alignment to the common core gps (ccgps) and georgia ... alignment... · alignment to the common...

Alignment to the Common Core GPS (CCGPS) and Georgia Performance Standards (GPS) for

Middle School Grades

Created by Jessie Moreau, M.Ed., NBCT

Gwinnett County Public Schools

GDOE PowerPoint on Alignment for 2013-14 is posted on GDOE GAA website. It offers some other valuable information across the grade levels for alignment.

Iconic Text

• The use of pictures, symbols, and/or graphics with text

• Be sure to include text with all iconic text

ELACC Reading Literary(RL1)

ELACCRL1 Big Idea:

• Explicit and/or inferential understanding of the meaning of the literary text

- Refer to details in a literary text and identify/describe/explain what the text says explicitly or inferentially

ELACC Reading Literary (RL1)

• ELACC6RL1: Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

• ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• ELACC8RL1: Cite the textual evidence that most strongly

supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Citing Text Explicitly through Character, Setting & Episode Activities

(RL1)

“A Small White Scar” materials created by LaWanda Dalton, Hart County; Kayse Harshaw, GDOE; Jessie Moreau, Gwinnett County Schools;

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions (RL1)

“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County and LaWanda Dalton, Hart County Schools

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions by

Placing/Removing Iconic Text from Adapted Text or Matching to Projected Story Text (RL1)

“Charlie & the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Public Schools

a dollar bill a Wonka Bar sucked up river pipe

SP

EC

IME

N

Refer to Text to Cite What Text Says Explicitly and Implicitly to Demonstrate Comprehension of

Event/Character/Setting (RL1)

“Charlie and the Chocolate Factory” materials created by Jessie Moreau, Gwinnett County Schools

“20,000 Leagues…comprehension materials created by Juanita Pritchard, Cobb County Schools & Jessie Moreau, Gwinnett County Schools

Refer to Text to Cite What Text Says Explicitly to Answer Comprehension Questions using

Character Cube or Character/Plot Foldout (RL1)

“Charlie & the Chocolate Factory” materials created by LaWanda Dalton, Hart County & Jessie Moreau, Gwinnett County Schools

Describe how the story unfolds and the character’s reactions (RL3)

Use of fold out book to tell what happens during an episode and the character’s reaction to the event

“A Small White Scar” materials created by LaWanda Dalton, Hart County Schools

Describe how the story unfolds and the character’s reactions (RL3)

What happens first? Then what happens?

Use of fold out book to tell what happens during an episode and the character’s reaction to the event

ELACC Reading Informational (RI1)

ELACCRI1 Big Idea:

• Explicit and/or inferential understanding of the meaning of the informational text

- Refer to details in informational text and identify/describe/explain what the text says explicitly or inferentially

ELACC Reading Informational (RI1)

ELACC6RI.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.

ELACC7RI.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELACC.8RI.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Refer to Text to Cite What Text Says Explicitly

to Answer Comprehension Questions (RI1)

Using “Unique” for Reading Informational Text

Comprehension Comprehension materials from the Unique Learning System © N2Y, Inc.

Refer to Text to Cite What Text Says Explicitly

to Answer Comprehension Questions (RI1)

Referring to Informational Text materials from

Unit Stories to Show Comprehension Cocoa Bean materials created by Jennifer Farner, Whitfield County Schools;

Bubble Gum materials created by Jessie Moreau, Gwinnett County Schools

Cocoa beans make chocolate. Cocoa beans make

Rice Krispie Treats.

Citing Text Explicitly from Recipes (RI1)

Recipes created by Jessie Moreau, Gwinnett County Schools;

Following a recipe then answering questions to cite

explicitly from text

Following a recipe then citing text explicitly from the recipe to tell how

Muffin Pizza was made.

