blood moves through the heart.
6. Identify the functions of the pulmonary and systemic circulation systems.
7. Describe functions of the lymphatic system.



Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 1, p. 29, TCR; Transparency Activity, p. 49, CRB,
         (ELL)
____ Reading Preview, p. 167, TWE
____ Interactive Chalkboard, Ch. 6, Sec. 2, TCH




                                                       60
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 6



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
 none                                __ Integrate (Physics), p. 170       __ Integrate (Physics), p. 170
TWE Margin:                          __ Science Online, p. 172            __ Science Online, p. 172
__ Active Reading, p. 168            Labs:                                Labs:
__ Use Science Words, pp. 168,        none                                 none
   169
                                     TWE Margin:                          TWE Margin:
__ Fun Fact, pp. 168, 171
                                     __ Active Reading, p. 168            __ Active Reading, p. 168
__ Differentiated Instruction,
   Visually Impaired, p. 169         __ Use Science Words, pp. 168,       __ Fun Fact, pp. 168, 171
                                        169                               __ Teacher FYI, p. 170
__ Visual Learning, p. 169
                                     __ Fun Fact, pp. 168, 171            __ Identifying Misconceptions,
__ Identifying Misconceptions,
                                     __ Quick Demo, p. 169                      p. 170
   p. 170
                                     __ Visual Learning, p. 169           __ Differentiated Instruction,
__ Discussion, p. 171
                                     __ Identifying Misconceptions,          Challenge, p. 171
__ Daily Intervention, Check for
   Understanding, p. 172                   p. 170                         __ Discussion, p. 171

__ Daily Intervention, Reteach, p.   __ Discussion, p. 171                TCR:
   172                               __ Daily Intervention, Check for     __ Note-taking Worksheet, pp. 35–
                                        Understanding, p. 172                37, CRB; Content Outline for
TCR:
                                     __ Daily Intervention, Reteach, p.      Teaching, Section 2, pp. T2-T5,
__ Reading Essentials, English,         172                                  CRB
   Section 2, pp. 91-110, (ELL)
                                     TCR:                                 Technology:
__ Reading Essentials, Spanish,
   Section 2, pp. 91-110, (ELL)      __ Note-taking Worksheet, pp. 35–    __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 35–       37, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch. 6,
   37, CRB; Content Outline for         Teaching, Section 2, pp. T2-T5,      TCH, (ELL)
   Teaching, Section 2, pp. T2-T5,      CRB
                                                                          __ Video Labs, Ch. 6, TCH, (ELL)
   CRB                               Technology:                          __ Virtual Labs, Ch. 6, TCH, (ELL)
__ Spanish Resources, Section 2,     __ Science Web site, (ELL)
   pp. T6–T9, CRB, (ELL)
                                     __ Vocabulary PuzzleMaker, Ch. 6,
Technology:                             TCH, (ELL)
__ Science Web site, (ELL)           __ Video Labs, Ch. 6, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 6,    __ Virtual Labs, Ch. 6, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 6, TCH, (ELL)




                                                      61
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (4 sections)                                     Chapter 6



Step 4—Mini-Assessments
Assess
____ Assessment, p. 172, TWE
___ Section Review, p. 172, TWE
____ Mini-Assessment, p. 172, TWE
____ Performance Assessment in the Science Classroom, p. 161, TCR
____ Mastering the FCAT Grade 6, p. 55, TCR
____ FCAT Transparencies, SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 6, TCH
____ Interactive Chalkboard, Section Review, Ch. 6, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 171, TWE
   p. 20, T11, CRB, (ELL)                                    __ Enrichment, p. 32, T12, CRB
__ Spanish Directed Reading for Content Mastery,             __ Earth Science Critical Thinking/Problem-Solving,
   pp. 23–26, T11, CRB, (ELL)                                    Activity 14, p. 14, Activity 16, p. 16, Activity 18, p. 18
__ Reinforcement, p. 28, T12, CRB, (ELL)                     __ Probeware Lab Manual, Lab 9, p. 57
__ Reading and Writing Skill Activities,                     __ Cultural Diversity, Activity 15, p. 29
   Activity 2, p. 3, (ELL)                                       Activity 17, p. 23
__ Science Notebook, Ch. 6, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 20, TCR, (ELL)
__ StudentWorks Plus, Ch. 6, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 6, TCH, (ELL)
__ More Section Review, Ch. 6




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                        62
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                      Chapter 6




Section 3 Immunity
Benchmark—SC.F.1.3.6 (CS, MC): The student knows that the cells with similar functions have similar structures,
whereas those with different structures have different functions. Also covers: SC.F.1.3.1 (AA, MC, SR), SC.F.1.3.2 (CS,
MC), SC.H.1.3.6 (Not assessed), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
8. Explain the difference between an antigen and an antibody.
9. Compare and contrast active and passive immunity.



Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 1, p. 30, TCR; Transparency Activity, p. 50, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 173, TWE
____ Interactive Chalkboard, Ch. 6, Sec. 3, TCH




                                                          63
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                Chapter 6



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Determining               none                                 none
   Reproductive Rates, p. 175;
   MiniLAB Worksheet, p. 4, T10,     Labs:                                Labs:
   CRB, (ELL)                        __ MiniLAB: Determining              __ MiniLAB: Determining
                                        Reproductive Rates, p. 175;          Reproductive Rates, p. 175;
TWE Margin:                             MiniLAB Worksheet, p. 4, T10,        MiniLAB Worksheet, p. 4, T10,
__ Differentiated Instruction,          CRB, (ELL)                           CRB, (ELL)
   Learning Disabled, p. 174
                                     TWE Margin:                          TWE Margin:
__ Identifying Misconceptions,
                                     __ Quick Demo, p. 174                __ Identifying Misconceptions, p.
   p. 174                                                                    174
                                     __ Identifying Misconceptions,
__ Reading Strategy, p. 174, (ELL)                                        __ Curriculum Connection, p. 175
                                           p. 174
__ Discussion, p. 175                                                     __ Discussion, p. 175
                                     __ Reading Strategy, p. 174, (ELL)
__ Visual Learning, p. 175                                                TCR:
                                     __ Curriculum Connection, p. 175
__ Daily Intervention, Check for                                          __ Note-taking Worksheet, pp. 35–
   Understanding, p. 176             __ Discussion, p. 175
                                                                             37, CRB; Content Outline for
__ Daily Intervention, Reteach, p.   __ Visual Learning, p. 175              Teaching, Section 3, pp. T2-T5,
   176                               __ Daily Intervention, Check for        CRB
                                        Understanding, p. 176             __ Teaching Transparency, p. 53,
TCR:
                                     __ Daily Intervention, Reteach, p.      CRB, (ELL); Teaching
__ Reading Essentials, English,         176                                  Transparency Activity, p. 54,
   Section 3, pp. 91-110, (ELL)                                              CRB
__ Reading Essentials, Spanish,      TCR:
   Section 3, pp. 91-110, (ELL)      __ Note-taking Worksheet, pp. 35–    Technology:

__ Spanish Resources, Section 3,        37, CRB; Content Outline for      __ Science Web site, (ELL)
   pp. T6–T9, CRB, (ELL)                Teaching, Section 3, pp. T2-T5,   __ Vocabulary PuzzleMaker, Ch. 6,
                                        CRB                                  TCH, (ELL)
__ Note-taking Worksheet, pp. 35–
   37, CRB; Content Outline for      __ Teaching Transparency, p. 53,     __ Video Labs, Ch. 6, TCH, (ELL)
   Teaching, Section 3, pp. T2-T5,      CRB, (ELL); Teaching
                                        Transparency Activity, p. 54,     __ Virtual Labs, Ch. 6, TCH, (ELL)
   CRB
                                        CRB
__ Teaching Transparency, p. 53,
   CRB, (ELL); Teaching              Technology:
   Transparency Activity, p. 54,     __ Science Web site, (ELL)
   CRB
                                     __ Vocabulary PuzzleMaker, Ch. 6,
Technology:                             TCH, (ELL)
__ Science Web site, (ELL)           __ Video Labs, Ch. 6, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 6,    __ Virtual Labs, Ch. 6, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 6, TCH, (ELL)




                                                      64
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                   Chapter 6



Step 4—Mini-Assessments
Assess
____ Assessment, p. 175, TWE
___ Section Review, p. 176, TWE
____ Mini-Assessment, p. 176, TWE
____ Reading Strategy, p. 174, TWE
____ Performance Assessment in the Science Classroom, p. 97, TCR
____ Mastering the FCAT Grade 6, p. 39, TCR
____ FCAT Transparencies, SC.F.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 6, TCH
____ Interactive Chalkboard, Section Review, Ch. 6, Sec. 3, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 33, T12, CRB
   p. 21, T11, CRB, (ELL)                                  __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 2, p. 2
   pp. 23-26, T11, CRB, (ELL)
__ Reinforcement, p. 29, T12, CRB, (ELL)
__ Science Notebook, Ch. 6, Sec. 3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 21, TCR, (ELL)
__ StudentWorks Plus, Ch. 6, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 6, TCH, (ELL)
__ More Section Review, Ch. 6, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      65
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (4 sections)                                  Chapter 6




Section 4 Diseases
Benchmark—SC.G.1.3.1 (AA, MC, SR): The student knows that viruses depend on other living things. Also covers:
SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.2 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.6 (Not Assessed), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.G.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:        2.5 sessions


Objectives
10. Describe the work of Pasteur, Koch, and Lister in the discovery and prevention of
  disease.
11. Identify diseases caused by viruses and bacteria.
12. Explain how HIV affects the immune system.
13. Define noninfectious diseases and list their causes.
14. Explain what happens during an allergic reaction.



Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 1, p. 31, TCR; Transparency Activity, p. 51, CRB,
         (ELL)
____ Reading Preview, p. 177, TWE
____ Interactive Chalkboard, Ch. 6, Sec. 4, TCH




                                                       66
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                   Chapter 6



Teach (Differentiate, Accommodate)
Level 1                              Level 2                               Level 3
Labs:                                SE:                                   SE:
__ LAB: Microorganisms, p. 185       __ Integrate (Earth Science), p.      __ Integrate (Earth Science), p.
   (Worksheet, pp. 5-6, T10, CRB)       178                                   178
__ LAB: Blood Type Reactions, pp.    Labs:                                 Labs:
   186-187 (Worksheet, pp. 7-8,
   T10, CRB)                         __ Inquiry Lab, p. 181, T10           __ Inquiry Lab, p.181, T10

__ Laboratory Activity 1,2, pp. 9–   __ LAB: Microorganisms, p. 185        __ LAB: Microorganisms, p. 185
   16, T10, CRB                         (Worksheet, pp. 5–6, T10, CRB)        (Worksheet, pp. 5–6, T10, CRB)
                                     __ LAB: Blood Type Reactions, pp.     __ LAB: Blood Type Reactions, pp.
TWE Margin:                             186-187 (Worksheet, pp. 7–8,          186-187 (Worksheet, pp. 5–6,
__ Science Journal, p. 178              T10, CRB)                             T10, CRB)
__ Use Science Words, p. 178         __ Laboratory Activity 1, 2, pp. 9–   __ Laboratory Activity 1, 2, pp. 9–
__ Make a Model, p. 178                 16, T10, CRB                          16, T10, CRB

__ Use an Analogy, pp. 180, 182      TWE Margin:                           TWE Margin:
__ Identifying Misconceptions,       __ Quick Demo, p. 178                 __ Make a Model, p. 178
   pp. 180, 183, 184                 __ Science Journal, p. 178            __ Science Journal, p. 178
__ Discussion, p. 181                __ Use Science Words, p. 178          __ Differentiated Instruction,
                                     __ Make a Model, p. 178                  Challenge, pp. 179, 182
__ Inquiry Lab, p. 181, T10
                                     __ Curriculum Connection, p. 180      __ Curriculum Connection, p. 180
__ Visual Learning, p. 182
                                     __ Use an Analogy, pp. 180, 182       __ Identifying Misconceptions,
__ Reading Strategy, p. 182, (ELL)
                                     __ Identifying Misconceptions,              pp. 180, 183, 184
__ Differentiated Instruction,
   Hearing Impaired, p. 183                pp. 180, 183, 184               __ Discussion, p. 181
__ Daily Intervention, Check for     __ Discussion, p. 181                 __ Teacher FYI, pp. 181, 182, 183
   Understanding, p. 184                                                   TCR:
                                     __ Inquiry Lab, p. 181
__ Daily Intervention, Reteach, p.                                         __ Note-taking Worksheet, pp. 35–
   184                               __ Visual Learning, p. 182
                                                                              37, CRB; Content Outline for
                                     __ Reading Strategy, p. 182, (ELL)       Teaching, Section 4, pp. T2-T5,
TCR:
                                     __ Daily Intervention, Check for         CRB
__ Reading Essentials, English,         Understanding, p. 184
   Section 4, pp. 91-110, (ELL)                                            Technology:
                                     __ Daily Intervention, Reteach, p.
__ Reading Essentials, Spanish,         184                                __ Science Web site, (ELL)
   Section 4, pp. 91-110, (ELL)                                            __ Vocabulary PuzzleMaker, Ch. 6,
__ Note-taking Worksheet, pp. 35–    TCR:                                     TCH, (ELL)
   37, CRB; Content Outline for      __ Note-taking Worksheet, pp. 35–     __ Video Labs, Ch. 6, TCH, (ELL)
   Teaching, Section 4, pp. T2-T5,      37, CRB; Content Outline for
   CRB                                  Teaching, Section 4, pp. T2-T5,    __ Virtual Labs, Ch. 6, TCH, (ELL)
__ Spanish Resources, Section 4,        CRB
   pp. T6–T9, CRB, (ELL)             Technology:
Technology:                          __ Science Web site, (ELL)
__ Science Web site, (ELL)           __ Vocabulary PuzzleMaker, Ch. 6,
__ Vocabulary PuzzleMaker, Ch. 6,       TCH, (ELL)
   TCH, (ELL)                        __ Video Labs, Ch. 6, TCH, (ELL)
__ Video Labs, Ch. 6, TCH, (ELL)     __ Virtual Labs, Ch. 6, TCH, (ELL)




                                                       67
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)       Chapter 6



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 185, 187, TWE
___ Section Review, p. 184, TWE
____ Mini-Assessment, p. 184, TWE
____ Reading Strategy, p. 182, TWE
____ Performance Assessment in the Science Classroom, p. 159, TCR
____ Mastering the FCAT Grade X, pp. 44-45, TCR
____ FCAT Transparencies, SC.G.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 6, TCH
____ Interactive Chalkboard, Section Review, Ch. 6, Sec. 4, TCH


Chapter Assessment
___ Chapter Study Guide, p. 189, TWE
___ Chapter Review, pp. 41–42, T13, CRB
___ Chapter Assessment, pp. 190–191, TWE
___ Chapter Test, pp. 43–46, T14, CRB
___ Assessment Transparency, p. 33, TCR; Assessment Transparency Activity, pp.
         55, T15, CRB
___ FCAT Practice: fl.msscience.com
___ FCAT Practice, pp. 193




                                                     68
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (4 sections)                         Chapter 6




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Enrichment, p. 34, T12, CRB
    p. 21, T11, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
    pp. 23-26, T11, CRB, (ELL)
__ Reinforcement, p. 30, T12, CRB, (ELL)
__ Science Notebook, Ch. 6, Sec.4, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
The Effects of Weightlessness on the Human Body
__ Study Guide and Reinforcement, p. 22, TCR, (ELL)
__ StudentWorks Plus, Ch. 6, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 6, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 6, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      69
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (4 sections)                                       Chapter 7



Chapter 7

Section 1 What is an Ecosystem
Benchmark—SC.D.2.3.1 (Not Assessed): The student understands that the quality of life is relevant to personal
experience; SC.G.2.3.2 (CS, MC, GR): The student knows that all biotic and abiotic factors are interrelated and that if one
factor is changed or removed, it impacts the availability of other resources within the system; SC.H.2.3.1 (CS, MC): The
student recognizes that patterns exist within and across systems. Also covers: SC.D.1.3.4 (AA, MC), SC.G.1.3.4 (AA,
MC, SR), SC.H.1.3.5 (AA, MC, SR, GR, ER), SC.H.1.3.7 (AA, MC, SR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.2.3.1, SC.G.2.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
1. Describe the living and nonliving factors in an ecosystem.
2. Explain how the parts of an ecosystem interact.



Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 197
___ Section Focus Transparency 1, p. 34, TCR; Transparency Activity, p. 40, CRB,
          (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 198, TWE
____ Interactive Chalkboard, Ch. 7, Sec. 1, TCH




                                                            70
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                Chapter 7



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Observing Soil            __ Science Online, p. 200             __ Science Online, p. 200
   Characteristics, p. 203; MiniLAB
   Worksheet, p. 3, T9, CRB, (ELL)    Labs:                                 Labs:

__ LAB: Toothpick Fish, p. 206        __ Inquiry Lab, p. 202, T9            __ Inquiry Lab, p. 202, T9

   (Worksheet, pp. 5–6, T9, CRB)      __ MiniLAB: Observing Soil            __ MiniLAB: Observing Soil
                                         Characteristics, p. 203; MiniLAB      Characteristics, p. 203; MiniLAB
__ Laboratory Activity 1, pp. 9–12,      Worksheet, p. 3, T9, CRB, (ELL)       Worksheet, p. 3, T9, CRB, (ELL)
   T9, CRB
                                      __ LAB: Toothpick Fish, p. 206        __ LAB: Toothpick Fish, p. 206
TWE Margin:                              (Worksheet, pp. 5–6, T9, CRB)         (Worksheet, pp. 5–6, T9, CRB)
__ Science Journal, pp. 196, 201      __ Laboratory Activity 1, pp. 9–12,   __ Laboratory Activity 1, pp. 9–12,
__ Fun Fact, p. 199                      T9, CRB                               T9, CRB

__ Use Science Words, p. 199          TWE Margin:                           TWE Margin:
__ Visual Learning, p. 199            __ Science Journal, pp. 196, 201      __ Science Journal, pp. 196, 201
__ Use an Analogy, p. 200             __ Fun Fact, p. 199                   __ Fun Fact, p. 199
__ Discussion, p. 200                 __ Use Science Words, p. 199          __ Curriculum Connection, pp. 199,
                                      __ Visual Learning, p. 199                202
__ Inquiry Lab, p. 202, T9
                                      __ Curriculum Connection, pp. 199,    __ Discussion, p. 200
__ Reading Strategy, p. 202, (ELL)
                                         202                                __ Teacher FYI, pp. 200, 203
__ Differentiated Instruction,
   Learning Disabled, p. 204          __ Use an Analogy, p. 200             __ Differentiated Instruction,
                                      __ Discussion, p. 200                    Challenge, p. 201
__ Daily Intervention, Check for
   Understanding, p. 205              __ Inquiry Lab, p. 202                TCR:
__ Daily Intervention, Reteach, p.    __ Reading Strategy, p. 202, (ELL)    __ Note-taking Worksheet, pp. 29–
   205                                                                         31, CRB; Content Outline for
                                      __ Quick Demo, p. 204                    Teaching, Section 1, pp. T2-T4,
TCR:                                  __ Daily Intervention, Check for         CRB
__ Reading Essentials, English,          Understanding, p. 205
   Section 1, pp. 111-122, (ELL)                                            Technology:
                                      __ Daily Intervention, Reteach, p.
__ Reading Essentials, Spanish,          205                                __ Science Web site, (ELL)
   Section 1, pp. 111-122, (ELL)                                            __ Vocabulary PuzzleMaker, Ch. 7,
                                      TCR:                                     TCH, (ELL)
__ Spanish Resources, Section 1,
   pp. T5–T7, CRB, (ELL)              __ Note-taking Worksheet, pp. 29–     __ Video Labs, Ch. 7, TCH, (ELL)
                                         31, CRB; Content Outline for
__ Note-taking Worksheet, pp. 29–        Teaching, Section 1, pp. T2-T4,    __ Virtual Labs, Ch. 7, TCH, (ELL)
   31, CRB; Content Outline for          CRB
   Teaching, Section 1, pp. T2-T4,
   CRB                                Technology:

Technology:                           __ Science Web site, (ELL)

__ Science Web site, (ELL)            __ Vocabulary PuzzleMaker, Ch. 7,
                                         TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 7,
   TCH, (ELL)                         __ Video Labs, Ch. 7, TCH, (ELL)

__ Video Labs, Ch. 7, TCH, (ELL)      __ Virtual Labs, Ch. 7, TCH, (ELL)




                                                     71
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (4 sections)                                         Chapter 7



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 203, 206, TWE
___ Section Review, p. 205, TWE
____ Mini-Assessment, p. 205, TWE
____ Reading Strategy, p. 202, TWE
____ Performance Assessment in the Science Classroom, p. 95, TCR
____ Mastering the FCAT Grade 6, p. 46, TCR
____ FCAT Transparencies, SC.D.2.3.1, SC.G.2.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 7, TCH
____ Interactive Chalkboard, Section Review, Ch. 7, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                  Enrichment
Level 1                                                        Level 3
__ Directed Reading for Content Mastery,                       __ Challenge Activity, p. 201, TWE
   p. 20, T10, CRB, (ELL)                                      __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,               __ Life Science Critical Thinking/Problem-Solving,
   pp. 19–21, T10, CRB, (ELL)                                      Activity 13, p. 13, Activity 22, p. 22, Activity 23, p. 23
__ Reinforcement, p. 27, T11, CRB, (ELL)                           Activity 3, p. 3, Activity 20, p. 20
__ Reading and Writing Skill Activities, Activity 15, p. 29    __ Cultural Diversity, Activity 6, p. 11, Activity 4, p. 7
(ELL)                                                              Activity 17, p. 33
__ Science Notebook, Ch. 7, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 1,
Cleaning Up the Bay
__ Study Guide and Reinforcement, p. 23, TCR, (ELL)
__ StudentWorks Plus, Ch. 7, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 7, TCH, (ELL)
__ More Section Review, Ch. 7, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                          72
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                  Chapter 7




Section 2 Relationships Among Living
Things
Benchmark—SC.H.2.3.1 (CS, MC): The student recognizes that patterns exist within and across systems. Also covers:
SC.D.1.3.2 (AA, MC), SC.G.2.3.3 (CS, MC, GR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:        2 sessions


Objectives
3. Explain how ecologists organize living systems.
4. Describe relationships among living things.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 35, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 207, TWE
____ Interactive Chalkboard, Ch. 7, Sec. 2, TCH




                                                       73
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)                                 Chapter 7



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Calculating Population   __ Science Online, p. 209            __ Science Online, p. 209
   Density, p. 208; MiniLAB          __ Integrate (History), p. 209       __ Integrate (History), p. 209
   Worksheet, p. 4, T9, CRB,
   (ELL)                             Labs:                                Labs:
TWE Margin:                          __ MiniLAB: Calculating Population   __ MiniLAB: Calculating Population
                                        Density, p. 208; MiniLAB             Density, p. 208; MiniLAB
__ Active Reading, p. 208               Worksheet, p. 4, T9, CRB,            Worksheet, p. 4, T9, CRB,
__ Differentiated Instruction,          (ELL)                                (ELL)
   English-Language Learners, p.
   209                               TWE Margin:                          TWE Margin:

__ Visual Learning, p. 209           __ Active Reading, p. 208            __ Active Reading, p. 208

__ Science Journal, p. 209           __ Visual Learning, p. 209           __ Science Journal, p. 209

__ Reading Strategy, p. 210, (ELL)   __ Science Journal, p. 209           __ Teacher FYI, p. 209

__ Daily Intervention, Check for     __ Quick Demo, p. 210                __ Differentiated Instruction,
   Understanding, p. 211             __ Reading Strategy, p. 210, (ELL)      Challenge, p. 210

__ Daily Intervention, Reteach, p.   __ Daily Intervention, Check for     TCR:
   211                                  Understanding, p. 211             __ Note-taking Worksheet, pp. 29–
TCR:                                 __ Daily Intervention, Reteach, p.      31, CRB; Content Outline for
                                        211                                  Teaching, Section 2, pp. T2-T4,
__ Reading Essentials, English,                                              CRB
   Section 2, pp. 111-122, (ELL)     TCR:
                                                                          __ Teaching Transparency, p. 43,
__ Reading Essentials, Spanish,      __ Note-taking Worksheet, pp. 29–       CRB, (ELL); Teaching
   Section 2, pp. 111-122, (ELL)        31, CRB; Content Outline for         Transparency Activity, p. 44,
__ Spanish Resources, Section 2,        Teaching, Section 2, pp. T2-T4,      CRB
   pp. T5–T7, CRB, (ELL)                CRB
                                                                          Technology:
__ Note-taking Worksheet, pp. 29–    __ Teaching Transparency, p. 43,
                                        CRB, (ELL); Teaching              __ Science Web site, (ELL)
   31, CRB; Content Outline for
   Teaching, Section 2, pp. T2-T4,      Transparency Activity, p. 44,     __ Vocabulary PuzzleMaker, Ch. 7,
   CRB                                  CRB                                  TCH, (ELL)
__ Teaching Transparency, p. 43,     Technology:                          __ Video Labs, Ch. 7, TCH, (ELL)
   CRB, (ELL); Teaching              __ Science Web site, (ELL)           __ Virtual Labs, Ch. 7, TCH, (ELL)
   Transparency Activity, p. 44,
   CRB                               __ Vocabulary PuzzleMaker, Ch. 7,
                                        TCH, (ELL)
Technology:                          __ Video Labs, Ch. 7, TCH, (ELL)
__ Science Web site, (ELL)           __ Virtual Labs, Ch. 7, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 7,
   TCH, (ELL)
__ Video Labs, Ch. 7, TCH, (ELL)




                                                      74
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (4 sections)                                     Chapter 7



Step 4—Mini-Assessments
Assess
____ Assessment, p. 208, TWE
___ Section Review, p. 211, TWE
____ Mini-Assessment, p. 211, TWE
____ Reading Strategy, p. 210, TWE
____ Performance Assessment in the Science Classroom, p. 123, TCR
____ Mastering the FCAT Grade 6, p. 55, TCR
____ FCAT Transparencies, SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 7, TCH
____ Interactive Chalkboard, Section Review, Ch. 7, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 210, TWE
   pp. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 27, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Earth Science Critical Thinking/Problem-Solving,
   pp. 19–22, T10, CRB, (ELL)                                    Activity 14, p. 14, Activity 16, p. 16, Activity 18, p. 18
__ Reinforcement, p. 24, T11, CRB, (ELL)                     __ Probeware Lab Manual, Lab 9, p. 57
__ Reading and Writing Skill Activities,                     __ Cultural Diversity, Activity 15, p. 29
   Activity 2, p. 3, (ELL)                                       Activity 17, p. 23
__ Science Notebook, Ch. 7, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 25, TCR, (ELL)
__ StudentWorks Plus, Ch. 7, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 7, TCH, (ELL)
__ More Section Review, Ch. 7, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                        75
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                       Chapter 7




Section 3 Energy Through the Ecosystem
Benchmark—SC.G.1.3.4 (AA, MC, SR): The student knows that the interactions of organisms with each other and with
the non-living parts of their environments result in the flow of energy and the cycling of matter throughout the system;
SC.G.1.3.5 (AA, MC, SR): The student knows that life is maintained by a continuous input of energy from the sun and by
the recycling of the atoms that make up the molecules of living organisms. Also covers: SC.B.1.3.4 (CS, MC, GR),
SC.B.2.3.1 (AA, MC), SC.D.1.3.4 (AA, MC), SC.G.2.3.2 (CS, MC, GR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.7
(AA, MC, SR), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, SC.F.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
5. Explain how organisms get the energy they need.
6. Describe how energy flows through an ecosystem.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 36, TCR; Transparency Activity, p. 42, CRB,
          (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 212, TWE
____ Interactive Chalkboard, Ch. 7, Sec. 3, TCH




                                                           76
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (4 sections)                                   Chapter 7



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ LAB: What’s the Limiit?, pp.        __ Integrate (Physics), p. 214         __ Integrate (Physics), p. 214
   216-217 (Worksheet, pp. 7–8,
   T9, CRB)                            Labs:                                  Labs:

__ Laboratory Activity 2, pp. 13–16,   __ LAB: What’s the Limit?, pp. 216-    __ LAB: What’s the Limit?, pp. 216-
   T9, CRB                                217 (Worksheet, pp. 7–8, T9,           217 (Worksheet, pp. 7–8, T9,
                                          CRB)                                   CRB)
TWE Margin:                            __ Laboratory Activity 2, pp. 13–16,   __ Laboratory Activity 2, pp. 13–16,
__ Reading Strategy, p. 213, (ELL)        T9, CRB                                T9, CRB
__ Discussion, p. 213                  TWE Margin:                            TWE Margin:
__ Visual Learning, p. 214             __ Reading Strategy, p. 213, (ELL)     __ Teacher FYI, p. 213
__ Make a Model, p. 214                __ Discussion, p. 213                  __ Discussion, p. 213
__ Daily Intervention, Check for       __ Quick Demo, p. 214                  __ Differentiated Instruction,
   Understanding, p. 215                                                         Challenge, p. 214
                                       __ Visual Learning, p. 214
__ Daily Intervention, Reteach, p.                                            __ Make a Model, p. 214
   215                                 __ Make a Model, p. 214
                                       __ Daily Intervention, Check for       __ Identifying Misconceptions, p.
__ Identifying Misconceptions,                                                   219
                                          Understanding, p. 215
   p. 219                                                                     TCR:
                                       __ Daily Intervention, Reteach, p.
TCR:                                      215                                 __ Note-taking Worksheet, pp. 29–
__ Reading Essentials, English,        __ Identifying Misconceptions, p.         31, CRB; Content Outline for
   Section 3, pp. 111-122, (ELL)          219                                    Teaching, Section 3, pp. T2-T4,
                                                                                 CRB
__ Reading Essentials, Spanish,        TCR:
   Section 3, pp. 111-122, (ELL)                                              Technology:
                                       __ Note-taking Worksheet, pp. 29–
__ Spanish Resources, Section 3,          31, CRB; Content Outline for        __ Science Web site, (ELL)
   pp. T5–T7, CRB, (ELL)                  Teaching, Section 3, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch. 7,
__ Note-taking Worksheet, pp. 29–         CRB                                    TCH, (ELL)
   31, CRB; Content Outline for        Technology:                            __ Video Labs, Ch. 7, TCH, (ELL)
   Teaching, Section 3, pp. T2-T4,
   CRB                                 __ Science Web site, (ELL)             __ Virtual Labs, Ch. 7, TCH, (ELL)

Technology:                            __ Vocabulary PuzzleMaker, Ch. 7,
                                          TCH, (ELL)
__ Science Web site, (ELL)
                                       __ Video Labs, Ch. 7, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 7,
   TCH, (ELL)                          __ Virtual Labs, Ch. 7, TCH, (ELL)

__ Video Labs, Ch. 7, TCH, (ELL)




                                                        77
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (4 sections)       Chapter 7



Step 4—Mini-Assessments
Assess
____ Assessment, p. 217, TWE
___ Section Review, p. 219, TWE
____ Mini-Assessment, p. 219, TWE
____ Reading Strategy, p. 213, TWE
____ Mastering the FCAT Grade 6, pp. 44-45, TCR
____ FCAT Transparencies, SC.F.1.3.4, SC.F.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 7, TCH


Chapter Assessment
___ Chapter Study Guide, p. 219, TWE
___ Chapter Review, pp. 33-34, T12, CRB
___ Chapter Review, pp. 220-221, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 38, TCR; Assessment Transparency Activity, pp.
         45, T14, CRB
___ FCAT Practice: fl.msscience.com
___ FCAT Practice, pp. 222-223




                                                     78
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (4 sections)                                           Chapter 7




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                    Enrichment
Level 1                                                          Level 3
__ Directed Reading for Content Mastery,                         __ Challenge Activity, p. 214, TWE
    pp.15-18, T10, CRB, (ELL)                                    __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,                 __ Life Science Critical Thinking/ Problem-Solving,
    pp. 19–22, T10, CRB, (ELL)                                       Activity 13, p. 13, Activity 23, p. 23, Activity 1, p. 1
__ Reinforcement, p. 25, T11, CRB, (ELL)                         __ Cultural Diversity, Activity 7, p. 13
__ Reading and Writing Skill Activities, Activity 1, p. 1
    Activity 15, p. 29
__ Science Notebook, Ch. 7, Sec. 3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 27, TCR, (ELL)
__ StudentWorks Plus, Ch. 7, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 7, TCH, (ELL)
__ More Section Review, Ch. 7, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                            79
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 8



Chapter 8

Section 1 How Ecosystems Change
Benchmark—SC.D.1.3.4 (AA, MC): The student knows the ways in which plants and animals reshape the landscape;
SC.H.2.3.1 (CS, MC): The student recognizes that patterns exist within and across systems. Also covers: SC.G.1.3.2
(CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.4, SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
1. Explain how ecosystems change over time.
2. Describe how new communities begin in areas without life.
3. Compare pioneer communities and climax communities


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 225
___ Section Focus Transparency 1, p. 39, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 226, TWE
____ Interactive Chalkboard, Ch. 8, Sec. 1, TCH




                                                         80
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 8



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ Laboratory Activity 1, pp. 9–10,   __ Science Online, p. 227             __ Science Online, p. 227
   T9, CRB
                                      Labs:                                 Labs:
TWE Margin:                           __ Laboratory Activity 1, pp. 9–10,   __ Laboratory Activity 1, pp. 9–10,
__ Science Journal, p. 224               T9, CRB                               T9, CRB
__ Discussion, p. 227                 TWE Margin:                           TWE Margin:
__ Visual Learning, p. 228            __ Science Journal, p. 224            __ Science Journal, p. 224
__ Reading Strategy, p. 228, (ELL)    __ Quick Demo, p. 227                 __ Teacher FYI, p. 227
__ Identifying Misconceptions,        __ Curriculum Connection, p. 227      __ Curriculum Connection, p. 227
   p. 229                             __ Discussion, p. 227                 __ Discussion, p. 227
__ Daily Intervention, Check for      __ Visual Learning, p. 228            __ Differentiated Instruction,
   Understanding, p. 229                                                       Challenge, p. 228
                                      __ Reading Strategy, p. 228, (ELL)
__ Daily Intervention, Reteach, p.                                          __ Identifying Misconceptions, p. 229
   229                                __ Identifying Misconceptions,
                                            p. 229                          TCR:
TCR:
                                      __ Daily Intervention, Check for      __ Note-taking Worksheet, pp. 31–
__ Reading Essentials, English,          Understanding, p. 229                 33, CRB; Content Outline for
   Section 1, pp. 123-136, (ELL)                                               Teaching, Section 1, pp. T2-T4,
                                      __ Daily Intervention, Reteach, p.       CRB
__ Reading Essentials, Spanish,          229
   Section 1, pp. 123-136, (ELL)                                            Technology:
__ Spanish Resources, Section 1,      TCR:
                                                                            __ Science Web site, (ELL)
   pp. T5–T8, CRB, (ELL)              __ Note-taking Worksheet, pp. 31–
                                         33, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch. 8,
__ Note-taking Worksheet, pp. 31–                                              TCH, (ELL)
   33, CRB; Content Outline for          Teaching, Section 1, pp. T2-T4,
   Teaching, Section 1, pp. T2-T4,       CRB                                __ Video Labs, Ch. 8, TCH, (ELL)
   CRB                                Technology:                           __ Virtual Labs, Ch. 8, TCH, (ELL)
Technology:                           __ Science Web site, (ELL)
__ Science Web site, (ELL)            __ Vocabulary PuzzleMaker, Ch. 8,
__ Vocabulary PuzzleMaker, Ch. 8,        TCH, (ELL)
   TCH, (ELL)                         __ Video Labs, Ch. 8, TCH, (ELL)
__ Video Labs, Ch. 8, TCH, (ELL)      __ Virtual Labs, Ch. 8, TCH, (ELL)




