admin curric maps display. - edl · the grades 6–8 text complexity band independently and ......

Teacher: ScienceGrade6, CORE Course: ScienceGrade6 Year: 2012-13

Units: - All -

Essential Questions

Standards Content Skills VocabularyLearning Targets/Feedback

Resources/StrategiesModel Lessons

Summative Assessments

Unit A - Life Science - Chapter 1 - Classification Directed Inquiry lesson at the beginning of the chapter uses 3 kinds of mushrooms for the exploration. They are not to be wild.

Teacher's Helper Magazine, Aug/Sept of 2000 has an arthropod activity packet that ties in and also requires students to use research skills that can be done on the laptops.

Essential

QuestionsStandards Content Skills Vocabulary

Learning

Targets/FeedbackResources/Strategies

Model

Lessons

Summative

Assessments

How are living things alike and different?

RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2 - Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

RST.6-8.3 - Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6-8.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6-8.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

RST.6-8.6 - Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

RST.6-8.7 - Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.8 - Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

RST.6-8.9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

RST.6-8.10 - By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Organisms live in many different environments on earth that are all part of the biosphere.

Scientists group organisms

Plants and animals are classified into smaller groups

Compare and Contrast

Classify

Read and interpret circle graphs

Affixes

Graphic organizers - Venn and Circle Graphs

Note taking

Paraphrasing

biosphere, adaptation, speciesclassification, bacteria, fungivascular plant, nonvascular plant

L1. I can tell where on earth organisms live.

L2. I can tell how scientists group organisms.

L3. I can tell how plants and animals are classified.

Reading Target: I can compare and contrast living things.

Math Target: I can read and interpret a circle graph.

L2. Pneumonic device - King Phillip Came Over For Great Spaghetti to organize and remember the classification system from the broadest to the most narrow.

Activity Connections, Equipment kits, Quick Activity Transparencies, Activity Flip Charts, Leveled Readers, pearsonsuccessnet.com, Science Content Transparencies, Workbook, Graphic Organizer Transparencies, Quick Study Masters

Arthropod classification (D)

Directed Inquiry: How are mushrooms different p.4

Guided inquiry: How can you identify and classify organisms? p.18-19

Chapter Review and Test Preparation, Assessment Book, Unit Wrap-up, Diagnostic Check, Scaffolded Questions, My Science Journal

9/30/2014

EnvisionMath Topic 16: Measurement TAUGHT IN SCIENCE CURRICULUM IN OCTOBER

Lessons 3 and 5 contain essential skills needed for current and future math courses: Although standards are not listed for these lessons it is very important that students master these skills. This lesson covers units of measure and precision and elapsed time.

OPTIONS:Daily Spiral Review, Problem of the Day, Math Minutes as morning work and/or introduction to topic lessons. Pretest, Review Day, and Topic Test. (Approx 8 days)**SEE MATH CURRICULUM MAP

Essential


Learning


Model

Lessons

Summative

Assessments

of 10PerformancePLUS - Maps

8/27/2014https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.aspx?M=5587&C=633...

Lesson 16-1

Can you change between customary units of length, weight, and capacity?

Lesson 16-2

Can you change between metric units of length, mass, and capacity?

16-3

Can you use both customary and metric units to measure with precison?

16-4

Can you convert between customary and metric measures of length, capacity, and weight/mass?

16-5

Can you add and subtract units of time to find elapsed times?

16-6

Can you use reasoning to draw conclusions and solve problems?

CC.2.1.6.D.1 - Ratios & Proportional Relationships ~ Understand ratio concepts and use ratio reasoning to solve problems.

16-1: Converting Customary Measures

16-2: Converting Metric Measures

16-3Units of Measure and precision

16-4Relating Customary and Metric Measures

16-5Elapsed Time

16-6Problem Solve-Reasoning

16-1To change between customary units of length, weight, and capacity.

16-2To change between metric units of length, mass, and capacity.

16-3To use both customary and metric units to measure with precison.

16-4To convert between customary and metric measures of length, capacity, and weight/mass?

16-5To add and subtract units of time to find elapsed times.

16-6To use reasoning to draw conclusions and solve problems.

16-1

capacity

16-2metergramliterkilo-centi-milli-

16-1I can change between customary units of length, weight, and capacity.

16-2I can change between metric units of length, mass, and capacity.

16-3I can use both customary and metric units to measure with precison.

16-4I can convert between customary and metric measures of length, capacity, and weight/mass.

16-5I can add and subtract units of time to find elapsed times.