Citing Text from a Recipe (RI1)

“Making Mandarin Orange Fruit Salad” comprehension worksheet created by Jessie Moreau from LaWanda Dalton’s original recipe

Following a recipe then citing text from the recipe .ppt to answer questions

Literary vs. Informational Domain

• Reading Literary & Reading Informational standards are worded exactly the same

• Major difference is the focus on either literary or informational text

• Be sure to select the domain that goes along with the type of text being read

ELACC Language (L4a)

ELACCL4a Big Idea:

• ELACC.L.4a for 6th & 7th Grades

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

ELACC Language (L4a)

ELACCL4a Big Idea:

Determine the meaning of new/unfamiliar words in context.

-Words cannot be presented in isolation – there must be a context (phrase, sentence, paragraph)

- Words can be written or spoken

-Iconic text is allowed to accompany print

-Any word can be used as long as in context and age/grade appropriate (and words are appropriate )

ELACC Language (L4c)

ELACCL4c Big Idea:

Determine the meaning of new/unfamiliar words through use of reference and specialized reference materials.

- Meaning must come from a reference source, e.g., picture glossary; picture dictionary; vocabulary definition built into a .ppt

- Words must be based on Grade Level reading & content information

- Iconic text is allowed to accompany print

ELACC Language (L4c) • ELACC6-8L4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 6-8 reading and content, choosing flexibly from a range of strategies.

6L4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

7L4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

8L4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Consult Reference Materials to Determine Word Meanings (L4c)

Using a built in glossary to find word meanings from within the text.

Consult Specialized Reference Materials to Determine Word Meanings (L4c)

Using a specialized Treasure Island glossary to find word meanings from within the text.

Glossary materials created by Juanita Pritchard, Penni Singleton, Marie Stapleton, Lynn Heyen, (DOE Core Access Teachers)

a representation of a place drawn to scale on a flat surface

x

map

crew

inn

a hotel in which people live

ELACC Speaking & Listening (SL1c)

ELACCSL1c Big Idea:

Pose and respond to questions on grade level topics, texts, issues in one-on-one situations, in groups and with teacher-led discussions.

(Using student’s communication system(s) e.g., speech, sign language, AAC device, iconic text, PECS and/or other Assistive Technology

ELACC Speaking & Listening (SL1c)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade (6,7 or 8) topics and texts, building on others’ ideas and expressing their own clearly.

ELACC6SL1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

ELACC7SL1c. Pose questions that elicit elaboration and respond to

others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

ELACC8SL1c. Pose questions that connect the ideas of several

speakers and elicit elaboration and respond to others’ questions and comments with relevant evidence, observations, and ideas

Answering questions about grade level curricular subjects verbally, with

selection of iconic/tactile text or with AAC (SL1c)

How many green M&Ms were in the bag? (two)

What color hair do you have ? (student removes brown hair picture

during math survey activity)

Pictures courtesy of Jessie Moreau, Gwinnett County Schools

ELACC Speaking & Listening (SL4)

ELACCSL4 Big Idea:

Presentation of knowledge through communication of details, facts, main ideas

(Using student’s communication system(s) e.g., speech, sign language, AAC device, and/or other Assistive Technology

Examples: Give a report on topic researched;

sequence the steps of a task analysis; tell facts of what happened in a story


• ELACC6SL4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• ELACC7SL4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• ELACC8SL4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


After writing the report, students can present their report, either verbally or using an AAC device.

ELACC Informative/Explanatory Writing (W2a)

• ELACC.6.W.2 a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• ELACC.7.W.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

ELACC Writing (W2a)

ELACCW2a Big Idea:

• Writing informative/explanatory text

- writing within organizational structures with focus

on the content

Examples: writing a letter (not identifying parts of the letter);

Transition profiles; resume writing; writing about a topic; compare & contrast

Writing using Venn Diagram to organize ideas through comparing & contrasting

between a book and a movie

Writing to show Cause & Effect

Using an Organizational Structure to Organizing ideas through compare/contrast, cause & effect

( 6th & 7th Grade W2a)

ELACC Informative/Explanatory Writing (W2a)