                                                     81
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                     Chapter 8



Step 4—Mini-Assessments
Assess
____ Assessment, p. 225, TWE
___ Section Review, p. 229, TWE
____ Mini-Assessment, p. 229, TWE
____ Reading Strategy, p. 228, TWE
____ Performance Assessment in the Science Classroom, p. 159, TCR
____ Mastering the FCAT Grade 6, pp. 30, 55, TCR
____ FCAT Transparencies, SC.D.1.3.4, SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 8, TCH
____ Interactive Chalkboard, Section Review, Ch. 8, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 228, TWE
   p. 18, T10, CRB, (ELL)                                    __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Life Science Critical Thinking/Problem-Solving,
   pp. 21-24, T10, CRB, (ELL)                                    Activity 10, p. 10, Activity 14, p. 14, Activity 16, p. 16,
__ Reinforcement, p. 25, T11, CRB, (ELL)                         Activity 18, p. 18
__ Reading and Writing Skill Activities,                     __ Probeware Lab Manual, Lab 9, p. 57
   Activity 2, p. 3, (ELL)                                   __ Cultural Diversity, Activity 15, p. 29
__ Science Notebook, Ch. 8, Sec. 1, TCR, (ELL)                   Activity 17, p. 23, Activity 4, p. 7
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 27, TCR, (ELL)
__ StudentWorks Plus, Ch. 8, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 8, TCH, (ELL)
__ More Section Review, Ch. 8, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                        82
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                 Chapter 8




Section 2 Biomes
Benchmark—SC.D.2.3.2 (AA, MC, SR): The student knows the positive and negative consequences of human action on
the Earth’s systems. Also covers: SC.G.2.3.2 (CS, MC, GR), SC.G.2.3.4 (AA, MC, SR), SC.H.1.3.1 (AA, MC, SR),
SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.7 (AA, MC, SR), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.2.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:       2 sessions


Objectives
4. Explain how climate influences land environments.
5. Identify seven biomes of Earth.
6. Describe the adaptations of organisms found in each biome


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 40, TCR; Transparency Activity, p. 43, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 230, TWE
____ Interactive Chalkboard, Ch. 8, Sec. 2, TCH




                                                      83
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                 Chapter 8



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Modeling Rain Forest     __ Integrate (Earth Science), p.     __ Integrate (Earth Science), p.
   Leaves, p. 234; MiniLAB              236                                  236
   Worksheet, p. 3, T9, CRB,
   (ELL)                             Labs:                                Labs:

__ LAB: Studying a Land              __ MiniLAB: Modeling Rain Forest     __ MiniLAB: Modeling Rain Forest
   Ecosystem, p. 238 (Worksheet,        Leaves, p. 234; MiniLAB              Leaves, p. 234; MiniLAB
   pp. 5-6, T9, CRB)                    Worksheet, p. 3, T9, CRB,            Worksheet, p. 3, T9, CRB,
                                        (ELL)                                (ELL)
TWE Margin:                          __ Inquiry Lab, p. 235, T9           __ Inquiry Lab, p. 235, T9
__ Discussion, p. 231                __ LAB: Studying a Land              __ LAB: Studying a Land
__ Fun Fact, pp. 231, 236               Ecosystem, p. 238 (Worksheet,        Ecosystem, p. 238 (Worksheet,
__ Science Journal, p. 232              pp. 5–6, T9, CRB)                    pp. 5–6, T9, CRB)

__ Differentiated Instruction,       TWE Margin:                          __ Laboratory Activity 1, pp. 9–10,
   Learning Disabled, p. 232                                                 T9, CRB
                                     __ Discussion, p. 231
__ Use Science Words, p. 232         __ Quick Demo, pp. 231, 232          TWE Margin:
__ Identifying Misconceptions,       __ Fun Fact, pp. 231, 232            __ Teacher FYI, pp. 231, 233
   pp. 232, 236                      __ Science Journal, p. 232           __ Science Journal, p. 232
__ Use an Analogy, p. 235            __ Use Science Words, p. 232         __ Fun Fact, pp. 231, 236
__ Visual Learning, p. 235           __ Identifying Misconceptions,       __ Identifying Misconceptions,
__ Inquiry Lab, p. 235, T9                 pp. 232, 236                         pp. 232, 236
__ Daily Intervention, Check for     __ Use an Analogy, p. 235            __ Differentiated Instruction,
   Understanding, p. 237                                                     Challenge, p. 233
                                     __ Visual Learning, p. 235
__ Daily Intervention, Reteach, p.                                        TCR:
   237                               __ Daily Intervention, Check for
                                        Understanding, p. 237             __ Note-taking Worksheet, pp. 31–
TCR:                                                                         33, CRB; Content Outline for
                                     __ Daily Intervention, Reteach, p.      Teaching, Section 2, pp. T2-T4,
__ Reading Essentials, English,         237                                  CRB
   Section 2, pp. 123-136, (ELL)
                                     TCR:                                 __ Teaching Transparency, p. 45,
__ Reading Essentials, Spanish,                                              CRB, (ELL); Teaching
   Section 2, pp. 123-136, (ELL)     __ Note-taking Worksheet, pp. 31–
                                        33, CRB; Content Outline for         Transparency Activity, p. 46,
__ Spanish Resources, Section 2,        Teaching, Section 2, pp. T2-T4,      CRB
   pp. T5–T8, CRB, (ELL)                CRB                               Technology:
__ Note-taking Worksheet, pp. 31–    __ Teaching Transparency, p. 45,
   33, CRB; Content Outline for                                           __ Science Web site, (ELL)
                                        CRB, (ELL); Teaching
   Teaching, Section 2, pp. T2-T4,      Transparency Activity, p. 46,     __ Vocabulary PuzzleMaker, Ch. 8,
   CRB                                  CRB                                  TCH, (ELL)
__ Teaching Transparency, p. 45,     Technology:                          __ Video Labs, Ch. 8, TCH, (ELL)
   CRB, (ELL); Teaching                                                   __ Virtual Labs, Ch. 8, TCH, (ELL)
   Transparency Activity, p. 46,     __ Science Web site, (ELL)
   CRB                               __ Vocabulary PuzzleMaker, Ch. 8,
Technology:                             TCH, (ELL)

__ Science Web site, (ELL)           __ Video Labs, Ch. 8, TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch. 8,    __ Virtual Labs, Ch. 8, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 8, TCH, (ELL)




                                                          84
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                        Chapter 8



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 234, 238, TWE
___ Section Review, p. 237, TWE
____ Mini-Assessment, p. 237, TWE
____ Reading Strategy, p. 233, TWE
____ Performance Assessment in the Science Classroom, p. 105, TCR
____ Mastering the FCAT Grade 6, pp. 48-49, TCR
____ FCAT Transparencies, SC.D.2.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 8, TCH
____ Interactive Chalkboard, Section Review, Ch. 8, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 233, TWE
   p. 18, T10, CRB, (ELL)                                  __ Enrichment, p. 29, T11, CRB
__ Spanish Directed Reading for Content Mastery,           __ Life Science Critical Thinking/Problem-Solving,
   pp. 21-24, T10, CRB, (ELL)                                  Activity 5, p. 5, Activity 10, p. 10, Activity 12, p. 12
__ Reinforcement, p. 26, T11, CRB, (ELL)                       Activity 15, p. 15, Activity 17, p. 17, Activity 18, p. 18
__ Science Notebook, Ch. 8, Sec. 2, TCR, (ELL)                 Activity 1, p. 1, Activity 16, p. 16
__ Florida Science Observer, Vol. 1,                       __ Science Inquiry Lab Manual, Activity 3, p. 5
Sea Level Rising                                           __ Cultural Diversity, Activity 4, p. 7, Activity 6, p. 11
__ Study Guide and Reinforcement, p. 28, TCR, (ELL)            Activity 17, p. 33
__ StudentWorks Plus, Ch. 8, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 8, TCH, (ELL)
__ More Section Review, Ch. 8, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      85
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                     Chapter 8




Section 3 Aquatic Ecosystems
Benchmark—SC.D.2.3.1 (Not Assessed): The student understands that the quality of life is relevant to personal
experience; SC.D.2.3.2 (AA, MC, SR): The student knows the positive and negative consequences of human action on
the Earth’s’ systems; SC.G.2.3.3 (CS, MC, GR): The student knows that a brief change in the limited resources of an
ecosystem may alter the size of a population or the average size of individual organisms and that long-term change may
result in the elimination of animal and plant populations inhabiting the Earth. Also covers: SC.G.2.3.2 (CS, MC, GR),
SC.G.2.3.4 (AA, MC, SR), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed),
SC.H.3.3.4 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.2.3.1, SC.D.2.3.2, SC.G.2.3.3, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:         3 sessions


Objectives
7. Compare flowing freshwater and standing freshwater ecosystems.
8. Identify and describe important saltwater ecosystems.
9. Identify problems that affect aquatic ecosystems.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 41, TCR; Transparency Activity, p. 44, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 239, TWE
____ Interactive Chalkboard, Ch. 8, Sec. 3, TCH




                                                          86
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                   Chapter 8



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Modeling River             __ Integrate (Career), p. 244          __ Integrate (Career), p. 244
   Pollution, p. 240; MiniLAB          __ Integrate (Earth Science), p.       __ Integrate (Earth Science), p.
   Worksheet, p. 4, T9, CRB,              244                                    244
   (ELL)
__ LAB: Exploring Wetlands, pp.        Labs:                                  Labs:
   246-247 (Worksheet, pp. 7–8,        __ MiniLAB: Modeling River             __ MiniLAB: Modeling River
   T9, CRB)                               Pollution, p. 240; MiniLAB             Pollution, p. 240; MiniLAB
__ Laboratory Activity 2, pp. 11–14,      Worksheet, p. 4, T9, CRB,              Worksheet, p. 4, T9, CRB,
   T9, CRB                                (ELL)                                  (ELL)
                                       __ LAB: Exploring Wetlands, pp.        __ LAB: Exploring Wetlands, pp.
TWE Margin:                               246-247 (Worksheet, pp. 7–8,           246-247 (Worksheet, pp. 7–8,
__ Differentiated Instruction,            T9, CRB)                               T9, CRB)
   Visually Impaired, p. 240           __ Laboratory Activity 2, pp. 11–14,   __ Laboratory Activity 2, pp. 11–14,
__ Reading Strategy, p. 241, (ELL)        T9, CRB                                T9, CRB
__ Identifying Misconceptions,         TWE Margin:                            TWE Margin:
   pp. 241, 243                        __ Reading Strategy, p. 241, (ELL)     __ Differentiated Instruction,
__ Make a Model, p. 242                __ Identifying Misconceptions,            Challenge, pp. 240, 244
__ Science Journal, p. 242                   pp. 241, 243                     __ Teacher FYI, p. 241
__ Fun Fact, p. 242                    __ Curriculum Connection, pp. 241,     __ Curriculum Connection, p. 241
__ Active Reading, p. 243                 244                                 __ Identifying Misconceptions,
__ Discussion, p. 243                  __ Make a Model, p. 242                      pp. 241, 243
__ Visual Learning, p. 244             __ Science Journal, p. 242             __ Science Journal, p. 242
__ Daily Intervention, Check for       __ Fun Fact, p. 242                    __ Make a Model, p. 242
   Understanding, p. 245               __ Quick Demo, pp. 242, 243            __ Fun Fact, p. 242
__ Daily Intervention, Reteach, p.     __ Active Reading, p. 243              __ Active Reading, p. 243
   245
                                       __ Discussion, p. 243                  __ Discussion, p. 243
TCR:                                   __ Visual Learning, p. 244             TCR:
__ Reading Essentials, English,        __ Daily Intervention, Check for
   Section 3, pp. 123-136, (ELL)                                              __ Note-taking Worksheet, pp. 31–
                                          Understanding, p. 245                  33, CRB; Content Outline for
__ Reading Essentials, Spanish,        __ Daily Intervention, Reteach, p.        Teaching, Section 3, pp. T2-T4,
   Section 3, pp. 123-136, (ELL)          245                                    CRB
__ Spanish Resources, Section 3,                                              Technology:
   pp. T5–T8, CRB, (ELL)               TCR:
                                       __ Note-taking Worksheet, pp. 31–      __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 31–
   33, CRB; Content Outline for           33, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch. 8,
   Teaching, Section 3, pp. T2-T4,        Teaching, Section 3, pp. T2-T4,        TCH, (ELL)
   CRB                                    CRB
                                                                              __ Video Labs, Ch. 8, TCH, (ELL)
Technology:                            Technology:                            __ Virtual Labs, Ch. 8, TCH, (ELL)
__ Science Web site, (ELL)             __ Science Web site, (ELL)

__ Vocabulary PuzzleMaker, Ch. 8,      __ Vocabulary PuzzleMaker, Ch. 8,
   TCH, (ELL)                             TCH, (ELL)

__ Video Labs, Ch. 8, TCH, (ELL)       __ Video Labs, Ch. 8, TCH, (ELL)
                                       __ Virtual Labs, Ch. 8, TCH, (ELL)




                                                            87
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)        Chapter 8



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 240, 247, TWE
___ Section Review, p. 245, TWE
____ Mini-Assessment, p. 245, TWE
____ Reading Strategy, p. 241, TWE
____ Performance Assessment in the Science Classroom, p. 169, TCR
____ Mastering the FCAT Grade 6, pp. 47-49, TCR
____ FCAT Transparencies, SC.D.2.3.1, SC.D.2.3.2, SC.G.2.3.3, TCR
____ ExamView ® Pro Testmaker, Ch. 8, TCH
____ Interactive Chalkboard, Section Review, Ch. 8, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 249, TWE
___ Chapter Review, pp. 35–36, T12, CRB
___ Chapter Assessment, pp. 250–251, TWE
___ Chapter Test, pp. 37–40, T13, CRB
___ Assessment Transparency, p. 43, TCR; Assessment Transparency Activity, p. 47,
         T14, CRB
___ FCAT Practice: fl.msscience.com
___ FCAT Practice, pp. 252–253




                                                     88
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                        Chapter 8




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 240, TWE
   p. 18, T10, CRB, (ELL)                                  __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,           __ Life Science Critical Thinking/Problem-Solving,
   pp. 21-24, T10, CRB, (ELL)                                  Activity 5, p. 5, Activity 10, p. 10, Activity 12, p. 12
__ Reinforcement, p. 27, T11, CRB, (ELL)                       Activity 15, p. 15, Activity 17, p. 17, Activity 18, p. 18
__ Science Notebook, Ch. 8, Sec. 3, TCR, (ELL)                 Activity 1, p. 1, Activity 16, p. 16, Activity 13, p. 13,
__ Florida Science Observer, Vol. 1,                           Activity 22, p. 22
Farming Trees                                              __ Science Inquiry Lab Manual, Activity 3, p. 5
__ Study Guide and Reinforcement, p. 29, TCR, (ELL)        __ Cultural Diversity, Activity 4, p. 7, Activity 6, p. 11
__ StudentWorks Plus, Ch. 8, TCH, (ELL)                        Activity 17, p. 33
__ Succeeding on the FCAT, Ch. 8, TCH, (ELL)
__ More Section Review, Ch. 8, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      89
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                   Chapter 9



Chapter 9

Section 1 Nonrenewable Resources
Benchmark—SC.A.2.3.3 (AA, MC, GR, SR, ER): The student knows that radiation, light, and heat are forms of energy
used to cook food, treat diseases, and provide energy; SC.D.2.3.2 (AA, MC, SR): The student knows the positive and
negative consequences of human action on the Earth’s systems. SC.G.2.3.4 (AA, MC, SR): The student understands that
humans are a part of an ecosystem and their activities may deliberately or inadvertently after the equilibrium in
ecosystems. Also covers: SC.B.1.3.1 (AA, MC, GR, SR, ER), SC.B.2.3.2 (CS, MC), SC.D.2.3.1 (Not Assessed),
SC.G.2.3.1 (CS, MC), SC.H.3.3.4 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.3, SC.D.2.3.2, SC.G.2.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:        2 sessions


Objectives
1. Identify examples of renewable energy resources.
2. Describe the advantages and disadvantages of using fossil fuels.
3. Explain the advantages and disadvantages of using nuclear energy


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 255
___ Section Focus Transparency 1, p. 44, TCR; Transparency Activity, pp. 44, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 256, TWE
____ Interactive Chalkboard, Ch. 9, Sec. 1, TCH




                                                        90
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                 Chapter 9



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                Level 3
Labs:                                     SE:                                    SE:
__ MiniLAB: Practicing Energy             __ Integrate (Life Science), p. 257    __ Integrate (Life Science), p. 257
   Conservation, p. 263; MiniLAB          __ Science Online, p. 261              __ Science Online, p. 261
   Worksheet, p. 3, T9, CRB, (ELL)
__ Laboratory Activity 1, pp. 9–11,       Labs:                                  Labs:
   T9, CRB                                __ MiniLAB: Practicing Energy          __ MiniLAB: Practicing Energy
                                             Conservation, p. 263; MiniLAB          Conservation, p. 263; MiniLAB
TWE Margin:                                  Worksheet, p. 3, T9, CRB, (ELL)        Worksheet, p. 3, T9, CRB, (ELL)
__ Science Journal, pp. 254, 259          __ Laboratory Activity 1, pp. 9–11,    __ Laboratory Activity 1, pp. 9–11,
__ Differentiated Instruction, English-      T9, CRB                                T9, CRB
   Language Learner, p. 257
                                          TWE Margin:                            TWE Margin:
__ Use Science Words, pp. 257, 264
                                          __ Quick Demo, p. 261                  __ Teacher FYI, p. 257
__ Visual Learning, pp. 258, 260
                                          __ Curriculum Connection, p. 261       __ Curriculum Connection, p. 261
__ Discussion, pp. 258, 264
                                          __ Use an Analogy, p. 260              __ Differentiated Instruction,
__ Reading Strategy, p. 259, (ELL)                                                  Challenge, p. 257
                                          __ Discussion, pp. 258, 264
__ Make a Model, p. 259                                                          __ Discussion, pp. 258, 264
                                          __ Use Science Words, pp. 257, 264
__ Differentiated Instruction,                                                   __ Make a Model, p. 259
   Learning Disabled, p. 259              __ Visual Learning, pp. 258, 260
                                          __ Make a Model, p. 259                __ Identifying Misconceptions,
__ Use an Analogy, p. 260
                                          __ Identifying Misconceptions,               p. 261
__ Identifying Misconceptions,
                                                p. 261                           __ Active Reading, p. 263
   p. 261
                                          __ Active Reading, p. 263              __ Science Journal, pp. 254, 259
__ Active Reading, p. 263
                                          __ Reading Strategy, p. 259, (ELL)     __ Fun Fact, p. 263
__ Fun Fact, p. 263
                                          __ Daily Intervention, Check for       TCR:
__ Daily Intervention, Check for
   Understanding, p. 265                     Understanding, p. 265               __ Note-taking Worksheet, pp. 33–
                                          __ Daily Intervention, Reteach, p.        35, CRB; Content Outline for
__ Daily Intervention, Reteach, p.                                                  Teaching, Section 1, pp. T2-T4,
   265                                       265
                                                                                    CRB
                                          __ Science Journal, pp. 254, 259
TCR:                                                                             __ Teaching Transparency, p. 47,
                                          __ Fun Fact, p. 263                       CRB, (ELL); Teaching
__ Reading Essentials, English,
   Section 1, pp. 137-152, (ELL)          TCR:                                      Transparency Activity, p. 48, CRB
__ Reading Essentials, Spanish,           __ Note-taking Worksheet, pp. 33–      Technology:
   Section 1, pp. 137-152, (ELL)             35, CRB; Content Outline for        __ Science Web site, (ELL)
__ Spanish Resources, Section 1,             Teaching, Section 1, pp. T2-T4,
                                             CRB                                 __ Vocabulary PuzzleMaker, Ch. 9,
   pp. T5–T8, CRB, (ELL)                                                            TCH, (ELL)
__ Note-taking Worksheet, pp. 33–         __ Teaching Transparency, p. 47,
                                             CRB, (ELL); Teaching                __ Video Labs, Ch. 9, TCH, (ELL)
   35, CRB; Content Outline for
   Teaching, Section 1, pp. T2-T4,           Transparency Activity, p. 48, CRB   __ Virtual Labs, Ch. 9, TCH, (ELL)
   CRB                                    Technology:
__ Teaching Transparency, p. 47,          __ Science Web site, (ELL)
   CRB, (ELL); Teaching
   Transparency Activity, p. 48, CRB      __ Vocabulary PuzzleMaker, Ch. 9,
                                             TCH, (ELL)
Technology:                               __ Video Labs, Ch. 9, TCH, (ELL)
__ Science Web site, (ELL)
                                          __ Virtual Labs, Ch. 9, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 9,
   TCH, (ELL)
__ Video Labs, Ch. 9, TCH, (ELL)




                                                         91
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                           Chapter 9



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 255, 260, 263, TWE
___ Section Review, p. 265, TWE
____ Mini-Assessment, p. 265, TWE
____ Reading Strategy, p. 259, TWE
____ Performance Assessment in the Science Classroom, p. 89,TCR
____ Mastering the FCAT Grade 6, pp. 19-20, 48-49, TCR
____ FCAT Transparencies, SC.A.2.3.3, SC.D.2.3.2, SC.G.2.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 9, TCH
____ Interactive Chalkboard, Section Review, Ch. 9, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                    Enrichment
Level 1                                                          Level 3
__ Directed Reading for Content Mastery,                         __ Challenge Activity, p. 257, TWE
    p. 20, T10, CRB, (ELL)                                       __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,                 __ Physical Science Critical Thinking/Problem-Solving,
    pp. 23–26, T10, CRB, (ELL)                                       Activity 5, p. 5, Activity 10, p. 10, Activity 12, p. 12
__ Reinforcement, p. 27, T11, CRB, (ELL)                             Activity 15, p. 15, Activity 17, p. 17, Activity 18, p. 18
__ Reading and Writing Skill Activities, Activity 1, p. 1            Activity 1, p. 1, Activity 16, p. 16, Activity 19, p. 19,
Activity 10, p. 19, Activity 15, p. 29, (ELL)                        Activity 22, p. 22, Activity 6, p. 6, Activity 3, p. 3,
__ Science Notebook, Ch. 9, Sec. 1, TCR, (ELL)                       Activity 7, p. 7, Activity 13, p. 13
__ Florida Science Observer, Vol. 3,                             __ Science Inquiry Lab Manual, Activity 3, p. 5
Florida’s Coral Reefs                                            __ Cultural Diversity, Activity 4, p. 7, Activity 6, p. 11
__ Study Guide and Reinforcement, p. 31, TCR, (ELL)                  Activity 17, p. 33, Activity 21, p. 41, Activity 2, p. 3,
__ StudentWorks Plus, Ch. 9, TCH, (ELL)
                                                                     Activity 11, p. 21, Activity 17, p. 33
__ Succeeding on the FCAT, Ch. 9, TCH, (ELL)
__ More Section Review, Ch. 9, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.


                                                            92
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                       Chapter 9




Section 2 Renewable Energy Resources
Benchmark—SC.F.1.3.4: The student knows that the levels of structural organization for function in living things include
cells, tissues, organ, systems, and organisms; SC.F.1.3.5: explains how the life functions of organisms are related to what
occurs within the cell. Also covers: SC.F.1.3.6




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, SC.F.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
4. Identify names and function of each part of a cell.
5. Explain how important a nucleus is in a cell.
6. Compare tissues, organs, and organ systems.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 45, TCR; Transparency Activity, p. 45, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 266, TWE
____ Interactive Chalkboard, Ch. 9, Sec. 2, TCH




                                                            93
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                   Chapter 9



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ LAB: Soaking Up Solar Energy,       __ Integrate (Career), p. 267          __ Integrate (Career), p. 267
   p. 272 (Worksheet, pp. 5–6, T9,     __ Science Online, p. 269              __ Science Online, p. 269
   CRB)
__ Laboratory Activity 2, pp. 13–16,   Labs:                                  Labs:
   T9, CRB                             __ Inquiry Lab, p. 269, T9             __ Inquiry Lab, p. 269, T9
TWE Margin:                            __ LAB: Soaking Up Solar Energy,       __ LAB: Soaking Up Solar Energy,
                                          p. 272 (Worksheet, pp. 5–6, T9,        p. 272 (Worksheet, pp. 5–6, T9,
__ Fun Fact, p. 268                       CRB)                                   CRB)
__ Inquiry Lab, p. 269, T9             __ Laboratory Activity 2, pp. 13–16,   __ Laboratory Activity 2, pp. 13–16,
__ Differentiated Instruction,            T9, CRB                                T9, CRB
   Learning Disabled, p. 269
                                       TWE Margin:                            TWE Margin:
__ Make a Model, p. 268
                                       __ Quick Demo, p. 267                  __ Teacher FYI, pp. 267, 270
__ Visual Learning, pp. 268, 270
                                       __ Fun Fact, p. 268                    __ Make a Model, p. 268
__ Reading Strategy, p. 269, (ELL)
                                       __ Make a Model, p. 268                __ Fun Fact, p. 268
__ Discussion, p. 270
                                       __ Visual Learning, pp. 268, 270       __ Differentiated Instruction,
__ Daily Intervention, Check for                                                 Challenge, p. 270
   Understanding, p. 271               __ Reading Strategy, p. 269, (ELL)
                                       __ Discussion, p. 270                  __ Discussion, p. 270
__ Daily Intervention, Reteach, p.
   271                                 __ Daily Intervention, Check for       TCR:
                                          Understanding, p. 271               __ Note-taking Worksheet, pp. 33–
TCR:
                                       __ Daily Intervention, Reteach, p.        35, CRB; Content Outline for
__ Reading Essentials, English,           271                                    Teaching, Section 2, pp. T2-T4,
   Section 2, pp. 137-152, (ELL)                                                 CRB
__ Reading Essentials, Spanish,        TCR:
                                                                              Technology:
   Section 2, pp. 137-152, (ELL)       __ Note-taking Worksheet, pp. 33–
                                          35, CRB; Content Outline for        __ Science Web site, (ELL)
__ Spanish Resources, Section 2,
   pp. T5–T8, CRB, (ELL)                  Teaching, Section 2, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch. 9,
                                          CRB                                    TCH, (ELL)
__ Note-taking Worksheet, pp. 33–
   35, CRB; Content Outline for        Technology:                            __ Video Labs, Ch. 9, TCH, (ELL)
   Teaching, Section 2, pp. T2-T4,     __ Science Web site, (ELL)             __ Virtual Labs, Ch. 9, TCH, (ELL)
   CRB
                                       __ Vocabulary PuzzleMaker, Ch. 9,
Technology:                               TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 9, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 9,      __ Virtual Labs, Ch. 9, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 9, TCH, (ELL)




                                                        94
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 9



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 268, 272, TWE
___ Section Review, p. 271, TWE
____ Mini-Assessment, p. 271, TWE
____ Reading Strategy, p. 269, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 19-20, 48-49, TCR
____ FCAT Transparencies, SC.F.1.3.4, SC.F.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 9, TCH
____ Interactive Chalkboard, Section Review, Ch. 9, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 270, TWE
   p. 20, T10, CRB, (ELL)                                  __ Enrichment, p. 31, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 23–26, T10, CRB, (ELL)
__ Reinforcement, p. 28, T11, CRB, (ELL)
__ Science Notebook, Ch. 9, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 32, TCR, (ELL)
__ StudentWorks Plus, Ch. 9, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 9, TCH, (ELL)
__ More Section Review, Ch. 9, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      95
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                    Chapter 9




Section 3 Mineral Resources
Benchmark—SC.D.2.3.2 (AA, MC, SR): The student knows the positive and negative consequences of human action on
the Earth’s systems; SC.G.2.3.4 (AA, MC, SR): The student understands that humans are a part of an ecosystem and
their activities may deliberately or inadvertently alter the equilibrium in ecosystems. Also covers: SC.D.2.3.1 (Not
Assessed), SC.G.2.3.1 (CS, MC), SC.H.1.3.6 (Not Assessed), SC.H.3.3.4 (CS, MC), SC.H.3.3.5 (Not Assessed),
SC.H.3.3.6 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, SC.F.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:         3 sessions


Objectives
7. Explain the conditions needed for a mineral to be classified as an ore.
8. Describe how market conditions can cause a mineral to lose its value as an ore.
9. Compare and contrast metallic and nonmetallic mineral resources.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 46, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Foldables, p. 17, CRB
____ Reading Preview, p. 273, TWE
____ Interactive Chalkboard, Ch. 9, Sec. 3, TCH




                                                         96
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                  Chapter 9



Teach (Differentiate, Accommodate)
Level 1                              Level 2                               Level 3
Labs:                                SE:                                   SE:
__ MiniLAB: Observing Mineral        __ Integrate (Chemistry), p. 274      __ Integrate (Chemistry), p. 274
   Mining, p. 275; MiniLAB
   Worksheet, p. 4, T9, CRB,         Labs:                                 Labs:
   (ELL)                             __ MiniLAB: Observing Mineral         __ MiniLAB: Observing Mineral
__ LAB: Home Sweet Home, pp.            Mining, p. 275; MiniLAB               Mining, p. 275; MiniLAB
   278-279 (Worksheet, pp. 7–8,         Worksheet, p. 4, T9, CRB,             Worksheet, p. 4, T9, CRB,
   T9, CRB)                             (ELL)                                 (ELL)
                                     __ LAB: Home Sweet Home, pp.          __ LAB: Home Sweet Home, pp.
TWE Margin:                                                                   278-279 (Worksheet, pp. 7–8,
                                           278-279 (Worksheet, pp. 7–8,
__ Fun Fact, p. 274                                                           T9, CRB)
__ Reading Strategy, p. 275, (ELL)         T9, CRB)
                                                                           TWE Margin:
__ Differentiated Instruction,       TWE Margin:                           __ Fun Fact, p. 274
   Visually Impaired, p. 275
                                     __ Curriculum Connection, p. 274      __ Teacher FYI, pp. 274, 276
__ Discussion, p. 275
                                     __ Fun Fact, p. 274                   __ Curriculum Connection, p. 274
__ Visual Learning, p. 277
                                     __ Reading Strategy, p. 275, (ELL)    __ Differentiated Instruction,
__ Daily Intervention, Check for                                              Challenge, p. 276
   Understanding, p. 277             __ Differentiated Instruction,
                                        Visually Impaired, p. 275, (ELL)   __ Discussion, p. 275
__ Daily Intervention, Reteach, p.
   277                               __ Discussion, p. 275                 TCR:
                                     __ Quick Demo, p. 276                 __ Note-taking Worksheet, pp. 33–
TCR:
                                     __ Visual Learning, p. 277               35, CRB; Content Outline for
__ Reading Essentials, English,                                               Teaching, Section 3, pp. T2-T4,
   Section 3, pp. 137-152, (ELL)     __ Daily Intervention, Check for         CRB
                                        Understanding, p. 277
__ Reading Essentials, Spanish,                                            Technology:
   Section 3, pp. 137-152, (ELL)     __ Daily Intervention, Reteach, p.
                                        277                                __ Science Web site, (ELL)
__ Spanish Resources, Section 3,
   pp. T5–T8, CRB, (ELL)             TCR:                                  __ Vocabulary PuzzleMaker, Ch. 9,
                                                                              TCH, (ELL)
__ Note-taking Worksheet, pp. 33–    __ Note-taking Worksheet, pp. 33–
   35, CRB; Content Outline for         35, CRB; Content Outline for       __ Video Labs, Ch. 9, TCH, (ELL)
   Teaching, Section 3, pp. T2-T4,      Teaching, Section 3, pp. T2-T4,    __ Virtual Labs, Ch. 9, TCH, (ELL)
   CRB                                  CRB
Technology:                          Technology:
__ Science Web site, (ELL)           __ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 9,    __ Vocabulary PuzzleMaker, Ch. 9,
   TCH, (ELL)                           TCH, (ELL)
__ Video Labs, Ch. 9, TCH, (ELL)     __ Video Labs, Ch. 9, TCH, (ELL)
                                     __ Virtual Labs, Ch. 9, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)        Chapter 9



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 275, 279, TWE
___ Section Review, p. 277, TWE
____ Mini-Assessment, p. 277, TWE
____ Reading Strategy, p. 275, TWE
____ Performance Assessment in the Science Classroom, p. 99, TCR
____ Mastering the FCAT Grade 6, pp. 48-49, TCR
____ FCAT Transparencies, SC.F.1.3.4, SC.F.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 9, TCH
____ Interactive Chalkboard, Section Review, Ch. 9, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 281, TWE
___ Chapter Review, pp. 37–38, T12, CRB
___ Chapter Assessment, p. 281, TWE
___ Chapter Test, pp. 39–42, T13, CRB
___ Assessment Transparency, p. 48, TCR; Assessment Transparency Activity, p. 49,
         T14, CRB
___ FCAT Practice: fl.msscience.com
___ FCAT Practice, pp. 284–285




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 9



Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                              Enrichment
Level 1                                                    Level 3
__ Directed Reading for Content Mastery,                   __ Challenge Activity, p. 276, TWE
   p. 20, T10, CRB, (ELL)                                  __ Enrichment, p. 32, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 23–26, T10, CRB, (ELL)
__ Reinforcement, p. 29, T11, CRB, (ELL)
__ Science Notebook, Ch. 9, Sec. 3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 33, TCR, (ELL)
__ StudentWorks Plus, Ch. 9, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 9, TCH, (ELL)
__ More Section Review, Ch. 9, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      99
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                    Chapter 10



Chapter 10

Section 1 The Atmosphere
Benchmarks—SC.D.1.3.3 (CS, MC): The student knows how conditions that exist in one system influence the conditions
that exist in other systems; SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the
interaction of Earth’s processes. Also covers: SC.A.1.3.5 (CS, MC), SC.A.1.3.6 (AA, MC, GR, SR), SC.B.1.3.3 (AA,
MC, GR, SR, ER), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.3, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
1. Explain why air has pressure.
2. Describe the composition of the atmosphere.
3. Describe how energy causes water on Earth to cycle.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 289
___ Section Focus Transparency 1, p. 49, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 290, TWE
____ Interactive Chalkboard, Ch. 10, Sec. 1, TCH




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Glencoe Florida Science                   FL Lesson Plans (3 sections)                               Chapter 10



