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MSA Science Review Packet–Science–Grade Five Prince George’s County Public Schools

Science

MSA Review Packet 2012

Aligned with the Maryland State Curriculum

Grade 5 Copyright July 30, 2012

Prince George’s County Public Schools

PGIN 7690-1609 Board of Education of Prince George’s County, Maryland


BOARD OF EDUCATION OF

PRINCE GEORGE’S COUNTY, MARYLAND

Verjeana M. Jacobs, Esq., Chair

Peggy Higgins, LCSW – C, Vice-Chair

Donna Hathaway Beck Rosalind A. Johnson

Amber P. Waller Patricia Eubanks

Carolyn M. Boston Henry P. Armwood, Jr. Edward Burroughs, III

Shabnam Ahmed, Student Board Member

William R. Hite, Jr., Ed.D., Superintendent of Schools

A. Duane Arbogast, Ed.D., Chief Academic Officer Gladys Whitehead, Ph.D., Director, Curriculum and Instruction Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs Godfrey Rangasammy, Science Supervisor


Acknowledgements Prince George’s County Public Schools wishes to thank the following professionals who worked on the 2011-2012 Curriculum Framework Progress Guides for Science:

Science Office Godfrey Rangasammy

Daria Valentine Traci Walkup-Belton

Elementary School Curriculum Writing Team

In addition, appreciation is given to the editors and Curriculum Writing Center Staff for their assistance and hard work.

Table of Contents Summary ....................................................................................................................................................................... 7

Improving Reading Stamina .............................................................................................................................................. 9

TIPS FOR TEACHING RESPONSES TO BCRs: DO’s and DON’Ts .................................................................................. 11

Healthy Habits Can Give Test-Takers an Edge ................................................................................................................. 12

1.A.1.c ......................................................................................................................................................................... 13

1.A.1.f .......................................................................................................................................................................... 14

1.A.1.g ......................................................................................................................................................................... 19

1.C.1.a ......................................................................................................................................................................... 22

2.A.2.c ......................................................................................................................................................................... 26

2.A.3.c ......................................................................................................................................................................... 29

2.D.1.b ......................................................................................................................................................................... 30

2.D.2.b ......................................................................................................................................................................... 34

3.A.1.d ......................................................................................................................................................................... 37

3.B.2.b ......................................................................................................................................................................... 38

3.B.2.c ......................................................................................................................................................................... 42

3.E.1.a ......................................................................................................................................................................... 48

3.E.1.b ......................................................................................................................................................................... 52

4.B.1.b ......................................................................................................................................................................... 53

4.C.1.a ......................................................................................................................................................................... 56

4.D.1.a ......................................................................................................................................................................... 60

6.A.1.a ......................................................................................................................................................................... 64

6.A.1.b ......................................................................................................................................................................... 66

6.A.1.c ......................................................................................................................................................................... 68

6.B.2.a ......................................................................................................................................................................... 70

6.B.2.b ......................................................................................................................................................................... 73

6.B.2.c ......................................................................................................................................................................... 78

Teacher Answer Key ................................................................................................................................................... 80

Brief Constructed Response (BCR) Rubric .................................................................................................................. 80

Brief Constructed Response (BCR) Samples: Student Responses ............................................................................... 81

CURRICULUM GUIDE EVALUATION FORM ................................................................................................................... 87


7

Summary The purpose of the Science MSA Review Packet is to better prepare our students for Science MSA. This tool can be used in many ways including:

• Homework • Whole Class Review • Individual Assignment • Cooperative Group Activities • Pre-Assessment for in Class Data Collection • Promote Laboratory Investigations, Demos and Hands-On Activities

Each indicator and item was selected to increase student performance based on data analysis from FAST assessments dating from January 2009 to January 2012. Review items were retrieved from Science MSA Public Release Items at www.mdk12.org, Massachusetts Public Release Items at MCAS Question Search and from the PGCPS Science Problem of the Week Student Booklet. Each assessment item is formatted with the:

• Standard • Topic • Indicator • Objective • Key Concepts • Strategies

For each MSA indicator within this review packet we listed available resources below each indicator to accompany your textbook kit and the online resources. Classroom Resources:

• Scott Foresman Discovery Channel School Student DVD Exam View Mind Point Quiz Show CD-ROM Audio Text Vocabulary Cards Lab Zone Activities (within the textbook)

http://www.mdk12.org/

http://www.doe.mass.edu/mcas/search/

MSA Science Review Packet–Science–Grade Five Prince George’s County Public Schools 8