• ELACC.6.W.2 a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• ELACC.7.W.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• ELACC.8.W.2 a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension

Using an Organizational Structure

to Write about a Topic (W2a)

Materials created by Jessie Moreau, Gwinnett County Public Schools

Writing about a topic: Transition Profile

Writing about a topic: Informative Topic Report

ELACC Informative/Explanatory Writing (W2b)

• ELACC.6.W.2 b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• ELACC.7.W.2 b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

• ELACC.8.W.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

ELACC Writing (W2b)

ELACCW2b Big Idea:

• Writing informative/explanatory text

- Describe a topic and include details, facts, and/or examples

Examples: “Unique” and other writing activities about a particular topic; writing recipes, adapted Frayer model

Using a Character Trading Card structure to write to include facts, details, descriptions (W2b)

Using an adapted Frayer Model to write about a topic to include facts, details, definitions, quotes (W2b)

Writing about a topic: Effects of Pollution

using a tactilized adapted Frayer Model

Westward Expansion Frayer Model information

Revised Frayer Model templates and tactile materials created by Jessie Moreau, Gwinnett County; Westward Expansion materials created by Susan Murray, Columbia County Schools.

Writing to Include Details and Facts about a Topic

(W2b)

Using “Unique” for Writing Informational Text

Writing materials from the Unique Learning System © N2Y, Inc.

Writing to Include Details and Facts

about Curricular Topics


Writing about a topic: History of Bubble Gum

Writing to Include Facts about a Completed Recipe Task (W2b)

S’more Writing by AshlleySaye & Jessie Moreau; English Muffin Pizza created by Jessie Moreau, Gwinnett County Schools

ELACC Writing (W3d)

ELACC W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELACC6W3d. Use precise words and phrases, relevant descriptive details,

and sensory language to convey experiences and events.


and sensory language to capture the action and convey experiences

and events.


and sensory language to capture the action and convey experiences

and events.

ELACC Writing (W3d)

ELACCW3d Big Idea:

• Write narratives about real or imagined experiences

or events using details, sensory language (creative writing)

Examples: Journal writing, descriptive writing about the senses, “Story Bird” creative writing

Journal Writing about Real and Imagined Experiences (W3d)

School Journal created by Jessie Moreau & Cyndi Masters, Gwinnett County; “20,000 Leagues… journal created by Juanita Pritchard, Cobb County Schools

Writing about Real or Imaginary Sensory Experiences (W3d)

“Treasure Island” sensory writing web created by Juanita Pritchard, Cobb County Schools

-Using a writing tree to choose sensory details to include in writing about a real or imagined experience

Writing about Real and Imagined Experiences (W3d)

Writing Wheel concept by Juanita Pritchard, Cobb County & LaWanda Dalton, Hart County; Materials created by Jessie Moreau, Gwinnett County Schools

-Using a writing wheel to choose ideas/details to include in writing about yourself -Selecting the ideas/details and placing them in a sentence structure for writing a sentence.

ELACC Writing (W7)

ELACC W7: Conducting short research projects to answer a question

using a variety of sources

ELACC.6.W.7 Conduct short research projects to answer a question, drawing

on several sources and refocusing the inquiry when appropriate.

ELACC.7.W.7 Conduct short research projects to answer a question, drawing

on several sources and generating additional related, focused questions for further

research and investigation

ELACC.8.W.7 Conduct short research projects to answer a question (including

a self-generated question), drawing on several sources and generating additional

related, focused questions that allow for multiple avenues of exploration.

Conducting Short Research Project

to Answer a Question (W7)


Writing about a topic: Research Report

Cross-Curricular Materials

• Reading & Writing with informative text works GREAT across the different curricular areas

• Unit-type lessons encourage cross curricular learning

• Many comprehension/writing materials already in use may align to the ELA Common Core!