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                               Level 3
Labs:                                     SE:                                   SE:
__ MiniLAB: Observing Evaporation         __ Integrate (Health), p. 292         __ Integrate (Health), p. 292
   and Condensation, p. 295;
   MiniLAB Worksheet, p. 3, T10,          Labs:                                 Labs:
   CRB, (ELL)                             __ MiniLAB: Observing Evaporation     __ MiniLAB: Observing Evaporation
                                             and Condensation, p. 295;             and Condensation, p. 295;
TWE Margin:                                  MiniLAB Worksheet, p. 3, T10,         MiniLAB Worksheet, p. 3, T10,
__ Visual Learning, pp. 291, 292             CRB, (ELL)                            CRB, (ELL)
__ Identifying Misconceptions,            TWE Margin:                           TWE Margin:
   pp. 291, 293                           __ Visual Learning, pp. 291, 292      __ Teacher FYI, p. 291
__ Use an Analogy, p. 292                 __ Identifying Misconceptions,        __ Identifying Misconceptions,
__ Science Journal, p. 292                      pp. 291, 293                          pp. 291, 293
__ Differentiated Instruction, English-   __ Use an Analogy, p. 292             __ Science Journal, p. 292
   Language Learners, p. 293
                                          __ Science Journal, p. 292            __ Differentiated Instruction,
__ Active Reading, p. 293                                                          Challenge, pp. 292, 294
                                          __ Quick Demo, p. 293
__ Reading Strategy, p. 293, (ELL)                                              __ Active Reading, p. 293
                                          __ Active Reading, p. 293
__ Daily Intervention, Check for                                                TCR:
   Understanding, p. 295                  __ Reading Strategy, p. 293, (ELL)
                                          __ Daily Intervention, Check for      __ Note-taking Worksheet, pp. 33-
__ Daily Intervention, Reteach, p.                                                 36, CRB; Content Outline for
   295                                       Understanding, p. 295
                                                                                   Teaching, Section 1, pp. T2-T5,
                                          __ Daily Intervention, Reteach, p.       CRB
TCR:                                         295
__ Reading Essentials, English,                                                 Technology:
   Section 1, pp. 153-172, (ELL)          TCR:
                                                                                __ Science Web site, (ELL)
__ Reading Essentials, Spanish,           __ Note-taking Worksheet, pp. 33-
                                             36, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch. 10,
   Section 1, pp. 153-172, (ELL)                                                   TCH, (ELL)
                                             Teaching, Section 1, pp. T2-T5,
__ Spanish Resources, Section 1,             CRB                                __ Video Labs, Ch. 10, TCH, (ELL)
   pp. T6–T9, CRB, (ELL)
                                          Technology:                           __ Virtual Labs, Ch. 10, TCH, (ELL)
__ Note-taking Worksheet, pp. 33-
   36, CRB; Content Outline for           __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T5,        __ Vocabulary PuzzleMaker, Ch. 10,
   CRB                                       TCH, (ELL)
Technology:                               __ Video Labs, Ch. 10, TCH, (ELL)
__ Science Web site, (ELL)                __ Virtual Labs, Ch. 10, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 10,
   TCH, (ELL)
__ Video Labs, Ch. 10, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                      Chapter 10



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 289, 295, TWE
___ Section Review, p. 295, TWE
____ Mini-Assessment, p. 295, TWE
____ Reading Strategy, p. 293, TWE
____ Performance Assessment in the Science Classroom, p. 91, TCR
____ Mastering the FCAT Grade 6, pp. 29, 31, TCR
____ FCAT Transparencies, SC.D.1.3.3, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 10, TCH
____ Interactive Chalkboard, Section Review, Ch. 10, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 294, TWE
   p. 20, T11, CRB, (ELL)                                   __ Enrichment, p. 30, T12, CRB
__ Spanish Directed Reading for Content Mastery,            __ Life Science Critical Thinking/Problem-Solving,
   pp. 23–26, T11, CRB, (ELL)                                   Activity 22, p. 22, Activity 18, p. 18
__ Reinforcement, p. 27, T12, CRB, (ELL)                    __ Cultural Diversity, Activity 4, p. 7, Activity 26, p. 51
__ Science Notebook, Ch. 10, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 37, TCR, (ELL)
__ StudentWorks Plus, Ch. 10, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 10, TCH, (ELL)
__ More Section Review, Ch. 10, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




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TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 10




Section 2 Earth’s Weather
Benchmarks—SC.B.1.3.5 (CS, MC): The student knows the processes by which thermal energy tends to flow from a
system of higher temperature to a system of lower temperature; SC.D.1.3.3 (CS, MC): knows how conditions that exist in
one system influence the conditions that exist in other systems; SC.D.1.3.5 (CS, MC, GR): understands concepts of time
and size relating to the interaction of Earth’s processes. Also covers: SC.A.1.3.3 (CS, MC), SC.B.2.3.1 (AA, MC),
SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.B.1.3.5, SC.D.1.3.3, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
4. Compare ways that heat is transferred on Earth.
5. Describe the formation of different kinds of clouds and precipitation.
6. Explain what causes wind.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 50, TCR; Transparency Activity, p. 47, CRB,
         (ELL)
____ Reading Preview, p. 296, TWE
____ Interactive Chalkboard, Ch. 10, Sec. 2, TCH




                                                         103
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 10



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ Laboratory Activity 1, pp. 9-11,   __ Science Online, p. 298             __ Science Online, p. 298
   T10, CRB                           __ Integrate (Life Science), p. 297   __ Integrate (Life Science), p. 297
TWE Margin:                           __ Integrate (Physics), p. 297        __ Integrate (Physics), p. 297
__ Science Journal, p. 297            __ Integrate (Social Studies), p.     __ Integrate (Social Studies), p.
__ Visual Learning, pp. 298, 300,        301                                   301
   302                                Labs:                                 Labs:
__ Differentiated Instruction,        __ Inquiry Lab, p. 301, T10           __ Inquiry Lab, p. 301, T10
   Behavioral ly Disordered, p. 299
                                      __ Laboratory Activity 1, pp. 9-11,   __ Laboratory Activity 1, pp. 9-11,
__ Reading Strategy, p. 299, (ELL)       T10, CRB                              T10, CRB
__ Differentiated Instruction,
   Learning Disabled, p. 299          TWE Margin:                           TWE Margin:

__ Use an Analogy, p. 299             __ Quick Demo, p. 297                 __ Science Journal, p. 297

__ Use Science Words, p. 299          __ Science Journal, p. 297            __ Curriculum Connection, pp. 298,
                                      __ Visual Learning, pp. 298, 300,        300
__ Discussion, pp. 299, 300
                                         302                                __ Differentiated Instruction,
__ Inquiry Lab, p. 301, T10                                                    Challenge, p. 299
                                      __ Curriculum Connection, pp. 298,
__ Fun Fact, p. 303                      300                                __ Discussion, pp. 299, 300
__ Daily Intervention, Check for      __ Reading Strategy, p. 299, (ELL)    __ Teacher FYI, pp. 300, 302
   Understanding, p. 303
                                      __ Use an Analogy, p. 299             __ Fun Fact, p. 303
__ Daily Intervention, Reteach, p.
   303                                __ Use Science Words, p. 299          TCR:
                                      __ Discussion, pp. 299, 300           __ Note-taking Worksheet, pp. 33-
TCR:
                                      __ Inquiry Lab, p. 301, T10              36, CRB; Content Outline for
__ Reading Essentials, English,                                                Teaching, Section 2, pp. T2-T5,
   Section 2, pp. 153-172, (ELL)      __ Fun Fact, p. 303                      CRB
__ Reading Essentials, Spanish,       __ Daily Intervention, Check for      __ Teaching Transparency, p. 49,
   Section 2, pp. 153-172, (ELL)         Understanding, p. 303                 CRB, (ELL); Teaching
__ Spanish Resources, Section 2,      __ Daily Intervention, Reteach, p.       Transparency Activity, p. 50,
   pp. T6–T9, CRB, (ELL)                 303                                   CRB
__ Note-taking Worksheet, pp. 33-     TCR:                                  Technology:
   36, CRB; Content Outline for       __ Note-taking Worksheet, pp. 33-     __ Science Web site, (ELL)
   Teaching, Section 2, pp. T2-T5,
                                         36, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch.
   CRB                                   Teaching, Section 2, pp. T2-T5,       10, TCH, (ELL)
__ Teaching Transparency, p. 49,         CRB
   CRB, (ELL); Teaching                                                     __ Video Labs, Ch. 10, TCH, (ELL)
                                      __ Teaching Transparency, p. 49,
   Transparency Activity, p. 50,         CRB, (ELL); Teaching               __ Virtual Labs, Ch. 10, TCH,
   CRB                                   Transparency Activity, p. 50,         (ELL)
Technology:                              CRB
__ Science Web site, (ELL)            Technology:
__ Vocabulary PuzzleMaker, Ch.        __ Science Web site, (ELL)
   10, TCH, (ELL)                     __ Vocabulary PuzzleMaker, Ch.
__ Video Labs, Ch. 10, TCH, (ELL)        10, TCH, (ELL)
                                      __ Video Labs, Ch. 10, TCH, (ELL)
                                      __ Virtual Labs, Ch. 10, TCH,
                                         (ELL)




                                                      104
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                      Chapter 10



Step 4—Mini-Assessments
Assess
___ Section Review, p. 303, TWE
____ Mini-Assessment, p. 303, TWE
____ Reading Strategy, p. 299, TWE
____ Mastering the FCAT Grade 6, pp. 21, 29, 31, 50, TCR
____ FCAT Transparencies, SC.B.1.3.5, SC.D.1.3.3, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 10, TCH
____ Interactive Chalkboard, Section Review, Ch. 10, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 299, TWE
   p. 20, T11, CRB, (ELL)                                   __ Enrichment, p. 31, T12, CRB
__ Spanish Directed Reading for Content Mastery,            __ Life Science Critical Thinking/Problem-Solving,
   pp. 23–26, T11, CRB, (ELL)                                   Activity 22, p. 22, Activity 18, p. 18
__ Reinforcement, p. 28, T12, CRB, (ELL)                    __ Probeware Lab Manual, Lab 14, p. 81
__ Science Notebook, Ch. 10, Sec. 2, TCR, (ELL)             __ Cultural Diversity, Activity 4, p. 7, Activity 26, p. 51
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 36, TCR, (ELL)
__ StudentWorks Plus, Ch. 10, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 10, TCH, (ELL)
__ More Section Review, Ch. 10, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      105
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 10




Section 3 Air Masses and Fronts
Benchmarks—SC.D.1.3.3 (CS, MC): The student knows how conditions that exist in one system influence the conditions
that exist in other systems; SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the
interaction of Earth’s processes. Also covers: SC.B.2.3.1 (AA, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC,
GR, SR, ER), SC.H.1.3.7 (AA, MC, SR), SC.H.2.3.1 (CS, MC), SC.H.3.3.4 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.3, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          2 session ( denotes activities recommended for block
schedule.)
Single Periods:          4 sessions


Objectives
7. Explain the ways that air masses and fronts form.
8. Discuss the causes of severe weather.
9. Explain how technology is used to monitor and predict the weather.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 51, TCR; Transparency Activity, p. 48, CRB,
         (ELL)
____ Reading Preview, p. 304, TWE
____ Interactive Chalkboard, Ch. 10, Sec. 3, TCH




                                                         106
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 10



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Creating a Low-            __ Science Online, pp. 305, 309        __ Science Online, pp. 305, 309
   Pressure Center, p. 307;
   MiniLAB Worksheet, p. 4, T10,       Labs:                                  Labs:
   CRB, (ELL)                          __ MiniLAB: Creating a Low-            __ MiniLAB: Creating a Low-
__ LAB: Interpreting Satellite            Pressure Center, p. 307;               Pressure Center, p. 307;
   Images, p. 313 (Worksheet, pp.         MiniLAB Worksheet, p. 4, T10,          MiniLAB Worksheet, p. 4, T10,
   5-6, T10, CRB)                         CRB, (ELL)                             CRB, (ELL)

__ LAB: Creating Your Own              __ LAB: Interpreting Satellite         __ LAB: Interpreting Satellite
   Weather Station, pp. 314-315           Images, p. 313 (Worksheet, pp.         Images, p. 313 (Worksheet, pp.
   (Worksheet, pp. 7-8, T10, CRB)         5-6, T10, CRB)                         5-6, T10, CRB)

__ Laboratory Activity 2, pp. 13-16,   __ LAB: Creating Your Own              __ LAB: Creating Your Own
   T10, CRB                               Weather Station, pp. 314-315           Weather Station, pp. 314-315
                                          (Worksheet, pp. 7-8, T10, CRB)         (Worksheet, pp. 7-8, T10, CRB)
TWE Margin:                            __ Laboratory Activity 2, pp. 13-16,   __ Laboratory Activity 2, pp. 13-16,
__ Use Science Words, p. 305              T10, CRB                               T10, CRB
__ Differentiated Instruction,         TWE Margin:                            TWE Margin:
   Hearing Impaired, p. 305
                                       __ Use Science Words, p. 305           __ Discussion, pp. 305, 306, 309,
__ Discussion, pp. 305, 306, 309,                                                310, 312
   310, 312                            __ Discussion, pp. 305, 306, 309,
                                          310, 312                            __ Curriculum Connection, pp. 306,
__ Science Journal, p. 307                                                       308
                                       __ Curriculum Connection, pp. 306,
__ Fun Fact, p. 308                       308                                 __ Teacher FYI, pp. 306, 309, 311
__ Make a Model, p. 308                __ Science Journal, p. 307             __ Science Journal, p. 307
__ Visual Learning, pp. 309, 310       __ Fun Fact, p. 308                    __ Fun Fact, p. 308
__ Reading Strategy, p. 311, (ELL)     __ Make a Model, p. 308                __ Make a Model, p. 308
__ Daily Intervention, Check for       __ Quick Demo, p. 309                  __ Differentiated Instruction,
   Understanding, p. 312                                                         Challenge, p. 309
                                       __ Visual Learning, pp. 309, 310
__ Daily Intervention, Reteach, p.                                            TCR:
   312                                 __ Reading Strategy, p. 311, (ELL)
                                       __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 33-
TCR:                                      Understanding, p. 312                  36, CRB; Content Outline for
__ Reading Essentials, English,                                                  Teaching, Section 3, pp. T2-T5,
                                       __ Daily Intervention, Reteach, p.        CRB
   Section 3, pp. 153-172, (ELL)          312
__ Reading Essentials, Spanish,                                               Technology:
   Section 3, pp. 153-172, (ELL)       TCR:
                                                                              __ Science Web site, (ELL)
__ Spanish Resources, Section 3,       __ Note-taking Worksheet, pp. 33-
                                          36, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch.
   pp. T6–T9, CRB, (ELL)                                                         10, TCH, (ELL)
                                          Teaching, Section 3, pp. T2-T5,
__ Note-taking Worksheet, pp. 33-         CRB                                 __ Video Labs, Ch. 10, TCH, (ELL)
   36, CRB; Content Outline for
   Teaching, Section 3, pp. T2-T5,     Technology:                            __ Virtual Labs, Ch. 10, TCH,
   CRB                                 __ Science Web site, (ELL)                (ELL)

Technology:                            __ Vocabulary PuzzleMaker, Ch.
__ Science Web site, (ELL)                10, TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch.         __ Video Labs, Ch. 10, TCH, (ELL)
   10, TCH, (ELL)                      __ Virtual Labs, Ch. 10, TCH,
__ Video Labs, Ch. 10, TCH, (ELL)         (ELL)




                                                       107
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 10



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 307, 313, 315, TWE
___ Section Review, p. 312, TWE
____ Mini-Assessment, p. 312, TWE
____ Reading Strategy, p. 311, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 29, 31, TCR
____ FCAT Transparencies, SC.D.1.3.3, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 10, TCH
____ Interactive Chalkboard, Section Review, Ch. 10, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 317, TWE
___ Chapter Review, pp. 39–40, T13, CRB
___ Chapter Assessment, pp. 318-319, TWE
___ Chapter Test, pp. 41–44, T14, CRB
___ Assessment Transparency, p. 53, TCR; Assessment Transparency Activity, p. 51,
         T15, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 320-321




                                                    108
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                    Chapter 10




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 309, TWE
   p. 20, T11, CRB, (ELL)                                 __ Enrichment, p. 32, T12, CRB
__ Spanish Directed Reading for Content Mastery,          __ Life Science Critical Thinking/Problem-Solving,
   pp. 23–26, T11, CRB, (ELL)                                 Activity 22, p. 22, Activity 18, p. 18
__ Reinforcement, p. 29, T12, CRB, (ELL)                  __ Cultural Diversity, Activity 4, p. 7, Activity 26, p. 51
__ Science Notebook, Ch. 10, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 37, TCR, (ELL)
__ StudentWorks Plus, Ch. 10, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 10, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 10, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    109
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                 Chapter 11



Chapter 11

Section 1 Weathering
Benchmark—SC.D.1.3.1: The student knows that mechanical and chemical activities shape and reshape the Earth’s land
surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers;
SC.D.1.3.4 (AA, MC): The student knows the ways in which plants and animals reshape the landscape. Also covers:
SC.D.1.3.6 (CS, MC, GR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.1, SC.D.1.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 0.5 session ( denotes activities recommended for block
schedule.)
Single Periods:        1 sessions


Objectives
1. Explain how mechanical weathering and chemical weathering differ.
2. Describe how weathering affects Earth’s surface.
3. Explain how climate affects weathering.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 323
___ Section Focus Transparency 1, p. 54, TCR; Transparency Activity, p. 40, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 324, TWE
____ Interactive Chalkboard, Ch. 11, Sec. 1, TCH




                                                       110
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                               Chapter 11



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                               Level 3
Labs:                                     SE:                                   SE:
__ MiniLAB: Observinig Chemical           __ Science Online, p. 327             __ Science Online, p. 327
   and Mechanical Weathering, p.          __ Integrate (Chemistry), p. 328      __ Integrate (Chemistry), p. 328
   328; MiniLAB Worksheet, p. 3,
   T9, CRB, (ELL)                         Labs:                                 Labs:
__ Laboratory Activity 1, pp. 9–10,       __ MiniLAB: Observing Chemical        __ MiniLAB: Observing Chemical
   T9, CRB                                   and Mechanical Weathering, p.         and Mechanical Weathering, p.
                                             328; MiniLAB Worksheet, p. 3,         328; MiniLAB Worksheet, p. 3,
TWE Margin:                                  T9, CRB, (ELL)                        T9, CRB, (ELL)
__ Discussion, p. 325                     __ Laboratory Activity 1, pp. 9–10,   __ Laboratory Activity 1, pp. 9–10,
__ Science Journal, p. 326                   T9, CRB                               T9, CRB
__ Visual Learning, pp. 325, 326          TWE Margin:                           TWE Margin:
__ Use Science Words, p. 326              __ Discussion, p. 325                 __ Teacher FYI, p. 325
__ Differentiated Instruction,            __ Science Journal, p. 325            __ Discussion, p. 325
   Learning Disabled, p. 326
                                          __ Visual Learning, pp. 325, 326      __ Science Journal, p. 325
__ Use an Analogy, p. 327
                                          __ Use Science Words, p. 326          __ Curriculum Connection, pp. 326,
__ Identifying Misconceptions,                                                      328
                                          __ Quick Demo, p. 326
   p. 327                                                                       __ Differentiated Instruction,
                                          __ Curriculum Connection, pp. 326,
__ Differentiated Instruction, English-      328                                   Challenge, p. 327
   Language Learners, p. 327                                                    __ Identifying Misconceptions,
                                          __ Use an Analogy, p. 327
__ Reading Strategy, p. 327, (ELL)                                                    p. 327
                                          __ Identifying Misconceptions,
__ Daily Intervention, Check for                                                TCR:
   Understanding, p. 329                        p. 327
                                          __ Reading Strategy, p. 327, (ELL)    __ Note-taking Worksheet, pp. 29–
__ Daily Intervention, Reteach, p.                                                 31, CRB; Content Outline for
   329                                    __ Daily Intervention, Check for         Teaching, Section 1, pp. T2-T4,
                                             Understanding, p. 329                 CRB
TCR:
                                          __ Daily Intervention, Reteach, p.
__ Reading Essentials, English,              329                                Technology:
   Section 1, pp. 173-186, (ELL)                                                __ Science Web site, (ELL)
__ Reading Essentials, Spanish,           TCR:
                                                                                __ Vocabulary PuzzleMaker, Ch. 11,
   Section 1, pp. 173-186, (ELL)          __ Note-taking Worksheet, pp. 29–        TCH, (ELL)
__ Spanish Resources, Section 1,             31, CRB; Content Outline for
                                             Teaching, Section 1, pp. T2-T4,    __ Video Labs, Ch. 11, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)
                                             CRB                                __ Virtual Labs, Ch. 11, TCH, (ELL)
__ Note-taking Worksheet, pp. 29–
   31, CRB; Content Outline for           Technology:
   Teaching, Section 1, pp. T2-T4,        __ Science Web site, (ELL)
   CRB
                                          __ Vocabulary PuzzleMaker, Ch. 11,
Technology:                                  TCH, (ELL)
__ Science Web site, (ELL)                __ Video Labs, Ch. 11, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 11,        __ Virtual Labs, Ch. 11, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 11, TCH, (ELL)




                                                         111
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                   Chapter 11



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 323, 328, TWE
___ Section Review, p. 329, TWE
____ Mini-Assessment, p. 329, TWE
____ Reading Strategy, p. 327, TWE
____ Performance Assessment in the Science Classroom, p. 95, TCR
____ Mastering the FCAT Grade 6, pp. 29-30, TCR
____ FCAT Transparencies, SC.D.1.3.1, SC.D.1.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 11, TCH
____ Interactive Chalkboard, Section Review, Ch. 11, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 327, TWE
   p. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 26, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Life Science Critical Thinking/Problem-Solving,
   pp. 19–22, T10, CRB, (ELL)                                   Activity 10, p. 10
__ Reinforcement, p. 23, T11, CRB, (ELL)                    __ Science Inquiry Lab Manual, Activity 7, p. 13
__ Science Notebook, Ch. 11, Sec. 1, TCR, (ELL)                 Activity 8, p. 15
__ Florida Science Observer, Vol. 2,                        __ Probeware Lab Manual, Lab 7, p. 48
Storms and Hurricanes                                       __ Cultural Diversity, Activity 4, p. 7
__ Study Guide and Reinforcement, p. 39, TCR, (ELL)
__ StudentWorks Plus, Ch. 11, Sec. 1, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 11, TCH, (ELL)
__ More Section Review, Ch. 11




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      112
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                     Chapter 11




Section 2 The Nature of Soil
Benchmark—SC.D.1.3.4 (AA, MC): The student knows the ways in which plants and animals reshape the landscape
(e.g., bacteria, fungi, worms, rodents, and other organisms add organic matter to the soil, increasing soil fertility,
encouraging plant growth, and strengthening resistance to erosion). Also covers: SC.D.1.3.5 (CS, MC, GR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule: 1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
4. Explain how soil forms.
5. Describe soil characteristics.
6. Describe factors that affect the development of soil.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 55, TCR; Transparency Activity, p. 41, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 330, TWE
____ Interactive Chalkboard, Ch. 11, Sec. 2, TCH




                                                           113
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 11



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Comparing                  __ Integrate (Chemistry), p. 333       __ Integrate (Chemistry), p. 333
   Components of Soil, p. 332;
   MiniLAB Worksheet, p. 4, T9,        Labs:                                  Labs:
   CRB, (ELL)                          __ MiniLAB: Comparing                  __ MiniLAB: Comparing
__ LAB: Soil Texture, p. 337              Components of Soil, p. 332;            Components of Soil, p. 332;
   (Worksheet, pp. 5–6, T9, CRB)          MiniLAB Worksheet, p. 4, T9,           MiniLAB Worksheet, p. 4, T9,
                                          CRB, (ELL)                             CRB, (ELL)
__ Laboratory Activity 2, pp. 11–12,
   T9, CRB                             __ Inquiry Lab, p. 335, T9             __ Inquiry Lab, p. 335, T9
                                       __ LAB: Soil Texture, p. 337           __ LAB: Soil Texture, p. 337
TWE Margin:                               (Worksheet, pp. 5–6, T9, CRB}          (Worksheet, pp. 5–6, T9, CRB)
__ Fun Fact, pp. 331, 333              __ Laboratory Activity 2, pp. 11–12,   __ Laboratory Activity 2, pp. 11–12,
__ Science Journal, p. 332                T9, CRB                                T9, CRB
__ Reading Strategy, p. 333, (ELL)     TWE Margin:                            TWE Margin:
__ Discussion, p. 333                  __ Fun Fact, pp. 331, 333              __ Differentiated Instruction,
__ Differentiated Instruction,         __ Science Journal, p. 332                Challenge, p. 331
   Visually Impaired, p. 335                                                  __ Fun Fact, pp. 331, 333
                                       __ Quick Demo, p. 333
__ Visual Learning, p. 335                                                    __ Science Journal, p. 332
                                       __ Reading Strategy, p. 333, (ELL)
__ Inquiry Lab, p. 335, T9                                                    __ Teacher FYI, pp. 332, 333, 334
                                       __ Discussion, p. 333
__ Identifying Misconceptions,                                                __ Discussion, p. 333
                                       __ Visual Learning, p. 335
   p. 335                                                                     __ Curriculum Connection, p. 333
                                       __ Inquiry Lab, p. 335
__ Daily Intervention, Check for                                              __ Identifying Misconceptions,
   Understanding, p. 336               __ Identifying Misconceptions,
                                             p. 335                                 p. 335
__ Daily Intervention, Reteach, p.
   336                                 __ Daily Intervention, Check for       TCR:
                                          Understanding, p. 336               __ Note-taking Worksheet, pp. 29–
TCR:
                                       __ Daily Intervention, Reteach, p.        31, CRB; Content Outline for
__ Reading Essentials, English,           336                                    Teaching, Section 2, pp. T2-T4,
   Section 2, pp. 173-186, (ELL)                                                 CRB
__ Reading Essentials, Spanish,        TCR:
                                                                              __ Teaching Transparency, p. 43,
   Section 2, pp. 173-186, (ELL)       __ Note-taking Worksheet, pp. 29–         CRB, (ELL); Teaching
__ Spanish Resources, Section 2,          31, CRB; Content Outline for           Transparency Activity, p. 44,
   pp. T5–T8, CRB, (ELL)                  Teaching, Section 2, pp. T2-T4,        CRB
                                          CRB
__ Note-taking Worksheet, pp. 29–                                             Technology:
   31, CRB; Content Outline for        __ Teaching Transparency, p. 43,
                                          CRB, (ELL); Teaching                __ Science Web site, (ELL)
   Teaching, Section 2, pp. T2-T4,
   CRB                                    Transparency Activity, p. 44,       __ Vocabulary PuzzleMaker, Ch.
                                          CRB                                    11, TCH, (ELL)
__ Teaching Transparency, p. 43,
   CRB, (ELL); Teaching                Technology:                            __ Video Labs, Ch. 11, TCH, (ELL)
   Transparency Activity, p. 44,       __ Science Web site, (ELL)             __ Virtual Labs, Ch. 11, TCH,
   CRB                                                                           (ELL)
                                       __ Vocabulary PuzzleMaker, Ch.
Technology:                               11, TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 11, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 11, TCH,
   11, TCH, (ELL)                         (ELL)
__ Video Labs, Ch. 11, TCH, (ELL)




                                                       114
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                               Chapter 11



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 332, 334, 337, TWE
___ Section Review, p. 336, TWE
____ Mini-Assessment, p. 336, TWE
____ Performance Assessment in the Science Classroom, pp. 97, 163, TCR
____ Mastering the FCAT Grade 6, p. 30, TCR
____ FCAT Transparencies, SC.F.1.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 11, TCH
____ Interactive Chalkboard, Section Review, Ch. 11, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 331, TWE
   p. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 27, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 19–22, T10, CRB, (ELL)
__ Reinforcement, p. 24, T11, CRB, (ELL)
__ Science Notebook, Ch.11, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 40, TCR, (ELL)
__ StudentWorks Plus, Ch. 11, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 11, TCH, (ELL)
__ More Section Review, Ch. 11, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      115
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 11




Section 3 Soil Erosion
Benchmark—SC.D.1.3.1 (CS, MC): The student knows that mechanical and chemical activities shape and reshape the
Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal
layers; SC.D.1.3.4 (AA, MC): The student knows the ways in which plants and animals reshape the landscape. Also
covers: SC.D.1.3.5 (CS, MC, GR), SC.H.1.3.3 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.6 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.1, SC.D.1.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1.5 sessions ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
7. Explain why soil is important.
8. Evaluate ways that human activity has affected Earth’s soil.
9. Describe ways to reduce soil erosion.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 56, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 338, TWE
____ Interactive Chalkboard, Ch. 11, Sec. 3, TCH




                                                         116
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 11



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Weathering Chalk, p. 342     __ Science Online, p. 339            __ Science Online, p. 339
   (Worksheet, pp. 7–8, T9, CRB)     __ Integrate (Career), p. 339        __ Integrate (Career), p. 339
TWE Margin:                          Labs:                                Labs:
__ Discussion, p. 339                __ LAB: Weathering Chalk, p. 342     __ LAB: Weathering Chalk, p. 342
__ Visual Learning, p. 339              (Worksheet, pp. 7–8, T9, CRB)        (Worksheet, pp. 7–8, T9, CRB)
__ Active Reading, p. 339            TWE Margin:                          TWE Margin:
__ Make a Model, p. 340              __ Quick Demo, p. 339                __ Discussion, p. 339
__ Reading Strategy, p. 340, (ELL)   __ Discussion, p. 339                __ Active Reading, p. 339
__ Daily Intervention, Check for     __ Visual Learning, p. 339           __ Make a Model, p. 340
   Understanding, p. 341
                                     __ Active Reading, p. 339            __ Teacher FYI, p. 340
__ Daily Intervention, Reteach, p.
   341                               __ Make a Model, p. 340              __ Differentitated Instruction,
                                     __ Reading Strategy, p. 340, (ELL)      Challenge, p. 340
TCR:
                                     __ Daily Intervention, Check for     TCR:
__ Reading Essentials, English,         Understanding, p. 341
   Section 3, pp. 173-186, (ELL)                                          __ Note-taking Worksheet, pp. 29–
                                     __ Daily Intervention, Reteach, p.      31, CRB; Content Outline for
__ Reading Essentials, Spanish,         341                                  Teaching, Section 3, pp. T2-T4,
   Section 3, pp. 173-186, (ELL)                                             CRB
__ Spanish Resources, Section 3,     TCR:
                                                                          Technology:
   pp. T5–T8, CRB, (ELL)             __ Note-taking Worksheet, pp. 29–
                                        31, CRB; Content Outline for      __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 29–
   31, CRB; Content Outline for         Teaching, Section 3, pp. T2-T4,   __ Vocabulary PuzzleMaker, Ch.
   Teaching, Section 3, pp. T2-T4,      CRB                                  11, TCH, (ELL)
   CRB                               Technology:                          __ Video Labs, Ch. 11, TCH, (ELL)
Technology:                          __ Science Web site, (ELL)           __ Virtual Labs, Ch. 11, TCH,
__ Science Web site, (ELL)           __ Vocabulary PuzzleMaker, Ch.          (ELL)

__ Vocabulary PuzzleMaker, Ch.          11, TCH, (ELL)
   11, TCH, (ELL)                    __ Video Labs, Ch. 11, TCH, (ELL)
__ Video Labs, Ch. 11, TCH, (ELL)    __ Virtual Labs, Ch. 11, TCH,
                                        (ELL)




                                                     117
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 11



Step 4—Mini-Assessments
Assess
____ Assessment, p. 343, TWE
___ Section Review, p. 341, TWE
____ Mini-Assessment, p. 341, TWE
____ Reading Strategy, p. 340, TWE
____ Performance Assessment in the Science Classroom, p. 161, TCR
____ Mastering the FCAT Grade 6, pp. 29-30, TCR
____ FCAT Transparencies, SC.D.1.3.1, SC.D.1.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 11, TCH
____ Interactive Chalkboard, Section Review, Ch. 11, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 345, TWE
___ Chapter Review, pp. 33-34, T12, CRB
___ Chapter Assessment, pp. 346–347, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 58, TCR; Assessment Transparency Activity, p. 45,
         T14, CRB
___ FCAT Practice: fl.msscience.com
___ FCAT Practice, pp. 348–349




                                                    118
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                   Chapter 11



Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 340, TWE
   p. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Life Science Critical Thinking/Problem-Solving,
   pp. 19–22, T10, CRB, (ELL)                                   Activity 10, p. 10
__ Reinforcement, p. 25, T11, CRB, (ELL)                    __ Science Inquiry Lab Manual, Activity 7, p. 13
__ Science Notebook, Ch. 11, Sec. 3, TCR, (ELL)                 Activity 8, p. 15
__ Florida Science Observer, Vol. 2,                        __ Probeware Lab Manual, Activity 7, p. 48
Storms and Hurricanes                                       __ Cultural Diversity, Activity 4, p. 7
__ Study Guide and Reinforcement, p. 41, TCR, (ELL)
__ StudentWorks Plus, Ch. 11, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 11, TCH, (ELL)
__ More Section Review, Ch. 11




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      119
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                   Chapter 12



Chapter 12

Section 1 Surface Water
Benchmarks—SC.D.1.3.1 (CS, MC): The student knows that mechanical and chemical activities shape and reshape
the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in
seasonal layers; SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the
interaction of Earth’s processes. Also covers: SC.D.1.3.3 (CS, MC), SC.D.1.3.4 (AA, MC), SC.H.1.3.5 (AA, MC, GR,
SR, ER), SC.H.1.3.6 (Not Assessed), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.1, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
1. Identify the causes of runoff.
2. Compare rill, gully, sheet, and stream erosion.
3. Identify three different stages of stream development.
4. Explain how alluvial fans and deltas form.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 351
___ Section Focus Transparency 1, p. 59, TCR; Transparency Activity, p. 40, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 352, TWE
____ Interactive Chalkboard, Ch. 12, Sec. 1, TCH




                                                        120
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                Chapter 12



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Runoff, p.       __ Science Online, p. 356              __ Science Online, p. 356
   361; MiniLAB Worksheet, p. 3,       __ Integrate (Career), p. 353          __ Integrate (Career), p. 353
   T9, CRB, (ELL)
                                       __ Integrate (Physics) p. 535          __ Integrate (Physics) p. 535
TWE Margin:
                                       Labs:                                  Labs:
__ Fun Fact, pp. 353, 359
                                       __ MiniLAB: Observing Runoff, p.       __ MiniLAB: Observing Runoff, p.
__ Active Reading, p. 354                 361; MiniLAB Worksheet, p. 3,          361; MiniLAB Worksheet, p. 3,
__ Reading Strategy, p. 355, (ELL)        T9, CRB, (ELL)                         T9, CRB, (ELL)
__ Science Journal, p. 355             TWE Margin:                            TWE Margin:
__ Discussion, pp. 355, 359            __ Quick Demo, p. 354                  __ Curriculum Connection, pp. 354,
__ Differentiated Instruction,         __ Curriculum Connection, pp. 354,        356
   Learning Disabled, p. 356              356                                 __ Teacher FYI, pp. 354, 356, 359,
__ Visual Learning, pp. 356, 360       __ Fun Fact, pp. 353, 359                  360
__ Make a Model, p. 357                __ Active Reading, p. 354              __ Fun Fact, pp. 353, 359
__ Identifying Misconceptions,         __ Reading Strategy, p. 355, (ELL)     __ Active Reading, p. 354
   p. 361                              __ Science Journal, p. 355             __ Science Journal, p. 355
__ Use Science Words, p. 362           __ Discussion, pp. 355, 359            __ Discussion, pp. 355, 359
__ Daily Intervention, Check for       __ Visual Learning, pp. 356, 360       __ Make a Model, p. 357
   Understanding, p. 362                                                      __ Differentiated Instruction,
                                       __ Make a Model, p. 357
__ Daily Intervention, Reteach, p.                                               Challenge, p. 357
   362                                 __ Identifying Misconceptions,
                                                                              __ Identifying Misconceptions,
                                             p. 361
TCR:                                                                                p. 361
                                       __ Use Science Words, p. 362
__ Reading Essentials, English,                                               TCR:
   Section 1, pp. 187-204, (ELL)       __ Daily Intervention, Check for
                                          Understanding, p. 362               __ Note-taking Worksheet, pp. 29-
__ Reading Essentials, Spanish,                                                  31, CRB; Content Outline for
   Section 1, pp. 187-204, (ELL)       __ Daily Intervention, Reteach, p.        Teaching, Section 1, pp. T2-T4,
__ Spanish Resources, Section 1,       362                                       CRB
   pp. T5–T8, CRB, (ELL)               TCR:                                   __ Teaching Transparency, p. 43,
__ Note-taking Worksheet, pp. 29-      __ Note-taking Worksheet, pp. 29-         CRB, (ELL); Teaching
   31, CRB; Content Outline for           31, CRB; Content Outline for           Transparency Activity, p. 44, CRB
   Teaching, Section 1, pp. T2-T4,        Teaching, Section 1, pp. T2-T4,     Technology:
   CRB                                    CRB
                                                                              __ Science Web site, (ELL)
__ Teaching Transparency, p. 43,       __ Teaching Transparency, p. 43,
   CRB, (ELL); Teaching                   CRB, (ELL); Teaching                __ Vocabulary PuzzleMaker, Ch. 12,
   Transparency Activity, p. 44, CRB      Transparency Activity, p. 44, CRB      TCH, (ELL)

