1. Quarterly Outcome: What is the quarterly outcome to be learned? Describe in student-friendly vocabulary.
  2. Example or Rigor: What does proficient student work look like? Provide an example or description of proficiency for this outcome.
  3. Prior Skills Needed: What prior knowledge, skills, and vocabulary are needed for a student to master this outcome?
  4. Common Assessment: What assessments will be used to measure student mastery? (test, writing sample) If the assessment measures multiple skills, consider whether or not there is sufficient evidence of mastery for this skill. Is there a need for more questions to determine mastery?
  5. When Taught: When will this standard be taught? (using day or week is suggested)

1. Quarterly Outcome / 2. Example or Rigor / 3. Prior Skills Needed / 4. Common Assessment / 5. When Taught
I can explain Law of Conservation of Energy. / This means that I can create a diagram, experiment or model showing how energy transfers from one form to another, and that I can demonstrate how the main types of energy—potential, kinetic, mechanical, sound, chemical, thermal, electromagnetic (solar) and nuclear—work. / Students need to understand the different types of energy—chemical, mechanical, solar, nuclear, sound, heat, light. / Energy Assessment / This concept will run throughout the course of our unit. It’s the core concept of the quarter.
The general types of energy should be studied during the first week of the second quarter.
I can identify the role that sound plays in transferring energy. / This means I can explain how vibrations travel differently in transverse and longitudinal sound waves and how amplitude and frequency are related to sound energy. / Students need to know how the parts of the ear help to process sound.
Students need to know that sound is a form of vibrating molecules. / Energy Assessment. / According to CMAPP, we should spend 10 days on sound.
I can identify the role that heat plays in transferring energy / This means that I can think of an original way to represent the key differences between conduction, convection and radiation. / Students need to know that heat is a form of vibration.
Students need to know that everything is made from molecules and those molecules are always vibrating.
Students need to know that temperature is a measure of how fast those molecules are vibrating. / Energy Assessment. / According to CMAPP, we should spend 10 days on heat.
I identify the role that light plays in transferring energy. / This means that I can explain the relationship that exists between absorption and scattering. / Students need to know that light is a form of electromagnetic energy that can transfer without the help of a medium.
Students need to know that light does not involve vibrations. / Energy Assessment. / According to CMAPP, we should spend 5 days on light.

Note: According to CMAPP, we’re supposed to go from teaching energy into teaching solar systems. Ecosystems is supposed to be left to the end of the school year. We are making a professional decision to rearrange these units.

Our rationale is that there is little connection between the solar system unit—which has a concentration on the elements of the solar system (black holes, stars) and comparisons between earth and other planets (both similarities and differences)—and the energy unit, while there are extensive connections between the energy unit and the ecosystems unit (cycling of matter, use of energy to drive change in ecosystems and habitats).

The logical progression then would be to follow energy with ecosystems and to leave the stand alone solar system unit to the end of the year.

I can discuss the different ways that matter cycles through the environment. / This means that I can explain the similarities and differences between the carbon, water and hydrogen cycle. / Students need to understand the Law of Conservation of Energy and the Law of Conservation of Matter.
Students need to understand the concept of energy chains and energy pyramids.
Students need to know the role that photosynthesis plays in the cycling of energy and matter through the ecosystems. / According to CMAPP, we should spend 8 days on this content.

Adapted from Solution Tree 2010 (Fall) Pyramid Response to Intervention 2-Day Workshop