Directions for Discussion QuestionsStudents will respond

Directions for Discussion Questions
Students will respond to the Discussion Question in full APA
format
Discussion initial post 300 words is due by aforementioned
dates and times
If your posts is less than the minimum word count, points will
be deducted from your grade.
•Provide appropriate APA in-text citations and references.
Coping and pasting an article or copying the information and
changing a word or two is not a significant post. If you do this,
you will receive a 0 for the assignment—no questions asked.
The format should include an introductory paragraph which

introduces the topic (12-15 lines), the body which is usually 2-3
paragraphs (12-15 lines each paragraph) and a summary
paragraph (12-15 lines) which restates the main points.
Absolutely no Wikipedia, Blogs, Internet Articles, Homework
Help, Books or other Chron/Investopedia etc. Journal Articles
sourced from the Campbellsville University Library should be
your research source.
For APA formatting use APA Manual or www.purdueowl.com
MIAMI-DADE COUNTY PUBLIC SCHOOLS
DISTRICT PACING GUIDE
2020 – 2021 YEAR-AT-A-GLANCE
Division of Academics - Department of Science Office of
Academics and Transformation
ENVIRONMENTAL SCIENCE COURSE CODE: 200134001
1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine
Weeks

I. Introduction
A. Lab Safety and Scientific Method
B. Environmental Science
II. Earth’s Systems
III. Population Ecology
IV. Humans and the Environment
V. Evolution and Community Ecology
VI. Biomes and Aquatic Ecosystems
VII. Biodiversity
VIII. Land Management
IX. Water Resources
X. Energy
A. Renewable
B. Non-Renewable

XI. Climate Change
XII. Pollution
A. Water
B. Atmosphere
XIII. Waste Management
XIV. Review
• SC.912.E.7.7
• SC.912.L.16.10
• SC.912.L.17.1
• SC.912.L.17.10
• SC.912.L.17.13
• SC.912.L.17.20
• SC.912.L.17.5
• SC.912.L.17.6
• SC.912.L.17.9

• SC.912.N.1.1
• SC.912.N.1.2
• SC.912.N.1.3
• SC.912.N.1.4
• SC.912.N.1.5
• SC.912.N.1.6
• SC.912.N.2.1
• SC.912.N.2.2
• SC.912.N.2.4
• SC.912.N.3.1
• SC.912.N.4.1
• SC.912.P.10.1
• SC.912.P.10.2
• HE.912.C.1.3
• HE.912.C.1.7
• SC.912.L.14.6
• SC.912.L.15.13
• SC.912.L.15.3

• SC.912.L.17.1
• SC.912.L.17.15
• SC.912.L.17.16
• SC.912.L.17.18
• SC.912.L.17.20
• SC.912.L.17.4
• SC.912.L.17.6
• SC.912.L.17.7
• SC.912.L.17.8
• SC.912.L.17.9
• SC.912.P.10.1
• SC.912.P.10.2
• SC.912.E.7.8
• SC.912.L.15.3
• SC.912.L.16.10
• SC.912.L.17.11
• SC.912.L.17.12

• SC.912.L.17.13
• SC.912.L.17.14
• SC.912.L.17.15
• SC.912.L.17.19
• SC.912.L.17.20
• SC.912.E.6.6
• SC.912.E.7.7
• SC.912.E.7.8
• SC.912.E.7.9
• SC.912.L.16.10
• SC.912.L.17.11
• SC.912.L.17.13
• SC.912.L.17.14
• SC.912.L.17.16
• SC.912.L.17.19
• SC.912.L.17.20
• SC.912.L.17.4
• SC.912.N.3.5

Technology Corner: The SAMR Model
Video Link: Introduction to the SAMR Model
https://www.youtube.com/watch?v=9b5yvgKQdqE
DISTRICT PACING GUIDE
2020 – 2021 YEAR-AT-A-GLANCE
Division of Academics - Department of Science Office of
Academics and Transformation

Stages of the SAMR Model:
Examples of Tasks at each Stage:
Secondary Science Framework Using K12
5E Model
Description
Timeframe
Questions to Consider
Engage Teacher-Led
10-15 Minutes
What will you have students do so they become interested in the
lesson? AND
What wonderings and questions do students have about the
essential question?