Ratios & Proportions (RP) Adapted Living Skills – Cooking Ratios

Cooking Ratio Recipes & Math Materials created by LaWanda Dalton, Hart County Schools

MCC.6.RP.1

Ratios & Proportions (RP) Vocational Skills: Packaging Ratios

Students must identify the ratios through writing numbers, number stickers or via AAC device response

Packaging baggies of candy using ratios:

3 Life Saver™ Candies : 2 Hershey Kisses™ : 1 Hershey Hug™ : 2 Peppermint Candies

Ratio Materials created by Jessie Moreau, Gwinnett County Schools

MCC.6.RP.1

Ratios & Proportions (RP) Leisure Skills: Beaded Ornament Ratios

Create beaded pipe cleaner snowflake ornament using ratios:

6 clear beads : 4 gold beads per pipe cleaner (on ornament & jig)

8 clear beads : 4 gold beads per pipe cleaner (on jig)

4 clear beads : 4 gold beads per pipe cleaner (on ornament)

Students must identify the ratios through writing numbers, number stickers or via AAC device response

Ratio Materials created by Jessie Moreau, Gwinnett County Schools

MCC.6.RP.1

MCC6.RP.3a, MCC7.RP.2a

Ratios & Proportions (RP) “ Vitruvian Man” Math

Students measure or identify measurements of specified body parts then compare to find ratios and place lengths on the Coordinate plane

Leonardo DaVinci discovered proportions in the human body that he called “perfect proportions”. If the ratios fall on the line, that can be considered a perfect proportion.

Math materials created by Jessie Moreau based upon LaWanda Dalton’s “Vitruvian Man” original math concept.

MCC.7.NS.3 Solve real-world and mathematical problems involving

the four operations with rational numbers.

Number Systems (NS) Grocery List Multiplication and Addition

Materials created by Jessie Moreau, Gwinnett County Schools;

Using manipulatives, tactile numbers and AAC device to solve addition

with whole numbers (a subset of rational numbers).

MCC.7.NS.3 Solve real-world and mathematical problems involving

the four operations with rational numbers.

Number Systems (NS) Addition using Manipulatives

Math Basics for Equations & Expressions

• 4 + 1 = x (prerequisite for solving an equation)

• 4a + 1b is an expression (no equals sign) • 4d + 2d + d (solving equation at prerequisite level) • x + 5 = 10 aligns with “solving linear equations” • 2a + 3b + 1c is a polynomial expression

• 2(2a + 3b + 1c) = 4a + 6b + 2c (expanding polynomial using

distributive property)

Equations & Expressions (EE) Solving equations

Vetted by GDOE Math Specialist 8/8/12; created by Jessie Moreau, GCPS, 2010; updated for CC Math, 2012.

Follow the .ppt for instruction then use the worksheets for assessment.

Change bag contents with various types of candy or snack items for repeated practice. Create your own bags using real candy!

MCC6.EE.5, MCC7.EE.4a, MCC8.EE.7b

Using Attainment’s, “Teaching to the Standards” Math Adapted by Jessie Moreau from “Teaching to Standards: Math” – Attainment Company, Inc.

Equations & Expressions (EE) Solving Equations


Equations & Expressions (EE) Solving Equations


Be sure to create a word problem (written or verbal) for Grade 7 to go along with the equations.

Algebra hat materials created by Jessie Moreau from “Teaching to Standards: Math” – Attainment Company, Inc & Penny Knox, Pierce County Schools.

Equations & Expressions (EE) Polynomials for Recipes

“Let’s Have S’more Math” created by LaWanda Dalton, Hart County & Jessie Moreau, Gwinnett County Schools

MCC6.EE.2, MCC7.EE.1, MCC8.EE.7

Simple polynomial expressions which can be expanded by doubling/tripling/quadrupling the specific items (variables) making up the polynomial.