Google Site for Elementary Science and Scott Foresman Online Resources:

https://sites.google.com/a/pgcps.org/elementary-science-site/ School Improvement in Maryland Maryland State Assessment (MSA) Public Release Items & Strategies:

www.mdk12.org If applicable use your school’s account for:

www.brainpop.com

Suggested Reading & Writing Strategies

Academic Language Accelerator (each school has this resource, check with your Science EC)

https://sites.google.com/a/pgcps.org/elementary-science-site/

http://www.mdk12.org/

http://www.brainpop.com/


9

Improving Reading Stamina Revised February 2009

Many teachers in the state of Maryland have noticed a lack of “Reading Stamina” in students while taking the Maryland School

Assessment (MSA.) “Reading Stamina” is the level at which a reader is able to independently remain focused and engaged in the reading process. Every reader finds that sometimes meaning breaks down, so developing stamina includes noticing when this happens and learning what to do when a reader loses focus.

The following suggestions are made to increase Reading Stamina. There is not a quick fix. “Research shows that reading stamina will gradually increase with the amount of time spent reading. Just like athletes spend months preparing for the Olympics, reading stamina will only increase with quality reading practice.” Whitehead, N. (2004). The Effects of Increased Access to Books on Student Reading Using the Public Library, Reading Improvement, Fall Vol.41 Issue 3, p1565, 14p.

Try some of the techniques on the following pages. These can be integrated into any reading lesson in whole or small group

or in the content areas. We also recommend the lesson in The Comprehension Toolkit, “Notice When You Lose Your Way” (In Monitor

Comprehension, pg. 12) and The Genre of Test Reading (in Extend and Investigate, pgs. 73-84). Special Thanks to the Reading/English Language Arts, Social Studies, and Special Education Department members of Martin Luther King, Jr. Middle School, who assisted with the original development of these suggestions in collaboration with the Reading/English Language Arts Office Feelings and Thoughts That Block Comprehension When previewing any text, ask students, “What feelings do you have when you first look at something assigned to you to read?”

o Facilitate an honest discussion with students about the emotions that may block a “Good Reader” from comprehending or even attempting to comprehend (e.g., feeling overwhelmed, not thinking they have any background knowledge, bored, stressed about other things in their lives)

o Ask if they experience difficulties getting focused more with stories or informational text, and let them think/pair/share their ideas and reasons. (There is no right or wrong answer, but it helps them to be aware of their own preferences.)

Ask students if they have ever realized that they are reading words but haven’t been paying any attention to what they are reading. Share your own experience of this and think/pair/share their experiences.

Brainstorm things to do when they get off track or lose their way: o Reread o Read on o Paraphrase what they just read o Use background knowledge – what do you know that relates to this? o Ask themselves questions and see if they are answered later o Mark a place in text where they are confused o Ignore pronunciation of unfamiliar names and places


If students cannot share appropriate techniques, the teacher should share how they maintain their focus. Use the words “Good Readers” when modeling for students what to do to continue thinking while they read.

When teachable moments arise, with real-life interruptions, draw students’ attention to how this may be a time they will have to use their “Good Reader” strategies to remain focused.

Tell students to note how well they maintain focus or refocusing today during independent reading. Share a few of their observations during closure.

Continue to consistently praise several students each day who demonstrate effort to maintain their focus. Rating Your Stamina Ask students, “How long can you concentrate when reading? On a scale of 1 to 10, with 10 being absolutely terrific, how would

you rate your reading stamina?” The teacher should briefly discuss how a “Good Reader” builds stamina. Students can often relate when comparisons are made

to contemporary athletes, guitar players, rappers, etc… The key concept is PRACTICE! On different days, the teacher can continue this same conversation regarding reading stamina and discuss how it might change

when reading familiar topics, a Social Studies text, a theme/unit test, or MSA. Again, tell students that sometimes the only difference between a student who scores proficiently and one who does not is a matter of increased reading stamina.