Engage students with an event or question. Assess: How will
you check students’ background knowledge and
misconceptions for the unit of study?
Explore Teacher Guided
20 – 25 Minutes
What will they record in their science notebooks? What data
will
they collect? AND
How will you monitor their work during the investigation?
Explore the concept further. Assess: How will you determine
who demonstrates the skills
needed during the investigation? How will you know who is
beginning to understand the concept(s)?
Explain
Student-Led
30 – 40 Minutes
How will you help students:
• infer based on their observations?
• develop conclusions to answer the testable question?
• connect the data to the concept(s) they are learning?

How will you introduce and use vocabulary in the context of the
benchmarks? AND
How will you address students’ misconceptions identified in
Engage and Explore? AND
What will students be reading and writing to deepen their
understanding? What reading strategy will they use?
What else will students do to master the benchmark(s)?
Explain: Provide the scientific explanation
and terms for what they are studying.
Assess: How will you determine who understood the concept(s)
and who did not? This is necessary to determine who receives
enrichment or remediation during the Extend.
Extend/Elaborate Independent
20 – 25 Minutes
How will you differentiate instruction based on previous
informal
assessments of the Explore and Explain:
For enrichment allow students to work on Performance Task or
activities that extend the concepts.
For remediation design a new way to teach the benchmark that
addresses student misunderstandings and misconceptions
identified through the informal assessment in the Explain
Extend/Elaborate: Opportunity to apply the
concept in unique situations, or they are
given related ideas to explore and explain
using the information and experiences they

have accumulated so far.
Assess: How will students demonstrate that they have now met
the benchmark? How will students demonstrate that they have a
deeper understanding of the concepts and skills?
Evaluate
Independent
10 – 15 Minutes
The summative evaluation determines how well each student has
understood the concepts taught in the lesson. It might be a short
quiz based on the lesson or a writing response to the essential
question or another appropriate prompt. This is where a
performance task may be used.
Evaluate: Student outcomes to “Look For”,
products, or assessment.
Department of Science
Optional Progress Monitoring
Mini-Assessments Aligned to Pacing Guides
*The Scheduled Test Window refers to the range of dates that

an individual assessment will be available for viewing, printing,
administering and scanning.
Note: The Biology baseline and mid-year assessments are not
included on this documents as these assessments are not
managed by the
Department of Science. Please see
http://oada.dadeschools.net/TestingCalendar/TestingCalendar.as
p for additional information regarding
baseline and mid-year assessments.
High School Administrator: Mrs. Wendy Forteza –
[email protected]
Assessment
Scheduled
Test Window*
Assessment
Scheduled
Test Window*
Assessment Scheduled
Test Window*
Assessment Scheduled
Test Window*
Physical Science Biology Chemistry Physics
Quarter 1
PS Pretest 09/14/20- 10/02/20 BIO Pretest 09/14/20- 10/02/20

CHEM Pretest 09/14/20- 10/02/20 PHY Pretest 09/14/20-
10/02/20-
PS QSBA 1
10/26/20 –11/13/20 BIO Unit 1 Test 10-16-20 to 11-06-20
CHEM QSBA 1 10/26/20 –11/13/20 PHY QSBA 1 10-26-20-
11-13-20
BIO Unit 2 Test 11-20-20 to 12-16-20
Quarter 2
PS QSBA 2
01/25/21 –02/12/21 BIO Unit 3 Test 01-12-21 to 02-02-21
CHEM QSBA 2 01/25/21 –02/12/21 PHY QSBA 2 01/25/21 –
02/12/21
BIO Unit 4 Test 03-09-21 to 03-25-21
Quarter 3
PS QSBA 3 04/05/21 –04/23/21 BIO Unit 5 Test
03-15-21 to 04-12-21 CHEM QSBA 3 04/05/21 –04/23/21 PHY
QSBA 3 04/05/21 – 04/23/21
BIO Unit 6 Test 04-26-21 to 05-17-21
BIO Post Test 04/05/21 – 05/28/21
Quarter 4
PS Post-test
05/24/21 –06/09/21 CHEM Post-test 05/24/21 –06/09/21 PHY
Post-test 05/24/21 – 06/09/21
p