Equations & Expressions (EE) Polynomial Expressions

Using Mandarin Orange Salad recipe and The Hobbit to create and expand

polynomial expressions “The Hobbit Polynomials” created by Jessie Moreau; Mandarin Orange Salad Polynomials created by LaWanda Dalton, Hart County

MCC6.EE.2, MCC7.EE.1, MCC8.EE.7

Functions (F) (8th Grade) Candy & Bowling Functions

Function materials created by Jessie Moreau, Gwinnett County Schools

Alignment for 8th grade functions consists in answering questions

about the x and y from the function chart or creating the graph with x,y ordered pairs.

RT ST

RT

Functions (F) (8th Grade) Batting Averages

Batting Averages function materials created by Jessie Moreau, Gwinnett County Schools

MCC8.F.1

8th Grade – the focus is on graphing the function based upon the ordered pair (x,y) information

MCC7.G.1

Scaled Drawing materials created by LaWanda Dalton , Hart County & Jessie Moreau, Gwinnett County Schools

Geometry (G) Scale Drawings

Students can reproduce scaled drawings by matching or actually drawing simple scaled drawings. These materials are meant to accompany the story, “A Small White Scar.”

Rotation (turn) Reflection (flip)

Translation (slide) Congruence through Transformation materials created by LaWanda Dalton, Hart County Schools

Geometry (G) Congruence through Transformations

MCC8.G.2

Rotation (turn) Reflection (flip)

Translation (slide)

Congruence through Transformations created by Jessie Moreau, Gwinnett County Schools

MCC8.G.2



MCC8.G.2

Equals Math, Chapter 9, Level 3 Equals Math, Chapter 9, Level 1

MCC.6.G.4 Represent three-dimensional figures using nets made up of rectangles

and triangles, and use the nets to find the surface area of these figures. Apply

these techniques in the context of solving real-world and mathematical problems.

Geometry (G) Using Nets of 3-D Triangles & Rectangles

Which net fits this blue triangle? Which net covers a bigger area?

Statistics & Probability (SP)

MCC6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

The website below gives a very good description of what constitutes a statistical question. Please take a look at it before you create your materials if using this standard.

http://prezi.com/7dduuepolwyu/what-is-a-statistical-question-6th-grade-math/
















In the survey below, the question, “How many TVs in your house?" is a statistical question as there may be various responses given. (MCC6.SP.1 ) The student must identify this question – that is the alignment portion to this 6th grade standard.

The data sheet questions are not statistical questions as they do have a specific answer. These questions analyze the data (draw inferences) in response to the statistical question. (MCC7.SP.2)

(MCC6.SP.1 )

Score the identification of the statistical question.

Do not use this sheet for MCC6.SP.1.

You may create two questions,

one statistical and one not,

for students to make a choice.


1. What is the movie of choice for the Green family?

2. Where did the Green family shop?

From Attainment’s, “Teaching to the Standards” Math

MCC6.SP.1

“What is the movie of choice for the Green family?”

is not a statistical question!

If using the Teaching to the Standards: Math materials – most of the questions

are NOT statistical questions.

You may change one of the questions to a true statistical question if you want

to use these materials for MCC6.SP.1.

“How many votes will each movie receive from the Green family?”

is a statistical question.

MCC7.SP.2 Use data from a random sample to draw inferences about a population

with an unknown characteristic of interest. Generate multiple samples (or simulated

samples) of the same size to gauge the variation in estimates or predictions.

Use the tally chart data to answer

the questions. Include this page for

documentation but do not score it.

Student uses this worksheet to analyze the

data from the tally chart.

Score this work for 7th grade GAA alignment.

Statistics & Probability (SP) Analyzing collected data




Use the dot plot chart data to answer

the questions. Include this page for

documentation but do not score it.

Student uses this worksheet to analyze

the data from dot plot.

Score this work for 7th grade GAA alignment.



Using Attainment’s, “Teaching to the Standards” Math

materials

Adapted by Jessie Moreau from “Teaching to Standards: Math” – Attainment Company, Inc.

MCC7.SP.2

Using Data from a Random Sample: Use the story for instruction but for assessment, do a survey to actually get a random sample of responses.

Be sure to include the data and answer a question or questions about the data.