16-6I can use reasoning to draw conclusions and solve problems.

Differentiated Instruction ActivitiesProblem of the DayLeveled Practice MastersQuick Check MasterStudent Book

16-1: Interactive Learning: Convert from one unit of customary measure to another p.400B

16-2: Interactive Learning: Change between metric units of measurement p. 404B

16-3: Interactive Learning: Most precise measurement p. 408B

16-4: Interactive Learning: Convert between measurement systems p. 412B

16-5: Interactive Learning: Find how much time passes between two events p. 141B

16-6: Interactive Learning: Use reasoning to solve a problem p. 418B

Quick Check, Topic Test, Multiple Choice Test, Free-Response Test, Performance Assessment

10/15/2014

Unit A - Life Science - Chapter 6 - Biomes

Essential


Learning


Model

Lessons

Summative

Assessments

How do organisms live together in ecosystems?









RST.6-8.9 - Compare and contrast the

L1. organism interactions

biotic and abiotic factors shape communities

resource distribution

L2. Earth's biomes

emphasis on Land biomes

biome divisions

Main Idea and Detail

Data Analysis - Mean, Median, Mode

Paraphrase

Compare and Contrast

Inference

Interpret data

Observation

Map skills

Observe water loss related to surface area and infer how plants conserve water.

Understand that the organisms within the boisphere share Earth's resources.

Know how organisms may interact with one another in an ecosystem.

Recognize that abiotic and biotic factors shape the communities within an ecosystem.

Know how Earth is divided into biomes.

KNow major characteristics of land biomes.

Make a model to illustrate

environmentpopulationcommunityecosystemabiotic factorbiotic factorbiome

L1. I can explain how organizms interact with one another in an ecosystem and recognize how abiotic and biotic factors effect living things.

I understand the organization in the biosphere and understand how organisms interact with their environment.

L2. I can list earth's 6 land biomes and state the 2 main characteristics used to describe each.

Reading - I can use the supporting details to find the main idea.

Math - I can calculate the Mean, Median and Mode from a data set.


Directed Inquiry: How can a desert plant retain water? p.140

Guided inquiry: Why are biomes near the Equator warmer? p.154-155


10/31/2013



information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.


how the Sun's rays striking Earth at different angles affects temperature.

Describe a set of data by using the measures of central tendency.

Explore connections between science, park systems, and career opportunities. (CE)

Find mean, medain , mode. (M)

Identify the main idea and details of a paragraph. (LA)

Unit B - Earth Science - Chapter 8 - Plate Tectonics Landforms

Essential Questions




How does the theory of plate tectonics explain earth's landforms?











L1. Makeup of earth's layers

L2. and L3. Earth's plate Tectonics Landform creation

L4. cause and effect of earthquakes volcanoes

Use a model

Inference

Drawing conclusions

Read a line graph

Collect data

Observe

Paraphrase

Model seismic waves.

Know the composition of Earth's layers.

Understand that Earth's crust is made up of moving plates.

Know that evidence of continental drift is derived from the fit of the continents, the distribution of fossils, and seafloor spreading.

Know how the theory of plate tectonics explains Earth's features.

Know the causes and effects of earthquakes and volcanoes.

Make and observe convection currents in water.

Describe the contributions of research scientists to the development of science.

Read a line graph. (M)

Construct, interpret and explaindisplays of data , such as tables and graphs (single and multiple-bar graphs and single and multiple-line graphs). (LA)

crust, mantle, core, lithosphere, continental drift, plate tectonics, plate boundary, fault

L1. I can tell what the earth's layers are made of.

L2. I can explain how the earth's plates create landforms.

L3. I can describe how the earth's features were created with plate tectonics.

L4. I can determine the causes and effects of earthquakes and volcanoes.

Reading target: I can use facts to draw conclusions.

Math target: I can make and interpret a line graph and explain data from a like graph.


Directed Inquiry: How are Earth's layers studied? p.212

Guided inquiry: How can you make convection currents? p.234


11/25/2014



Use facts from a science article to draw conclusions.(LA)

Unit B Earth Science Chapter 10 Reshaping Earth's Surface

Essential


Learning


Model

Lessons

Summative

Assessments

What processes change earth's landforms?

3.1.B.1 - Use models to demonstrate scientific concepts (i.e., circuits to demonstrate the flow of a charge).

3.1.B.2 - Explain systems by outlining a system’s relevant parts and its purpose and/or designing a model that illustrates its function.

3.1.C - Identify patterns as repeated processes or recurring elements in science and technology.