Technology:                                                                   __ Video Labs, Ch. 12, TCH, (ELL)
                                       Technology:
__ Science Web site, (ELL)                                                    __ Virtual Labs, Ch. 12, TCH, (ELL)
                                       __ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch. 12,     __ Vocabulary PuzzleMaker, Ch. 12,
   TCH, (ELL)                             TCH, (ELL)
__ Video Labs, Ch. 12, TCH, (ELL)      __ Video Labs, Ch. 12, TCH, (ELL)
                                       __ Virtual Labs, Ch. 12, TCH, (ELL)




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Glencoe Florida Science                FL Lesson Plans (3 sections)                                     Chapter 12



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 351, 361, TWE
___ Section Review, p. 362, TWE
____ Mini-Assessment, p. 362, TWE
____ Reading Strategy, p. 355, TWE
____ Mastering the FCAT Grade 6, pp. 29, 31, TCR
____ FCAT Transparencies, SC.D.1.3.1, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 12, TCH
____ Interactive Chalkboard, Section Review, Ch. 12, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, pp. 26, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                               __ Science Inquiry Lab Manual, Activity 7, p. 13,
__ Spanish Directed Reading for Content Mastery,                Activity 8, p. 15
   pp. 19-22, T10, CRB, (ELL)                               __ Probeware Lab Manual, Lab 7, p. 48
__ Reinforcement, p. 23, T11, CRB, (ELL)                    __ Cultural Diversity, Activity 26, p. 51
__ Science Notebook, Ch. 12, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 43, TCR, (ELL)
__ StudentWorks Plus, Ch. 12, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 12, TCH, (ELL)
__ More Section Review, Ch. 12, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      122
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                   Chapter 12




Section 2 Groundwater
Benchmarks—SC.D.1.3.1(CS, MC): The student knows that mechanical and chemical activities shape and reshape
the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in
seasonal layers; SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the
interaction of Earth’s processes. Also covers: SC.D.1.3.3 (CS, MC), SC.H.1.3.5 (AA, MC, GR, SR, ER)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.1, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
5. Recognize the importance of groundwater.
6. Describe the effect that soil and rock permeability have on groundwater movement.
7. Explain how groundwater dissolves and deposits minerals.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 60, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Reading Preview, p. 363, TWE
____ Interactive Chalkboard, Ch. 12, Sec. 2, TCH




                                                        123
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 12



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Measuring Pore            __ Integrate (Chemistry), p. 367      __ Integrate (Chemistry), p. 367
   Space, p. 364; MiniLAB
   Worksheet, p. 4, T9, CRB,          Labs:                                 Labs:
   (ELL)                              __ MiniLAB: Measuring Pore            __ MiniLAB: Measuring Pore
__ Laboratory Activity 1, pp. 9-12,      Space, p. 364; MiniLAB                Space, p. 364; MiniLAB
   T9, CRB                               Worksheet, p. 4, T9, CRB,             Worksheet, p. 4, T9, CRB,
                                         (ELL)                                 (ELL)
TWE Margin:                           __ Inquiry Lab, p. 367, T9            __ Inquiry Lab, p. 367, T9
__ Reading Strategy, p. 364, (ELL)    __ Laboratory Activity 1, pp. 9-12,   __ Laboratory Activity 1, pp. 9-12,
__ Fun Fact, p. 365                      T9, CRB                               T9, CRB
__ Use an Analogy, p. 365             TWE Margin:                           TWE Margin:
__ Discussion, pp. 365, 366           __ Reading Strategy, p. 364, (ELL)    __ Differentiated Instruction,
__ Science Journal, pp. 365, 367      __ Fun Fact, p. 365                      Challenge, p. 364
__ Visual Learning, p. 366            __ Use an Analogy, p. 365             __ Teacher FYI, p. 365
__ Active Reading, p. 366             __ Discussion, pp. 365, 366           __ Fun Fact, p. 365
__ Inquiry Lab, p. 367, T9            __ Science Journal, pp. 365, 367      __ Discussion, pp. 365, 366
__ Differentiated Instruction,        __ Quick Demo, p. 366                 __ Science Journal, pp. 365, 367
   Hearing Impaired, p. 367                                                 __ Active Reading, p. 366
                                      __ Visual Learning, p. 366
__ Make a Model, p. 368                                                     __ Make a Model, p. 368
                                      __ Active Reading, p. 366
__ Daily Intervention, Check for
   Understanding, p. 368              __ Make a Model, p. 368               TCR:

__ Daily Intervention, Reteach, p.    __ Daily Intervention, Check for      __ Note-taking Worksheet, pp. 29-
   368                                   Understanding, p. 368                 31, CRB; Content Outline for
                                      __ Daily Intervention, Reteach, p.       Teaching, Section 2, pp. T2-T4,
TCR:                                     368                                   CRB
__ Reading Essentials, English,                                             Technology:
   Section 2, pp. 187-204, (ELL)      TCR:
                                      __ Note-taking Worksheet, pp. 29-     __ Science Web site, (ELL)
__ Reading Essentials, Spanish,
   Section 2, pp. 187-204, (ELL)         31, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch.
                                         Teaching, Section 2, pp. T2-T4,       12, TCH, (ELL)
__ Spanish Resources, Section 2,         CRB
   pp. T5–T8, CRB, (ELL)                                                    __ Video Labs, Ch. 12, TCH, (ELL)
                                      Technology:                           __ Virtual Labs, Ch. 12, TCH,
__ Note-taking Worksheet, pp. 29-
   31, CRB; Content Outline for       __ Science Web site, (ELL)               (ELL)
   Teaching, Section 2, pp. T2-T4,    __ Vocabulary PuzzleMaker, Ch.
   CRB                                   12, TCH, (ELL)
Technology:                           __ Video Labs, Ch. 12, TCH, (ELL)
__ Science Web site, (ELL)            __ Virtual Labs, Ch. 12, TCH,
__ Vocabulary PuzzleMaker, Ch.           (ELL)
   12, TCH, (ELL)
__ Video Labs, Ch. 12, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                     Chapter 12



Step 4—Mini-Assessments
Assess
____ Assessment, p. 364, TWE
___ Section Review, p. 368, TWE
____ Mini-Assessment, p. 368, TWE
____ Reading Strategy, p. 364, TWE
____ Mastering the FCAT Grade 6, pp. 29, 31, TCR
____ FCAT Transparencies, SC.D.1.3.1, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 12, TCH
____ Interactive Chalkboard, Section Review, Ch. 12, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 27, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                               __ Science Inquiry Lab Manual, Activity 7, p. 13,
__ Spanish Directed Reading for Content Mastery,                Activity 8, p. 15
   pp. 19-22, T10, CRB, (ELL)                               __ Probeware Lab Manual, Lab 7, p. 48
__ Reinforcement, p. 24, T11, CRB, (ELL)                    __ Cultural Diversity, Activity 26, p. 51
__ Science Notebook, Ch. 12, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 44, TCR, (ELL)
__ StudentWorks Plus, Ch. 12, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 12, TCH, (ELL)
__ More Section Review, Ch. 12, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      125
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                     Chapter 12




Section 3 Ocean Shoreline
Benchmarks—SC.D.1.3.1 (CS, MC ): The student knows that mechanical and chemical activities shape and reshape
the Earth’s land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in
seasonal layers; SC.D.1.3.5(CS, MC): The student understands concepts of time and size relating to the interaction of
Earth’s processes . Also covers: SC.D.1.3.3 (CS, MC), SC.H.1.3.4 (AA, MC), SC.H.1.3.5 (AA, MC, GR, SR, ER)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.1, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:           3 sessions


Objectives
8. Identify the different causes of shoreline erosion.
9. Compare and contrast different types of shorelines.
10. Describe some origins of sand.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 61, TCR; Transparency Activity, p. 42, CRB,
          (ELL)
____ Reading Preview, p. 369, TWE
____ Interactive Chalkboard, Ch. 12, Sec. 3, TCH




                                                          126
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 12



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Classifying Types of Sand,   __ none                              __ none
   p. 373 (Worksheet, pp. 5-6, T9,
   CRB)                              Labs:                                Labs:

__ LAB: Water Speed and Erosion,     __ LAB: Classifying Types of Sand,   __ LAB: Classifying Types of Sand,
   pp. 374-375 (Worksheet, pp. 7-       p. 373 (Worksheet, pp. 5-6, T9,      p. 373 (Worksheet, pp. 5-6, T9,
   8, T9, CRB)                          CRB)                                 CRB)
                                     __ LAB: Water Speed and Erosion,     __ LAB: Water Speed and Erosion,
TWE Margin:                             pp. 374-375 (Worksheet, pp. 7-       pp. 374-375 (Worksheet, pp. 7-
__ Differentiated Instruction,          8, T9, CRB)                          8, T9, CRB)
   English-Language Learners, p.
   371                               TWE Margin:                          TWE Margin:

__ Reading Strategy, p. 371, (ELL)   __ Quick Demo, p. 371                __ Teacher FYI, p. 370

__ Fun Fact, p. 371                  __ Curriculum Connection, pp. 370,   __ Differentiated Instruction,
                                        371                                  Challenge, p. 370
__ Discussion, p. 371
                                     __ Reading Strategy, p. 371, (ELL)   __ Curriculum Connection, pp. 370,
__ Visual Learning, p. 372                                                    371
                                     __ Fun Fact, p. 371
__ Daily Intervention, Check for                                          __ Fun Fact, p. 371
   Understanding, p. 372             __ Discussion, p. 371
                                     __ Visual Learning, p. 372           __ Discussion, p. 371
__ Daily Intervention, Reteach, p.
   372                               __ Daily Intervention, Check for     TCR:
__ Differentiated Instruction,          Understanding, p. 372             __ Note-taking Worksheet, pp. 29-
   Visually Impaired, p. 374         __ Daily Intervention, Reteach, p.      31, CRB; Content Outline for
                                        372                                  Teaching, Section 3, pp. T2-T4,
TCR:                                                                         CRB
__ Reading Essentials, English,      TCR:
                                                                          Technology:
   Section 3, pp. 187-204, (ELL)     __ Note-taking Worksheet, pp. 29-
                                        31, CRB; Content Outline for      __ Science Web site, (ELL)
__ Reading Essentials, Spanish,
   Section 3, pp. 187-204, (ELL)        Teaching, Section 3, pp. T2-T4,   __ Vocabulary PuzzleMaker, Ch.
                                        CRB                                  12, TCH, (ELL)
__ Spanish Resources, Section 3,
   pp. T5–T8, CRB, (ELL)             Technology:                          __ Video Labs, Ch. 12, TCH, (ELL)
__ Note-taking Worksheet, pp. 29-    __ Science Web site, (ELL)           __ Virtual Labs, Ch. 12, TCH,
   31, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch.          (ELL)
   Teaching, Section 3, pp. T2-T4,      12, TCH, (ELL)
   CRB
                                     __ Video Labs, Ch. 12, TCH, (ELL)
Technology:                          __ Virtual Labs, Ch. 12, TCH,
__ Science Web site, (ELL)              (ELL)
__ Vocabulary PuzzleMaker, Ch.
   12, TCH, (ELL)
__ Video Labs, Ch. 12, TCH, (ELL)




                                                     127
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 12



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 373, 375, TWE
___ Section Review, p. 372, TWE
____ Mini-Assessment, p. 372, TWE
____ Reading Strategy, p. 371, TWE
____ Mastering the FCAT Grade 6, pp. 29, 31, TCR
____ FCAT Transparencies, SC.D.1.3.1, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 12, TCH
____ Interactive Chalkboard, Section Review, Ch. 12, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 377, TWE
___ Chapter Review, pp. 33–35, T12, CRB
___ Chapter Assessment, pp. 378-379, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 63, TCR; Assessment Transparency Activity, p. 45,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 380-381




                                                    128
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                   Chapter 12




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 28, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                             __ Science Inquiry Lab Manual, Activity 7, p. 13,
__ Spanish Directed Reading for Content Mastery,              Activity 8, p. 15
   pp. 19-22, T10, CRB, (ELL)                             __ Probeware Lab Manual, Lab 7, p. 48
__ Reinforcement, p. 25, T11, CRB, (ELL)
                                                          __ Cultural Diversity, Activity 26, p. 51
__ Science Notebook, Ch. 12, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 45, TCR, (ELL)
__ StudentWorks Plus, Ch. 12, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 12, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 12, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    129
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                     Chapter 13



Chapter 13

Section 1 Continental Drift
Benchmarks—SC.D.1.3.3 (CS, MC): The student knows how conditions that exist in one system influence the conditions
that exist in other systems; SC.H.1.3.1 (AA, MC, SR): The student knows that scientific knowledge is subject to
modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in
a new way. Also covers: SC.D.1.3.2 (AA, MC), SC.D.1.3.5 (CS, MC, GR), SC.H.1.3.2 (CS, MC), SC.H.1.3.6 (Not
Assessed), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.3, SC.H.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:           2 sessions


Objectives
1. Describe the hypothesis of continental drift.
2. Indentify evidence supporting continental drift.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 383
___ Section Focus Transparency 1, p. 64, TCR; Transparency Activity, p. 44, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 384, TWE
____ Interactive Chalkboard, Ch. 13, Sec. 1, TCH




                                                           130
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                 Chapter 13



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                 Level 3
Labs:                                     SE:                                     SE:
__ MiniLAB: Interpreting Evidence of      __ Science Online, p. 385               __ Science Online, p. 385
   Continental Drift, p. 386; MiniLAB
   Worksheet, p. 3, T9, CRB, (ELL)        Labs:                                   Labs:

__ Laboratory Activity 1, pp. 9-11,       __ MiniLAB: Interpreting Evidence of    __ MiniLAB: Interpreting Evidence of
   T9, CRB                                   Continental Drift, p. 386; MiniLAB      Continental Drift, p. 386; MiniLAB
                                             Worksheet, p. 3, T9, CRB, (ELL)         Worksheet, p. 3, T9, CRB, (ELL)
TWE Margin:                               __ Laboratory Activity 1, pp. 9-11,     __ Laboratory Activity 1, pp. 9-11,
__ Science Journal, p. 382                   T9, CRB                                 T9, CRB
__ Differentiated Instruction, Visually   TWE Margin:                             TWE Margin:
   Impaired, p. 385
                                          __ Science Journal, p. 382              __ Science Journal, p. 382
__ Use an Analogy, p. 385
                                          __ Quick Demo, p. 385                   __ Discussion, p. 385
__ Discussion, p. 385
                                          __ Use an Analogy, p. 385               __ Teacher FYI, p. 386
__ Reading Strategy, p. 385, (ELL)
                                          __ Discussion, p. 385                   __ Differentiated Instruction,
__ Visual Learning, p. 387                                                           Challenge, p. 386
                                          __ Reading Strategy, p. 385, (ELL)
__ Daily Intervention, Check for                                                  TCR:
   Understanding, p. 387                  __ Visual Learning, p. 387
                                          __ Daily Intervention, Check for        __ Note-taking Worksheet, pp. 33-
__ Daily Intervention, Reteach, p.                                                   34, CRB; Content Outline for
   387                                       Understanding, p. 387
                                                                                     Teaching, Section 1, pp. T2-T3,
                                          __ Daily Intervention, Reteach, p.         CRB
TCR:                                         387
__ Reading Essentials, English,                                                   Technology:
   Section 1, pp. 205-222, (ELL)          TCR:
                                                                                  __ Science Web site, (ELL)
__ Reading Essentials, Spanish,           __ Note-taking Worksheet, pp. 33-
                                             34, CRB; Content Outline for         __ Vocabulary PuzzleMaker, Ch. 13,
   Section 1, pp. 205-222, (ELL)                                                     TCH, (ELL)
                                             Teaching, Section 1, pp. T2-T3,
__ Spanish Resources, Section 1,             CRB                                  __ Video Labs, Ch. 13, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)
                                          Technology:                             __ Virtual Labs, Ch. 13, TCH, (ELL)
__ Note-taking Worksheet, pp. 33-
   34, CRB; Content Outline for           __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T3,        __ Vocabulary PuzzleMaker, Ch. 13,
   CRB                                       TCH, (ELL)
Technology:                               __ Video Labs, Ch. 13, TCH, (ELL)
__ Science Web site, (ELL)                __ Virtual Labs, Ch. 13, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 13,
   TCH, (ELL)
__ Video Labs, Ch. 13, TCH, (ELL)




                                                         131
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                     Chapter 13



Step 4—Mini-Assessments
Assess
____ Assessment, p. 383, TWE
___ Section Review, p. 387, TWE
____ Mini-Assessment, p. 387, TWE
____ Reading Strategy, p. 385, TWE
____ Performance Assessment in the Science Classroom, p. 143, TCR
____ Mastering the FCAT Grade 6, pp. 29, 50, TCR
____ FCAT Transparencies, SC.D.1.3.3, SC.H.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 13, TCH
____ Interactive Chalkboard, Section Review, Ch. 13, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 386, TWE
   pp. 19-22, T10, CRB, (ELL)                             __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,          __ Life Science Critical Thinking/Problem-Solving,
   pp. 23–26, T10, CRB, (ELL)                                 Activity 22, p. 22, Activity 18, p. 18, Activity 1, p. 1
__ Reinforcement, p. 27, T11, CRB, (ELL)                      Activity 21, p. 21
__ Science Notebook, Ch. 13, Sec. 1, TCR, (ELL)           __ Cultural Diversity, Activity 4, p. 7, Activity 30, p. 59,
__ Florida Science Observer, Vol. 1,                          Activity 35, p. 69
Space Exploration
__ Study Guide and Reinforcement, p. 47, TCR, (ELL)
__ StudentWorks Plus, Ch. 13, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 13, TCH, (ELL)
__ More Section Review, Ch. 13, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    132
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                    Chapter 13




Section 2 Seafloor Spreading
Benchmarks—SC.D.1.3.3 (CS, MC): The student knows how conditions that exist in one system influence the conditions
that exist in other systems; SC.H.1.3.2 (CS, MC): The student knows that the study of the events that led scientists to
discoveries can provide information about the inquiry process and its effects. Also covers: SC.D.1.3.5 (CS, MC, GR),
SC.H.1.3.6 (Not Assessed), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.3, SC.H.1.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
3. Explain seafloor spreading.
4. Recognize how age and magnetic clues support seafloor spreading.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 65, TCR; Transparency Activity, p. 45, CRB,
         (ELL)
____ Reading Preview, p. 388, TWE
____ Interactive Chalkboard, Ch. 13, Sec. 2, TCH




                                                         133
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 13



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Seafloor Spreading Rates,    __ Integrate (Chemistry), p. 389     __ Integrate (Chemistry), p. 389
   p. 391 (Worksheet, pp. 5-6, T9,
   CRB)                              Labs:                                Labs:
                                     __ LAB: Seafloor Spreading Rates,    __ LAB: Seafloor Spreading Rates,
TWE Margin:                             p. 391 (Worksheet, pp. 5-6, T9,      p. 391 (Worksheet, pp. 5-6, T9,
__ Visual Learning, p. 389              CRB)                                 CRB)
__ Reading Strategy, p. 389, (ELL)   TWE Margin:                          TWE Margin:
__ Daily Intervention, Check for     __ Visual Learning, p. 389           __ Teacher FYI, p. 389
   Understanding, p. 390
                                     __ Reading Strategy, p. 389, (ELL)   TCR:
__ Daily Intervention, Reteach, p.
   390                               __ Daily Intervention, Check for     __ Note-taking Worksheet, pp. 33-
                                        Understanding, p. 390                34, CRB; Content Outline for
TCR:                                 __ Daily Intervention, Reteach, p.      Teaching, Section 2, pp. T2-T3,
__ Reading Essentials, English,         390                                  CRB
   Section 2, pp. 205-222, (ELL)                                          Technology:
                                     TCR:
__ Reading Essentials, Spanish,                                           __ Science Web site, (ELL)
   Section 2, pp. 205-222, (ELL)     __ Note-taking Worksheet, pp. 33-
                                        34, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch.
__ Spanish Resources, Section 2,        Teaching, Section 2, pp. T2-T3,      13, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)                CRB
                                                                          __ Video Labs, Ch. 13, TCH, (ELL)
__ Note-taking Worksheet, pp. 33-    Technology:
   34, CRB; Content Outline for                                           __ Virtual Labs, Ch. 13, TCH,
   Teaching, Section 2, pp. T2-T3,   __ Science Web site, (ELL)              (ELL)
   CRB                               __ Vocabulary PuzzleMaker, Ch.
Technology:                             13, TCH, (ELL)

__ Science Web site, (ELL)           __ Video Labs, Ch. 13, TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch.       __ Virtual Labs, Ch. 13, TCH,
   13, TCH, (ELL)                       (ELL)

__ Video Labs, Ch. 13, TCH, (ELL)




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Glencoe Florida Science                FL Lesson Plans (3 sections)                                       Chapter 13



Step 4—Mini-Assessments
Assess
____ Assessment, p. 391, TWE
___ Section Review, p. 390, TWE
____ Mini-Assessment, p. 390, TWE
____ Reading Strategy, p. 389, TWE
____ Performance Assessment in the Science Classroom, p. 161, TCR
____ Mastering the FCAT Grade 6, p. 29, TCR
____ FCAT Transparencies, SC.D.1.3.3, SC.H.1.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 13, TCH
____ Interactive Chalkboard, Section Review, Ch. 13, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 31, T11, CRB
   pp. 19-22, T10, CRB, (ELL)                               __ Life Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                Activity 22, p. 22, Activity 18, p. 18, Activity 1, p. 1
   pp. 23–26, T10, CRB, (ELL)                               __ Cultural Diversity, Activity 4, p. 7, Activity 7, p. 13
__ Reinforcement, p. 28, T11, CRB, (ELL)                        Activity 16, p. 31
__ Science Notebook, Ch. 13, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 48, TCR, (ELL)
__ StudentWorks Plus, Ch. 13, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 13, TCH, (ELL)
__ More Section Review, Ch. 13, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                 Chapter 13




Section 3 Theory of Plate Tectonics
Benchmarks—SC.D.1.3.3 (CS, MC): The student knows how conditions that exist in one system influence the conditions
that exist in other systems. Also covers: SC.D.1.3.5 (CS, MC, GR), SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.2 (CS, MC),
SC.H.1.3.6 (Not Assessed), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.3, SC.D.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
5. Compare and contrast different types of plate boundaries.
6. Explain how heat inside Earth causes plate tectonics.
7. Recognize features caused by plate tectonics.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 66, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Reading Preview, p. 392, TWE
____ Interactive Chalkboard, Ch. 13, Sec. 3, TCH




                                                       136
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 13



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Modeling Convention        __ Science Online, p. 394              __ Science Online, p. 394
   Currents, p. 397; MiniLAB           __ Integrate (Career), p. 399          __ Integrate (Career), p. 399
   Worksheet, p. 4, T9, CRB,
   (ELL)                               __ Integrate (Physics), p. 400         __ Integrate (Physics), p. 400
__ LAB: Predicting Tectonic            __ Integrate (Earth Science), p.404    __ Integrate (Earth Science), p.
   Activity, pp. 402-403               Labs:                                     404
   (Worksheet, pp. 7-8, T9, CRB)
                                       __ MiniLAB: Modeling Convention        Labs:
__ Laboratory Activity 2, pp. 13-15,      Currents, p. 397; MiniLAB
   T9, CRB                                                                    __ MiniLAB: Modeling Convention
                                          Worksheet, p. 4, T9, CRB,              Currents, p. 397; MiniLAB
TWE Margin:                               (ELL)                                  Worksheet, p. 4, T9, CRB,
__ Differentiated Instruction,         __ LAB: Predicting Tectonic               (ELL)
   English-Language Learners, p.          Activity, pp. 402-403               __ LAB: Predicting Tectonic
   393                                    (Worksheet, pp. 7-8, T9, CRB)          Activity, pp. 402-403
__ Science Journal, p. 393             __ Laboratory Activity 2, pp. 13-15,      (Worksheet, pp. 7-8, T9, CRB)
                                          T9, CRB                             __ Laboratory Activity 2, pp. 13-15,
__ Fun Fact, p. 393
                                       TWE Margin:                               T9, CRB
__ Use Science Words, p. 394
                                       __ Quick Demo, p. 393                  TWE Margin:
__ Reading Strategy, p. 395, (ELL)
                                       __ Science Journal, p. 393             __ Science Journal, p. 393
__ Visual Learning, p. 396
                                       __ Fun Fact, p. 393                    __ Fun Fact, p. 393
__ Identifying Misconceptions,
                                       __ Use Science Words, p. 394           __ Identifying Misconceptions,
   p. 396
                                       __ Reading Strategy, p. 395, (ELL)           p. 396
__ Active Reading, p. 397
                                       __ Visual Learning, p. 396             __ Curriculum Connection, pp. 396,
__ Make a Model, pp. 398, 399                                                     399
__ Discussion, p. 400                  __ Identifying Misconceptions,
                                                                              __ Active Reading, p. 397
__ Daily Intervention, Check for             p. 396
                                                                              __ Make a Model, pp. 398, 399
   Understanding, p. 401               __ Curriculum Connection, pp. 396,
                                          399                                 __ Differentiated Instruction,
__ Daily Intervention, Reteach, p.                                               Challenge, pp. 398, 400, 402
   401                                 __ Active Reading, p. 397
                                                                              __ Teacher FYI, pp. 399, 400
TCR:                                   __ Make a Model, pp. 398, 399
                                                                              __ Discussion, p. 400
__ Reading Essentials, English,        __ Discussion, p. 400
   Section 3, pp. 205-222, (ELL)       __ Daily Intervention, Check for
__ Reading Essentials, Spanish,           Understanding, p. 401               TCR:
   Section 3, pp. 205-222, (ELL)       __ Daily Intervention, Reteach, p.     __ Note-taking Worksheet, pp. 33-
__ Spanish Resources, Section 3,          401                                    34, CRB; Content Outline for
   pp. T5–T8, CRB, (ELL)                                                         Teaching, Section 3, pp. T2-T3,
                                       TCR:                                      CRB
__ Note-taking Worksheet, pp. 33-      __ Note-taking Worksheet, pp. 33-
   34, CRB; Content Outline for                                               __ Teaching Transparency, p. 47,
                                          34, CRB; Content Outline for           CRB, (ELL); Teaching
   Teaching, Section 3, pp. T2-T3,        Teaching, Section 3, pp. T2-T3,
   CRB                                                                           Transparency Activity, p. 48,
                                          CRB                                    CRB
__ Teaching Transparency, p. 47,       __ Teaching Transparency, p. 47,
   CRB, (ELL); Teaching                                                       Technology:
                                          CRB, (ELL); Teaching
   Transparency Activity, p. 48,          Transparency Activity, p. 48,       __ Science Web site, (ELL)
   CRB                                    CRB                                 __ Vocabulary PuzzleMaker, Ch.
Technology:                            Technology:                               13, TCH, (ELL)
__ Science Web site, (ELL)                                                    __ Video Labs, Ch. 13, TCH, (ELL)
                                       __ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 13, TCH,
   13, TCH, (ELL)                         13, TCH, (ELL)                         (ELL)
__ Video Labs, Ch. 13, TCH, (ELL)
                                       __ Video Labs, Ch. 13, TCH, (ELL)


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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)   Chapter 13


                                     __ Virtual Labs, Ch. 13, TCH,
                                        (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 13



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 397, 403, TWE
___ Section Review, p. 401, TWE
____ Mini-Assessment, p. 401, TWE
____ Reading Strategy, p. 395, TWE
____ Performance Assessment in the Science Classroom, p. 127, TCR
____ Mastering the FCAT Grade 6, p. 29, TCR
____ FCAT Transparencies, SC.D.1.3.3, SC.D.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 13, TCH
____ Interactive Chalkboard, Section Review, Ch. 13, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 405, TWE
___ Chapter Review, pp. 37–38, T12, CRB
___ Chapter Assessment, pp. 406-407, TWE
___ Chapter Test, pp. 39–42, T13, CRB
___ Assessment Transparency, p. 68, TCR; Assessment Transparency Activity, p. 49,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 408-409




                                                    139
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                      Chapter 13




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 32, T11, CRB
   pp. 19-22, T10, CRB, (ELL)                               __ Life Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                Activity 22, p. 22, Activity 18, p. 18
   pp. 23–26, T10, CRB, (ELL)                               __ Cultural Diversity, Activity 4, p. 7, Activity 26, p. 51
__ Reinforcement, p. 29, T11, CRB, (ELL)
__ Science Notebook, Ch. 13, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 49, TCR, (ELL)
__ StudentWorks Plus, Ch. 13, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 13, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 13, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      140
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                Chapter 14



Chapter 14

Section 1 Description and Measurement
Benchmark—SC.A.1.3.1, SC.A.1.3.2, SC.A.1.3.3, SC.H.1.3.4, SC.H.1.3.5, SC.H.1.3.7




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.1, SC.A.1.3.2, SC.A.1.3.3, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        2 session ( denotes activities recommended for block
schedule.)
Single Periods:        4 sessions


Objectives
1. Distinguish between qualitative and quantitative descriptions.
2. Identify the SI units of length, volume, mass, temperature, and time.
3. Recognize tools used to measure each property listed above.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 413
___ Section Focus Transparency 1, p. 69, TCR; Transparency Activity, p. 40, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 414, TWE
____ Interactive Chalkboard, Ch. 14, Sec. 1, TCH




                                                      141
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 14



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Measuring Volume, p.      __ Integrate (Astronomy), p. 416      __ Integrate (Astronomy), p. 416
   418; MiniLAB Worksheet, p. 3,
   T9, CRB, (ELL)                     Labs:                                 Labs:
                                      __ MiniLAB: Measuring Volume, p.      __ MiniLAB: Measuring Volume, p.
TWE Margin:                              418; MiniLAB Worksheet, p. 3,         418; MiniLAB Worksheet, p. 3,
__ Visual Learning, p. 416               T9, CRB, (ELL)                        T9, CRB, (ELL)
__ Differentiated Instruction,        TWE Margin:                           TWE Margin:
   Learning Disabled, p. 417
                                      __ Visual Learning, p. 416            __ Teacher FYI, p. 416
__ Use Science Words, p. 417
                                      __ Quick Demo, p. 417                 __ Differentiated Instruction,
__ Reading Strategy, p. 417, (ELL)                                             Challenge, p. 416
                                      __ Curriculum Connection, p. 417
__ Science Journal, p. 419                                                  __ Curriculum Connection, p. 417
                                      __ Use Science Words, p. 417
__ Use an Analogy, p. 419                                                   __ Use Science Words, p. 417
                                      __ Reading Strategy, p. 417, (ELL)
__ Make a Model, p. 419                                                     __ Science Journal, p. 419
                                      __ Science Journal, p. 419
__ Discussion, p. 419                                                       __ Make a Model, p. 419
                                      __ Use an Analogy, p. 419
__ Daily Intervention, Check for                                            __ Discussion, p. 419
   Understanding, p. 420              __ Make a Model, p. 419

__ Daily Intervention, Reteach, p.    __ Discussion, p. 419                 TCR:
   420                                __ Daily Intervention, Check for      __ Note-taking Worksheet, pp. 29-
                                         Understanding, p. 420                 30, CRB; Content Outline for
TCR:                                                                           Teaching, Section 1, pp. T2-T3,
                                      __ Daily Intervention, Reteach, p.
__ Reading Essentials, English,          420                                   CRB
   Section 1, pp. 223-242, (ELL)
                                      TCR:                                  Technology:
__ Reading Essentials, Spanish,
   Section 1, pp. 223-242, (ELL)      __ Note-taking Worksheet, pp. 29-     __ Science Web site, (ELL)

__ Spanish Resources, Section 1,         30, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch. 14,
   pp. T5–T8, CRB, (ELL)                 Teaching, Section 1, pp. T2-T3,       TCH, (ELL)
                                         CRB                                __ Video Labs, Ch. 14, TCH, (ELL)
__ Note-taking Worksheet, pp. 29-
   30, CRB; Content Outline for       Technology:                           __ Virtual Labs, Ch. 14, TCH, (ELL)
   Teaching, Section 1, pp. T2-T3,    __ Science Web site, (ELL)
   CRB
                                      __ Vocabulary PuzzleMaker, Ch. 14,
Technology:                              TCH, (ELL)
__ Science Web site, (ELL)            __ Video Labs, Ch. 14, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 14,    __ Virtual Labs, Ch. 14, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 14, TCH, (ELL)




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Glencoe Florida Science                    FL Lesson Plans (3 sections)                                  Chapter 14



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 413, 418, TWE
___ Section Review, p. 420, TWE
____ Mini-Assessment, p. 420, TWE
____ Reading Strategy, p. 417, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ FCAT Transparencies, SC.A.1.3.1, SC.A.1.3.2, SC.A.1.3.3, TCR
____ ExamView ® Pro Testmaker, Ch. 14, TCH
____ Interactive Chalkboard, Section Review, Ch. 14, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 416, TWE
   pp. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 26, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Science Inquiry Lab Manual, Activity 13, p. 25, TCR
   pp. 19–22, T10, CRB, (ELL)                                __ Probeware Lab Manual, Lab 14, p. 80, Lab 4, p. 33
__ Reinforcement, p. 23, T11, CRB, (ELL)                     __ Cultural Diversity, Activity 35, p. 69
__ Science Notebook, Ch. 14, Sec. 1, TCR, (ELL)
__ Reading and Writing Skill Activities,
   Activity 24, p. 47, (ELL)
__ Study Guide and Reinforcement, p. 51, TCR, (ELL)
__ StudentWorks Plus, Ch. 14, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 14, TCH, (ELL)
__ More Section Review, Ch. 14, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                       143
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)             Chapter 14




Section 2 Mathematics and Measurement
Benchmark—SC.H.1.3.4




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.1.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        3 session ( denotes activities recommended for block
schedule.)
Single Periods:        4 sessions


Objectives
4. Determine the number of digits to record in a calculation.
5. Determine the units recorded in a calculation.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 70, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Reading Preview, p. 421, TWE
____ Interactive Chalkboard, Ch. 14, Sec. 2, TCH