During these discussions, remind students to remember to apply their reading strategies if they find their concentration waning. Tell students to score themselves during independent reading. Share a few of their scores during closure every day. Continue during the following days to encourage students to increase their reading stamina. They should note how long and how

well they are able to stay focused and comprehend during all types of reading. Discuss the things students have learned to do to flex their reading muscles and read for longer periods of time. Challenge them

to extend their real reading for a little longer each day. Integrate this challenge into reading logs for school or home reading. On an ongoing basis, to increase reading stamina teachers should… Gradually increase the chunks of text that students are asked to read silently. Explain to students that you will be increasing the

length of text to build their reading stamina. Praise, encourage, praise!!!! Discuss successes and challenges along the way. Think twice before assigning questions and worksheets if these are preventing students from using chunks of time for reading.

Restate the main purpose for reading—CREATING MEANING—as you remind students to increase their reading stamina. It’s not just about calling the words and finishing.

Continue to have conversations regarding challenges with “boring” text. Discuss how “Good Readers” often have to read boring text also. Remind students that “Good Readers” persevere. Note when students do persevere and praise them individually and honestly for increasing their reading stamina.

Continue to encourage students to underline, write keywords, and make notes of their inner conversations if the materials may be written on.

Help students to notice how they are increasing their reading stamina from February through March (and hopefully through June!)

The week before MSA… Ask students how they feel about reading several short passages in a row about different topics. (Possible responses: interesting

because there are lots of different topics to keep my interest; confusing because I am still thinking about the last topic when I move on to a different one; by the last passage I’m not really concentrating anymore.)

Brainstorm techniques to help when reading several short passages in one sitting. (Possible suggestions): o Take a deep breath and a seated stretch between passages. o Quickly preview the text and text features and think about what you already know about the topic to get your mind ready

for the new selection. o Be positive! If you don’t think you like this topic or type of story, maybe you will be surprised!

Remember… It takes perseverance on the part of the teacher to assist students in building reading stamina.

Best of luck!!!


11

TIPS FOR TEACHING RESPONSES TO BCRs: DO’s and DON’Ts

From Teacher’s Guide to Modeling and Scoring BCRs, Grade 5, PGCPS (Applicable to all grades 3-8)

• Repeating the answer in the concluding sentence does NOT enhance the score of a BCR. Students should be encouraged to EXTEND or CLARIFY their thinking, rather than simply restating what they have already written.

• Extending and clarifying DOES NOT mean adding a text-to-self connection that is not text-based and text-relevant.

Statements such as “I know the character was brave because my brother was brave when he saved my little sister from drowning” do not demonstrate understanding of the text and therefore do not enhance the student’s score. DO NOT model responses that include these types of added comments.

• Grammar, punctuation, and spelling DO NOT count as part of the score of a BCR. A BCR is scored ONLY on how well it

demonstrates understanding of the text in relation to the question. Too much attention focused on correct spelling will discourage students from taking risks to use high-level vocabulary, which DOES enhance their scores on BCRs.

• There is no specific number of examples required for a score of 3 or 2. A response with one well-developed example may

score higher than a response with two or three examples with no explanation.

• Well-paraphrased text support is usually preferable to directly quoting or copying from the text (Quoting will be necessary in some questions related to author’s use of language). However, a well-chosen quotation can enhance a response, and directly quoted text support is preferable to none at all! Some students may need to directly quote as a first step towards learning to paraphrase.


12

FORT WORTH STAR-TELEGRAM (Fort Worth, TX) Nov. 4, 2004, n.p. - Adapted © 2004, KIDS ELEMENTS. Distributed by KNIGHT-RIDDER/TRIBUNE Information Service Healthy Habits Can Give Test-Takers an Edge By Carolyn Poirot Knight Ridder Newspapers Getting ready to take a big test is a lot like training to run a marathon: The night before the test, you need to eat a dinner of pasta with red meat sauce, mixed-greens salad with two tablespoons of light salad dressing, a bread stick or two, and, for dessert, fresh fruit with sorbet--or something similar. …That's the word from Gregg Driben, president of Peterson's Test Lab, a new research center, dedicated to modifying lifestyle factors to create better test-takers. Driben urges students to take a holistic approach: Fully prepare the mind and body to focus on the biggest test they will ever take in high school. "You want to start preparing not the night before, but three to four months before test day," Driben said. "Eat healthy, reduce fat intake, get some stress relief and exercise, and do the academic things you need to do to get ready for the exam so there won't be any surprises." His recommendations include: • You should reduce fat servings, starting several months before the exams, to ward off sluggishness. "Fat can slow down metabolism and have a negative impact on alertness," Driben says. • Excess caffeine and simple carbohydrates such as candy, sugar, regular soft drinks, pastries, cake and sugar-glazed donuts can play havoc with concentration and alertness--critical for quickly filling in the little boxes on the answer sheet. • The morning of the test, eat a well-balanced breakfast such as granola cereal, eggs, whole-wheat toast with margarine and jelly, orange juice and milk--or maybe a peanut butter sandwich, he advises. Unless, of course, you normally do not eat breakfast, adds John Hamilton, a high-school academic coordinator, who has helped prepare thousands of students for the biggest tests of their lives. "I don't encourage kids to do anything about breakfast that is very out of the ordinary for them. I do urge them to get up a little early, but I've had kids go to great lengths to eat a big breakfast that morning and end up with halfway upset stomachs," Hamilton said. • Even if you don't like broccoli, it contains vitamin C that has been shown to control nerves and help students handle stressful situations such as major tests. • Strawberries contain foliate, which helps carry oxygen to the brain to prevent mental confusion, while milk can help strengthen your grip on your pencil. • Calming colors, such as apricot, and familiar but gentle music are also important for comfort and relaxation while preparing for a big exam. "That would mean Mozart as opposed to Metallica, but in general, the best music to study by is music kids are comfortable with, that can relax them," Driben says.