3.1.C.1 - Identify repeating structure

3.1.D.1 - Apply various applications of size and dimensions of scale to scientific, mathematical, and technological applications.

3.1.D.2 - Describe scale as a form of ratio and apply to a life situation.

3.1.E - Describe the effects of making a change in one part of a whole system.

3.1.E.1 - Describe the components of a system (e.g., body system, ecosystem, electrical circuit).

3.1.E.2 - Describe the effect of making a change in one part of a system on the system as a whole.

3.2.B.1 - Use the process involved in making scientific observation (e.g., raising questions, using prior knowledge, predicting, inferring, etc.).

3.5.A - Describe the processes involved in the formation of landforms.

3.5.A.1 - Describe the processes involved in the creation of geologic features (e.g. folding, faulting, volcanism, sedimentation) and these processes seen today (e.g. erosion, weathering, crustal plate movement) are similar to those in the past.

3.5.A.2 - Describe the processes that formed Pennsylvania geologic structures and resources including mountains, glacial formations, water gaps and ridges.

3.5.A.3 - Distinguish between examples of rapid surface changes (e.g. landslides, earthquakes) and slow surface changes (e.g. weathering).

3.5.B.2 - Explain how Earth’s resources affected early human settlement.

3.5.B.3 - Compare the locations of human settlements as related to available resources.

3.6.B.1 - Produce a graphic object.

L1. surface changes on earth, changes in landforms are gradual and rapid, weathering and erosion make changes to earth's features

L2. water causes changes to earth's features, river systems and fflooding cause movement of sediment

L3. waves effect coastal landforms, causes and characteristics of waves, beaches are dynamic systems, beaches are constantly changing

map scales,

make and use models,

Make a topomap of a three-dimentional object,

Understand that earth's landforms are changed by gradual and rapid processes.

Know how weathering and erosion change earth's features.

Describe how water changes Earth's features.

Know that river systems are always changingand that flooding can move sediment to places that generally do not receive sediment.

Know the characteristics and causes of waves.

Understand that beaches are dynamic systems that are constantly changing.

Make and use a model to obserce stalactite formation.

Use scale drawings to solve real-world problems including distance (as in map reading).

Read and use map scales (M)

Explore connections between web editors and science career oportunities.

Draw conclusions using facts from a science article and previous knowledge.

sediment, weathering, mechanical weathering, chemical weathering, erosion, deposition

L1. I can describe changes in the earth's surface through gradual and rapid processes like weathering and erosion.

L2. I can describe how water changes earth's features.

L3. I can list the characteristics and causes of wavesand explain how they effect coastal landforms.

Reading target: I can use facts to draw conclusions.

Math target: I can use a map scale to calculate an actual distance.


Directed Inquiry: How can you make a topographic map? p.268

Guided inquiry: How can you grow a stalactite? p.282


12/20/2013

Unit B Earth Science Chapter 12 Climate and Weather

Essential Questions




RST.6-8.1 - Cite specific textual

L1. makeup of Earth's

Recognize that air occupies

atmosphere, air pressure,

L1. I can describe earth's atmosphere including main

Activity Connections, Equipment kits, Quick Activity Transparencies,

Directed Inquiry: How can

Chapter Review and Test Preparation,



What causes Earth's weather and climate?

evidence to support analysis of science and technical texts.










atmosphere

L2. clouds and precipitation

space and exerts pressure.

Identify the main gasses in air and describe their origin in the atmosphere.

Understandand how temperature and air pressure are related.

Know the characteristics of Earth's atmosphere.

Understand the causes of global and local winds.

Know how clouds form.

Explain how different kinds of precipitation form.

Know how air masses and fronts interact to cause weather.

Know the causes and characteristics of different types of severe weather.

Know ways to stay safe during severe weather.

Know what tools scientists use to make weather predictions.

Know the factors that determine climate.

Construct a model tornado.

Find patterns in real world situations.

Know how global processes are related.

Read tables and line graphs.

Explore the connection between trees and past climates by understanding the work of a paleoclimatologist.

Identify causes and effects in a newspaper article.

humidity, relative humidity, weather, air mass, front, meteorologist, climate

gasses, temperature, air pressure and causes of global wind.

L2. I can explain how clouds and precipitation form.

L3. A. I can describe how air masses and fronts interact to cause weather and the factors that determine climate.

L3. B. I can describe causes and characteristics of severe weather and tell how to stay safe.

L3. C. I can identify a variety of tools that scientists use to collect data on weather.