                                                    144
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 14



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Measuring Accuracy,        __ none                                __ none
   p. 426; MiniLAB Worksheet, p.
   3, T9, CRB, (ELL)                   Labs:                                  Labs:

__ Laboratory Activity 1, pp. 9-10,    __ MiniLAB: Measuring Accuracy,        __ MiniLAB: Measuring Accuracy,
   T9, CRB                                p. 426; MiniLAB Worksheet, p.          p. 426; MiniLAB Worksheet, p.
                                          3, T9, CRB, (ELL)                      3, T9, CRB, (ELL)
__ Laboratory Activity 2, pp. 11-12,
   T9, CRB                             __ Laboratory Activity 1, pp. 9-10,    __ Laboratory Activity 1, pp. 9-10,
                                          T9, CRB                                T9, CRB
TWE Margin:                            __ Laboratory Activity 2, pp. 11-12,   __ Laboratory Activity 2, pp. 11-12,
__ Visual Learning, p. 422                T9, CRB                                T9, CRB
__ Identifying Misconceptions,         TWE Margin:                            TWE Margin:
   p. 423                              __ Visual Learning, p. 422             __ Differentiated Instruction,
__ Reading Strategy, p. 423, (ELL)     __ Quick Demo, p. 423                     Challenge, pp. 422, 424
__ Differentiated Instruction,         __ Curriculum Connection, p. 423       __ Curriculum Connection, p. 423
   Learning Disabled, p. 424                                                  __ Identifying Misconceptions,
                                       __ Identifying Misconceptions,
__ Fun Fact, p. 424                                                                 p. 423
                                             p. 423
__ Discussion, p. 424                                                         __ Reading Strategy, p. 423, (ELL)
                                       __ Reading Strategy, p. 423, (ELL)
__ Daily Intervention, Check for                                              __ Fun Fact, p. 424
   Understanding, p. 426               __ Fun Fact, p. 424
                                       __ Discussion, p. 424                  __ Discussion, p. 424
__ Daily Intervention, Reteach, p.
   426                                 __ Daily Intervention, Check for       __ Teacher FYI, p. 425
                                          Understanding, p. 426               TCR:
TCR:
                                       __ Daily Intervention, Reteach, p.     __ Note-taking Worksheet, pp. 29-
__ Reading Essentials, English,           426
   Section 2, pp. 223-242, (ELL)                                                 30, CRB; Content Outline for
                                       TCR:                                      Teaching, Section 2, pp. T2-T3,
__ Reading Essentials, Spanish,                                                  CRB
   Section 2, pp. 223-242, (ELL)       __ Note-taking Worksheet, pp. 29-
                                          30, CRB; Content Outline for        __ Teaching Transparency, p. 43,
__ Spanish Resources, Section 2,                                                 CRB, (ELL); Teaching
   pp. T5–T8, CRB, (ELL)                  Teaching, Section 2, pp. T2-T3,
                                          CRB                                    Transparency Activity, p. 44,
__ Note-taking Worksheet, pp. 29-                                                CRB
   30, CRB; Content Outline for        __ Teaching Transparency, p. 43,
                                          CRB, (ELL); Teaching                Technology:
   Teaching, Section 2, pp. T2-T3,
   CRB                                    Transparency Activity, p. 44,       __ Science Web site, (ELL)
                                          CRB
__ Teaching Transparency, p. 43,                                              __ Vocabulary PuzzleMaker, Ch.
   CRB, (ELL); Teaching                Technology:                               14, TCH, (ELL)
   Transparency Activity, p. 44,       __ Science Web site, (ELL)             __ Video Labs, Ch. 14, TCH, (ELL)
   CRB
                                       __ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 14, TCH,
Technology:                               14, TCH, (ELL)                         (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 14, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 14, TCH,
   14, TCH, (ELL)                         (ELL)
__ Video Labs, Ch. 14, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                  Chapter 14



Step 4—Mini-Assessments
Assess
____ Assessment, p. 426, TWE
___ Section Review, p. 426, TWE
____ Mini-Assessment, p. 426, TWE
____ Reading Strategy, p. 423, TWE
____ Performance Assessment in the Science Classroom, p. 145, TCR
____ FCAT Transparencies, SC.H.1.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 14, TCH
____ Interactive Chalkboard, Section Review, Ch. 14, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 422, TWE
   pp. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 27, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Cultural Diversity, Activity 35, p. 69
   pp. 19–22, T10, CRB, (ELL)
__ Reinforcement, p. 24, T11, CRB, (ELL)
__ Reading and Writing Skill Activities,
   Activity 24, p. 47, (ELL)
__ Science Notebook, Ch. 14, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 51, TCR, (ELL)
__ StudentWorks Plus, Ch. 14, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 14, TCH, (ELL)
__ More Section Review, Ch. 14, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                       146
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)           Chapter 14




Section 3 Tables and Graphs
Benchmark—SC.A.1.3.1, SC.A.1.3.4, SC.A.1.3.5




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        2.5 session ( denotes activities recommended for block
schedule.)
Single Periods:        5 sessions


Objectives
6. Describe how to use tables and graphs to give information.
7. Identify and use three types of graphs.
8. Distinguish the correct use of each type of graph.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 71, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Reading Preview, p. 427, TWE
____ Interactive Chalkboard, Ch. 14, Sec. 3, TCH




                                                    147
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 14



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Making Predictions, p.    __ Science Online, p. 428             __ Science Online, p. 428
   429; MiniLAB Worksheet, p. 3,
   T9, CRB, (ELL)                     Labs:                                 Labs:

__ LAB: Pace Yourself, p. 433         __ MiniLAB: Making Predictions, p.    __ MiniLAB: Making Predictions, p.
   (Worksheet, pp. 5-6, T9, CRB)         429; MiniLAB Worksheet, p. 3,         429; MiniLAB Worksheet, p. 3,
                                         T9, CRB, (ELL)                        T9, CRB, (ELL)
__ LAB: Thinking in SI, pp. 434-435
   (Worksheet, pp. 7-8, T9, CRB)      __ LAB: Pace Yourself, p. 433         __ LAB: Pace Yourself, p. 433
                                         (Worksheet, pp. 5-6, T9, CRB)         (Worksheet, pp. 5-6, T9, CRB)
TWE Margin:                           __ LAB: Thinking in SI, pp. 434-435   __ LAB: Thinking in SI, pp. 434-435
__ Active Reading, p. 428                (Worksheet, pp. 7-8, T9, CRB)         (Worksheet, pp. 7-8, T9, CRB)
__ Differentiated Instruction,        __ Inquiry Lab, p. 430, T9            __ Inquiry Lab, p. 430, T9
   English-Language Learners, p.
   428                                TWE Margin:                           TWE Margin:
__ Inquiry Lab, p. 430, T9            __ Quick Demo, p. 428                 __ Teacher FYI, p. 428
__ Science Journal, p. 431            __ Active Reading, p. 428             __ Active Reading, p. 428
__ Discussion, pp. 428, 431           __ Science Journal, p. 431            __ Science Journal, p. 431
__ Visual Learning, p. 431            __ Discussion, pp. 428, 431           __ Discussion, pp. 428, 431
__ Reading Strategy, p. 431, (ELL)    __ Visual Learning, p. 431            __ Differentiated Instruction,
                                      __ Reading Strategy, p. 431, (ELL)       Challenge, p. 436
__ Daily Intervention, Check for
   Understanding, p. 432              __ Daily Intervention, Check for      TCR:
__ Daily Intervention, Reteach, p.       Understanding, p. 432              __ Note-taking Worksheet, pp. 29-
   432                                __ Daily Intervention, Reteach, p.       30, CRB; Content Outline for
                                         432                                   Teaching, Section 3, pp. T2-T3,
TCR:                                                                           CRB
__ Reading Essentials, English,       TCR:
   Section 3, pp. 223-242, (ELL)                                            Technology:
                                      __ Note-taking Worksheet, pp. 29-
__ Reading Essentials, Spanish,          30, CRB; Content Outline for       __ Science Web site, (ELL)
   Section 3, pp. 223-242, (ELL)         Teaching, Section 3, pp. T2-T3,    __ Vocabulary PuzzleMaker, Ch.
                                         CRB                                   14, TCH, (ELL)
__ Spanish Resources, Section 3,
   pp. T5–T8, CRB, (ELL)              Technology:                           __ Video Labs, Ch. 14, TCH, (ELL)
__ Note-taking Worksheet, pp. 29-     __ Science Web site, (ELL)            __ Virtual Labs, Ch. 14, TCH,
   30, CRB; Content Outline for       __ Vocabulary PuzzleMaker, Ch.           (ELL)
   Teaching, Section 3, pp. T2-T3,       14, TCH, (ELL)
   CRB
                                      __ Video Labs, Ch. 14, TCH, (ELL)
Technology:
                                      __ Virtual Labs, Ch. 14, TCH,
__ Science Web site, (ELL)               (ELL)
__ Vocabulary PuzzleMaker, Ch.
   14, TCH, (ELL)
__ Video Labs, Ch. 14, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 14



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 429, 433, 435, TWE
___ Section Review, p. 432, TWE
____ Mini-Assessment, p. 432, TWE
____ Reading Strategy, p. 431, TWE
____ Performance Assessment in the Science Classroom, pp. 89, 111, TCR
____ FCAT Transparencies, SC.A.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 14, TCH
____ Interactive Chalkboard, Section Review, Ch. 14, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 437, TWE
___ Chapter Review, pp. 33–34, T12, CRB
___ Chapter Assessment, pp. 438-439, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 74, TCR; Assessment Transparency Activity, p. 45,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 440-441




                                                    149
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 14




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 28, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                             __ Physical Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,             Activity 10, p. 10
   pp. 19–22, T10, CRB, (ELL)                             __ Science Inquiry Lab Manual, Activity 13, p.25
__ Reinforcement, p. 25, T11, CRB, (ELL)                     Activity 19, p. 37
__ Science Notebook, Ch. 14, Sec.3, TCR, (ELL)            __ Probeware Lab Manual, Lab 14, p. 80, Lab 13,
__ Study Guide and Reinforcement, p. 51, TCR, (ELL)          p. 75
__ StudentWorks Plus, Ch. 14, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 14, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 14, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    150
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (2 sections)                                 Chapter 15



Chapter 15

Section 1 Physical Properties and
Changes
Benchmarks—SC.A.1.3.1 (AA, MC, GR, SR): The student identifies various ways in which substances differ;
SC.A.1.3.5 (CS, MC): The student knows the difference between a physical change in a substance and a chemical
change; SC.A.1.3.6 (AA, MC, GR, SR): The student knows that equal volumes of different substances may have
different masses. Also covers: SC.A.1.3.4 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.7 (AA, MC, SR), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.1, SC.A.1.3.5, SC.A.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        2 session ( denotes activities recommended for block
schedule.)
Single Periods:         5 sessions


Objectives
1. Identify physical properties of matter.
2. Explain why materials with different masses have different densities.
3. Observe water displacement to determine volume.
4. Describe states of matter.
5. Determine how temperature changes affect substances.
6. Classify matter using physical properties.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 443
___ Section Focus Transparency 1, p. 74, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 444, TWE
____ Interactive Chalkboard, Ch. 15, Sec. 1, TCH

                                                      151
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (2 sections)                               Chapter 15



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                Level 3
Labs:                                     SE:                                    SE:
__ MiniLAB: Determining Density, p.       __ Science Online, p. 445              __ Science Online, p. 445
   448; MiniLAB Worksheet, p. 3,          __ Integrate (Career), p. 451          __ Integrate (Career), p. 451
   T9, CRB, (ELL)
                                          __ Integrate (Life Science), p.451     __ Integrate (Life Science), p. 451
__ Laboratory Activity 1, pp. 9-11,
   T9, CRB                                Labs:                                  Labs:
TWE Margin:                               __ MiniLAB: Determining Density, p.    __ MiniLAB: Determining Density, p.
                                             448; MiniLAB Worksheet, p. 3,          448; MiniLAB Worksheet, p. 3,
__ Science Journal, p. 442                   T9, CRB, (ELL)                         T9, CRB, (ELL)
__ Discussion, p. 446                     __ Laboratory Activity 1, pp. 9-11,    __ Laboratory Activity 1, pp. 9-11,
__ Reading Strategy, p. 446, (ELL)           T9, CRB                                T9, CRB
__ Use Science Words, pp. 446, 447        TWE Margin:                            TWE Margin:
__ Visual Learning, pp. 446, 448,         __ Science Journal, p. 442             __ Science Journal, p. 442
   449
                                          __ Quick Demo, pp. 445, 450            __ Discussion, p. 446
__ Identifying Misconceptions,
                                          __ Discussion, p. 446                  __ Teacher FYI, pp. 446, 448
   p. 447
                                          __ Reading Strategy, p. 446, (ELL)     __ Differentiated Instruction,
__ Make a Model, p. 448                                                              Challenge, pp. 446, 452
                                          __ Use Science Words, pp. 446, 447
__ Fun Fact, p. 449                                                              __ Identifying Misconceptions,
                                          __ Visual Learning, pp. 446, 448,
__ Differentiated Instruction, Visually      449                                       p. 447
   Impaired, p. 451
                                          __ Identifying Misconceptions,         __ Make a Model, p. 448
__ Daily Intervention, Check for
   Understanding, p. 453                        p. 447                           __ Curriculum Connection, p. 449

__ Daily Intervention, Reteach, p.        __ Make a Model, p. 448                __ Fun Fact, p. 449
   453                                    __ Curriculum Connection, p. 449       TCR:
TCR:                                      __ Fun Fact, p. 449                    __ Note-taking Worksheet, pp. 31-
__ Reading Essentials, English,           __ Daily Intervention, Check for          32, CRB; Content Outline for
   Section 1, pp. 243-258, (ELL)             Understanding, p. 453                  Teaching, Section 1, pp. T2-T3,
                                                                                    CRB
__ Reading Essentials, Spanish,           __ Daily Intervention, Reteach, p.
   Section 1, pp. 243-258, (ELL)             453                                 __ Teaching Transparency, p. 45,
                                                                                    CRB, (ELL); Teaching
__ Spanish Resources, Section 1,          TCR:                                      Transparency Activity, p. 46, CRB
   pp. T5–T8, CRB, (ELL)                  __ Note-taking Worksheet, pp. 31-      Technology:
__ Note-taking Worksheet, pp. 31-            32, CRB; Content Outline for
   32, CRB; Content Outline for              Teaching, Section 1, pp. T2-T3,     __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T3,           CRB                                 __ Vocabulary PuzzleMaker, Ch. 15,
   CRB                                    __ Teaching Transparency, p. 45,          TCH, (ELL)
__ Teaching Transparency, p. 45,             CRB, (ELL); Teaching                __ Video Labs, Ch. 15, TCH, (ELL)
   CRB, (ELL); Teaching                      Transparency Activity, p. 46, CRB
   Transparency Activity, p. 46, CRB                                             __ Virtual Labs, Ch. 15, TCH, (ELL)
                                          Technology:
Technology:                               __ Science Web site, (ELL)
__ Science Web site, (ELL)                __ Vocabulary PuzzleMaker, Ch. 15,
__ Vocabulary PuzzleMaker, Ch. 15,           TCH, (ELL)
   TCH, (ELL)
                                          __ Video Labs, Ch. 15, TCH, (ELL)
__ Video Labs, Ch. 15, TCH, (ELL)         __ Virtual Labs, Ch. 15, TCH, (ELL)




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Glencoe Florida Science                FL Lesson Plans (2 sections)                                  Chapter 15



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 443, 448, TWE
___ Section Review, p. 453, TWE
____ Mini-Assessment, p. 453, TWE
____ Reading Strategy, p. 446, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 15, 17, TCR
____ FCAT Transparencies, SC.A.1.3.1, SC.A.1.3.5, SC.A.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 15, TCH
____ Interactive Chalkboard, Section Review, Ch. 15, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 452, TWE
   pp. 19-22, T10, CRB, (ELL)                               __ Enrichment, p. 29, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Physical Science Critical Thinking/Problem-Solving,
   pp. 23-26, T10, CRB, (ELL)                                  Activity 10, p. 10
__ Reinforcement, p. 27, T11, CRB, (ELL)                    __ Science Inquiry Lab Manual, Activity 13, p. 25
__ Science Notebook, Ch. 15, Sec. 1, TCR, (ELL)             __ Probeware Lab Manual, Lab 14, p. 80, Lab 13,
__ Florida Science Observer, Vol. 3,                           p. 75
Florida’s Phospate Industry
__ Study Guide and Reinforcement, p. 55, TCR, (ELL)
__ StudentWorks Plus, Ch. 15, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 15, TCH, (ELL)
__ More Section Review, Ch. 15, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      153
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (2 sections)                                 Chapter 15




Section 2 Chemical Properties and
Changes
Benchmarks—SC.A.1.3.1 (AA, MC,GR,SR): The student identifies various ways in which substances differ; SC.A.1.3.5
(CS, MC): The student knows the difference between a physical change in a substance. Also covers: SC.A.1.3.6 (AA,
MC, GR, SR), SC.H.1.3.1 (CS, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed), SC.H.3.3.4
(CS, MC), SC.H.3.3.5 (Not Assessed)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.1, SC.A.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         3 session ( denotes activities recommended for block
schedule.)
Single Periods:         5 sessions


Objectives
7. Recognize chemical properties.
8. Identify chemical changes.
9. Classify matter according to chemical properties.
10. Describe the law of conservation of mass.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 75, TCR; Transparency Activity, p. 43, CRB,
         (ELL)
____ Reading Preview, p. 454, TWE
____ Interactive Chalkboard, Ch. 15, Sec. 2, TCH




                                                       154
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)                                Chapter 15



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Observing Yeast, p.      __ Science Online, p. 459            __ Science Online, p. 459
   458; MiniLAB Worksheet, p. 4,     __ Integrate (Health), p. 455        __ Integrate (Health), p. 455
   T9, CRB, (ELL)
__ LAB: Different Changes, p. 461    Labs:                                Labs:
   (Worksheet, pp. 5-6, T9, CRB)     __ MiniLAB: Observing Yeast, p.      __ MiniLAB: Observing Yeast, p.
__ LAB: Liquid Layers, pp. 462-463      458; MiniLAB Worksheet, p. 4,        458; MiniLAB Worksheet, p. 4,
   (Worksheet, pp. 7-8, T9, CRB)        T9, CRB, (ELL)                       T9, CRB, (ELL)
                                     __ Inquiry Lab, p. 459, T9           __ Inquiry Lab, p. 459, T9
TWE Margin:
                                     __ LAB: Different Changes, p. 461    __ LAB: Different Changes, p. 461
__ Reading Strategy, p. 455, (ELL)      (Worksheet, pp. 5-6, T9, CRB)        (Worksheet, pp. 5-6, T9, CRB)
__ Identifying Misconceptions,       __ LAB: Liquid Layers, pp. 462-463   __ LAB: Liquid Layers, pp. 462-463
   p. 455                               (Worksheet, pp. 7-8, T9, CRB)        (Worksheet, pp. 7-8, T9, CRB)
__ Active Reading, p. 456            TWE Margin:                          TWE Margin:
__ Visual Learning, p. 456           __ Reading Strategy, p. 455, (ELL)   __ Teacher FYI, p. 455
__ Use an Analogy, p. 456            __ Identifying Misconceptions,       __ Identifying Misconceptions,
__ Science Journal, p. 457                 p. 455                               p. 455
__ Differentiated Instruction,       __ Quick Demo, p. 456                __ Active Reading, p. 456
   Visually Impaired, p. 457
                                     __ Active Reading, p. 456            __ Science Journal, p. 457
__ Fun Fact, p. 457
                                     __ Visual Learning, p. 456           __ Fun Fact, p. 457
__ Discussion, p. 458
                                     __ Use an Analogy, p. 456            __ Discussion, p. 458
__ Inquiry Lab, p. 459, T9
                                     __ Science Journal, p. 457           __ Curriculum Connection, p. 458
__ Differentiated Instruction,
   English-Language Learners, p.     __ Fun Fact, p. 457                  __ Differentiated Instruction,
   459                               __ Discussion, p. 458                   Challenge, p. 459

__ Daily Intervention, Check for     __ Curriculum Connection, p. 458     TCR:
   Understanding, p. 460             __ Daily Intervention, Check for     __ Note-taking Worksheet, pp. 31-
__ Daily Intervention, Reteach, p.      Understanding, p. 460                32, CRB; Content Outline for
   460                                                                       Teaching, Section 2, pp. T2-T3,
                                     __ Daily Intervention, Reteach, p.      CRB
TCR:                                    460
                                                                          Technology:
__ Reading Essentials, English,      TCR:
   Section 2, pp. 243-258, (ELL)                                          __ Science Web site, (ELL)
                                     __ Note-taking Worksheet, pp. 31-
__ Reading Essentials, Spanish,         32, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch.
   Section 2, pp. 243-258, (ELL)        Teaching, Section 2, pp. T2-T3,      15, TCH, (ELL)
__ Spanish Resources, Section 2,        CRB                               __ Video Labs, Ch. 15, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)             Technology:                          __ Virtual Labs, Ch. 15, TCH,
__ Note-taking Worksheet, pp. 31-    __ Science Web site, (ELL)              (ELL)
   32, CRB; Content Outline for
   Teaching, Section 2, pp. T2-T3,   __ Vocabulary PuzzleMaker, Ch.
   CRB                                  15, TCH, (ELL)
                                     __ Video Labs, Ch. 15, TCH, (ELL)
Technology:
                                     __ Virtual Labs, Ch. 15, TCH,
__ Science Web site, (ELL)              (ELL)
__ Vocabulary PuzzleMaker, Ch.
   15, TCH, (ELL)
__ Video Labs, Ch. 15, TCH, (ELL)




                                                     155
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)       Chapter 15



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 458, 461, 463, TWE
___ Section Review, p. 460, TWE
____ Mini-Assessment, p. 460, TWE
____ Reading Strategy, p. 455, TWE
____ Performance Assessment in the Science Classroom, p. 143, TCR
____ Mastering the FCAT Grade 6, pp. 15, 17, TCR
____ FCAT Transparencies, SC.A.1.3.1, SC.A.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 15, TCH
____ Interactive Chalkboard, Section Review, Ch. 15, Sec. 2, TCH



Chapter Assessment
___ Chapter Study Guide, p. 465, TWE
___ Chapter Review, pp. 35–36, T12, CRB
___ Chapter Assessment, pp. 466-467, TWE
___ Chapter Test, pp. 37–40, T13, CRB
___ Assessment Transparency, p. 78, TCR; Assessment Transparency Activity, p. 47,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 468-469




                                                    156
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (2 sections)                                  Chapter 15




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 459, TWE
   pp. 19-22, T10, CRB, (ELL)                               __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Physical Science Critical Thinking/ Problem-Solving,
   pp. 23–26, T10, CRB, (ELL)                                  Activity 10, p. 10
__ Reinforcement, p. 28, T11, CRB, (ELL)                    __ Science Inquiry Lab Manual, Activity 13, p. 25
__ Science Notebook, Ch. 15, Sec. 2, TCR, (ELL)             __ Probeware Lab Manual, Lab 14, p. 80, Lab 13, p. 75
__ Florida Science Observer, Vol. 3,
Florida’s Phospate Industry
__ Study Guide and Reinforcement, p. 56, TCR, (ELL)
__ StudentWorks Plus, Ch. 15, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 15, TCH, (ELL)
__ More Section Review, Ch. 15, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      157
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                     Chapter 16



Chapter 16

Section 1 Structure of Matter
Benchmarks—SC.A.2.3.2 (CS, MC): The student knows the general properties of the atom (a massive nucleus of
neutral neutrons and positive protons surrounded by a cloud of negative electrons) and accepts that single atoms are
not visible. Also covers: SC.D.1.3.5 (CS, MC, GR), SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER),
SC.H.1.3.6 (Not Assessed), SC.H.3.3.4 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
1. Describe characteristics of matter.
2. Identify what makes up matter.
3. Identify the parts of an atom.
4. Compare the models that are used for atoms.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 471
___ Section Focus Transparency 1, p. 78, TCR; Transparency Activity, p. 40, CRB,
          (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 472, TWE
____ Interactive Chalkboard, Ch. 16, Sec. 1, TCH




                                                          158
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                Chapter 16



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Investigating the          __ Science Online, p. 476              __ Science Online, p. 476
   Unseen, p. 473; MiniLAB             __ Integrate (History), p. 473         __ Integrate (History), p. 473
   Worksheet, p. 3, T9, CRB, (ELL)
                                       __ Integrate (Career), p. 478          __ Integrate (Career), p. 478
TWE Margin:
                                       Labs:                                  Labs:
__ Identifying Misconceptions,
                                       __ MiniLAB: Investigating the          __ MiniLAB: Investigating the
   pp. 473, 478                           Unseen, p. 473; MiniLAB                Unseen, p. 473; MiniLAB
__ Visual Learning, pp. 474, 477          Worksheet, p. 3, T9, CRB, (ELL)        Worksheet, p. 3, T9, CRB, (ELL)
__ Fun Fact, p. 475                    __ Inquiry Lab, p. 477, T9             __ Inquiry Lab, p. 477, T9
__ Discussion, pp. 475, 477            TWE Margin:                            TWE Margin:
__ Differentiated Instruction,         __ Curriculum Connection, p. 473       __ Curriculum Connection, p. 473
   Learning Disabled, p. 476
                                       __ Identifying Misconceptions,         __ Identifying Misconceptions,
__ Use Science Words, p. 476
                                             pp. 473, 478                           pp. 473, 478
__ Reading Strategy, p. 476, (ELL)
                                       __ Visual Learning, pp. 474, 477       __ Teacher FYI, pp. 474, 478
__ Active Reading, p. 477
                                       __ Fun Fact, p. 475                    __ Fun Fact, p. 475
__ Inquiry Lab, p. 477, T9
                                       __ Discussion, pp. 475, 477            __ Discussion, pp. 475, 477
__ Make a Model, p. 478
                                       __ Quick Demo, p. 476                  __ Active Reading, p. 477
__ Daily Intervention, Check for
   Understanding, p. 479               __ Use Science Words, p. 476           __ Differentiated Instruction,
                                                                                 Challenge, p. 478
__ Daily Intervention, Reteach, p.     __ Reading Strategy, p. 476, (ELL)
   479                                                                        __ Make a Model, p. 478
                                       __ Active Reading, p. 477
TCR:                                   __ Make a Model, p. 478                TCR:

__ Reading Essentials, English,        __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 29-
   Section 1, pp. 259-274, (ELL)          Understanding, p. 479                  31, CRB; Content Outline for
                                                                                 Teaching, Section 1, pp. T2-T4,
__ Reading Essentials, Spanish,        __ Daily Intervention, Reteach, p.        CRB
   Section 1, pp. 259-274, (ELL)          479
                                                                              __ Teaching Transparency, p. 43,
__ Spanish Resources, Section 1,       TCR:                                      CRB, (ELL); Teaching
   pp. T5–T8, CRB, (ELL)                                                         Transparency Activity, p. 44, CRB
                                       __ Note-taking Worksheet, pp. 29-
__ Note-taking Worksheet, pp. 29-         31, CRB; Content Outline for        Technology:
   31, CRB; Content Outline for           Teaching, Section 1, pp. T2-T4,
   Teaching, Section 1, pp. T2-T4,        CRB                                 __ Science Web site, (ELL)
   CRB                                                                        __ Vocabulary PuzzleMaker, Ch. 16,
                                       __ Teaching Transparency, p. 43,
__ Teaching Transparency, p. 43,          CRB, (ELL); Teaching                   TCH, (ELL)
   CRB, (ELL); Teaching                   Transparency Activity, p. 44, CRB   __ Video Labs, Ch. 16, TCH, (ELL)
   Transparency Activity, p. 44, CRB
                                       Technology:                            __ Virtual Labs, Ch. 16, TCH, (ELL)
Technology:
                                       __ Science Web site, (ELL)
__ Science Web site, (ELL)
                                       __ Vocabulary PuzzleMaker, Ch. 16,
__ Vocabulary PuzzleMaker, Ch. 16,        TCH, (ELL)
   TCH, (ELL)
                                       __ Video Labs, Ch. 16, TCH, (ELL)
__ Video Labs, Ch. 16, TCH, (ELL)
                                       __ Virtual Labs, Ch. 16, TCH, (ELL)




                                                       159
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                               Chapter 16



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 471, 474, TWE
___ Section Review, p. 479, TWE
____ Mini-Assessment, p. 479, TWE
____ Reading Strategy, p. 476, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 18, 50, TCR
____ FCAT Transparencies, SC.A.2.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 16, TCH
____ Interactive Chalkboard, Section Review, Ch. 16, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 478, TWE
   pp. 15-18, T10, CRB, (ELL)                               __ Enrichment, p. 26, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 19-22, T10, CRB, (ELL)
__ Reinforcement, p. 23, T11, CRB, (ELL)
__ Science Notebook, Ch. 16, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 57, TCR, (ELL)
__ StudentWorks Plus, Ch. 16, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 16, TCH, (ELL)
__ More Section Review, Ch. 16, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      160
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                     Chapter 16




Section 2 The Simplest Matter
Benchmarks—SC.A.2.3.2 (CS, MC): The student knows the general properties of the atom (a massive nucleus of neutral
neutrons and positive protons surrounded by a cloud of negative electrons) and accepts that single atoms are not visible.
SC.H.2.3.1 (CS, MC): The student recognizes that patterns exist within and across systems. Also covers: SC.A.1.3.1
(AA, MC, GR, SR), SC.H.1.3.1 (AA, MC, SR), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.2, SC.H.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
5. Describe the relationship between elements and the periodic table.
6. Explain the meaning of atomic mass and atomic number.
7. Identify what makes an isotope.
8. Contrast metals, metalloids, and nonmetals.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 79, TCR; Transparency Activity, p. 41, CRB,
          (ELL)
____ Reading Preview, p. 480, TWE
____ Interactive Chalkboard, Ch. 16, Sec. 2, TCH




                                                          161
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 16



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Isotope Races, p. 486        __ Science Online, p. 481            __ Science Online, p. 481
   (Worksheet, p. 6, T9, CRB)
                                     Labs:                                Labs:
TWE Margin:                          __ LAB: Isotope Races, p. 486        __ LAB: Isotope Races, p. 486
__ Differentiated Instruction,          (Worksheet, p. 6, T9, CRB)           (Worksheet, p. 6, T9, CRB)
   English-Language Learners, p.
   481                               TWE Margin:                          TWE Margin:

__ Reading Strategy, p. 481, (ELL)   __ Reading Strategy, p. 481, (ELL)   __ Teacher FYI, pp. 481, 482

__ Use an Analogy, p. 481            __ Use an Analogy, p. 481            __ Fun Fact, pp. 482, 483

__ Fun Fact, pp. 482, 483            __ Fun Fact, pp. 482, 483            __ Discussion, p. 483

__ Differentiated Instruction,       __ Discussion, p. 483                __ Visual Learning, p. 483
   Learning Disabled, p. 483         __ Visual Learning, p. 483           __ Science Journal, pp. 483, 484
__ Discussion, p. 483                __ Science Journal, pp. 483, 484     __ Differentiated Instruction,
__ Visual Learning, p. 483           __ Quick Demo, p. 484                   Challenge, p. 484

__ Science Journal, pp. 483, 484     __ Daily Intervention, Check for     TCR:
__ Daily Intervention, Check for        Understanding, p. 485             __ Note-taking Worksheet, pp. 29-
   Understanding, p. 485             __ Daily Intervention, Reteach, p.      31, CRB; Content Outline for
                                        485                                  Teaching, Section 2, pp. T2-T4,
__ Daily Intervention, Reteach, p.                                           CRB
   485                               TCR:
                                                                          Technology:
TCR:                                 __ Note-taking Worksheet, pp. 29-
                                        31, CRB; Content Outline for      __ Science Web site, (ELL)
__ Reading Essentials, English,
   Section 2, pp. 259-274, (ELL)        Teaching, Section 2, pp. T2-T4,   __ Vocabulary PuzzleMaker, Ch.
                                        CRB                                  16, TCH, (ELL)
__ Reading Essentials, Spanish,
   Section 2, pp. 259-274, (ELL)     Technology:                          __ Video Labs, Ch. 16, TCH, (ELL)
__ Spanish Resources, Section 2,     __ Science Web site, (ELL)           __ Virtual Labs, Ch. 16, TCH,
   pp. T5–T8, CRB, (ELL)             __ Vocabulary PuzzleMaker, Ch.          (ELL)
__ Note-taking Worksheet, pp. 29-       16, TCH, (ELL)
   31, CRB; Content Outline for      __ Video Labs, Ch. 16, TCH, (ELL)
   Teaching, Section 2, pp. T2-T4,
   CRB                               __ Virtual Labs, Ch. 16, TCH,
                                        (ELL)
Technology:
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch.
   16, TCH, (ELL)
__ Video Labs, Ch. 16, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                    Chapter 16



Step 4—Mini-Assessments
Assess
____ Assessment, p. 486, TWE
___ Section Review, p. 485, TWE
____ Mini-Assessment, p. 485, TWE
____ Reading Strategy, p. 481, TWE
____ Mastering the FCAT Grade 6, pp. 18, 50, 55, TCR
____ FCAT Transparencies, SC.A.2.3.2, SC.H.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 16, TCH
____ Interactive Chalkboard, Section Review, Ch. 16, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 484, TWE
   pp. 15-18, T10, CRB, (ELL)                                __ Enrichment, p. 27, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Earth Science Critical Thinking/Problem-Solving,
   pp. 19-22, T10, CRB, (ELL)                                    Activity 14, p. 14, Activity 16, p. 16, Activity 18, p. 18
__ Reinforcement, p. 24, T11, CRB, (ELL)                     __ Probeware Lab Manual, Lab 9, p. 57
__ Reading and Writing Skill Activities,                     __ Cultural Diversity, Activity 15, p. 29,
   Activity 2, p. 3, (ELL)                                       Activity 17, p. 33
__ Science Notebook, Ch. 16, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Storms and Hurricanes
__ Study Guide and Reinforcement, p. 58, TCR, (ELL)
__ StudentWorks Plus, Ch. 16, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 16, TCH, (ELL)
__ More Section Review, Ch. 16, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                       163
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 16




Section 3 Compounds and Mixtures
Benchmarks—SC.A.1.3.1 (AA, MC, GR, SR): The student identifies various ways in which substances differ (e.g.,
mass, volume, shape, density, texture, and reaction to temperature and light; Also covers: SC.H.1.3.5 (AA, MC, GR,
SR, ER), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
9. Identify the characteristics of a compound.
10. Compare and contrast different types of mixtures.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 80, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Reading Preview, p. 487, TWE
____ Interactive Chalkboard, Ch. 16, Sec. 3, TCH




