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  • 6th Grade Science, 2010 Curricular Guide 1

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science

  • 6th Grade Science, 2010 Curricular Guide 2

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    Curriculum Binder Sign-in Please sign and date the page below if you have viewed the contents of this curriculum binder.

    PRINT NAME SIGNATURE DATE

  • 6th Grade Science, 2010 Curricular Guide 3

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    An Introduction to Curriculum Mapping and Standards Log Objectives are mapped according to when they should be introduced and when they should be assessed throughout the block (K-8), or course (7-12). A record of when all objectives are introduced and assessed is to be kept through the course map and log, using the month, day, and year introduced. Objectives only have to be reviewed if assessment is not 80% students at 80% mastery. **In some cases, it is not necessary to teach the standards if 80% students are at 80% mastery when pretested. However, if less than 80% students achieve 80% mastery, it is necessary to give instruction and a posttest.** The curriculum is standards-based, and it is the Skyline philosophy to use Backwards Design when lesson planning. Backwards Design starts with standards, and from there, an assessment is created in alignment with the standards; next, the instruction for that assessment and those standards is created. Also, all standards addressed for instruction and assessment should be visibly posted in the classroom, along with student-friendly wording of the objectives. Assessments for mastery are to be summative, or cumulative in nature. Formative assessments are generally quick-assessments where the teacher can gauge whether or not student-learning is acquired. Curriculum binders are set up to have a master of each grade or content level, as well as a teachers copy, which is to serve as a working document. Teachers may write in the teachers binder to log standards, suggest remapping, adjust timing, and so on. The curriculum mapping may be modified or adjusted as necessary for individual students and classes, as well as available resources, within reason. Major changes are to be submitted to the schools Professional Learning Community, Administration, and the Board. Any questions, please contact Meghan Dorsett, Director of Curriculum, Instruction, and Assessment, at mdorsett@skylineschools.com, msdorsett@gmail.com, C(480) 518-7664.

    mailto:mdorsett@skylineschools.commailto:msdorsett@gmail.com

  • 6th Grade Science, 2010 Curricular Guide 4

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    Suggested Methods of Activity and Instruction Teacher Modeling

    Learning Centers

    Learning Stations

    Anchor Activities

    Group Work

    Small Group Discussion

    Independent Study

    Mentor Study

    Think/Pair/Share

    Total Physical Response

    Graphic Organizers

    Tiered Assignments

    Literature Circles

    Experiment

    Rigor/Relevance: Quadrant D Learning

    Drama/Skits/Plays

    Arts Integration Projects

    Simulations

    Data Collection

    Lecture

    Whole Group Debate

    Learning Games

    Learning Contracts

    Curriculum Compacting

    Flexible Pacing

    Self-Directed Learning

    Problem-Based Learning

    Conferencing

    Seminars

    Real-World Scenarios

  • 6th Grade Science, 2010 Curricular Guide 5

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    Suggested Methods of Assessment FORMATIVE (Grades are not necessarily assigned for all formative assessments)

    SUMMATIVE

    Quick-write

    Quick-draw

    Verbal response

    Asking questions

    Interaction during activities

    Pretests

    Learning games

    Web/Computer-based assessments

    Homework/Class Work

    Notes

    Pop quizzes

    Criteria and goal setting

    Teacher observations

    Self and peer assessment

    Student record keeping

    Graphic Organizers

    Standardized Tests

    State Assessments

    Student Portfolio

    Interdisciplinary projects

    Student-Teacher conference narratives

    Posttests

    District/School/Course/Content tests

    Chapter/Unit Tests

  • 6th Grade Science, 2010 Curricular Guide 6

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science Objectives, Block 1

    Strand & Concept Objective Standards Log

    Strand 6: Earth and Space Science Concept 1: Structure of the Earth Describe the composition and interactions between the structure of the Earth and its atmosphere

    PO 1. Describe the properties and the composition of the layers of the atmosphere.

    Introduced

    Assessed (80%@80%)

    Review

    PO 2. Explain the composition, properties, and structure of the Earths lakes and rivers.

    Introduced

    Assessed (80%@80%)

    Review

    PO 3. Explain the composition, properties, and structures of the oceans zones and layers.

    Introduced

    Assessed (80%@80%)

    Review

    PO 4. Analyze the interactions between the Earths atmosphere and the Earths bodies of water (water cycle).

    Introduced

    Assessed (80%@80%)

    Review

    PO 5. Describe ways scientists explore the Earths atmosphere and bodies of water. (See Strand 2 Concept 1)

    Introduced

    Assessed (80%@80%)

    Review

  • 6th Grade Science, 2010 Curricular Guide 7

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science Objectives, Block 1

    Strand & Concept Objective Standards Log

    Strand 6: Earth and Space Science Concept 2: Earths Processes and Systems Understand the processes acting on the Earth and their interaction with the earth systems.

    PO 1. Explain how water is cycled in nature. Introduced

    Assessed (80%@80%)

    Review

    PO 2. Identify the distribution of water within or among the following: atmosphere lithosphere hydrosphere

    Introduced

    Assessed (80%@80%)

    Review

    PO 3. Analyze the effects that bodies of water have on the climate of a region.

    Introduced

    Assessed (80%@80%)

    Review

    PO 4. Analyze the following factors that affect climate: ocean currents elevation location

    Introduced

    Assessed (80%@80%)

    Review

  • 6th Grade Science, 2010 Curricular Guide 8

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science Objectives, Block 1

    Strand & Concept Objective Standards Log

    Strand 6: Earth and Space Science Concept 2: Earths Processes and Systems Understand the processes acting on the Earth and their interaction with the earth systems

    PO 5. Analyze the impact of large-scale weather systems on the local weather.

    Introduced

    Assessed (80%@80%)

    Review

    PO 6. Create a weather system model that includes: the Sun the atmosphere bodies of water

    Introduced

    Assessed (80%@80%)

    Review

  • 6th Grade Science, 2010 Curricular Guide 9

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science Objectives, Block 1

    Strand & Concept

    Objective Standards Log

    Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments Describe the interactions between human populations, natural hazards, and the environment..

    PO 1. Evaluate the effects of the following natural hazards: sandstorm hurricane tornado ultraviolet light lightning-caused fire

    Introduced

    Assessed (80%@80%)

    Review

    PO 2. Describe how people plan for, and respond to, the following natural disasters: drought flooding tornadoes

    Introduced

    Assessed (80%@80%)

    Review

    Strand 3: Science in Personal and Social Perspectives Concept 2: Science and Technology in Society Develop viable solutions to a need or problem.

    PO 1. Propose viable methods of responding to an identified need or problem.

    Introduced

    Assessed (80%@80%)

    Review

    PO 2. Compare possible solutions to best address an identified need or problem.

    Introduced

    Assessed (80%@80%)

    Review

    PO 3. Design and construct a solution to an identified need or problem using simple classroom materials.

    Introduced

    Assessed (80%@80%)

    Review

    PO 4. Describe a technological discovery that influences science.

    Introduced

    Assessed (80%@80%)

    Review

  • 6th Grade Science, 2010 Curricular Guide 10

    Trademarked Skyline Education, Inc., June 2010

    Cannot be reproduced without permission

    6th Grade Science Objectives, Block 1

    Strand & Concept

    Objective Standards Log

    Strand 5: Physical Science Concept 3: Transfer of Energy Understand that energy can be stored and transferred.

    PO 1. Identify various ways in which electrical energy is generated using renewable and nonrenewable resources (e.g., wind, dams, fossil fuels, nuclear reactions).

    Introduced

    Assessed (80%@80%)

    Review