Reading Target: I can identify cause and effect.Math Target: I can read tables and line graphs.

Activity Flip Charts, Leveled Readers, pearsonsuccessnet.com, Science Content Transparencies, Workbook, Graphic Organizer Transparencies, Quick Study Masters

you show the presence of air if you cannot see it? p.324

Guided inquiry: How can you make a model of a tornado? p.344

Assessment Book, Unit Wrap-up, Diagnostic Check, Scaffolded Questions, My Science Journal

12/23/2014

Envision Math Topic 17: Perimeter and Area TAUGHT IN SCIENCE CURRICULUM IN JANUARY

Lessons 6 contains essential skills needed for current and future math courses: Although standards are not listed for these lessons it is very important that students master these skills. This lesson covers problem solving using objects.

OPTIONS:Daily Spiral Review, Problem of the Day, Math Minutes as morning work and/or introduction to topic lessons. Pretest, Review Day, and Topic Test. (Approx 6 days)

Essential Questions




17-1: How can you find the distance around a polygon?

17-2: How can you measure the area of a rectangle?

17-3: How can you use the formula for the area of a rectangle to find the

CC.2.2.6.B.1 - Expressions and Equations ~ Apply and extend previous understandings of arithmetic to algebraic expressions.

CC.2.2.6.B.2 - Expressions and Equations ~ Understand the process of solving a one-variable equation or inequality and apply to real-world and mathematical problems.

Perimeter

Area of rectangles and irregular figures

Area of parallelograms and triangles

Problem solving: Use objects to solve a problem

(P)Find the distance around a polygon.

Measure the area of a rectangle.

Use the formula for the area of a rectangle to find the area of a parallelogram.

perimeter

area

I can find the distance around a polygon.

I can measure the area of a rectangle.

I can use the formula for the area of a rectangle to find the area of a parallelogram.

I can use objects to solve problems.

17-1: Interactive Learning: Find distance around a polygon p426B

17-2: Interactive Learning: Measure the area of a rectangle p.430B

17-3: Interactive

Pretest, Quick Check Master, Leveled Master, Problem of the Day, Topic Book Test, Multiple Choice Test Master, Free Response Test Master, Performance Assessment

1/13/2015



area of a parallelogram?

17-6: How can you use objects to solve problems?

CC.2.3.6.A.1 - Geometry ~ Apply appropriate tools to solve real-world and mathematical problems involving area, surface area, and volume.

(P)Use objects to solve a problem.

Learning: Finding area of a parallelogram p.434B

Unit C - Physical Science - Chapter 15 - Forces and Motion

Essential Questions




How are forces and motion related?











L1. forces act on objectsL2. gravity affects Earth's tides and planetary movementL3. speed, velocity and acceleration describe motionL4. Newton's Laws of motion

predicting (R),

communicating (R),

solve proportions (M)

Find the relative weight of small objects.

Identify forces acting on objects.

Know the total forces acting on an object, determine the effect of the forces.

Understand that friction can be both helpful and harmful.

Know how mass and distance affect gravitational force between objects.

Know how gravity affects Earth's tides and planetary movement.

Understand how frame of reference is used to describe motion.

Understand the relationship among speed, velocity and acceleration.

Explain and give examples of Newton's 1st, 2nd and 3rd Laws of Motion.

Explore how the work of Albert Einstein led to important discoveries.

Calculate the bouyant force of water as the difference between an object's weight in air minus its weight in water.

Know the proportional relationships and describe such relationships in words, tables or graphs.

Use facts to make a prediction.

force,friction, gravitational force, speed, velocity, acceleration, inertia, momentum

L1. I can list the forces acting on an object and determine the effect of the forcesL1B. I can explain how friction is helpful and/or harmful.

L2. I can explain how mass and distance effect gravitational force and how they realate to the earth.

L3. I can explain and calculate the relationship between speed, velocity and acceleration.

L4. I can classify a situation as one of the Newton's Laws of Motion and give supporting examples.


Directed Inquiry: How can you weigh an object with a spring? p.420

Guided Inquiry: How can an object stay the same but weigh less? p.442


1/30/2015

Unit C - Physical Science - Chapter 16 - Machines Insert

Essential


Learning


Model

Lessons

Summative

Assessments

How do machines make work easier?


L1. machines help people work

L2. inclined plane, wedge,

Balance weights placed on a balance.

Know that work

work, machine, simple machine, compound machine, fulcrum force, effort force

Reading - I can determine cause and effect.