Men in Black




Students make a prediction then collect data from random sample.

They then use the data from the tally sheet to analyze

the data by answering questions.

Score the survey questions response worksheet for 7th grade GAA alignment.


Dot Plots – MCC.6.SP.4 Statistics & Probability (SP)

Dot Plot materials created by Jessie Moreau, Gwinnett County Schools

Must display numerical data

on a number line in the form of Dot Plots.

Dot Plots – MCC6SP4 Statistics & Probability (SP)

TV Survey Dot Plot materials created by LaWanda Dalton, Hart County Schools

Must display numerical data

on a number line in the form of Dot Plots.

Score only the dot plot.

Use the tally chart to get the

data for the dot plot. Include

this page for documentation

but do not score it.

100%

Independently

Histograms graph groups of numbers according to how often they appear. The x-axis will be a number range; the y-axis will be the frequency. For example, this histogram shows the frequency of yellow M&M’s® per fun size bag from 25 packs:

Example from: http://www.statcrunch.com/5.0/viewreport.php?reportid=9365

Creating a Histogram Histogram Materials by Jessie Moreau, M.Ed., NBCT

2 bags had 1 yellow 4 bags had 2 yellow 5 bags had 3 yellow 7 bags had 4 yellow 2 bags had 5 yellow 2 bags had 6 yellow 0 bags had 7 yellow 3 bags had 8 yellow

Number of Yellow M&M’s® per Bag

How many bags had 4 yellow M&M’s? Answer: 7 bags

Histograms (MCC.6.SP.4)


TV Survey Histogram materials created by LaWanda Dalton, Hart County Schools

Histograms must display numerical data

in a graph format using a range of numbers.

Score only the histogram responses.

Use the tally chart to get the

data for the histogram. Include

this page for documentation

but do not score it.


MCC8.SP.1

“ Vitruvian Man” Scatter Plot

Scatter Plots require more than one data point to show relationship/patterns between data.

Scatter Plot materials created by Jessie Moreau, Gwinnett County Schools

Statistics & Probability (SP) Time Worked & Money Earned

Scatter Plots require more than one data point to show relationship/patterns between data.

MCC8.SP.1

Scatter Plot materials created by Jessie Moreau, Gwinnett County Schools

Science Georgia Performance Standards

(GPS) Examples

S6E1 - Students will explore current scientific views of the universe and how those views evolved.

c. Compare and contrast the planets in terms of :

-Size relative to the earth -Surface and atmospheric features

-Relative distance from the sun -Ability to support life

Planet materials created by Susan Keeney & Kerrie Garrett , Gwinnett County Schools; Ceil Harper, Coweta County Schools

Organizes Data into graphs, tables, charts Interprets graphs, tables, charts

S6E2 - Students will understand the effects of the relative positions of the earth, moon and sun.

a. Demonstrate the phases of the moon by showing the alignment of the earth, moon,

and sun.

Interprets graphs, tables, charts

Organizes data into graphs, tables, charts

S6E3 - Students will recognize the significant role of water in earth processes.

b. Relate various atmospheric conditions to stages of the water cycle

Water Cycle materials created by Jessie Moreau and Caroline Whitten, Gwinnett County Schools

Aligned to a Characteristic of Science: Interprets graphs, tables, charts

S6E5 - Students will investigate the scientific view of how the earth’s surface is formed.

a. Compare and contrast the Earth’s crust, mantle, and core including temperature,

density, and composition.

Aligned to a Characteristic of Science:

Uses Models Clay Model of Earth materials created by Barbara Monday, Floyd County Schools

Students create their own clay models of the earth

then label it or a picture of it.

Tactile board activity

Organizes Data into graphs,

tables, charts Tactile materials created by Jessie Moreau, Gwinnett County Schools; Bridge to Terabithia Dichotomous Key created by LaWanda Dalton, Hart County Schools

S7L1 - Students will investigate the diversity of living organisms and how they can

be compared scientifically.

b. Classify organisms based on physical characteristics using a dichotomous key

of the six kingdom system (… fungi, plants, and animals).