1.A.1.c Standard 1.0 Skills and Processes

Topic A. Constructing Knowledge

Indicator 1. Gather and question data from many different forms of scientific investigations which include reviewing appropriate print resources, observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

Objective c. Explain that comparisons of data might not be fair because some conditions are not kept the same

Key Concepts: • Data Analysis • Independent Variable • Dependent Variable • Controlling Variable

Strategies:

• Skills and process is a indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • Instead of cookbook labs, incorporate student-designed investigations with available lab

equipment. • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdP

ALPLayout&cid=1175826727300&pagename=mdPALPWrapper • http://sciencewithsandy.com/safety/names002.htm • http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sci302

A student is investigating which type of soil is best for growing tomato plants from seeds. The student plants four tomato seeds in each of three different containers of soil.

Which step of the procedure would help the student get the most reliable results?

A. Place one container in a dark room. B. Use different types of tomato seeds. C. Change only the soil type in each container. D. Water each container with a different amount of water.

http://sciencewithsandy.com/safety/names002.htm

http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sci302


1.A.1.f Standard 1.0 Skills and Processes



Objective f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.

Key Concepts:

• Human error • Standardize procedure for different trials during an investigation • Data Collection and Analysis

Strategies:

• Skills and process is an indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • Instead of cookbook labs, incorporate student-designed investigations with available lab

equipment. • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPL

ayout&cid=1175826727300&pagename=mdPALPWrapper A teacher told four students to each measure the mass of a closed container of water. The students took turns measuring the mass. Their data are shown in the table below.

Which statement best explains why there are four different measurements? A. The balance was new. B. Each measurement was done at a different time. C. Each student used a different process to find mass. D. Movement caused the container to lose or gain mass.


Two students were investigating which type of materials is best for keeping heat in water.

Student A Question: Which type of material keeps water hottest the longest? Materials: 3 Containers: ceramic mug, Styrofoam cup, paper cup 3 Thermometers 1 Pan 1 timer 1 beaker Stove Adult helper Procedures:

1. Measure 300 ml of water into the pan. 2. With adult’s help, heat water to 100 degrees

Celsius. 3. Pour 100 ml of water into each container. 4. Take the temperature of each container, this is

the start temperature. 5. Record data. 6. Set timer for 5 minutes. When timer goes off

record temperature of each container. 7. Repeat steps 5-7 for 30 minutes.

Conclusion: The ceramic mug kept the water the hottest the longest.

Student B Question: Which types of materials keep water hottest the longest? Materials: 3 Containers: ceramic mug, Styrofoam cup, paper cup 3 Thermometers 1 Pan 1 timer 1 beaker Stove Adult helper Procedures:

1. Set the three containers on the table. 2. Pour 100 ml of hot water into the paper cup. 3. Pour 100 ml of warm water into the Styrofoam

cup. 4. Pour 100 ml of cold water into the ceramic mug. 5. Take the temperature of each container, this is

the start temperature. 6. Record data. 7. Set timer for 5 minutes. When timer goes off

record temperature of each container. 8. Repeat steps 5-7 for 30 minutes.

Conclusion: The paper cup kept the water the hottest the longest.


