Google Doc Body structure and homeostasis. The unit plan is a model that can be modified for a given school context; it includes standards alignment and a learning plan. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficientlyProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.Draw evidence from informational texts to support analysis, reflection, and research.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.These are all the things teachers need to know to get started planning this unit. In this 5E sequence, students explore pathogenic bacteria as a cause for illness, through a case study of Tuberculosis.
They can also be used as stand-alone materials.This booklet can be used with teams of teachers to work through the resources in Unit 4.Please join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by Key Vocabulary List for Unit: Consider using this list to guide the Explain or Elaborate portions of the 5E plans, and use it as reference for student to student vocabulary based discussions.Please join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by The purpose of Windows into Student Thinking is to share findings from academic research and large data sets in a way that can impact a teacher's work for a specific unit of study.Please join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by In this task, students use evidence to identify a patient's mystery illness.Please join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by Students work in groups to complete this reading guide as a tool for navigating a set of graphs.Please join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by An index of resources (print, video, graphics) and a reading anticipation guide that students may use to explore the causes behind the increase in Type 2 diabetesPlease join the Disqus forum below to share questions, feedback, suggestions, or descriptions of your experience using this resource.If you have found an error in this resource, let us know by Materials created by New Visions are shareable under a Creative Commons