Asks quality questions

(student has to do the asking)

Aligned to standard but not aligned to a Characteristic of Science

S7L2 Students will describe the structure and function of cells, tissues, organs, and

organ systems.

b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts,

mitochondria) to basic cell functions.

Cell materials created by Christy Smith, Gordon County Schools

S7L2 Students will describe the structure and function of cells, tissues, organs, and

organ systems.

c. Explain that cells are organized into tissues, tissues into organs, organs into

systems, and systems into organisms.

Characteristic of Science: Organizes Data into graphs, tables, charts

Created by Jessie Moreau and Kerrie Garrett, Gwinnett County Schools

http://www.harcourtschool.com/activity/food/arctic_activity.html

Characteristic of Science: Organizes data into graphs, tables, charts

S7L4 - Students will examine the dependence of organisms on one another and their environments.

b. Explain in a food web that sunlight is the source of energy and that this energy

moves from organism to organism.

http://www.harcourtschool.com/activity/food/arctic_activity.html

S7L4 - Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).

Aligned to a Characteristic of Science: Organizes data into graphs, tables, charts

Biome materials created by LaWanda Dalton, Hart County Schools

e. Distinguish between changes in matter as physical (i.e., physical change) or

chemical (development of a gas, formation of precipitate, and change in color).

S8P1 - Students will examine the scientific view of the nature of matter.

C of S: Interprets tables, graphs, charts C of S: Organizes data into tables, graphs, charts

Materials created by Jessie Moreau, Gwinnett County Schools;

C of S: Uses models

(Student must use the real items

as models before responding)

Simple Machine materials created by Jessie Moreau, Gwinnett County Schools

S8P3 Students will investigate relationship between force, mass, and the motion of objects.

c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge,

screw, and wheel and axle) on work.

C of S: Organizes data into graphs,

tables and charts.

Aligned to standard;

Not aligned to a Characteristic of Science

S8P3 Students will investigate relationship between force, mass, and the

motion of objects.

c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge,

screw, and wheel and axle) on work.

Simple Machine materials created by Jessie Moreau & Shawn Stokes, Gwinnett County Schools

Social Studies Georgia Performance Standards

(GPS) Examples

SS6G12a: Locate on a world and regional political-physical map:

the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.

Australia materials created by Juanita Pritchard, Cobb County Schools

When it says, “Locate on a map” then all 4 pieces of evidence

must include maps.

Africa materials created by Jessie Moreau, Gwinnett County Schools and Juanita Pritchard, Cobb County Schools

When it says, “Locate on a map” then all 4 pieces of evidence

must include maps.

SS7G1 - The student will locate selected features of Africa.

a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna,

tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria,

Atlas Mountains, and Kalahari Desert.

SS6E4, SS7E4, SS8E5 The student will explain personal money management choices in terms of income,

spending, credit, saving, and investing.

Earn, Spend, Save materials created by Susan Murray, Columbia County Schools & Jessie Moreau, Gwinnett County Public Schools

Earn, Spend, Save materials created by Jessie Moreau, Gwinnett County Public Schools

SS6E4, SS7E4, SS8E5 The student will explain personal money management choices in terms of income,

spending, credit, saving, and investing.

SS8E3 The student will evaluate the influence of Georgia's economic growth and development.

c. Evaluate the importance of entrepreneurs in Georgia who developed such enterprises

as Coca-Cola, Delta Airlines, Georgia-Pacific, and Home Depot

Georgia Entrepreneur materials created by Jessie Moreau, Gwinnett County Public Schools

Civil War materials created by Diane Scott, Clarke County Schools & Jessie Moreau, Gwinnett County Schools

SS8H6b. State the importance of key events of the Civil War; include Antietam,

Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia's

coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and Andersonville.

alignment to the common core gps (ccgps) and georgia ... alignment... · alignment to the common...

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