                                                         164
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 16



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Comparing                  __ Science Online, p. 490              __ Science Online, p. 490
   Compounds, p. 488; MiniLAB          __ Integrate (Life Science), p. 490    __ Integrate (Life Science), p. 490
   Worksheet, p. 4, T9, CRB,
   (ELL)                               __ Integrate (Earth Science), p.       __ Integrate (Earth Science), p.
                                          491                                    491
__ LAB: Mystery Mixture, p. 492
   (Worksheet, pp. 7-8, T9, CRB)       Labs:                                  Labs:
__ Laboratory Activity 1, pp. 9-10,    __ MiniLAB: Comparing                  __ MiniLAB: Comparing
   T9, CRB                                Compounds, p. 488; MiniLAB             Compounds, p. 488; MiniLAB
__ Laboratory Activity 2, pp. 11-12,      Worksheet, p. 4, T9, CRB,              Worksheet, p. 4, T9, CRB,
   T9, CRB                                (ELL)                                  (ELL)
                                       __ LAB: Mystery Mixture, p. 492        __ LAB: Mystery Mixture, p. 492
TWE Margin:                               (Worksheet, pp. 7-8, T9, CRB)          (Worksheet, pp. 7-8, T9, CRB)
__ Visual Learning, p. 488             __ Laboratory Activity 1, pp. 9-10,    __ Laboratory Activity 1, pp. 9-10,
__ Make a Model, p. 488                   T9, CRB                                T9, CRB
__ Reading Strategy, p. 489, (ELL)     __ Laboratory Activity 2, pp. 11-12,   __ Laboratory Activity 2, pp. 11-12,
__ Discussion, p. 489                     T9, CRB                                T9, CRB

__ Use Science Words, p. 490           TWE Margin:                            TWE Margin:
__ Daily Intervention, Check for       __ Visual Learning, p. 488             __ Teacher FYI, p. 488
   Understanding, p. 491               __ Make a Model, p. 488                __ Make a Model, p. 488
__ Daily Intervention, Reteach, p.     __ Reading Strategy, p. 489, (ELL)     __ Discussion, p. 489
   491
                                       __ Discussion, p. 489                  __ Curriculum Connection, p. 490
TCR:                                   __ Quick Demo, p. 490                  __ Differentiated Instruction,
__ Reading Essentials, English,        __ Curriculum Connection, p. 490          Challenge, p. 490
   Section 3, pp. 259-274, (ELL)
                                       __ Use Science Words, p. 490           TCR:
__ Reading Essentials, Spanish,
   Section 3, pp. 259-274, (ELL)       __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 29-
                                          Understanding, p. 491                  31, CRB; Content Outline for
__ Spanish Resources, Section 3,                                                 Teaching, Section 3, pp. T2-T4,
   pp. T5–T8, CRB, (ELL)               __ Daily Intervention, Reteach, p.        CRB
                                          491
__ Note-taking Worksheet, pp. 29-                                             Technology:
   31, CRB; Content Outline for        TCR:
   Teaching, Section 3, pp. T2-T4,                                            __ Science Web site, (ELL)
                                       __ Note-taking Worksheet, pp. 29-
   CRB                                    31, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch.
Technology:                               Teaching, Section 3, pp. T2-T4,        16, TCH, (ELL)
                                          CRB                                 __ Video Labs, Ch. 16, TCH, (ELL)
__ Science Web site, (ELL)
__ Vocabulary PuzzleMaker, Ch.         Technology:                            __ Virtual Labs, Ch. 16, TCH,
   16, TCH, (ELL)                      __ Science Web site, (ELL)                (ELL)

__ Video Labs, Ch. 16, TCH, (ELL)      __ Vocabulary PuzzleMaker, Ch.
                                          16, TCH, (ELL)
                                       __ Video Labs, Ch. 16, TCH, (ELL)
                                       __ Virtual Labs, Ch. 16, TCH,
                                          (ELL)




                                                       165
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 16



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 488, 493, TWE
___ Section Review, p. 491, TWE
____ Mini-Assessment, p. 491, TWE
____ Reading Strategy, p. 489, TWE
____ Performance Assessment in the Science Classroom, p. 127, TCR
____ Mastering the FCAT Grade 6, pp. 15-16, TCR
____ FCAT Transparencies, SC.A.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 16, TCH
____ Interactive Chalkboard, Section Review, Ch. 16, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 495, TWE
___ Chapter Review, pp. 33–34, T12, CRB
___ Chapter Assessment, pp. 496-497, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 83, TCR; Assessment Transparency Activity, p. 45,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 498-499




                                                    166
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 16




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 490, TWE
   pp. 15-18, T10, CRB, (ELL)                             __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,          __ Science Inquiry Lab Manual, Activity 13, p. 25
   pp. 19-22, T10, CRB, (ELL)                             __ Probeware Lab Manual, Lab 14, p. 80
__ Reinforcement, p. 25, T11, CRB, (ELL)
__ Science Notebook, Ch. 16, Sec.3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 59, TCR, (ELL)
__ StudentWorks Plus, Ch. 16, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 16, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 16, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    167
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 17



Chapter 17

Section 1 Describing Motion
Benchmarks—SC.C.1.3.1 (CS, MC, GR): The student knows that the motion of an object can be described by its
position, direction of motion, and speed. Also covers: SC.H.1.3.5 (AA, MC, GR, SR, ER)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.C.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:         3 sessions


Objectives
1. Indentify when motion occurs.
2. Recognize a reference point.
3. Compare speed, velocity, and acceleration.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 503
___ Section Focus Transparency 1, p. 83, TCR; Transparency Activity, p. 40, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 504, TWE
____ Interactive Chalkboard, Ch. 17, Sec. 1, TCH




                                                      168
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                               Chapter 17



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                Level 3
Labs:                                     SE:                                    SE:
__ Laboratory Activity 1, pp. 9-11,       __ Integrate (Earth Science), p. 508   __ Integrate (Earth Science), p. 508
   T9, CRB
                                          Labs:                                  Labs:
TWE Margin:                               __ Laboratory Activity 1, pp. 9-11,    __ Laboratory Activity 1, pp. 9-11,
__ Use Science Words, p. 505                 T9, CRB                                T9, CRB
__ Differentiated Instruction,            TWE Margin:                            TWE Margin:
   Learning Disabled, p. 506
                                          __ Curriculum Connection, p. 505       __ Curriculum Connection, p. 505
__ Use an Analogy, p. 507
                                          __ Use Science Words, p. 505           __ Differentiated Instruction,
__ Make a Model, p. 507                                                             Challenge, p. 506
                                          __ Differentiated Instruction,
__ Science Journal, p. 508                   Learning Disabled, p. 506           __ Make a Model, p. 507
__ Active Reading, p. 508                 __ Use an Analogy, p. 507              __ Science Journal, p. 508
__ Differentiated Instruction, English-   __ Make a Model, p. 507                __ Active Reading, p. 508
   Language Learners, p. 509
                                          __ Science Journal, p. 508             TCR:
__ Daily Intervention, Check for
   Understanding, p. 510                  __ Active Reading, p. 508              __ Note-taking Worksheet, pp. 29-
__ Daily Intervention, Reteach, p.        __ Quick Demo, p. 509                     30, CRB; Content Outline for
   510                                    __ Daily Intervention, Check for          Teaching, Section 1, pp. T2-T3,
                                             Understanding, p. 510                  CRB
TCR:
                                          __ Daily Intervention, Reteach, p.     Technology:
__ Reading Essentials, English,              510
   Section 1, pp. 275-292, (ELL)                                                 __ Science Web site, (ELL)

__ Reading Essentials, Spanish,           TCR:                                   __ Vocabulary PuzzleMaker, Ch. 17,
   Section 1, pp. 275-292, (ELL)          __ Note-taking Worksheet, pp. 29-         TCH, (ELL)

__ Spanish Resources, Section 1,             30, CRB; Content Outline for        __ Video Labs, Ch. 17, TCH, (ELL)
   pp. T5–T7, CRB, (ELL)                     Teaching, Section 1, pp. T2-T3,     __ Virtual Labs, Ch. 17, TCH, (ELL)
                                             CRB
__ Note-taking Worksheet, pp. 29-
   30, CRB; Content Outline for           Technology:
   Teaching, Section 1, pp. T2-T3,        __ Science Web site, (ELL)
   CRB
                                          __ Vocabulary PuzzleMaker, Ch. 17,
Technology:                                  TCH, (ELL)
__ Science Web site, (ELL)                __ Video Labs, Ch. 17, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 17,        __ Virtual Labs, Ch. 17, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 17, TCH, (ELL)




                                                         169
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                               Chapter 17



Step 4—Mini-Assessments
Assess
____ Assessment, p. 503, TWE
___ Section Review, p. 510, TWE
____ Mini-Assessment, p. 510, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, p. 25, TCR
____ FCAT Transparencies, SC.C.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 17, TCH
____ Interactive Chalkboard, Section Review, Ch. 17, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 506, TWE
   pp. 15-18, T10, CRB, (ELL)                               __ Enrichment, p. 26, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 19-22, T10, CRB, (ELL)
__ Reinforcement, p. 23, T11, CRB, (ELL)
__ Science Notebook, Ch. 17, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 61, TCR, (ELL)
__ StudentWorks Plus, Ch. 17, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 17, TCH, (ELL)
__ More Section Review, Ch. 17, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      170
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 17




Section 2 Forces and Motion
Benchmarks—SC.A.1.3.2 (AA, MC, GR, SR): The student understands the difference between weight and mass;
SC.C.2.3.2 (AA, MC, GR, SR): The student knows common contact forces; SC.C.2.3.3 (AA, MC, GR, SR): The student
knows that if more than one force acts on an object, then the forces can reinforce or cancel each other. Also covers:
SC.C.2.3.1 (CS, MC), SC.C.2.3.5 (AA, MC, GR, SR), SC.C.2.3.6 (AA, MC, GR, SR), SC.C.2.3.7 (CS, MC), SC.H.1.3.4
(AA, MC, SR); SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.7 (AA, MC, SR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.1.3.2, SC.C.2.3.3, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
4. Evaluate forces acting on an object.
5. Recognize contact and non-contact forces acting on an object.
6. Identify the difference between weight and mass.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 84, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Reading Preview, p. 511, TWE
____ Interactive Chalkboard, Ch. 17, Sec. 2, TCH




                                                         171
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                 Chapter 17



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Determing Weights in       __ Integrate (Life Science), p. 512    __ Integrate (Life Science), p. 512
   Newtons, p. 516; MiniLAB
   Worksheet, p. 516, T9, CRB,         Labs:                                  Labs:
   (ELL)                               __ Inquiry Lab, pp. 514, T9            __ Inquiry Lab, pp. 514, T9
__ LAB: Combining Forces, p. 518       __ MiniLAB: Determing Weights in       __ MiniLAB: Determing Weights in
   (Worksheet, pp. 5-6, T9, CRB)          Newtons, p. 516; MiniLAB               Newtons, p. 516; MiniLAB
__ Laboratory Activity 2, pp. 13-14,      Worksheet, p. 516, T9, CRB,            Worksheet, p. 516, T9, CRB,
   T9, CRB                                (ELL)                                  (ELL)
                                       __ LAB: Combining Forces, p. 518       __ LAB: Combining Forces, p. 518
TWE Margin:                               (Worksheet, pp. 5-6, T9, CRB)          (Worksheet, pp. 5-6, T9, CRB)
__ Differentiated Instruction,         __ Laboratory Activity 2, pp. 13-14,   __ Laboratory Activity 2, pp. 13-14,
   Hearing Impaired, p. 512               T9, CRB                                T9, CRB
__ Active Reading, p. 512
                                       TWE Margin:                            TWE Margin:
__ Discussion, pp. 513, 515
                                       __ Quick Demo, p. 512                  __ Active Reading, p. 512
__ Identifying Misconceptions,
                                       __ Active Reading, p. 512              __ Teacher FYI, pp. 513, 514, 516
   pp. 513, 515
                                       __ Discussion, pp. 513, 515            __ Discussion, pp. 513, 515
__ Use Science Words, p. 514
                                       __ Identifying Misconceptions,         __ Identifying Misconceptions,
__ Inquiry Lab, p. 514, T9
                                             pp. 513, 515                           pp. 513, 515
__ Reading Strategy, p. 514, (ELL)
                                       __ Use Science Words, p. 514           __ Fun Fact, p. 515
__ Fun Fact, p. 515
                                       __ Inquiry Lab, pp. 514, T9            TCR:
__ Use an Analogy, pp. 515, 516
                                       __ Reading Strategy, p. 514, (ELL)     __ Note-taking Worksheet, pp. 29-
__ Daily Intervention, Check for                                                 30, CRB; Content Outline for
   Understanding, p. 517               __ Fun Fact, p. 515
                                                                                 Teaching, Section 2, pp. T2-T3,
__ Daily Intervention, Reteach, p.     __ Use an Analogy, pp. 515, 516           CRB
   517                                 __ Daily Intervention, Check for       __ Teaching Transparency, p. 43,
                                          Understanding, p. 517                  CRB, (ELL); Teaching
TCR:
                                       __ Daily Intervention, Reteach, p.        Transparency Activity, p. 44,
__ Reading Essentials, English,           517                                    CRB
   Section 2, pp. 275-292, (ELL)
__ Reading Essentials, Spanish,        TCR:                                   Technology:
   Section 2, pp. 275-292, (ELL)       __ Note-taking Worksheet, pp. 29-      __ Science Web site, (ELL)
__ Spanish Resources, Section 2,          30, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch.
   pp. T5–T7, CRB, (ELL)                  Teaching, Section 2, pp. T2-T3,        17, TCH, (ELL)
                                          CRB
__ Note-taking Worksheet, pp. 29-                                             __ Video Labs, Ch. 17, TCH, (ELL)
   30, CRB; Content Outline for        __ Teaching Transparency, p. 43,
                                          CRB, (ELL); Teaching                __ Virtual Labs, Ch. 17, TCH,
   Teaching, Section 2, pp. T2-T3,                                               (ELL)
   CRB                                    Transparency Activity, p. 44,
                                          CRB
__ Teaching Transparency, p. 43,
   CRB, (ELL); Teaching                Technology:
   Transparency Activity, p. 44,       __ Science Web site, (ELL)
   CRB
                                       __ Vocabulary PuzzleMaker, Ch.
Technology:                               17, TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 17, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 17, TCH,
   17, TCH, (ELL)                         (ELL)
__ Video Labs, Ch. 17, TCH, (ELL)




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Glencoe Florida Science               FL Lesson Plans (3 sections)                           Chapter 17



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 516, 518, TWE
___ Section Review, p. 517, TWE
____ Mini-Assessment, p. 517, TWE
____ Reading Strategy, p. 514, TWE
____ Performance Assessment in the Science Classroom, pp. 89, 147, TCR
____ Mastering the FCAT Grade 6, pp. 15-16, 26-27, TCR
____ FCAT Transparencies, SC.A.1.3.2, SC.C.2.3.3, TCR
____ ExamView ® Pro Testmaker, Ch. 17, TCH
____ Interactive Chalkboard, Section Review, Ch. 17, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 27, T11, CRB
   pp. 15-18, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
   pp. 19-22, T10, CRB, (ELL)
__ Reinforcement, p. 24, T11, CRB, (ELL)
__ Science Notebook, Ch. 17, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 62, TCR, (ELL)
__ StudentWorks Plus, Ch. 17, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 17, TCH, (ELL)
__ More Section Review, Ch. 17, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      173
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 17




Section 3 Simple Machines
Benchmarks—SC.C.2.3.4 (CS, MC, GR): The student knows that simple machines can be used to change the direction
of size of a force. Also covers: SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.7 (AA, MC, SR),
SC.H.3.3.4 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.C.2.3.4, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
7. Explain how machines make doing work easier.
8. Define mechanical advantage.
9. Distinguish the different types of simple machines.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 85, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Reading Preview, p. 519, TWE
____ Interactive Chalkboard, Ch. 17, Sec. 3, TCH




                                                       174
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 17



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ MiniLAB: Observing Mechanical      __ Science Online, p. 521             __ Science Online, p. 521
   Advantage--Pulleys, p. 520;        __ Integrate (Life Science), p. 523   __ Integrate (Life Science), p. 523
   MiniLAB Worksheet, p. 4, T9,
   CRB, (ELL)                         Labs:                                 Labs:
__ LAB: Stretched to the Limit, pp.   __ MiniLAB: Observing Mechanical      __ MiniLAB: Observing Mechanical
   524-525 (Worksheet, pp. 7-8,          Advantage--Pulleys, p. 520;           Advantage--Pulleys, p. 520;
   T9, CRB)                              MiniLAB Worksheet, p. 4, T9,          MiniLAB Worksheet, p. 4, T9,
                                         CRB, (ELL)                            CRB, (ELL)
TWE Margin:
                                      __ LAB: Stretched to the Limit, pp.   __ LAB: Stretched to the Limit, pp.
__ Differentiated Instruction,           524-525 (Worksheet, pp. 7-8,          524-525 (Worksheet, pp. 7-8,
   Learning Disabled, p. 520             T9, CRB)                              T9, CRB)
__ Discussion, p. 520
                                      TWE Margin:                           TWE Margin:
__ Visual Learning, p. 521
                                      __ Differentiated Instruction,        __ Differentiated Instruction,
__ Reading Strategy, p. 521, (ELL)       Learning Disabled, p. 520             Challenge, pp. 520, 526
__ Daily Intervention, Check for      __ Discussion, p. 520                 __ Discussion, p. 520
   Understanding, p. 523
                                      __ Visual Learning, p. 521            __ Teacher FYI, p. 521
__ Daily Intervention, Reteach, p.
   523                                __ Reading Strategy, p. 521, (ELL)    TCR:
                                      __ Quick Demo, p. 522                 __ Note-taking Worksheet, pp. 29-
TCR:
                                      __ Daily Intervention, Check for         30, CRB; Content Outline for
__ Reading Essentials, English,          Understanding, p. 523                 Teaching, Section 3, pp. T2-T3,
   Section 3, pp. 275-292, (ELL)                                               CRB
                                      __ Daily Intervention, Reteach, p.
__ Reading Essentials, Spanish,          523                                Technology:
   Section 3, pp. 275-292, (ELL)
                                      TCR:                                  __ Science Web site, (ELL)
__ Spanish Resources, Section 3,
   pp. T5–T7, CRB, (ELL)              __ Note-taking Worksheet, pp. 29-     __ Vocabulary PuzzleMaker, Ch.
                                         30, CRB; Content Outline for          17, TCH, (ELL)
__ Note-taking Worksheet, pp. 29-
   30, CRB; Content Outline for          Teaching, Section 3, pp. T2-T3,    __ Video Labs, Ch. 17, TCH, (ELL)
   Teaching, Section 3, pp. T2-T3,       CRB
                                                                            __ Virtual Labs, Ch. 17, TCH,
   CRB                                Technology:                              (ELL)
Technology:                           __ Science Web site, (ELL)
__ Science Web site, (ELL)            __ Vocabulary PuzzleMaker, Ch.
__ Vocabulary PuzzleMaker, Ch.           17, TCH, (ELL)
   17, TCH, (ELL)                     __ Video Labs, Ch. 17, TCH, (ELL)
__ Video Labs, Ch. 17, TCH, (ELL)     __ Virtual Labs, Ch. 17, TCH,
                                         (ELL)




                                                      175
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 17



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 520, 525, TWE
___ Section Review, p. 523, TWE
____ Mini-Assessment, p. 523, TWE
____ Reading Strategy, p. 521, TWE
____ Performance Assessment in the Science Classroom, p. 133, TCR
____ Mastering the FCAT Grade 6, p. 25, TCR
____ FCAT Transparencies, SC.C.2.3.4, TCR
____ ExamView ® Pro Testmaker, Ch. 17, TCH
____ Interactive Chalkboard, Section Review, Ch. 17, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 527, TWE
___ Chapter Review, pp. 33–34, T12, CRB
___ Chapter Assessment, pp. 528-529, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 88, TCR; Assessment Transparency Activity, p. 45,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 530-531




                                                    176
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                              Chapter 17




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 520, TWE
   pp. 15-18, T10, CRB, (ELL)                             __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,          __ Physical Science Critical Thinking/ Problem-Solving,
   pp. 19-22, T10, CRB, (ELL)                                Activity 7, p. 7
__ Reinforcement, p. 25, T11, CRB, (ELL)
__ Science Notebook, Ch. 17, Sec.3, TCR, (ELL)
__ Study Guide and Reinforcement, p. 63, TCR, (ELL)
__ StudentWorks Plus, Ch. 17, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 17, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 17, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    177
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (2 sections)                                      Chapter 18



Chapter 18

Section 1 Energy Changes
Benchmarks—SC.A.2.3.3 (AA, MC, GR, SR, ER): The student knows that radiation, light, and heat are forms of energy
used to cook food, treat diseases, and provide energy; SC.B.1.3.1 (AA, MC, GR, SR, ER): The student identifies forms of
energy and explains that they can be measured and compare; SC.B.1.3.2 (AA, MC, GR ,SR ,ER): The student knows
that energy cannot be created or destroyed, but only changed from one form to another; SC.B.1.3.4 (CS, MC, GR): The
student knows that energy conversions are never 100% efficient (i.e., some energy is transformed to heat and is
unavailable for further useful work); SC.B.2.3.1 (AA, MC): The student knows that most events in the universe (e.g.,
weather changes, moving cars, and the transfer of a nervous impulse in the human body) involve some form of energy
transfer and that these changes almost always increase the total disorder of the system and its surroundings, reducing the
amount of useful energy. Also covers: SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.7 (AA, MC, SR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.3, SC.B.1.3.1, SC.B.1.3.2, SC.B.1.3.4,
SC.B.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:           2 sessions


Objectives
1. Explain what energy is.
2. Describe the forms energy takes.
3. Describe how energy is used.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 533
___ Section Focus Transparency 1, p. 88, TCR; Transparency Activity, p. 42, CRB,
          (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 534, TWE
____ Interactive Chalkboard, Ch. 18, Sec. 1, TCH


                                                           178
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (2 sections)                                Chapter 18



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Comparing Potential        __ Science Online, p. 540              __ Science Online, p. 540
   Energy, p. 538; MiniLAB             __ Integrate (Life Science), p. 535    __ Integrate (Life Science), p. 535
   Worksheet, p. 3, T9, CRB, (ELL)
__ LAB: Energy Conversations, p.       Labs:                                  Labs:
543 (Worksheet, pp. 5-6, T9, CRB)      __ Inquiry Lab, p. 537, T9             __ Inquiry Lab, p. 537, T9
TWE Margin:                            __ MiniLAB: Comparing Potential        __ MiniLAB: Comparing Potential
                                          Energy, p. 538; MiniLAB                Energy, p. 538; MiniLAB
__ Use Science Words, p. 535              Worksheet, p. 3, T9, CRB, (ELL)        Worksheet, p. 3, T9, CRB, (ELL)
__ Visual Learning, p. 535             __ LAB: Energy Conversations, p.       __ LAB: Energy Conversations, p.
__ Reading Strategy, p. 535, (ELL)     543 (Worksheet, pp. 5-6, T9, CRB)      543 (Worksheet, pp. 5-6, T9, CRB)
__ Inquiry Lab, p. 537, T9             TWE Margin:                            TWE Margin:
__ Discussion, pp. 539, 540, 541       __ Use Science Words, p. 535           __ Teacher FYI, pp. 537, 538
__ Identifying Misconceptions,         __ Visual Learning, p. 535             __ Differentiated Instruction,
   pp. 539, 540                        __ Reading Strategy, p. 535, (ELL)         Challenge, p. 535
__ Fun Fact, pp. 539, 541              __ Curriculum Connection, pp. 535,     __ Curriculum Connection, pp. 535,
                                          540                                    540
__ Make a Model, p. 540
                                       __ Discussion, pp. 539, 540, 541       __ Discussion, pp. 539, 540, 541
__ Science Journal, p. 541
                                       __ Identifying Misconceptions,         __ Identifying Misconceptions,
__ Differentiated Instruction,
   Learning Disabled, p. 541                 pp. 539, 540                           pp. 539, 540
__ Daily Intervention, Check for       __ Fun Fact, pp. 539, 541              __ Fun Fact, pp. 539, 541
   Understanding, p. 542                                                      __ Make a Model, p. 540
                                       __ Make a Model, p. 540
__ Daily Intervention, Reteach, p.                                            __ Science Journal, p. 541
   542                                 __ Quick Demo, p. 541
                                       __ Science Journal, p. 541             TCR:
TCR:
                                       __ Differentiated Instruction,         __ Note-taking Worksheet, pp. 31-
__ Reading Essentials, English,           Learning Disabled, p. 541              32, CRB; Content Outline for
   Section 1, pp. 293-308, (ELL)                                                 Teaching, Section 1, pp. T2-T3,
                                       __ Daily Intervention, Check for          CRB
__ Reading Essentials, Spanish,           Understanding, p. 542
   Section 1, pp. 293-308, (ELL)                                              __ Teaching Transparency, p. 45,
                                       __ Daily Intervention, Reteach, p.        CRB, (ELL); Teaching
__ Spanish Resources, Section 1,          542
   pp. T5–T7, CRB, (ELL)                                                         Transparency Activity, p. 46, CRB
__ Note-taking Worksheet, pp. 31-      TCR:                                   Technology:
   32, CRB; Content Outline for        __ Note-taking Worksheet, pp. 31-      __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T3,        32, CRB; Content Outline for
   CRB                                    Teaching, Section 1, pp. T2-T3,     __ Vocabulary PuzzleMaker, Ch. 18,
                                          CRB                                    TCH, (ELL)
__ Teaching Transparency, p. 45,
   CRB, (ELL); Teaching                __ Teaching Transparency, p. 45,       __ Video Labs, Ch. 18, TCH, (ELL)
   Transparency Activity, p. 46, CRB      CRB, (ELL); Teaching                __ Virtual Labs, Ch. 18, TCH, (ELL)
                                          Transparency Activity, p. 46, CRB
Technology:
__ Science Web site, (ELL)             Technology:

__ Vocabulary PuzzleMaker, Ch. 18,     __ Science Web site, (ELL)
   TCH, (ELL)                          __ Vocabulary PuzzleMaker, Ch. 18,
__ Video Labs, Ch. 18, TCH, (ELL)         TCH, (ELL)
                                       __ Video Labs, Ch. 18, TCH, (ELL)
                                       __ Virtual Labs, Ch. 18, TCH, (ELL)




                                                       179
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (2 sections)                                        Chapter 18



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 533, 538, TWE
___ Section Review, p. 542, TWE
____ Mini-Assessment, p. 542, TWE
____ Reading Strategy, p. 535, TWE
____ Performance Assessment in the Science Classroom, p. 95, TCR
____ Mastering the FCAT Grade 6, pp. 19-21, 24, TCR
____ FCAT Transparencies, SC.A.2.3.3, SC.B.1.3.1, SC.B.1.3.2, SC.B.1.3.4,
          SC.B.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 18, TCH
____ Interactive Chalkboard, Section Review, Ch. 18, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                   Enrichment
Level 1                                                         Level 3
__ Directed Reading for Content Mastery,                        __ Challenge Activity, p. 535, TWE
   pp. 17-20, T10, CRB, (ELL)                                   __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,                __ Physical Science Critical Thinking/Problem-Solving,
   pp. 21–24, T10, CRB, (ELL)                                       Activity 19, p. 19, Activity 22, p. 22, Activity 6, p. 6
__ Reinforcement, p. 25, T11, CRB, (ELL)                        __ Probeware Lab Manual, Lab 12, p. 71
__ Reading and Writing Skill Activities, Activity 18, p. 35     __ Cultural Diversity, Activity 21, p. 41
(ELL)
__ Science Notebook, Ch. 18, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 1,
Solar Research in Florida
__ Study Guide and Reinforcement, p. 65, TCR, (ELL)
__ StudentWorks Plus, Ch. 18, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 18, TCH, (ELL)
__ More Section Review, Ch. 18, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.
                                                          180
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (2 sections)                                   Chapter 18



Section 2 Thermal Energy
Benchmarks—SC.A.1.3.3 (CS, MC): The student knows that temperature measures the average energy of motion of the
particles that make up the substance; SC.B.1.3.5 (CS, MC): The student knows the processes by which thermal energy
tends to flow from a system of higher temperature to a system of lower temperature. Also covers: SC.H.1.3.4 (AA, MC,
SR) SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.7 (AA, MC, SR)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.F.1.3.4, SC.F.1.3.5, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
4. Distinguish between temperature, heat, and thermal energy
5. Explain how thermal energy moves.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 89, TCR; Transparency Activity, p. 43, CRB,
         (ELL)
____ Reading Preview, p. 544, TWE
____ Interactive Chalkboard, Ch. 18, Sec. 2, TCH




                                                        181
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (2 sections)                                  Chapter 18



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Comparing Energy           __ Science Online, p. 533              __ Science Online, p. 533
   Content, p. 550; MiniLAB            __ Integrate (History), p. 548         __ Integrate (History), p. 548
   Worksheet, p. 4, T9, CRB,
   (ELL)                               __ Integrate (Life Science), p. 551    __ Integrate (Life Science), p. 551
__ LAB: Temperature Changes, p.        Labs:                                  Labs:
   552-553 (Worksheet, pp. 7-8,        __ MiniLAB: Comparing Energy           __ MiniLAB: Comparing Energy
   T9, CRB)                               Content, p. 550; MiniLAB               Content, p. 550; MiniLAB
__ Laboratory Activity 1, pp. 9-11,       Worksheet, p. 4, T9, CRB,              Worksheet, p. 4, T9, CRB,
   T9, CRB                                (ELL)                                  (ELL)
__ Laboratory Activity 2, pp. 13-14,   __ LAB: Temperature Changes, p.        __ LAB: Temperature Changes, p.
   T9, CRB                                552-553 (Worksheet, pp. 7-8,           552-553 (Worksheet, pp. 7-8,
                                          T9, CRB)                               T9, CRB)
TWE Margin:
                                       __ Laboratory Activity 1, pp. 9-11,    __ Laboratory Activity 1, pp. 9-11,
__ Reading Strategy, p. 545, (ELL)        T9, CRB                                T9, CRB
__ Discussion, pp. 545, 546, 548       __ Laboratory Activity 2, pp. 13-14,   __ Laboratory Activity 2, pp. 13-14,
__ Active Reading, p. 546                 T9, CRB                                T9, CRB
__ Visual Learning, p. 547             TWE Margin:                            TWE Margin:
__ Differentiated Instruction,         __ Reading Strategy, p. 545, (ELL)     __ Discussion, pp. 545, 546, 548
   English-Language Learners, p.
   547                                 __ Discussion, pp. 545, 546, 548       __ Active Reading, p. 546

__ Use Science Words, p. 548           __ Active Reading, p. 546              __ Differentiated Instruction,
                                       __ Visual Learning, p. 547                Challenge, p. 546
__ Science Journal, p. 549
                                       __ Use Science Words, p. 548           __ Teacher FYI, pp. 546, 549
__ Fun Fact, pp. 547, 549
                                       __ Quick Demo, p. 549                  __ Science Journal, p. 549
__ Daily Intervention, Check for
   Understanding, p. 551               __ Science Journal, p. 549             __ Fun Fact, pp. 547, 549

__ Daily Intervention, Reteach, p.     __ Fun Fact, pp. 547, 549              TCR:
   551                                 __ Daily Intervention, Check for       __ Note-taking Worksheet, pp. 31-
TCR:                                      Understanding, p. 551                  32, CRB; Content Outline for
                                                                                 Teaching, Section 2, pp. T2-T3,
__ Reading Essentials, English,        __ Daily Intervention, Reteach, p.        CRB
   Section 2, pp. 293-308, (ELL)          551
                                                                              Technology:
__ Reading Essentials, Spanish,        TCR:
   Section 2, pp. 293-308, (ELL)                                              __ Science Web site, (ELL)
                                       __ Note-taking Worksheet, pp. 31-
__ Spanish Resources, Section 2,          32, CRB; Content Outline for        __ Vocabulary PuzzleMaker, Ch.
   pp. T5–T7, CRB, (ELL)                  Teaching, Section 2, pp. T2-T3,        18, TCH, (ELL)
__ Note-taking Worksheet, pp. 31-         CRB                                 __ Video Labs, Ch. 18, TCH, (ELL)
   32, CRB; Content Outline for        Technology:                            __ Virtual Labs, Ch. 18, TCH,
   Teaching, Section 2, pp. T2-T3,                                               (ELL)
   CRB                                 __ Science Web site, (ELL)
                                       __ Vocabulary PuzzleMaker, Ch.
Technology:                               18, TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 18, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 18, TCH,
   18, TCH, (ELL)
                                          (ELL)
__ Video Labs, Ch. 18, TCH, (ELL)




                                                       182
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)       Chapter 18



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 550, 553, TWE
___ Section Review, p. 551, TWE
____ Mini-Assessment, p. 551, TWE
____ Reading Strategy, p. 545, TWE
____ Performance Assessment in the Science Classroom, p. 105, TCR
____ Mastering the FCAT Grade 6, pp. 17, 21, TCR
____ FCAT Transparencies, SC.F.1.3.4, SC.F.1.3.5, TCR
____ ExamView ® Pro Testmaker, Ch. 18, TCH
____ Interactive Chalkboard, Section Review, Ch. 18, Sec. 2, TCH


Chapter Assessment
___ Chapter Study Guide, p. 555, TWE
___ Chapter Review, pp. 35–36, T12, CRB
___ Chapter Assessment, pp. 556-557, TWE
___ Chapter Test, pp. 37–40, T13, CRB
___ Assessment Transparency, p. 92, TCR; Assessment Transparency Activity, p. 47,
         T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 558-559




                                                    183
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (2 sections)                            Chapter 18




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 29, T11, CRB
   pp. 17-20, T10, CRB, (ELL)                             __ Probeware Lab Manual, Lab 4, p. 33, Lab 14
__ Spanish Directed Reading for Content Mastery,             p. 80, Lab 14, p. 81
   pp. 21–24, T10, CRB, (ELL)
__ Reinforcement, p. 26, T11, CRB, (ELL)
__ Science Notebook, Ch. 18, Sec.2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 66, TCR, (ELL)
__ StudentWorks Plus, Ch. 18, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 18, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 18, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    184
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                    Chapter 19



Chapter 19

Section 1 Electric Charge and Forces
Benchmarks—SC.C.2.3.1 (CS, MC): The student knows that many forces (e.g., gravitational, electrical, and magnetic)
act at a distance (e.g. without contact). Also covers: SC.A.2.3.2 (CS, MC), SC.D.1.3.5 (CS, MC, GR), SC.H.1.3.5 (AA,
MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.C.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
1. Describe how electric charges exert forces on each other.
2. Define an electric field.
3. Explain how objects can become electrically charged.
4. Describe how lightning occurs.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 561
___ Section Focus Transparency 1, p. 92, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 562, TWE
____ Interactive Chalkboard, Ch. 19, Sec. 1, TCH




                                                         185
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                Chapter 19