Directions: Use the table on the previous page to respond to the following BCR.

Both students were investigating the same question, however their conclusions were different. What could be the cause of this difference?

In your response be sure to:

• identify the part(s) of the scientific method that are missing in their investigation • explain which student’s conclusion would be the most reliable and why


1.A.1.f Standard 1.0 Skills and Processes



Objective f. Identify possible reasons for differences in results from investigations including unexpected differences in the methods used or in the circumstances in which the investigation is carried out, and sometimes just because of uncertainties in observations.

Key Concepts: • Human error • Standardize procedure for different trials during an investigation • Data Collection and Analysis

Strategies

• Skills and process is an indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • Instead of cookbook labs, incorporate student-designed investigations with available lab

equipment. • Distillation: http://www.youtube.com/watch?v=CB3s9Qa8hn0 • United Streaming Website

http://www.youtube.com/watch?v=CB3s9Qa8hn0


Use the passage 'Making Fresh Water from Salt Water' to answer the following question.

Five students distilled equal masses of salt water in identical distillation devices. After several hours, the students measured a different amount of fresh water in each of the cups.

Making Fresh Water from Salt Water Although most water on Earth is salt water, humans can only live by drinking fresh water. Fresh water can be produced from salt water by separating the salt from the water. One method of separating salt from water is distillation. During distillation, salt water is heated until the liquid changes to a vapor, or gas. When the water turns to a vapor, the salt is left behind. When the vapor cools and changes to a liquid, it is fresh water. The steps for making a simple distillation device are described below: 1. Pour salt water in a bowl. 2. Place an empty cup upright in the middle of the bowl of salt water. 3. Cover the bowl and cup with plastic wrap. 4. Place a small rock on the plastic wrap directly over the cup so the plastic wrap is pushed

down slightly. 5. Place the bowl in a sunny location.

The distillation device is pictured below: Sunlight causes water to evaporate. The vapor collects in droplets on the inside of the plastic wrap and rolls toward the lowest part of the plastic wrap, where the rock pushes it down. The droplets drip into the cup, filling it with fresh water. The salt stays in the bowl.

What is the best explanation for the different amounts of water in each of the cups?

A. Equal amounts of salt were present in the water. B. Some of the distillation devices were in the shade. C. Each student timed the distillation process differently. D. Each student measured the temperature of the water incorrectly.

http://mdk12.org/share/assessment_items/resources/makingfreshwaterfromsaltwater.html


1.A.1.g Standard 1.0 Skills and Processes



Objective g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest (unit)

Key Concepts:

• Model measurement using correct SI units with real-world objects. (i.e., volume of a soda can, paper clip, pen, chalk, textbook)

• Compare, differentiate and explain the different SI units as they relate to the object being measured. (i.e., volume-liters, paper clip-grams)

Strategies

• Skills and process is a indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • http://www.funbrain.com/measure/ • http://fivejs.com/help-your-kids-visualize-distances-and-measurements/ • http://www.superteacherworksheets.com/measurement-milliliters-liters.html

Students measure the time for toy cars of different masses to roll down a hill. Which of the following units should the students use to measure time?

A. centimeters B. grams C. milliliters D. seconds

http://www.funbrain.com/measure/

http://fivejs.com/help-your-kids-visualize-distances-and-measurements/

http://www.superteacherworksheets.com/measurement-milliliters-liters.html


1.A.1.g Standard 1.0 Skills and Processes



Objective g. Judge whether measurements and computations of quantities are reasonable in a familiar context by comparing them to typical values when measured to the nearest (unit)

Key Concepts:

• Model measurement using correct SI units with real-world objects. (i.e., volume of a soda can, paper clip, pen, chalk or textbook)

• Compare, differentiate and explain the different SI units as they relate to the object being measured. (i.e. volume-liters, paper clip-grams)

Strategies

• Skills and process is a indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • http://www.funbrain.com/measure/ • http://jmathpage.com/JIMSMeasurementlengthmassvolume.html • http://math.pppst.com/distance-rate-time.html

http://www.funbrain.com/measure/

http://jmathpage.com/JIMSMeasurementlengthmassvolume.html

http://math.pppst.com/distance-rate-time.html


Space Shuttle Re-entry The space shuttle program uses spaceships to carry humans from earth to space and

back again.