p
mailto:[email protected]
mailto:[email protected]
Directions: For this assignment, please use the attachments for
information of benchmarks and content. The subject is
Secondary Environmental Science. One of the resources used
can be McGraw Hill Connect. Location Miami-Dade County, Fl.
This is due within 30 minutes.
Clinical Field Experience B: Small Group RTI
Response to Intervention (RTI) is a term used in education to
explain the process of intervention for students struggling with
the content. The teacher creates learning activities at increasing
rates of difficulty in order to assist students with meeting the
learning objective and accelerate student learning. RTI is part
of best practices for teachers and critical to ensure students do
not fall behind.
Allocate 4 hours in the field to support this field experience.
With your mentor teacher, identify a small group of students
who did not pass the most recent assessment, or who may need
assistance preparing for the next assessment. Meet with the
students to review the material. Assist students in the RTI
process using any available resources and strategies as well as
any test-taking strategies to help students who may struggle
with what the question is asking versus not understanding the
content.
Use any remaining field experience hours to assist the mentor
teacher in providing instruction and support to the class.
After your meeting, write a 250-500 reflection on the following:
Summary of Contributing Factors:
· What are the contributing factors to the students’ difficulty

with the content?
· Are there issues of bias in the material or the assessment that
need to be addressed?
Resources and Strategies:
· What resources (textbook, internet, library, etc.) are available
to guide students to understand the material and how do these
assist struggling students?
· What test-taking strategies could students utilize to improve
testing performance?
Professional Reflection:
· What was an “Ah, ha” moment for you during your small
group RTI? Meaning, what was an important take away for you?
· How will you utilize this information in your future
professional practice?
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
Directions for Response to Discussion post
Students will respond to the Discussion Question in full APA
format
•Significant posts are at least 150 words and require some
information from the text, academically reviewed papers, some
significant commentary that requires knowledge of the subject,

a web link to an article or other source in order to be accepted.
If your posts is less than the minimum word count, points will
be deducted from your grade.
•Provide appropriate APA in-text citations and references.
Coping and pasting an article or copying the information and
changing a word or two is not a significant post. If you do this,
you will receive a 0 for the assignment—no questions asked.
Absolutely no Wikipedia, Blogs, Internet Articles, Homework
Help, Books or other Chron/Investopedia etc. Journal Articles
sourced from the Campbellsville University Library should be
your research source.
For APA formatting use APA Manual or www.purdueowl.com

by Carlo Bufalini
Visualization and geographic information system can be applied
in many departments such as human resource management,
accounting, finance, development, production, purchasing, and
marketing. All these main units are interconnected to behave as
a single unit with similar functions. Tools for data visualization
can be used for communication. I will prefer QlikView as a data
visualization tool to offer better and powerful analytics of
business. Intelligence and enterprise can report capabilities.
Wang and Alexander (2015) use the tool to deploy from the IT
department (Adams, 2014). Aguado et al (2018) used the tools
to report the department to reflect the progress along with the
monitoring process. Tableau is another tool that can be used for
data visualization and organize the data. The geographic
information framework (GIS) can be used to separate and show
the multidimensional information. This program can provide
information about geospatial locations. Archambault, Helouvry,
Strohl, & Williams, (2015) provides the data visualization
framework using simple methods such as tables, scatter plots,
bar charts, line chart, infographics, and pie chart. These
methods provide evidence-based libraries to collect the data and
support the accreditation standards. Proper data visualization
allows the user to communicate their message compellingly and
interestingly. Raghav et al (2016) used the growth of data
process through the database. organizations can enhance the
processes through different services (Raghav, Pothula, &
Vengattaraman, 2016). The recent exploration of a data
visualization system describes different technologies and tools
according to the support of learning. For me, the best data
representation tools are charts and graphs that enable a layman
to understand the facts and information. In the real world, data
analytics is used in different processes such as business
analytics, social network analytics, business impact analytics
and other important data representation and analysis methods
(Archambault, Helouvry, Strohl, & Williams, 2015).

References
Adams, N. (2014). Data analysis for network cyber-
security. Cyber-security, 07(23), 01-30.
Archambault, S. G., Helouvry, J., Strohl, B., & Williams, G.
(2015). Data visualization as a communication tool. Library Hi
Tech News, 32(02), 01-09.
Raghav, R. S., Pothula, S., & Vengattaraman, T. (2016). A
survey of data visualization tools for analyzing large volume of
data in big data platform. 2016 International Conference on
Communication and Electronics Systems (ICCES), 01(02), 01-
10.
Week 11 Discussion Forum Data Visualization & GIS
As an IT manager, discuss the ways you would use the materials
in your textbook to communicate IT information to other
departments. Use research from 3 academically reviewed
journal articles to substantiate the reading material from your
textbook.
(Students must use academically reviewed articles only).
Wikipedia and other internet articles will not be accepted.
Professor will check originality of all posts with Turnitin
plagiarism checker).Use full APA 6 throughout (use in-text
citations and a APA reference list).
Read and respond to at least two (2) of your classmates'
posts 150 words minimum. In your response to your classmates,
consider comparing your articles to those of your classmates.
Research from academic articles must be included in your
responses to classmates post.
Below are additional suggestions on how to respond to your
classmates’ discussions:
· Ask a probing question, substantiated with additional
background information, evidence or research.
· Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
· Offer and support an alternative perspective using readings