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                 Level 3
Labs:                                     SE:                                     SE:
__ MiniLAB: Observing Charging by         __ Science Online, p. 567               __ Science Online, p. 567
   Polarization, p. 565; MiniLAB          __ Integrate (History), p. 566          __ Integrate (History), p. 566
   Worksheet, p. 3, T9, CRB, (ELL)
                                          __ Integrate (Health), p. 567           __ Integrate (Health), p. 567
TWE Margin:
                                          Labs:                                   Labs:
__ Use an Analogy, p. 563
                                          __ MiniLAB: Observing Charging by       __ MiniLAB: Observing Charging by
__ Discussion, pp. 563, 567                  Polarization, p. 565; MiniLAB           Polarization, p. 565; MiniLAB
__ Use Science Words, p. 563                 Worksheet, p. 3, T9, CRB, (ELL)         Worksheet, p. 3, T9, CRB, (ELL)
__ Differentiated Instruction, English-   TWE Margin:                             TWE Margin:
   Language Learners p. 564
                                          __ Use an Analogy, p. 563               __ Teacher FYI, pp. 563, 567
__ Reading Strategy, p. 564, (ELL)
                                          __ Discussion, pp. 563, 567             __ Differentiated Instruction,
__ Visual Learning, pp. 564, 567                                                     Challenge, pp. 563, 564, 566
                                          __ Use Science Words, p. 563
__ Fun Fact, p. 566                                                               __ Discussion, pp. 563, 567
                                          __ Reading Strategy, p. 564, (ELL)
__ Differentiated Instruction,                                                    __ Fun Fact, p. 566
   Learning Disabled, p. 566              __ Visual Learning, pp. 564, 567
                                          __ Quick Demo, p. 566                   __ Identifying Misconceptions, p. 566
__ Identifying Misconceptions, p. 566
                                          __ Fun Fact, p. 566                     TCR:
__ Daily Intervention, Check for
   Understanding, p. 568                  __ Identifying Misconceptions, p. 566   __ Note-taking Worksheet, pp. 31-
                                                                                     33, CRB; Content Outline for
__ Daily Intervention, Reteach, p.        __ Daily Intervention, Check for           Teaching, Section 1, pp. T2-T4,
   568                                       Understanding, p. 568                   CRB
TCR:                                      __ Daily Intervention, Reteach, p.
                                             568
__ Reading Essentials, English,                                                   Technology:
   Section 1, pp. 309-326, (ELL)          TCR:
                                                                                  __ Science Web site, (ELL)
__ Reading Essentials, Spanish,           __ Note-taking Worksheet, pp. 31-
   Section 1, pp. 309-326, (ELL)             33, CRB; Content Outline for         __ Vocabulary PuzzleMaker, Ch. 19,
                                             Teaching, Section 1, pp. T2-T4,         TCH, (ELL)
__ Spanish Resources, Section 1,
   pp. T5–T8, CRB, (ELL)                     CRB                                  __ Video Labs, Ch. 19, TCH, (ELL)
__ Note-taking Worksheet, pp. 31-         Technology:                             __ Virtual Labs, Ch. 19, TCH, (ELL)
   33, CRB; Content Outline for           __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T4,
   CRB                                    __ Vocabulary PuzzleMaker, Ch. 19,
                                             TCH, (ELL)
Technology:                               __ Video Labs, Ch. 19, TCH, (ELL)
__ Science Web site, (ELL)
                                          __ Virtual Labs, Ch. 19, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 19,
   TCH, (ELL)
__ Video Labs, Ch. 19, TCH, (ELL)




                                                         186
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                              Chapter 19



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 561, 565, TWE
___ Section Review, p. 568, TWE
____ Mini-Assessment, p. 568, TWE
____ Reading Strategy, p. 564, TWE
____ Performance Assessment in the Science Classroom, p. 129, TCR
____ Mastering the FCAT Grade 6, p. 25, TCR
____ FCAT Transparencies, SC.C.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 19, TCH
____ Interactive Chalkboard, Section Review, Ch. 19, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 563, TWE
   pp. 17-20, T10, CRB, (ELL)                               __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 21-24, T10, CRB, (ELL)
__ Reinforcement, p. 25, T11, CRB, (ELL)
__ Science Notebook, Ch. 19, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Powerful Magnets
__ Study Guide and Reinforcement, p. 69, TCR, (ELL)
__ StudentWorks Plus, Ch. 19, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 19, TCH, (ELL)
__ More Section Review, Ch. 19, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      187
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                               Chapter 19




Section 2 Electric Current
Benchmarks—SC.B.1.3.1 (AA, MC, GR, SR, ER): The student identifies forms of energy and explains that they can
be measured and compared. Also covers: SC.B.1.3.4 (CS, MC, GR), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5 (AA, MC,
GR, SR, ER)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.B.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:        1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:         3 sessions


Objectives
5. Describe how an electric current flows.
6. Explain how electrical energy is transferred to a circuit.
7. Explain how current, voltage, and resistance are related in a circuit.
8. Distinguish between series and parallel circuits.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 93, TCR; Transparency Activity, p. 43, CRB,
         (ELL)
____ Reading Preview, p. 569, TWE
____ Interactive Chalkboard, Ch. 19, Sec. 2, TCH




                                                     188
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 19



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ LAB: Batteries in Series and       __ Science Online, p. 570             __ Science Online, p. 570
   Parallel, p. 577 (Worksheet, pp.
   5-6, T9, CRB)                      Labs:                                 Labs:
                                      __ LAB: Batteries in Series and       __ LAB: Batteries in Series and
TWE Margin:                              Parallel, p. 577 (Worksheet, pp.      Parallel, p. 577 (Worksheet, pp.
__ Differentiated Instruction,           5-6, T9, CRB)                         5-6, T9, CRB)
   Visually Impaired, p. 570
                                      TWE Margin:                           TWE Margin:
__ Identifying Misconceptions,
                                      __ Identifying Misconceptions,        __ Teacher FYI, p. 570
   pp. 570, 572
                                            pp. 570, 572                    __ Identifying Misconceptions,
__ Visual Learning, p. 571
                                      __ Quick Demo, p. 571                       pp. 570, 572
__ Make a Model, pp. 571, 574
                                      __ Visual Learning, p. 571            __ Make a Model, pp. 571, 574
__ Science Journal, p. 572
                                      __ Make a Model, pp. 571, 574         __ Active Reading, p. 572
__ Active Reading, p. 572
                                      __ Science Journal, p. 572            __ Science Journal, p. 572
__ Reading Strategy, p. 572, (ELL)
                                      __ Active Reading, p. 572             __ Fun Fact, pp. 572, 573
__ Fun Fact, pp. 572, 573
                                      __ Reading Strategy, p. 572, (ELL)    __ Differentiated Instruction,
__ Use Science Words, p. 573                                                   Challenge, p. 573
                                      __ Fun Fact, pp. 572, 573
__ Discussion, p. 575                                                       __ Curriculum Connection, p. 573
                                      __ Curriculum Connection, p. 573
__ Daily Intervention, Check for                                            TCR:
   Understanding, p. 576              __ Use Science Words, p. 573
                                      __ Discussion, p. 575                 __ Note-taking Worksheet, pp. 31-
__ Daily Intervention, Reteach, p.                                             33, CRB; Content Outline for
   576                                __ Daily Intervention, Check for         Teaching, Section 2, pp. T2-T4,
                                         Understanding, p. 576                 CRB
TCR:
                                      __ Daily Intervention, Reteach, p.    __ Teaching Transparency, p. 45,
__ Reading Essentials, English,          576
   Section 2, pp. 309-326, (ELL)                                               CRB, (ELL); Teaching
                                      TCR:                                     Transparency Activity, p. 46,
__ Reading Essentials, Spanish,                                                CRB
   Section 2, pp. 309-326, (ELL)      __ Note-taking Worksheet, pp. 31-
__ Spanish Resources, Section 2,         33, CRB; Content Outline for       Technology:
   pp. T5–T8, CRB, (ELL)                 Teaching, Section 2, pp. T2-T4,    __ Science Web site, (ELL)
                                         CRB
__ Note-taking Worksheet, pp. 31-                                           __ Vocabulary PuzzleMaker, Ch.
   33, CRB; Content Outline for       __ Teaching Transparency, p. 45,         19, TCH, (ELL)
   Teaching, Section 2, pp. T2-T4,       CRB, (ELL); Teaching
                                         Transparency Activity, p. 46,      __ Video Labs, Ch. 19, TCH, (ELL)
   CRB
                                         CRB                                __ Virtual Labs, Ch. 19, TCH,
__ Teaching Transparency, p. 45,                                               (ELL)
   CRB, (ELL); Teaching               Technology:
   Transparency Activity, p. 46,      __ Science Web site, (ELL)
   CRB
                                      __ Vocabulary PuzzleMaker, Ch.
Technology:                              19, TCH, (ELL)
__ Science Web site, (ELL)            __ Video Labs, Ch. 19, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.        __ Virtual Labs, Ch. 19, TCH,
   19, TCH, (ELL)                        (ELL)
__ Video Labs, Ch. 19, TCH, (ELL)




                                                           189
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                  Chapter 19



Step 4—Mini-Assessments
Assess
____ Assessment, p. 577, TWE
___ Section Review, p. 576, TWE
____ Mini-Assessment, p. 576, TWE
____ Reading Strategy, p. 572, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 19-20, TCR
____ FCAT Transparencies, SC.B.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 19, TCH
____ Interactive Chalkboard, Section Review, Ch. 19, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 573, TWE
   pp. 17-20, T10, CRB, (ELL)                               __ Enrichment, p. 29, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Probeware Lab Manual, Lab 12, p. 71
   pp. 21-24, T10, CRB, (ELL)
__ Reinforcement, p. 26, T11, CRB, (ELL)
__ Science Notebook, Ch. 19, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 1,
Solar Research in Florida
__ Study Guide and Reinforcement, p. 68, TCR, (ELL)
__ StudentWorks Plus, Ch. 19, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 19, TCH, (ELL)
__ More Section Review, Ch. 19, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      190
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                  Chapter 19




Section 3 Magnetism
Benchmarks—SC.C.2.3.1 (CS, MC): The student knows that many forces (e.g., gravitational, electrical, and magnetic)
act at a distance (e.g. without contact). Also covers: SC.H.1.3.2 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5
(AA, MC, GR, SR, ER), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.C.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
9. Describe how magnets exert forces on each other.
10. Explain why some materials are magnetic.
11. Describe how objects become temporary magnets.
12. Explain how an electric generator produces electrical energy.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 94, TCR; Transparency Activity, p. 44, CRB,
         (ELL)
____ Reading Preview, p. 578, TWE
____ Interactive Chalkboard, Ch. 19, Sec. 3, TCH




                                                        191
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 19



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Magnetic         __ Integrate (Earth Science), p.       __ Integrate (Earth Science), p.
   Force on a Wire, p. 581;               579                                    579
   MiniLAB Worksheet, p. 4, T9,
   CRB, (ELL)                          Labs:                                  Labs:

__ LAB: Magnets and Electric           __ Inquiry Lab, p. 580, T9             __ Inquiry Lab, p. 580, T9
   Current, pp. 584-585                __ MiniLAB: Observing Magnetic         __ MiniLAB: Observing Magnetic
   (Worksheet, pp. 7-8, T9, CRB)          Force on a Wire, p. 581;               Force on a Wire, p. 581;
__ Laboratory Activity 1, pp. 9-12,       MiniLAB Worksheet, p. 4, T9,           MiniLAB Worksheet, p. 4, T9,
   T9, CRB                                CRB, (ELL)                             CRB, (ELL)

__ Laboratory Activity 2, pp. 13-16,   __ LAB: Magnets and Electric           __ LAB: Magnets and Electric
   T9, CRB                                Current, pp. 584-585                   Current, pp. 584-585
                                          (Worksheet, pp. 7-8, T9, CRB)          (Worksheet, pp. 7-8, T9, CRB)
TWE Margin:                            __ Laboratory Activity 1, pp. 9-12,    __ Laboratory Activity 1, pp. 9-12,
__ Differentiated Instruction,            T9, CRB                                T9, CRB
   Learning Disabled, p. 579           __ Laboratory Activity 2, pp. 13-16,   __ Laboratory Activity 2, pp. 13-16,
__ Reading Strategy, p. 580, (ELL)        T9, CRB                                T9, CRB
__ Inquiry Lab, p. 580, T9             TWE Margin:                            TWE Margin:
__ Fun Fact, p. 581                    __ Curriculum Connection, p. 579       __ Teacher FYI, p. 581
__ Differentiated Instruction,         __ Quick Demo, pp. 579, 582            __ Curriculum Connection, p. 579
   Physically Challenged, p. 581
                                       __ Reading Strategy, p. 580, (ELL)     __ Differentiated Instruction,
__ Visual Learning, p. 582                                                       Challenge, pp. 579, 582
                                       __ Fun Fact, p. 581
__ Science Journal, p. 582                                                    __ Fun Fact, p. 581
                                       __ Visual Learning, p. 582
__ Daily Intervention, Check for                                              __ Science Journal, p. 582
   Understanding, p. 583               __ Science Journal, p. 582
                                       __ Daily Intervention, Check for       TCR:
__ Daily Intervention, Reteach, p.
   583                                    Understanding, p. 583               __ Note-taking Worksheet, pp. 31-
                                       __ Daily Intervention, Reteach, p.        33, CRB; Content Outline for
TCR:                                      583                                    Teaching, Section 3, pp. T2-T4,
__ Reading Essentials, English,                                                  CRB
   Section 3, pp. 309-326, (ELL)       TCR:
                                                                              Technology:
__ Reading Essentials, Spanish,        __ Note-taking Worksheet, pp. 31-
                                          33, CRB; Content Outline for        __ Science Web site, (ELL)
   Section 3, pp. 309-326, (ELL)
                                          Teaching, Section 3, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch.
__ Spanish Resources, Section 3,          CRB                                    19, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)
                                       Technology:                            __ Video Labs, Ch. 19, TCH, (ELL)
__ Note-taking Worksheet, pp. 31-
   33, CRB; Content Outline for        __ Science Web site, (ELL)             __ Virtual Labs, Ch. 19, TCH,
   Teaching, Section 3, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch.            (ELL)
   CRB                                    19, TCH, (ELL)
Technology:                            __ Video Labs, Ch. 19, TCH, (ELL)
__ Science Web site, (ELL)             __ Virtual Labs, Ch. 19, TCH,
__ Vocabulary PuzzleMaker, Ch.            (ELL)
   19, TCH, (ELL)
__ Video Labs, Ch. 19, TCH, (ELL)




                                                       192
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)       Chapter 19



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 581, 585, TWE
___ Section Review, p. 583, TWE
____ Mini-Assessment, p. 583, TWE
____ Reading Strategy, p. 580, TWE
____ Performance Assessment in the Science Classroom, p. 97, TCR
____ Mastering the FCAT Grade 6, p. 25, TCR
____ FCAT Transparencies, SC.C.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 19, TCH
____ Interactive Chalkboard, Section Review, Ch. 19, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 587, TWE
___ Chapter Review, pp. 35–36, T12, CRB
___ Chapter Assessment, pp. 588-589, TWE
___ Chapter Test, pp. 37–40, T13, CRB
___ Assessment Transparency, p. 97, TCR; Assessment Transparency Activity, p. 47,
         T13, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 590-591




                                                    193
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                            Chapter 19




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Challenge Activity, p. 579, TWE
   pp. 17-20, T10, CRB, (ELL)                             __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 21-24, T10, CRB, (ELL)
__ Reinforcement, p. 27, T11, CRB, (ELL)
__ Science Notebook, Ch. 19, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Powerful Magnets
__ Study Guide and Reinforcement, p. 69, TCR, (ELL)
__ StudentWorks Plus, Ch. 19, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 19, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 19, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    194
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                   Chapter 20



Chapter 20

Section 1 What are Waves?
Benchmarks—SC.A.2.3.1 (CS, MC): The student describes and compares the properties of particles and waves;
SC.C.1.3.2 (AA, MC, GR, SR): The student knows that vibrations in materials set up wave disturbances that spread
away from the source (e.g., sound and earthquake waves). Also covers: SC.B.1.3.3 (AA, MC, GR, SR, ER),
SC.B.1.3.6 (AA, MC, SR, GR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.2.3.1 (CS, MC)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.1, SC.C.1.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         0.5 session ( denotes activities recommended for block
schedule.)
Single Periods:          1 sessions


Objectives
1. Explain the relationship among waves, energy, and matter.
2. Describe the difference between transverse waves and compressional waves.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 593
___ Section Focus Transparency 1, p. 97, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Foldables p. 15, CRB
____ Reading Preview, p. 594, TWE
____ Interactive Chalkboard, Ch. 20, Sec. 1, TCH




                                                        195
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                Chapter 20



Teach (Differentiate, Accommodate)
Level 1                                  Level 2                                Level 3
Labs:                                    SE:                                    SE:
__ MiniLAB: Comparing Sounds, p.         __ Integrate (Physics), p. 598         __ Integrate (Physics), p. 598
   597; MiniLAB Worksheet, p. 3,
   T9, CRB, (ELL)                        Labs:                                  Labs:
                                         __ MiniLAB: Comparing Sounds, p.       __ MiniLAB: Comparing Sounds, p.
TWE Margin:                                 597; MiniLAB Worksheet, p. 3,          597; MiniLAB Worksheet, p. 3,
__ Reading Strategy, p. 595, (ELL)          T9, CRB, (ELL)                         T9, CRB, (ELL)
__ Discussion, p. 595                    TWE Margin:                            TWE Margin:
__ Visual Learning, p. 595               __ Reading Strategy, p. 595, (ELL)     __ Differentiated Instruction,
__ Identifying Misconceptions,           __ Discussion, p. 595                     Challenge, p. 595
   p. 595                                __ Visual Learning, p. 595             __ Discussion, p. 595
__ Fun Fact, p. 596                      __ Identifying Misconceptions,         __ Identifying Misconceptions,
__ Active Reading, p. 596                      p. 595                                 p. 595
__ Differentiated Instruction, Hearing   __ Quick Demo, p. 596                  __ Fun Fact, p. 596
   Impaired, p. 597                                                             __ Active Reading, p. 596
                                         __ Fun Fact, p. 596
__ Daily Intervention, Check for                                                __ Teacher FYI, pp. 596, 597
   Understanding, p. 598                 __ Active Reading, p. 596
                                         __ Daily Intervention, Check for       TCR:
__ Daily Intervention, Reteach, p.
   598                                      Understanding, p. 598               __ Note-taking Worksheet, pp. 31-
                                         __ Daily Intervention, Reteach, p.        32, CRB; Content Outline for
TCR:                                        598                                    Teaching, Section 1, pp. T2-T3,
__ Reading Essentials, English,                                                    CRB
   Section 1, pp. 327-342, (ELL)         TCR:
                                                                                __ Teaching Transparency, p. 45,
__ Reading Essentials, Spanish,          __ Note-taking Worksheet, pp. 31-         CRB, (ELL); Teaching
   Section 1, pp. 327-342, (ELL)            32, CRB; Content Outline for           Transparency Activity, p. 46, CRB
                                            Teaching, Section 1, pp. T2-T3,
__ Spanish Resources, Section 1,            CRB                                 Technology:
   pp. T5–T8, CRB, (ELL)                                                        __ Science Web site, (ELL)
                                         __ Teaching Transparency, p. 45,
__ Note-taking Worksheet, pp. 31-           CRB, (ELL); Teaching                __ Vocabulary PuzzleMaker, Ch. 20,
   32, CRB; Content Outline for             Transparency Activity, p. 46, CRB      TCH, (ELL)
   Teaching, Section 1, pp. T2-T3,
   CRB                                   Technology:                            __ Video Labs, Ch. 20, TCH, (ELL)
__ Teaching Transparency, p. 45,         __ Science Web site, (ELL)             __ Virtual Labs, Ch. 20, TCH, (ELL)
   CRB, (ELL); Teaching                  __ Vocabulary PuzzleMaker, Ch. 20,
   Transparency Activity, p. 46, CRB        TCH, (ELL)
Technology:                              __ Video Labs, Ch. 20, TCH, (ELL)
__ Science Web site, (ELL)               __ Virtual Labs, Ch. 20, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 20,
   TCH, (ELL)
__ Video Labs, Ch. 20, TCH, (ELL)




                                                        196
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                     Chapter 20



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 593, 597, TWE
___ Section Review, p. 598, TWE
____ Mini-Assessment, p. 598, TWE
____ Reading Strategy, p. 595, TWE
____ Performance Assessment in the Science Classroom, pp. 97, 127, TCR
____ Mastering the FCAT Grade 6, pp. 18, 22, 23, TCR
____ FCAT Transparencies, SC.A.2.3.1, SC.C.1.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 20, TCH
____ Interactive Chalkboard, Section Review, Ch. 20, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 595, TWE
   pp. 17-20, T10, CRB, (ELL)                               __ Enrichment, p. 28, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Physical Science Critical Thinking/Problem-Solving,
   pp. 21-24, T10, CRB, (ELL)                                   Activity 21, p. 21
__ Reinforcement, p. 25, T11, CRB, (ELL)                    __ Cultural Diversity, Activity 24, p. 47
__ Science Notebook, Ch. 20, Sec. 1, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
The Gulf Stream
__ Study Guide and Reinforcement, p. 71, TCR, (ELL)
__ StudentWorks Plus, Ch. 20, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 20, TCH, (ELL)
__ More Section Review, Ch. 20, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      197
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                      Chapter 20




Section 2 Wave Properties
Benchmarks—SC.B.1.3.6 (AA, MC, SR, GR): The student knows the properties of waves (e.g., frequency,
wavelength, and amplitude); that each wave consists of a number of crests and troughs; and the effects of different
media on waves. Also covers: SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.2.3.1 (CS, MC)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.B.1.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
3. Describe the relationship between the frequency and wavelength of a wave.
4. Explain why waves travel at different speeds.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 98, TCR; Transparency Activity, p. 43, CRB,
          (ELL)
____ Reading Preview, p. 599, TWE
____ Interactive Chalkboard, Ch. 20, Sec. 2, TCH




                                                           198
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 20



Teach (Differentiate, Accommodate)
Level 1                               Level 2                               Level 3
Labs:                                 SE:                                   SE:
__ LAB: Waves on a Spring, p. 604     __ Integrate (Earth Science), p.      __ Integrate (Earth Science), p.
   (Worksheet, pp. 5-6, T9, CRB)         600                                   600
__ Laboratory Activity 1, pp. 9-11,   __ Science Online, p. 603             __ Science Online, p. 603
   T9, CRB                            __ Integrate (Health), p. 602         __ Integrate (Health), p. 602
TWE Margin:                           Labs:                                 Labs:
__ Visual Learning, p. 600            __ Inquiry Lab, p. 600, T9            __ Inquiry Lab, p. 600, T9
__ Differentiated Instruction,        __ LAB: Waves on a Spring, p. 604     __ LAB: Waves on a Spring, p. 604
   English-Language Learners, p.         (Worksheet, pp. 5-6, T9, CRB)         (Worksheet, pp. 5-6, T9, CRB)
   601
                                      __ Laboratory Activity 1, pp. 9-11,   __ Laboratory Activity 1, pp. 9-11,
__ Discussion, p. 601                    T9, CRB                               T9, CRB
__ Use Science Words, p. 601
                                      TWE Margin:                           TWE Margin:
__ Reading Strategy, p. 602, (ELL)
                                      __ Visual Learning, p. 600            __ Teacher FYI, p. 600
__ Science Journal, p. 602
                                      __ Differentiated Instruction,        __ Curriculum Connection, p. 601
__ Daily Intervention, Check for         English-Language Learners, p.
   Understanding, p. 603                                                    __ Differentiated Instruction,
                                         601                                   Challenge, p. 602
__ Daily Intervention, Reteach, p.    __ Curriculum Connection, p. 601
   603                                                                      __ Science Journal, p. 602
                                      __ Discussion, p. 601
TCR:                                                                        TCR:
                                      __ Use Science Words, p. 601
__ Reading Essentials, English,                                             __ Note-taking Worksheet, pp. 31-
                                      __ Quick Demo, p. 602                    32, CRB; Content Outline for
   Section 2, pp. 327-342, (ELL)
                                      __ Reading Strategy, p. 602, (ELL)       Teaching, Section 2, pp. T2-T3,
__ Reading Essentials, Spanish,                                                CRB
   Section 2, pp. 327-342, (ELL)      __ Science Journal, p. 602
                                      __ Daily Intervention, Check for      Technology:
__ Spanish Resources, Section 2,
   pp. T5–T8, CRB, (ELL)                 Understanding, p. 603              __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 31-     __ Daily Intervention, Reteach, p.    __ Vocabulary PuzzleMaker, Ch.
   32, CRB; Content Outline for          603                                   20, TCH, (ELL)
   Teaching, Section 2, pp. T2-T3,                                          __ Video Labs, Ch. 20, TCH, (ELL)
                                      TCR:
   CRB
                                      __ Note-taking Worksheet, pp. 31-     __ Virtual Labs, Ch. 20, TCH,
Technology:                              32, CRB; Content Outline for          (ELL)
__ Science Web site, (ELL)               Teaching, Section 2, pp. T2-T3,
                                         CRB
__ Vocabulary PuzzleMaker, Ch.
   20, TCH, (ELL)                     Technology:
__ Video Labs, Ch. 20, TCH, (ELL)     __ Science Web site, (ELL)
                                      __ Vocabulary PuzzleMaker, Ch.
                                         20, TCH, (ELL)
                                      __ Video Labs, Ch. 20, TCH, (ELL)
                                      __ Virtual Labs, Ch. 20, TCH,
                                         (ELL)




                                                      199
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                               Chapter 20



Step 4—Mini-Assessments
Assess
____ Assessment, p. 604, TWE
___ Section Review, p. 603, TWE
____ Mini-Assessment, p. 603, TWE
____ Reading Strategy, p. 602, TWE
____ Performance Assessment in the Science Classroom, p. 89, TCR
____ Mastering the FCAT Grade 6, pp. 22, 23, TCR
____ FCAT Transparencies, SC.B.1.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 20, TCH
____ Interactive Chalkboard, Section Review, Ch. 20, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 602, TWE
   pp. 17-20, T10, CRB, (ELL)                               __ Enrichment, p. 29, T11, CRB
__ Spanish Directed Reading for Content Mastery,
   pp. 21-24, T10, CRB, (ELL)
__ Reinforcement, p. 26, T11, CRB, (ELL)
__ Science Notebook, Ch. 20, Sec. 2, TCR, (ELL)
__ Study Guide and Reinforcement, p. 72, TCR, (ELL)
__ StudentWorks Plus, Ch. 20, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 20, TCH, (ELL)
__ More Section Review, Ch. 20, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      200
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                Chapter 20




Section 3 Wave Behavior
Benchmarks—SC.A.2.3.1 (CS, MC): The student describes and compares the properties of particles and waves.
Also covers: SC.B.1.3.6 (AA, MC, SR, GR), SC.C.1.3.2 (AA, MC, GR, SR), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.5
(AA, MC, GR, SR, ER), SC.H.1.3.6 (AA, MC, SR, GR), SC.H.1.3.7 (AA, MC, SR), SC.H.2.3.1 (CS, MC), SC.H.3.3.5
(Not Assessed)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
5. Explain how waves can reflect from some surfaces.
6. Explain how waves change direction when they move from one material into another.
7. Describe how waves are able to bend around barriers.
8. Compare waves and particles.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 99, TCR; Transparency Activity, p. 44, CRB,
         (ELL)
____ Reading Preview, p. 605, TWE
____ Interactive Chalkboard, Ch. 20, Sec. 3, TCH




                                                      201
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 20



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Refraction,      __ Science Online, p. 609              __ Science Online, p. 609
   p. 606; MiniLAB Worksheet, p.
   4, T9, CRB, (ELL)                   Labs:                                  Labs:

__ LAB: The Speed of Sound in          __ MiniLAB: Observing Refraction,      __ MiniLAB: Observing Refraction,
   Different Materials, pp. 612-613       p. 606; MiniLAB Worksheet, p.          p. 606; MiniLAB Worksheet, p.
   (Worksheet, pp. 7-8, T9, CRB)          4, T9, CRB, (ELL)                      4, T9, CRB, (ELL)

__ Laboratory Activity 2, pp. 13-14,   __ LAB: The Speed of Sound in          __ LAB: The Speed of Sound in
   T9, CRB                                Different Materials, pp. 612-613       Different Materials, pp. 612-613
                                          (Worksheet, pp. 7-8, T9, CRB)          (Worksheet, pp. 7-8, T9, CRB)
TWE Margin:                            __ Laboratory Activity 2, pp. 13-14,   __ Laboratory Activity 2, pp. 13-14,
__ Make a Model, p. 606                   T9, CRB                                T9, CRB
__ Differentiated Instruction,         TWE Margin:                            TWE Margin:
   Visually Impaired, p. 607
                                       __ Make a Model, p. 606                __ Make a Model, p. 606
__ Visual Learning, p. 607
                                       __ Visual Learning, p. 607             __ Teacher FYI, p. 607
__ Reading Strategy, p. 607, (ELL)
                                       __ Reading Strategy, p. 607, (ELL)     __ Identifying Misconceptions, p.
__ Identifying Misconceptions, p.                                                608
   608                                 __ Quick Demo, pp. 607, 609
                                       __ Identifying Misconceptions,         __ Discussion, pp. 608, 609, 614
__ Discussion, pp. 608, 609, 614
                                             p. 608                           __ Fun Fact, p. 609
__ Fun Fact, p. 609
                                       __ Discussion, pp. 608, 609, 614       __ Differentiated Instruction,
__ Daily Intervention, Check for                                                 Challenge, p. 609
   Understanding, p. 611               __ Fun Fact, p. 609
                                                                              __ Curriculum Connection, p. 614
__ Daily Intervention, Reteach, p.     __ Daily Intervention, Check for
   611                                    Understanding, p. 611               TCR:

TCR:                                   __ Daily Intervention, Reteach, p.     __ Note-taking Worksheet, pp. 31-
                                          611                                    32, CRB; Content Outline for
__ Reading Essentials, English,                                                  Teaching, Section 3, pp. T2-T3,
   Section 3, pp. 327-342, (ELL)       __ Curriculum Connection, p. 614          CRB
__ Reading Essentials, Spanish,        TCR:                                   Technology:
   Section 3, pp. 327-342, (ELL)       __ Note-taking Worksheet, pp. 31-      __ Science Web site, (ELL)
__ Spanish Resources, Section 3,          32, CRB; Content Outline for
   pp. T5–T8, CRB, (ELL)                  Teaching, Section 3, pp. T2-T3,     __ Vocabulary PuzzleMaker, Ch.
                                          CRB                                    20, TCH, (ELL)
__ Note-taking Worksheet, pp. 31-
   32, CRB; Content Outline for        Technology:                            __ Video Labs, Ch. 20, TCH, (ELL)
   Teaching, Section 3, pp. T2-T3,                                            __ Virtual Labs, Ch. 20, TCH,
   CRB                                 __ Science Web site, (ELL)
                                                                                 (ELL)
                                       __ Vocabulary PuzzleMaker, Ch.
Technology:                               20, TCH, (ELL)
__ Science Web site, (ELL)             __ Video Labs, Ch. 20, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Virtual Labs, Ch. 20, TCH,
   20, TCH, (ELL)                         (ELL)
__ Video Labs, Ch. 20, TCH, (ELL)




                                                       202
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)      Chapter 20



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 606, 613, TWE
___ Section Review, p. 611, TWE
____ Mini-Assessment, p. 611, TWE
____ Reading Strategy, p. 607, TWE
____ Performance Assessment in the Science Classroom, p. 127, TCR
____ Mastering the FCAT Grade 6, p. 18, TCR
____ FCAT Transparencies, SC.A.2.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 20, TCH
____ Interactive Chalkboard, Section Review, Ch. 20, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 615, TWE
___ Chapter Review, pp. 35-36, T12, CRB
___ Chapter Assessment, pp. 616-617, TWE
___ Chapter Test, pp. 37–40, T13, CRB
___ Assessment Transparency, p. 102, TCR; Assessment Transparency Activity, p.
         47, T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 618-619




                                                    203
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                        Chapter 20




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 30, T11, CRB
   pp. 17-20, T10, CRB, (ELL)
__ Spanish Directed Reading for Content Mastery,
   pp. 21-24, T10, CRB, (ELL)
__ Reinforcement, p. 27, T11, CRB, (ELL)
__ Science Notebook, Ch. 20, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 2,
Powerful Magnets
__ Study Guide and Reinforcement, p. 73, TCR, (ELL)
__ StudentWorks Plus, Ch. 20, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 20, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 20, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    204
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                    Chapter 21



Chapter 21

Section 1 Earth’s Place in Space
Benchmarks—SC.H.1.3.4 (AA, MC, SR): The student knows that accurate record keeping, openness, and replication are
essential to maintaining an investigator’s credibility with other scientists and society; SC.H.1.3.7 (AA, MC, SR): The
student knows that when similar investigations give different results, the scientific challenge is to verify whether the
differences are significant by further study. Also covers: SC.D.1.3.5 (CS, MC, GR), SC.E.1.3.1 (AA, MC, GR, SR),
SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.6 (Not Assessed), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.1.3.4, SC.H.1.3.7, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:          1 session ( denotes activities recommended for block
schedule.)
Single Periods:          2 sessions


Objectives
1. Explain Earth’s rotation and revolution.
2. Explain why Earth has seasons.
3. Model the relative positions of Earth, the Moon, and the Sun during different lunar
   phases.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 623
___ Section Focus Transparency 1, p. 102, TCR; Transparency Activity, p. 44, CRB,
          (ELL)
____ Foldables p. 17, CRB
____ Reading Preview, p. 624, TWE
____ Interactive Chalkboard, Ch. 21, Sec. 1, TCH




                                                          205
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                   FL Lesson Plans (3 sections)                                Chapter 21



Teach (Differentiate, Accommodate)
Level 1                                   Level 2                                Level 3
Labs:                                     SE:                                    SE:
__ MiniLAB: Modeling Earth’s              __ Science Online, p. 628              __ Science Online, p. 628
   Seasons, p. 625; MiniLAB               __ Integrate (Career), p. 626          __ Integrate (Career), p. 626
   Worksheet, p. 3, T9, CRB, (ELL)
__ LAB: Moon Phases, p. 631               Labs:                                  Labs:

   (Worksheet, pp. 5-6, T9, CRB)          __ MiniLAB: Modeling Earth’s           __ MiniLAB: Modeling Earth’s
                                             Seasons, p. 625; MiniLAB               Seasons, p. 625; MiniLAB
__ Laboratory Activity 1, pp. 9-11,          Worksheet, p. 3, T9, CRB, (ELL)        Worksheet, p. 3, T9, CRB, (ELL)
   T9, CRB
                                          __ LAB: Moon Phases, p. 631            __ LAB: Moon Phases, p. 631
TWE Margin:                                     (Worksheet, pp. 5-6, T9, CRB)          (Worksheet, pp. 5-6, T9, CRB)
__ Identifying Misconceptions,            __ Laboratory Activity 1, pp. 9-11,    __ Laboratory Activity 1, pp. 9-11,
   p. 625                                    T9, CRB                                T9, CRB
__ Differentiated Instruction, English-   TWE Margin:                            TWE Margin:
   Language Learners, p. 626
                                          __ Curriculum Connection, p. 625       __ Teacher FYI, pp. 625, 628, 629
__ Fun Fact, p. 626
                                          __ Identifying Misconceptions,         __ Curriculum Connection, p. 625
__ Discussion, p. 626
                                                p. 625                           __ Identifying Misconceptions, p. 625
__ Visual Learning, pp. 626, 627
                                          __ Fun Fact, p. 626                    __ Differentiated Instruction,
__ Use an Analogy, p. 627                                                           Challenge, p. 626
                                          __ Discussion, p. 626
__ Use Science Words, p. 627                                                     __ Fun Fact, p. 626
                                          __ Visual Learning, pp. 626, 627
__ Make a Model, p. 628                                                          __ Discussion, p. 626
                                          __ Use an Analogy, p. 627
__ Reading Strategy, p. 628, (ELL)                                               __ Make a Model, p. 628
                                          __ Use Science Words, p. 627
__ Science Journal, p. 629                                                       __ Science Journal, p. 629
                                          __ Make a Model, p. 628
__ Daily Intervention, Check for                                                 TCR:
   Understanding, p. 630                  __ Reading Strategy, p. 628, (ELL)
                                          __ Science Journal, p. 629             __ Note-taking Worksheet, pp. 33-
__ Daily Intervention, Reteach, p.                                                  35, CRB; Content Outline for
   630                                    __ Daily Intervention, Check for          Teaching, Section 1, pp. T3-T4,
                                             Understanding, p. 630                  CRB
TCR:
                                          __ Daily Intervention, Reteach, p.     __ Teaching Transparency, p. 47,
__ Reading Essentials, English,              630
   Section 1, pp. 343-358, (ELL)                                                    CRB, (ELL); Teaching
                                          TCR:                                      Transparency Activity, p. 48, CRB
__ Reading Essentials, Spanish,
   Section 1, pp. 343-358, (ELL)          __ Note-taking Worksheet, pp. 33-      Technology:
__ Spanish Resources, Section 1,             35, CRB; Content Outline for        __ Science Web site, (ELL)
   pp. T5–T8, CRB, (ELL)                     Teaching, Section 1, pp. T3-T4,
                                             CRB                                 __ Vocabulary PuzzleMaker, Ch. 21,
__ Note-taking Worksheet, pp. 33-                                                   TCH, (ELL)
   35, CRB; Content Outline for           __ Teaching Transparency, p. 47,
                                             CRB, (ELL); Teaching                __ Video Labs, Ch. 21, TCH, (ELL)
   Teaching, Section 1, pp. T3-T4,
   CRB                                       Transparency Activity, p. 48, CRB   __ Virtual Labs, Ch. 21, TCH, (ELL)
__ Teaching Transparency, p. 47,          Technology:
   CRB, (ELL); Teaching                   __ Science Web site, (ELL)
   Transparency Activity, p. 48, CRB
                                          __ Vocabulary PuzzleMaker, Ch. 21,
Technology:                                  TCH, (ELL)
__ Science Web site, (ELL)                __ Video Labs, Ch. 21, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch. 21,        __ Virtual Labs, Ch. 21, TCH, (ELL)
   TCH, (ELL)
__ Video Labs, Ch. 21, TCH, (ELL)




                                                          206
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                    FL Lesson Plans (3 sections)                                  Chapter 21



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 623, 625, 631, TWE
___ Section Review, p. 630, TWE
____ Mini-Assessment, p. 630, TWE
____ Reading Strategy, p. 628, TWE
____ Mastering the FCAT Grade 6, p. 52, TCR
____ FCAT Transparencies, SC.H.1.3.4, SC.H.1.3.7, TCR
____ ExamView ® Pro Testmaker, Ch. 21, TCH
____ Interactive Chalkboard, Section Review, Ch. 21, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                                Enrichment
Level 1                                                      Level 3
__ Directed Reading for Content Mastery,                     __ Challenge Activity, p. 626, TWE
   pp. 19-22, T10, CRB, (ELL)                                __ Enrichment, p. 30, T11, CRB
__ Spanish Directed Reading for Content Mastery,             __ Cultural Diversity, Activity 35, p. 69
   pp. 23–26, T10, CRB, (ELL)
__ Reinforcement, p. 27, T11, CRB, (ELL)
__ Reading and Writing Skill Activities,
   Activity 24, p. 47, (ELL)
__ Science Notebook, Ch. 21, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 75, TCR, (ELL)
__ StudentWorks Plus, Ch. 21, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 21, TCH, (ELL)
__ More Section Review, Ch. 21, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                       207
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 21




Section 2 The Solar System
Benchmarks—SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the interaction of
Earth’s processes; SC.E.1.3.1 (AA, MC, GR, SR): The student understands the vast size of our Solar System and the
relationship of the planets and their satellites. Also covers: SC.E.1.3.2 (AA, MC, GR, SR)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.5, SC.E.1.3.1, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
4. Compare and contrast the planets and moons in the solar system.
5. Explain that Earth is the only planet known to support life.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 103, TCR; Transparency Activity, p. 45, CRB,
         (ELL)
____ Reading Preview, p. 632, TWE
____ Interactive Chalkboard, Ch. 21, Sec. 2, TCH




                                                        208
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Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 21



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Planets, p.      __ Science Online, p. 633              __ Science Online, p. 633
   634; MiniLAB Worksheet, p. 3,
   T9, CRB, (ELL)                      Labs:                                  Labs:

__ Laboratory Activity 2, pp. 13-16,   __ MiniLAB: Observing Planets, p.      __ MiniLAB: Observing Planets, p.
   T9, CRB                                634; MiniLAB Worksheet, p. 3,          634; MiniLAB Worksheet, p. 3,
                                          T9, CRB, (ELL)                         T9, CRB, (ELL)
TWE Margin:                            __ Laboratory Activity 2, pp. 13-16,   __ Laboratory Activity 2, pp. 13-16,
__ Visual Learning, pp. 633, 635          T9, CRB                                T9, CRB
__ Differentiated Instruction,         TWE Margin:                            TWE Margin:
   Learning Disabled, pp. 633, 637
                                       __ Visual Learning, pp. 633, 635       __ Discussion, pp. 633, 638
__ Discussion, pp. 633, 638
                                       __ Discussion, pp. 633, 638            __ Active Reading, p. 635
__ Active Reading, p. 635
                                       __ Active Reading, p. 635              __ Fun Fact, p. 635
__ Reading Strategy, p. 635 (ELL)
                                       __ Reading Strategy, p. 635, (ELL)     __ Quick Demo, p. 635
__ Fun Fact, p. 635
                                       __ Fun Fact, p. 635                    __ Differentiated Instruction,
__ Science Journal, p. 636                                                       Challenge, pp. 635, 636
                                       __ Quick Demo, p. 635
__ Make a Model, p. 636                                                       __ Science Journal, p. 636
                                       __ Science Journal, p. 636
__ Use Science Words, p. 637                                                  __ Make a Model, p. 636
                                       __ Make a Model, p. 636
__ Identifying Misconceptions,                                                __ Identifying Misconceptions,
                                       __ Use Science Words, p. 637
   pp. 637, 638                                                                     pp. 637, 638
                                       __ Identifying Misconceptions,
__ Daily Intervention, Check for                                              __ Teacher FYI, p. 638
   Understanding, p. 639                     pp. 637, 638
                                       __ Daily Intervention, Check for       TCR:
__ Daily Intervention, Reteach, p.
   639                                    Understanding, p. 639               __ Note-taking Worksheet, pp. 33-
                                       __ Daily Intervention, Reteach, p.        35, CRB; Content Outline for
TCR:                                      639                                    Teaching, Section 2, pp. T3-T4,
__ Reading Essentials, English,                                                  CRB
   Section 2, pp. 343-358, (ELL)       TCR:
                                                                              Technology:
__ Reading Essentials, Spanish,        __ Note-taking Worksheet, pp. 33-
                                          35, CRB; Content Outline for        __ Science Web site, (ELL)
   Section 2, pp. 343-358, (ELL)
                                          Teaching, Section 2, pp. T3-T4,     __ Vocabulary PuzzleMaker, Ch.
__ Spanish Resources, Section 2,          CRB                                    21, TCH, (ELL)
   pp. T5–T8, CRB, (ELL)
                                       Technology:                            __ Video Labs, Ch. 21, TCH, (ELL)
__ Note-taking Worksheet, pp. 33-
   35, CRB; Content Outline for        __ Science Web site, (ELL)             __ Virtual Labs, Ch. 21, TCH,
   Teaching, Section 2, pp. T3-T4,     __ Vocabulary PuzzleMaker, Ch.            (ELL)
   CRB                                    21, TCH, (ELL)
Technology:                            __ Video Labs, Ch. 21, TCH, (ELL)
__ Science Web site, (ELL)             __ Virtual Labs, Ch. 21, TCH,
__ Vocabulary PuzzleMaker, Ch.            (ELL)
   21, TCH, (ELL)
__ Video Labs, Ch. 21, TCH, (ELL)




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Glencoe Florida Science                FL Lesson Plans (3 sections)                                     Chapter 21



Step 4—Mini-Assessments
Assess
____ Assessment, p. 634, TWE
___ Section Review, p. 639, TWE
____ Mini-Assessment, p. 639, TWE
____ Reading Strategy, p. 635, TWE
____ Performance Assessment in the Science Classroom, p. 159, TCR
____ Mastering the FCAT Grade 6, pp. 31-33, TCR
____ FCAT Transparencies, SC.D.1.3.5, SC.E.1.3.1, TCR
____ ExamView ® Pro Testmaker, Ch. 21, TCH
____ Interactive Chalkboard, Section Review, Ch. 21, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Challenge Activity, p. 635, TWE
   pp. 19-22, T10, CRB, (ELL)                               __ Enrichment, p. 31, T11, CRB
__ Spanish Directed Reading for Content Mastery,            __ Cultural Diversity, Activity 26, p. 51
   pp. 23–26, T10, CRB, (ELL)
__ Reinforcement, p. 28, T11, CRB, (ELL)
__ Science Notebook, Ch. 21, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 76, TCR, (ELL)
__ StudentWorks Plus, Ch. 21, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 21, TCH, (ELL)
__ More Section Review, Ch. 21, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




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Glencoe Florida Science                  FL Lesson Plans (3 sections)                                  Chapter 21




Section 3 Stars and Galaxies
Benchmarks—SC.D.1.3.5 (CS, MC, GR): The student understands concepts of time and size relating to the interaction of
Earth’s processes; SC.E.1.3.3 (CS, MC): The student understands that our Sun is one of many stars in our galaxy. Also
covers: SC.E.1.3.4 (CS, MC), SC.E.2.3.1 (CS, MC), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed),
SC.H.1.3.7 (AA, MC, SR), SC.H.2.3.1 (CS, MC), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.D.1.3.5, SC.E.1.3.3, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1.5 session ( denotes activities recommended for block
schedule.)
Single Periods:          3 sessions


Objectives
6. Explain why stars appear to move across the sky.
7. Describe some constellations.
8. Explain the life cycle of stars.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 104, TCR; Transparency Activity, p. 46, CRB,
         (ELL)
____ Reading Preview, p. 640, TWE
____ Interactive Chalkboard, Ch. 21, Sec. 3, TCH




                                                        211
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 21



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ MiniLAB: Modeling                 __ Integrate (Physics), p. 642       __ Integrate (Physics), p. 642
   Constellations, p. 641; MiniLAB   __ Integrate (Physics), p. 643       __ Integrate (Physics), p. 643
   Worksheet, p. 4, T9, CRB,
   (ELL)                             __ Integrate (Physics), p. 646       __ Integrate (Physics), p. 646
__ LAB: Space Colony, pp. 648-       __ Integrate (Astronomy), p. 650     __ Integrate (Astronomy), p. 650
   649 (Worksheet, pp. 7-8, T9,      Labs:                                Labs:
   CRB)
                                     __ MiniLAB: Modeling                 __ MiniLAB: Modeling
TWE Margin:                             Constellations, p. 641; MiniLAB      Constellations, p. 641; MiniLAB
__ Differentiated Instruction,          Worksheet, p. 4, T9, CRB,            Worksheet, p. 4, T9, CRB,
   Learning Disabled, p. 641            (ELL)                                (ELL)
__ Science Journal, pp. 642, 646     __ Inquiry Lab, p. 646, T9           __ Inquiry Lab, p. 646, T9
__ Make a Model, p. 643              __ LAB: Space Colony, pp. 648-       __ LAB: Space Colony, pp. 648-
                                        649 (Worksheet, pp. 7-8, T9,         649 (Worksheet, pp. 7-8, T9,
__ Reading Strategy, p. 643, (ELL)      CRB)                                 CRB)
__ Use an Analogy, p. 645
                                     TWE Margin:                          TWE Margin:
__ Discussion, p. 645
                                     __ Science Journal, pp. 642, 646     __ Teacher FYI, pp. 642, 644, 645
__ Inquiry Lab, p. 646, T9
                                     __ Curriculum Connection, p. 643     __ Differentiated Instruction,
__ Daily Intervention, Check for                                              Challenge, pp. 642, 644
   Understanding, p. 647             __ Make a Model, p. 643
                                     __ Reading Strategy, p. 643, (ELL)   __ Science Journal, pp. 642, 646
__ Daily Intervention, Reteach, p.
   647                               __ Use an Analogy, p. 645            __ Make a Model, p. 643

                                     __ Discussion, p. 645                __ Curriculum Connection, p. 643
TCR:
                                     __ Inquiry Lab, p. 646, T9           __ Discussion, p. 645
__ Reading Essentials, English,
   Section 3, pp. 343-358, (ELL)     __ Daily Intervention, Check for     TCR:
__ Reading Essentials, Spanish,         Understanding, p. 647             __ Note-taking Worksheet, pp. 33-
   Section 3, pp. 343-358, (ELL)     __ Daily Intervention, Reteach, p.      35, CRB; Content Outline for
__ Spanish Resources, Section 3,        647                                  Teaching, Section 3, pp. T3-T4,
   pp. T5–T8, CRB, (ELL)                                                     CRB
                                     TCR:
__ Note-taking Worksheet, pp. 33-                                         Technology:
                                     __ Note-taking Worksheet, pp. 33-
   35, CRB; Content Outline for                                           __ Science Web site, (ELL)
                                        35, CRB; Content Outline for
   Teaching, Section 3, pp. T3-T4,      Teaching, Section 3, pp. T3-T4,
   CRB                                                                    __ Vocabulary PuzzleMaker, Ch.
                                        CRB                                  21, TCH, (ELL)
Technology:                          Technology:                          __ Video Labs, Ch. 21, TCH, (ELL)
__ Science Web site, (ELL)
                                     __ Science Web site, (ELL)           __ Virtual Labs, Ch. 21, TCH,
__ Vocabulary PuzzleMaker, Ch.       __ Vocabulary PuzzleMaker, Ch.          (ELL)
   21, TCH, (ELL)                       21, TCH, (ELL)
__ Video Labs, Ch. 21, TCH, (ELL)    __ Video Labs, Ch. 21, TCH, (ELL)
                                     __ Virtual Labs, Ch. 21, TCH,
                                        (ELL)




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Glencoe Florida Science               FL Lesson Plans (3 sections)      Chapter 21



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 641, 649, TWE
___ Section Review, p. 647, TWE
____ Mini-Assessment, p. 647, TWE
____ Reading Strategy, p. 643, TWE
____ Performance Assessment in the Science Classroom, p. 133, TCR
____ Mastering the FCAT Grade 6, pp. 31, 34, TCR
____ FCAT Transparencies, SC.D.1.3.5, SC.E.1.3.3, TCR
____ ExamView ® Pro Testmaker, Ch. 21, TCH
____ Interactive Chalkboard, Section Review, Ch. 21, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 651, TWE
___ Chapter Review, pp. 37–38, T12, CRB
___ Chapter Assessment, pp. 652-653, TWE
___ Chapter Test, pp. 39–42, T13, CRB
___ Assessment Transparency, p. 107, TCR; Assessment Transparency Activity, p.
         49, T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 654-655




                                                    213
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                   Chapter 21




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 32, T11, CRB
    pp. 19-22, T10, CRB, (ELL)                            __ Physical Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 4, p. 4
    pp. 23–26, T10, CRB, (ELL)                            __ Cultural Diversity, Activity 26, p. 51
__ Reinforcement, p. 29, T11, CRB, (ELL)
__ Science Notebook, Ch. 21, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
Florida’s Springs
__ Study Guide and Reinforcement, p. 77, TCR, (ELL)
__ StudentWorks Plus, Ch. 21, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 21, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 21, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    214
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                 Chapter 22



Chapter 22

Section 1 Radiation From Space
Benchmarks—SC.A.2.3.3 (AA, MC, GR, SR, ER ): The student knows that radiation, light, and heat are forms of energy
used to cook food, treat diseases, and provide energy. Also covers: SC.H.1.3.1 (AA, MC, SR), SC.H.1.3.4 (AA, MC,
SR), SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.7 (AA, MC, SR), SC.H.3.3.5 (Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.A.2.3.3, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         1 session ( denotes activities recommended for block
schedule.)
Single Periods:         2 sessions


Objectives
1. Explain the electromagnetic spectrum.
2. Identify the differences between refracting and reflecting telescopes.
3. Recognize the differences between optical and radio telescopes.


Step 3—Benchmark Lessons
Motivate
____ Launch Lab, p. 657
___ Section Focus Transparency 1, p. 107, TCR; Transparency Activity, p. 40, CRB,
         (ELL)
____ Foldables p. 13, CRB
____ Reading Preview, p. 658, TWE
____ Interactive Chalkboard, Ch. 22, Sec. 1, TCH




                                                       215
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                Chapter 22



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Observing Effects of       __ Integrate (Health), p. 659          __ Integrate (Health), p. 659
   Light Pollution, p. 661; MiniLAB
   Worksheet, p. 3, T9, CRB, (ELL)     Labs:                                  Labs:

__ LAB: Building a Reflecting          __ Inquiry Lab, p. 659, T9             __ Inquiry Lab, p. 659, T9
   Telescope, p. 664 (Worksheet,       __ MiniLAB: Observing Effects of       __ MiniLAB: Observing Effects of
   pp. 5-6, T9, CRB)                      Light Pollution, p. 661; MiniLAB       Light Pollution, p. 661; MiniLAB
__ Laboratory Activity 1, pp. 9-12,       Worksheet, p. 3, T9, CRB, (ELL)        Worksheet, p. 3, T9, CRB, (ELL)
   T9, CRB                             __ LAB: Building a Reflecting          __ LAB: Building a Reflecting
                                          Telescope, p. 664 (Worksheet,          Telescope, p. 664 (Worksheet,
TWE Margin:                               pp. 5-6, T9, CRB)                      pp. 5-6, T9, CRB)
__ Inquiry Lab, p. 659, T9             __ Laboratory Activity 1, pp. 9-12,    __ Laboratory Activity 1, pp. 9-12,
__ Science Journal, pp. 659, 662          T9, CRB                                T9, CRB
__ Discussion, pp. 659, 662, 663       TWE Margin:                            TWE Margin:
__ Visual Learning, p. 660             __ Science Journal, pp. 659, 662       __ Science Journal, pp. 659, 662
__ Fun Fact, pp. 660, 662              __ Discussion, pp. 659, 662, 663       __ Discussion, pp. 659, 662, 663
__ Reading Strategy, p. 661, (ELL)     __ Quick Demo, p. 660                  __ Differentiated Instruction,
__ Daily Intervention, Check for       __ Visual Learning, p. 660                 Challenge, p. 660
   Understanding, p. 663                                                      __ Fun Fact, pp. 660, 662
                                       __ Fun Fact, pp. 660, 662
__ Daily Intervention, Reteach, p.                                            __ Teacher FYI, pp. 661, 662
   663                                 __ Reading Strategy, p. 661, (ELL)
                                       __ Daily Intervention, Check for       TCR:
TCR:                                      Understanding, p. 663               __ Note-taking Worksheet, pp. 29-
__ Reading Essentials, English,        __ Daily Intervention, Reteach, p.        31, CRB; Content Outline for
   Section 1, pp. 359-376, (ELL)          663                                    Teaching, Section 1, pp. T2-T4,
__ Reading Essentials, Spanish,                                                  CRB
   Section 1, pp. 359-376, (ELL)       TCR:
                                                                              __ Teaching Transparency, p. 43,
__ Spanish Resources, Section 1,       __ Note-taking Worksheet, pp. 29-         CRB, (ELL); Teaching
   pp. T5–T8, CRB, (ELL)                  31, CRB; Content Outline for           Transparency Activity, p. 44, CRB
                                          Teaching, Section 1, pp. T2-T4,
__ Note-taking Worksheet, pp. 29-         CRB                                 Technology:
   31, CRB; Content Outline for                                               __ Science Web site, (ELL)
   Teaching, Section 1, pp. T2-T4,     __ Teaching Transparency, p. 43,
   CRB                                    CRB, (ELL); Teaching                __ Vocabulary PuzzleMaker, Ch. 22,
                                          Transparency Activity, p. 44, CRB      TCH, (ELL)
__ Teaching Transparency, p. 43,
   CRB, (ELL); Teaching                Technology:                            __ Video Labs, Ch. 22, TCH, (ELL)
   Transparency Activity, p. 44, CRB   __ Science Web site, (ELL)             __ Virtual Labs, Ch. 22, TCH, (ELL)
Technology:                            __ Vocabulary PuzzleMaker, Ch. 22,
__ Science Web site, (ELL)                TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch. 22,     __ Video Labs, Ch. 22, TCH, (ELL)
   TCH, (ELL)                          __ Virtual Labs, Ch. 22, TCH, (ELL)
__ Video Labs, Ch. 22, TCH, (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science               FL Lesson Plans (3 sections)                                       Chapter 22



Step 4—Mini-Assessments
Assess
____ Assessment, pp. 657, 661, 664, TWE
___ Section Review, p. 663, TWE
____ Mini-Assessment, p. 663, TWE
____ Reading Strategy, p. 661, TWE
____ Performance Assessment in the Science Classroom, p. 97, TCR
____ Mastering the FCAT Grade 6, pp. 19-20, TCR
____ FCAT Transparencies, SC.A.2.3.3, TCR
____ ExamView ® Pro Testmaker, Ch. 22, TCH
____ Interactive Chalkboard, Section Review, Ch. 22, Sec. 1, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 26, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                               __ Physical Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,                Activity 19, p. 19, Activity 22, p. 22
   pp. 19-22, T10, CRB, (ELL)                               __ Cultural Diversity, Activity 21, p. 41
__ Reinforcement, p. 23, T11, CRB, (ELL)
__ Science Notebook, Ch. 22, Sec. 1, TCR, (ELL)
__ Study Guide and Reinforcement, p. 79, TCR, (ELL)
__ StudentWorks Plus, Ch. 22, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 22, TCH, (ELL)
__ More Section Review, Ch. 22, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                      217
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                  FL Lesson Plans (3 sections)                                   Chapter 22




Section 2 Early Space Missions
Benchmarks—SC.E.1.3.2 (AA, MC, GR, SR): The student knows that available data from various satellite probes show
the similarities and differences among planets and their moons in the Solar System. Also covers: SC.C.2.3.5 (AA, MC,
GR, SR), SC.D.1.3.5 (CS, MC, GR), SC.E.1.3.1 (AA, MC, GR, SR), SC.H.1.3.2 (CS, MC), SC.H.1.3.3 (CS, MC),
SC.H.1.3.5 (AA, MC, GR, SR, ER), SC.H.1.3.6 (Not Assessed), SC.H.3.3.5 (Not Assessed), SC.H.3.3.6 (CS, MC)



Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.E.1.3.2, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         0.5 session ( denotes activities recommended for block
schedule.)
Single Periods:         1 sessions


Objectives
4. Compare and contrast natural and artificial satellites.
5. Identify the differences between artificial satellites and space probes.
6. Explain the history of the race to the Moon.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 2, p. 108, TCR; Transparency Activity, p. 41, CRB,
         (ELL)
____ Reading Preview, p.665, TWE
____ Interactive Chalkboard, Ch. 22, Sec. 2, TCH




                                                         218
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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 22



Teach (Differentiate, Accommodate)
Level 1                                Level 2                                Level 3
Labs:                                  SE:                                    SE:
__ MiniLAB: Modeling a Satellite, p.   __ Science Online, p. 670              __ Science Online, p. 670
   671; MiniLAB Worksheet, p. 4,       __ Integrate (Career), p. 668          __ Integrate (Career), p. 668
   T9, CRB, (ELL)
                                       Labs:                                  Labs:
TWE Margin:
                                       __ MiniLAB: Modeling a Satellite, p.   __ MiniLAB: Modeling a Satellite, p.
__ Discussion, pp. 666, 667               671; MiniLAB Worksheet, p. 4,          671; MiniLAB Worksheet, p. 4,
__ Active Reading, p. 667                 T9, CRB, (ELL)                         T9, CRB, (ELL)
__ Visual Learning, p. 668             TWE Margin:                            TWE Margin:
__ Reading Strategy, p. 668, (ELL)     __ Quick Demo, p. 666                  __ Discussion, pp. 666, 667
__ Differentiated Instruction,         __ Discussion, pp. 666, 667            __ Curriculum Connection, pp. 666,
   English-Language Learners, p.                                                 668
   669                                 __ Curriculum Connection, pp. 666,
                                          668                                 __ Active Reading, p. 667
__ Science Journal, p. 671
                                       __ Active Reading, p. 667              __ Teacher FYI, pp. 667, 670
__ Daily Intervention, Check for
   Understanding, p. 672               __ Visual Learning, p. 668             __ Differentiated Instruction,
                                       __ Reading Strategy, p. 668, (ELL)        Challenge, pp. 668, 671
__ Daily Intervention, Reteach, p.
   672                                 __ Science Journal, p. 671             __ Science Journal, p. 671

TCR:                                   __ Daily Intervention, Check for       TCR:
                                          Understanding, p. 672               __ Note-taking Worksheet, pp. 29-
__ Reading Essentials, English,
   Section 2, pp. 359-376, (ELL)       __ Daily Intervention, Reteach, p.        31, CRB; Content Outline for
                                          672                                    Teaching, Section 2, pp. T2-T4,
__ Reading Essentials, Spanish,                                                  CRB
   Section 2, pp. 359-376, (ELL)       TCR:
                                                                              Technology:
__ Spanish Resources, Section 2,       __ Note-taking Worksheet, pp. 29-
   pp. T5–T8, CRB, (ELL)                  31, CRB; Content Outline for        __ Science Web site, (ELL)
__ Note-taking Worksheet, pp. 29-         Teaching, Section 2, pp. T2-T4,     __ Vocabulary PuzzleMaker, Ch.
   31, CRB; Content Outline for           CRB                                    22, TCH, (ELL)
   Teaching, Section 2, pp. T2-T4,     Technology:                            __ Video Labs, Ch. 22, TCH, (ELL)
   CRB
                                       __ Science Web site, (ELL)             __ Virtual Labs, Ch. 22, TCH,
Technology:                            __ Vocabulary PuzzleMaker, Ch.            (ELL)
__ Science Web site, (ELL)                22, TCH, (ELL)
__ Vocabulary PuzzleMaker, Ch.         __ Video Labs, Ch. 22, TCH, (ELL)
   22, TCH, (ELL)                      __ Virtual Labs, Ch. 22, TCH,
__ Video Labs, Ch. 22, TCH, (ELL)         (ELL)




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                FL Lesson Plans (3 sections)                                 Chapter 22



Step 4—Mini-Assessments
Assess
____ Assessment, p. 671, TWE
___ Section Review, p. 672, TWE
____ Mini-Assessment, p. 672, TWE
____ Reading Strategy, p. 668, TWE
____ Performance Assessment in the Science Classroom, p. 157, TCR
____ Mastering the FCAT Grade 6, pp. 32-33, TCR
____ FCAT Transparencies, SC.E.1.3.2, TCR
____ ExamView ® Pro Testmaker, Ch. 22, TCH
____ Interactive Chalkboard, Section Review, Ch. 22, Sec. 2, TCH

Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                               Enrichment
Level 1                                                     Level 3
__ Directed Reading for Content Mastery,                    __ Enrichment, p. 27, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                               __ Earth Science Critical Thinking/Problem-Solving,
__ Spanish Directed Reading for Content Mastery,               Activity 8, p. 8
   pp. 19-22, T10, CRB, (ELL)
__ Reinforcement, p. 24, T11, CRB, (ELL)
__ Science Notebook, Ch. 22, Sec. 2, TCR, (ELL)
__ Florida Science Observer, Vol. 3,
The International Space Station
__ Study Guide and Reinforcement, p. 80, TCR, (ELL)
__ StudentWorks Plus, Ch. 22, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 22, TCH, (ELL)
__ More Section Review, Ch. 22, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




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TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                 Chapter 22




Section 3 Current and Future Space
Missions
Benchmarks—SC.H.1.3.3 (CS, MC): The student knows that science disciplines differ from one another in topic,
techniques, and outcomes but that they share a common purpose, philosophy, and enterprise; SC.H.3.3.6 (CS, MC): The
student knows that no matter who does science and mathematics or invents things, or when or where they do it, the
knowledge and technology that result can eventually become available to everyone. Also covers: SC.E.1.3.2 (AA, MC,
GR, SR), SC.H.1.3.2 (CS, MC), SC.H.1.3.4 (AA, MC, SR), SC.H.1.3.6 (Not Assessed), SC.H.3.3.4 (CS, MC), SC.H.3.3.5
(Not Assessed)




Step 1—Disaggregate Data
Pre-test
ExamView ® Pro Testmaker, SC.H.1.3.3, SC.H.3.3.6, TCH


Step 2—Timeline and Focus Calendar
Schedule
Block Schedule:         2 session ( denotes activities recommended for block
schedule.)
Single Periods:         4 sessions


Objectives
7. Explain the benefits of the space shuttle.
8. Identify the usefulness of orbital space stations.
9. Explore space missions.
10. Identify the applications of space technology to everyday life.


Step 3—Benchmark Lessons
Motivate
___ Section Focus Transparency 3, p. 109, TCR; Transparency Activity, p. 42, CRB,
         (ELL)
____ Reading Preview, p. 673, TWE
____ Interactive Chalkboard, Ch. 22, Sec. 3, TCH




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Glencoe Florida Science               FL Lesson Plans (3 sections)                                Chapter 22



Teach (Differentiate, Accommodate)
Level 1                              Level 2                              Level 3
Labs:                                SE:                                  SE:
__ LAB: Space Probes, pp. 680-       __ Science Online, pp. 675, 676,     __ Science Online, pp. 675, 676,
   681 (Worksheet, pp. 7-8, T9,         678                                  678
   CRB)
                                     Labs:                                Labs:
TWE Margin:                          __ LAB: Space Probes, pp. 680-       __ LAB: Space Probes, pp. 680-
__ Identifying Misconceptions,          681 (Worksheet, pp. 7-8, T9,         681 (Worksheet, pp. 7-8, T9,
   p. 674                               CRB)                                 CRB)

__ Discussion, pp. 674, 676, 677     TWE Margin:                          TWE Margin:
__ Differentiated Instruction,       __ Quick Demo, p. 674                __ Teacher FYI, p. 674
   Learning Disabled, pp. 674, 678   __ Identifying Misconceptions,       __ Identifying Misconceptions, p.
__ Make a Model, p. 675                    p. 674                             674
__ Reading Strategy, p. 675, (ELL)   __ Discussion, pp. 674, 676, 677     __ Discussion, pp. 674, 676, 677
__ Visual Learning, pp. 675, 677     __ Curriculum Connection, p. 675     __ Curriculum Connection, p. 675
__ Use an Analogy, p. 678            __ Make a Model, p. 675              __ Make a Model, p. 675
__ Daily Intervention, Check for     __ Reading Strategy, p. 675, (ELL)   __ Differentiated Instruction,
   Understanding, p. 679                                                     Challenge, pp. 676, 678
                                     __ Visual Learning, pp. 675, 677
__ Daily Intervention, Reteach, p.                                        TCR:
   679                               __ Use an Analogy, p. 678
                                     __ Daily Intervention, Check for     __ Note-taking Worksheet, pp. 29-
TCR:                                    Understanding, p. 679                31, CRB; Content Outline for
__ Reading Essentials, English,                                              Teaching, Section 3, pp. T2-T4,
                                     __ Daily Intervention, Reteach, p.      CRB
   Section 3, pp. 359-376, (ELL)        679
__ Reading Essentials, Spanish,                                           Technology:
   Section 3, pp. 359-376, (ELL)     TCR:
                                                                          __ Science Web site, (ELL)
__ Spanish Resources, Section 3,     __ Note-taking Worksheet, pp. 29-
                                        31, CRB; Content Outline for      __ Vocabulary PuzzleMaker, Ch.
   pp. T5–T8, CRB, (ELL)                                                     22, TCH, (ELL)
                                        Teaching, Section 3, pp. T2-T4,
__ Note-taking Worksheet, pp. 29-       CRB                               __ Video Labs, Ch. 22, TCH, (ELL)
   31, CRB; Content Outline for
   Teaching, Section 3, pp. T2-T4,   Technology:                          __ Virtual Labs, Ch. 22, TCH,
   CRB                                                                       (ELL)
                                     __ Science Web site, (ELL)
Technology:                          __ Vocabulary PuzzleMaker, Ch.
__ Science Web site, (ELL)              22, TCH, (ELL)

__ Vocabulary PuzzleMaker, Ch.       __ Video Labs, Ch. 22, TCH, (ELL)
   22, TCH, (ELL)                    __ Virtual Labs, Ch. 22, TCH,
__ Video Labs, Ch. 22, TCH, (ELL)       (ELL)




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Step 4—Mini-Assessments
Assess
____ Assessment, p. 681, TWE
___ Section Review, p. 679, TWE
____ Mini-Assessment, p. 679, TWE
____ Reading Strategy, p. 675, TWE
____ Performance Assessment in the Science Classroom, p. 91, TCR
____ Mastering the FCAT Grade 6, pp. 51, 55, TCR
____ FCAT Transparencies, SC.H.1.3.3, SC.H.3.3.6, TCR
____ ExamView ® Pro Testmaker, Ch. 22, TCH
____ Interactive Chalkboard, Section Review, Ch. 22, Sec. 3, TCH


Chapter Assessment
___ Chapter Study Guide, p. 683, TWE
___ Chapter Review, pp. 33–34, T12, CRB
___ Chapter Assessment, pp. 684-685, TWE
___ Chapter Test, pp. 35–38, T13, CRB
___ Assessment Transparency, p. 112, TCR; Assessment Transparency Activity, p.
         45, T14, CRB
___ FCAT Practice: fl6.msscience.com
___ FCAT Practice, pp. 686-687




                                                    223
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology
Glencoe Florida Science                 FL Lesson Plans (3 sections)                                  Chapter 22




Step 5 or 6—Tutorials for Non-Mastery/Enrichments for Mastery


Reinforcement                                             Enrichment
Level 1                                                   Level 3
__ Directed Reading for Content Mastery,                  __ Enrichment, p. 28, T11, CRB
   pp. 15-18, T10, CRB, (ELL)                             __ Life Science Critical Thinking/ Problem-Solving,
__ Spanish Directed Reading for Content Mastery,              Activity 4, p. 4
   pp. 19-22, T10, CRB, (ELL)                             __ Cultural Diversity, Activity 29, p. 57
__ Reinforcement, p. 25, T11, CRB, (ELL)                      Activity 32, p. 63
__ Reading and Writing Skill Activities,
    Activity 19, p. 37, Activity 24, p. 47, (ELL)
__ Science Notebook, Ch. 22, Sec.3, TCR, (ELL)
__ Florida Science Observer, Vol. 1,
Space Exploration
__ Study Guide and Reinforcement, p. 81, TCR, (ELL)
__ StudentWorks Plus, Ch. 22, TCH, (ELL)
__ Succeeding on the FCAT, Ch. 22, TCH, (ELL)
__ Interactive Tutor
__ More Section Review, Ch. 22, fl6.msscience.com




Step 7 & 8—Monitor Instruction Delivery/Maintain Efficacy of Process
For an explanation of Glencoe’s products for Step 7 Monitoring Instruction Delivery see
page FL 11. For an explanation of Step 8 on how to Maintain Efficacy of the Process see
page FL12.




                                                    224
TWE = Teacher Wraparound Edition, CRB = Chapter Resource Booklet
TCR = Teacher Classroom Resources, TCH = Technology

								
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