It takes a lot of fuel to produce the force needed to lift a space shuttle from earth to space because the lift force must act against the force of gravity pulling down on the space shuttle. Much less fuel is needed to bring the space shuttle back to earth. When the astronauts on a space shuttle complete a mission, they use the force of gravity acting on the space shuttle to pull it down from space to earth’s surface.

This landing process is not entirely without problems. Once the space shuttle moves from space into earth’s atmosphere, the space shuttle begins to hit air molecules. Although air is a gas, the space shuttle moves so quickly that it hits many air molecules with a great amount of force. Those hits result in friction with the air around the space shuttle. The friction slows the downward motion of the space shuttle and produces a large amount of heat.

Because of the heat produced, the space shuttle needs heat-resistant tiles so the inside of the space shuttle does not get too hot as it lands. The heat produced by the friction between the tiles and the atmosphere produces an orange glow as the shuttle moves toward earth’s surface.

Use the passage 'Space Shuttle Re-entry' above, to answer the following question.

Which measurement best represents the distance of the orbiting space shuttle from earth?

A. 300 liters B. 300 seconds C. 300 kilograms D. 300 kilometers

http://mdk12.org/share/assessment_items/resources/spaceshuttlereentry.html


1.C.1.a Standard 1.0 Skills and Processes

Topic C. Communicating Scientific Information

Indicator 1. Recognize that clear communication is an essential part of doing science because it enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

Objectives a. Make use of and analyze models, such as tables and graphs to summarize and interpret data.

Key Concepts: • Use real-world data to model the analysis of tables and graphs. • Model how to summarize and interpret data.

Strategies:

• Skills and process is an indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPL

ayout&cid=1175826727300&pagename=mdPALPWrapper • http://meny.weebly.com/

http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper



Read the passage ‘Free Fall’ and answer the question below. Free Fall

Galileo first introduced the concept of free fall. His classic experiments led to the finding that all objects free fall at the same rate, regardless of their mass. According to legend, Galileo dropped balls of different mass from the Leaning Tower of Pisa to help support his ideas.

A freely falling body is an object that is moving under the influence of gravity only. These objects have a downward acceleration toward the center of the earth. Newton later took Galileo's ideas about mechanics and formalized them into his laws of motion.

Free-fall rides are really made up of three distinct parts: the ride to the top, the momentary suspension, and the downward plunge. In the first part of the ride, force is applied to the car to lift it to the top of the free-fall tower. The amount of force that must be applied depends on the mass of the car and its passengers. The force is applied by motors, and there is a built-in safety allowance for variations in the mass of the riders.

After a brief period in which the riders are suspended in the air, the car suddenly drops and begins to accelerate toward the ground under the influence of the earth's gravity. The plunge seems dramatic. Just as Galileo and Newton explain in their theories of free fall, the least massive and most massive riders fall to the earth with the same rate of acceleration. If the riders were allowed to hit the earth at that speed, coming to a sudden stop at the end of the ride, there would certainly be serious injuries.

Ride designers’ account for this by building an exit track. The car is attached to this track, which gradually curves toward the ground. A stretch of straight track allows the car to slow down and brake, producing a controlled stop at the bottom that keeps passengers from getting injured. Amusement Park Physics: Free Fall "Free Fall" from Amusement Park Physics at www.learner.org, Annenberg Media, ©1997. Which graph best shows the motion of a car in a free-fall ride as the car drops?

1. 2.

3. 4.






Key Concepts:

• Use data from classroom investigation to model data analysis • Use real-world data to model the analysis of tables and graphs. • Model how to summarize and interpret data.

Strategies: • Skills and process is a indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • http://www.teachervision.fen.com/graphs-and-charts/printable/4326.html • http://nces.ed.gov/nceskids/createagraph/

Students measured the change in height of a plant during a 25-day period. The graph below shows their data.

How many centimeters did the plant grow from Day 10 to Day 25?

A. 3 centimeters B. 8 centimeters C. 16 centimeters D. 19 centimeters

http://www.teachervision.fen.com/graphs-and-charts/printable/4326.html

http://nces.ed.gov/nceskids/createagraph/






Key Concepts: • Use data from classroom investigation to model data analysis • Use real-world data to model the analysis of tables and graphs. • Model how to summarize and interpret data.