from the classroom or from your own research.
· Validate an idea with your own experience and additional
research.
· Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
· Expand on your colleagues’ postings by providing additional
insights or contrasting perspectives based on readings and
evidence.
by Akash Thakur
The organizations are in a constant quest to improve, develop
and grow their competitive advantage in the market to sustain
and be profitable in their global competition. Data Visualization
and GIS plays an important role in making sure that the
organizational employees play a vital role in following IT
industry standards and best practices, metrics of information
integration and flows to contribute to the common goal and
overall success of the organization (Tworek et al., 2019). The
use of knowledge management portals, Service Now knowledge
repository, data visualization, GIS and data warehouses has
gained huge importance as well as popularity in devising
essential information technology visualization, practice, rules
and procedures among both IT and Non-IT crowd of the
organization. The information technology virtualization and
integration do instill a sense of high innovation culture among
the team members of different departments in the organization.
As an IT manager, I would definitely incorporate
various ways to engage various team members through various
cross-departmental communication techniques via creating a
knowledge management portal, a repository showing dashboard
and metrics that would include transparent and integrated
information flow for various IT applications, systems, ethical
practices, problem troubleshooting etc. I would ensure that we
have a next-generation automated catalog of informational

topics that empowers the end-users of the organization utilizing
automated search functionality to find the quickest and easiest
way to access important information (Garnett & Kanaroglou,
2015).
The visualization and GIS dashboard designed to
deliver essential information to the peers in other departments
could be designed to instill authenticity, reliability, reachability
and innovation of information to be delivered to the peer
audience in the departments of the organization thus making
sure that the textbook’s USP as well its usability has its purpose
of connecting information technology reliability to the
organizational process, knowledge, procedures and product
innovation that would ultimately help the employees in the
various cross-departmental teams working towards the success
of the organization in the competitive market.
The role of an IT manager is monumental in designing
any kind of information metrics and visualization whether it’s
an electronic record, information rules, or a knowledge
management data visualization dashboard in delivering fast and
reliable information to other departments (Golfarelli & Rizzi,
2019). The API metrics should also be reviewed and revised
with updated information on a regular basis to maintain the
relevance and importance of the information in the textbook to
be served as an important pillar of information communication
strength in any organization.
References:
Golfarelli, M., & Rizzi, S. (2019). A model-driven approach to
automate
data visualization in big data analytics. Information
Visualization, 19(1), 24–47.
https://doi.org/10.1177/1473871619858933
Garnett, R., & Kanaroglou, P. (2015). Qualitative GIS: An Open
Framework Using SpatiaLite
and Open Source GIS. Transactions
in GIS, 20(1), 144–159.
https://doi.org/10.1111/tgis.12163

Tworek, K., Walecka-Jankowska, K., & Zgrzywa-Ziemak, A.
(2019). Information Technology
Reliability in Shaping Organizational Innovativeness of
SMEs. Organizacija, 52(2), 143–154.
https://doi.org/10.2478/orga-2019-0010
Warm, D. L., Thomas, S. E., Heard, V. R., Jones, V. J., &
Hawkins-Brown, T. M. (2008). Benefits
of information technology training to National Health
Service staff in Wales. Learning in
Health and Social Care, 1–12.
https://doi.org/10.1111/j.1473-6861.2008.00195.x
Zaslavskaya, O. Y., & Levchenko, M. S. (2020). Designing a
system of electronic training
materials for remote post-training support for corporate
training. RUDN Journal of
Informatization in Education, 17(1), 36–48.
https://doi.org/10.22363/2312-8631-2020-17-1-36-48

Directions for Discussion QuestionsStudents will respond

Recommended

Recommended

More Related Content

More from AlyciaGold776

More from AlyciaGold776 (20)

Directions for Discussion QuestionsStudents will respond