Math - I can substitue numbers into a formula and solve a

Activity Connections, Equipment kits, Quick Activity Transparencies, Activity Flip Charts, Leveled Readers, pearsonsuccessnet.com, Science Content Transparencies, Workbook,

Directed Inquiry: How can you balance different weights? p.452

Chapter Review and Test Preparation, Assessment Book, Unit Wrap-up, Diagnostic Check, Scaffolded












screw, wheel and axle, pulley and lever are the six types of simple machines.

is done when a force moves an object.

Understand how machines help people do work.

Identify and describe six types of simple machines.

Know how a lever, incined plane, wedge, screw, wheel and axle, and pulley can be used to do work.

Understand how simple machines combine to make compound machines.

Observe that a wheel and axle can change the direction of applied force.

Measure the difference in distance moved for a wheel and axle with different circumferences.

Solve real world problems involving whole numbers, fractions, decimals, and common percents using one or two step problems.

Explore connections between science, technology, society, and career opportunities.

Identify causes and effects in a passage.

problem.

L1. I can explain how machines help people do work and that work is done when a force moves an object.

L2. I can identify and describe six types of simple machines and how they work together to make compound machines.

Graphic Organizer Transparencies, Quick Study Masters Guided

Inquiry: How can a wheel and axle make work easier? p.466

Questions, My Science Journal

2/18/2015

Unit C - Physical Science Chapter 17 - Changing Energy Forms

Essential


Learning


Model

Lessons

Summative

Assessments

How can energy change form one form to another?





RST.6-8.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to

L1 Energy can change from one form to another. The law of conservation of mass and energy.

L2. Electricity and magnetism are related. Describe magnetic fields and magnetic domains. There is a relationship between electricity and magnetism in an electromagnet.

Observe the effect a rolling marble has on a group of standing marbles.

Know that energy exists in many different forms.

Identify ways energy changes frrom one form to another.

Explain the law of conservation of mass and energy.

Understand how electricity flows in an electric current.

Describe magnetic fields and magnetic domains.

Understand the relationship between electricity and

energy, kinetic energy , potential energy, electric current, electric circuit, magnetic domain, electric motor, generator

Reading - I can use a graphic organizer to show a sequence of events from a passage.Math - I can solve problems with decimals, percents and money.L1. I can use the law of conservation of mass and energy to explain why energy exists in different forms.L2. I can explain the relationship between electricity and magnetism.


Directed Inquiry: How can marbles pass along energy? p.476

Guided Inquiry: How does a circuit board work? p.490


3/6/2015



the whole and to an understanding of the topic.






magnetism in an electromagnet.

Understand how magnetism can be used to produce electricity.

Make a model of a working citcuit board.

Know the appropriate operations to solve real world problems involving whole numbers, decimals and fractions.

Explore connections between science, technology, and society and career opportunities.

Place events in sequential order.

Unit C - Physical Science - Chapter 18 - Thermal and Light Energy

Essential


Learning


Model

Lessons

Summative

Assessments

How are thermal energy and light energy transferred?









RST.6-8.9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained

L1. Thermal energy is transferred from a hot object to a cooler object.Potential energy is based on position and kinetic energy is based on motion.Thermal energy is the total kinetic and potential energy of the particles in a substance.There is a difference between thermal energy, temperature and heat.Heat flows in solids by conduction.Heat is transferred thtrough convection and radiation.Heat moves easily through conductors but not through insulators.

L2. Waves carry light energy.There are transverse and compressional waves.Light can be reflected, refracted, transmitted and absorbed by matter.

Infer that both light and heat are forms of energy.

Know that an object has potential energy due to its position and kinetic energy due to its motion.

Understand that thermanl energy is the total kinetic and potential energy of the particles in a substance. Know the difference between thermal energy, temperature, and heat.

Know that heat flows in conduction through solids.

Know how heat is transfered through convection and radiation.

Know that heat moves easily through conductors, but not through insulators.

Know that waves carry energy.

Identify the differences and similarities between transverse waves and compressional waves.

Know that light can be reflected, refracted,

thermal energy, heat, conduction, convection, radiation, insulator, conductor, refraction, reflection.

Reading - I can use a Venn diagram to compare and contrast two illustrations.

Math - I can use the problem solving steps to solve a real world problem.

L1 I can explain several ways that thermal energy is transferred and give examples.

L2. I can explain how the different types of waves carry energy.


Directed Inquiry: What can you observe about heat and sunlight? p.500

Guided Inquiry: How does heat move? p.514


3/31/2015



from reading a text on the same topic.


tranmitted, and absorbed by matter.

