Tier 1
Embed explicit modeling and practice in daily core instruction.
1. Standard At A Glance
Standard: SCI.11.PS3.A
Short description: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other components and heat flows are known; develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
2. Typical Indicators
- Student demonstrates this skill during core instruction tasks.
- Student can transfer the skill to related assignments with reduced prompting.
- Student performance shows improving consistency over time.
3. Warning Signs
- Student performance remains inconsistent across contexts.
- Student has persistent errors tied to prerequisite skills.
- Student requires sustained intensive prompting to complete aligned tasks.
4. Escalating Accommodations
Tier 2
Use targeted small-group instruction with structured guided practice.
Tier 3
Provide intensive individualized support with frequent progress checks.
5. Modifications
- Diverse learners: include language objectives, visuals, and scaffolded response options.
- Disabled learners: provide adapted materials, pacing, and assistive supports.
6. IEP Considerations (If Student Has a Disability)
- Align this standard to present levels and measurable annual goals.
- Document accommodations, specially designed instruction, and service frequency.
- Use regular progress-monitoring checks linked to this standard.
- Coordinate implementation across general/special education and family communication.
- Adjust supports based on data at scheduled IEP review intervals.
7. Cross-Curricular Integration
Integrate into inquiry labs, physics notebooks, and cross-content STEM reading.