Know that white light is made up of a mixture of many different colors of light.

Recognize that a graph can show some types of data more clearly thatn a table.

Measure temperature change. (M)

Know the appropriate operations to solve real world problems involving whole numbers, decimals and fractions.

Explore connections between science, technology, and society and career opportunities.

Identify causes and effects in a passage. (LA)

Unit C - Physical Science - Chapter 19 - Earth, Sun and Moon

Essential


Learning


Model

Lessons

Summative

Assessments

What are the effects of the movements of Earth and the moon?









RST.6-8.9 - Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with

L1. characteristics of Earth's sun and moon

L2. Earth and moon revolve an rotate to cause changes

Make a sundial to tell time.

Understand that the sun provides Earth with heat and light needed to sustain life.

Explain how the regular motions of the moon cause moon phases.

Understand how Earth's tilt on its axis and its rotation cause changes on Earth.

Understand how Earth's orbit causes the seasons.

Know the causes and effects of solar and lunar eclipses.

Construct a spectorscope and then observe, describe, compare and contrast spectra.

Solve problems using the metric or customary system involving conversions within the same system.

Examine connections betweeen the science of exploring the universe and career opportunities.

rotate,revolve, orbit, solareclipse, lunar eclipse

Reading - I can use a graphic organizer to write the main idea and details from a science article.

Math - I can convert units within the same measurement units.

L1. I can list several characteristics of the moon and sun.

L2. I can explain the effects of the movements of the Earth and the moon.


Directed Inquiry: How can you build a sundial? p.532

Guided Inquiry: How can you make a spectroscope? p.544


4/30/2015



that gained from reading a text on the same topic.


Determine the main idea in a text and identify relovant details and facts.

Unit D - Space and Technology - Chapter 21 - Impacts of Technology

Essential


Learning


Model

Lessons

Summative

Assessments

What is the Earth's place in the universe?

3.1.A - Identify/Explore parts of a natural/human-made system.

3.1.B - Describe the use of models as an application of scientific or technological concepts.

3.1.B.1 - Use models to demonstrate scientific concepts (i.e., circuits to demonstrate the flow of a charge).

3.1.B.2 - Explain systems by outlining a system’s relevant parts and its purpose and/or designing a model that illustrates its function.

3.2.B.2 - Identify and examine variables within a controlled experiment.

3.2.C.2 - Design and conduct an investigation to answer a question.

3.2.C.4 - Write a conclusion consistent with the results of the experiment.

3.4.D - Describe the composition and structure of the universe and the earth’s place in it.

3.4.D.1 - Distinguish among various objects within the solar system (e.g., planets, comets, moons, asteroids, and meteors).

3.4.D.2 - Compare various planets characteristics.

3.4.D.4 - Identify gravity as the force that keeps planets in orbit around the sun and governs the rest of the movement of the solar system and the universe.

3.4.D.5 - Identify the accomplishments and contributions provided by selected past and present scientists in the field of astronomy.

3.4.D.6 - Identify and articulate space program efforts to investigate possibilities of living in space and on other planets.

L1. Earth's place in the universe, solar system and among the planets.

L2. Stars are born, age, and die, exist in constellations and have different sizes, temperatures and colors.

Identify a planet image among star images by using a grid.

Know that the universe contains billions of stars grouped into galaxies.

Understand that the planets in our solar system have different sizes, compositions, and surface features.

Understand why planets differ.

Know that stars have different sizes, temperatures and colors.

Understand how stars are born, age and die.

Explain and describe constellations.

Make a model that shows the relative orbits of the planets.

Explore how the ideas of Greek astronomer Ptolemy provided the groundwork for future scientists.

Express numbers greater than one in scientific notation..

Use facts from a science article to draw conclusions.

galaxy, solar system, astronomical unit, star,nuclear fusion, light year, magnitude, constellation

Reading - I can use a graphic organizer to write the main idea and details from a science article.

Math - I can convert a power of ten that is less than one from standard form to exponential form.

L1. I can explain several uses of robots and their purposes.

L2. I can list examples and applications of nanotechnology and explain the benefits and risks.


Directed Inquiry: How can a robot tie a shoe? p.580

Guided Inquiry: How can you make a model of a robot arm? p.594


5/29/2015

Essential


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Lessons

Summative

Assessments

Essential


Learning


Model

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Assessments



admin curric maps display. - edl · the grades 6–8 text complexity band independently and ......

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