Strategies:

• Skills and process is an indicator that should be taught throughout • Remember to make connection with activities in Units A, B, C & D • http://www.yourchildlearns.com/mappuzzle/us-puzzle.htm

Use the information below to answer the following question. The maps below show information about the air quality for one day in June, as reported from different air quality stations. Which of the following regions of the United States had the worst air quality on this day?

A. Gulf Coast B. Chicago Area C. Eastern Coast D. Los Angeles Area


2.A.2.c Standard 2.0 Earth and Space Science

Topic A. Materials And Processes That Shape A Planet

Indicator 2. Cite and describe the processes that cause rapid or slow changes in Earth's surface.

Objective c. Cite examples that demonstrate how the natural agents of wind, water, and ice produce slow changes on the Earth's surface such as carving out deep canyons and building up sand dunes.

Key Concepts: • Expose student to virtual sand dunes and canyons (how they are developed, etc.) • Provide opportunity for students to research and present how wind, water and ice

affect earth’s surface. Strategies:

• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT B EARTH & SPACE (CLEAR BLUE TUB)

• This link will provide an explanation of an indicator/objective to help teachers better understand the skills and/or concepts. http://mdk12.org/instruction/clarification/science/grade5/2A2c.html

• http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html • http://www.cumbavac.org/Geology_&_Earth_Science.htm

Use the information below to answer the following. The diagram below shows water moving through the environment.

Which of these statements describes a change to the surface of earth that is caused by water moving through the environment?

A. Water transports soil. B. Dew forms on grass. C. Ocean tides follow a pattern. D. Tropical storms remain over the ocean

http://mdk12.org/instruction/clarification/science/grade5/2A2c.html

http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html




Indicator 2. Cite and describe the processes that cause rapid or slow changes in Earth's surface.

Objective c. Cite examples that demonstrate how the natural agents of wind, water, and ice produce slow changes on the earth's surface such as carving out deep canyons and building up sand dunes.

Key Concepts: • Expose student to virtual sand dunes and canyons (how they are developed, etc.) • Provide opportunity for students to research and present how wind, water and ice

affect earth’s surface. Strategies:


• This link will provide an explanation of an indicator/objective to help teachers better understand the skills and/or concepts. http://mdk12.org/instruction/clarification/science/grade5/2A2c.html

• http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html • http://www.cumbavac.org/Geology_&_Earth_Science.htm

http://mdk12.org/instruction/clarification/science/grade5/2A2c.html

http://www.ucmp.berkeley.edu/education/explorations/reslab/newdc/index.html

http://www.cumbavac.org/Geology_&_Earth_Science.htm


Use the information below to answer the following question.

Mount Rushmore is located in the Black Hills of South Dakota. The heads of four former presidents—George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln—are carved into Mount Rushmore as a monument. The monument rises to 1,745 meters above sea level.

Mount Rushmore is granite, one of the most common rocks on Earth, and took millions of years to form. The sculptor chose to carve the monument in granite because granite erodes at a rate of about 2 centimeters every 10,000 years.

The monument carved in Mount Rushmore is most likely weathered year-round by

A. a river B. a glacier C. shifting winds D. ocean currents




Indicator 3. Explain how rock is formed from combinations of different minerals and that smaller rocks come from the breakage and weathering of bedrock (solid rock underlying soil components) and larger rocks; soil is made partly from weathered rock, partly from plant remains-and also contains many living organisms.

Objective c. Describe ways that the following processes contribute to changes always occurring to the earth's surface.

• Weathering • Erosion • Deposition

Key Concepts: • Weathering • Erosion • Deposition

Strategies:


• http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm

Erosion, transportation, and deposition change the surface of earth.

Which number in the diagram represents a landform made by the deposition of eroded sediment?

A. 1 B. 2 C. 3 D. 4

http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm

http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm


2.D.1.b Standard 2.0 Earth and Space Science

Topic D. Astronomy

Indicator 1. Identify and compare properties, location, and movement of celestial objects in our solar system.

Objectives b. Identify the properties of the planet earth that make it possible for the survival of life, as we know it.

• Temperature • Location • Presence of an atmosphere • Presence of water (solid, liquid, and gas)

Key Concepts:

• Explain the difference between rotation and revolution as it pertain to the movement of celestial objects


Strategies:


• www.digitaliseducation.com/curricula.html • http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/ • http://www.youtube.com/watch?v=ZRelpm6tWu4

http://www.digitaliseducation.com/curricula.html


The sun appears to rise in the east and set in the west each day. During the day, the sun is so bright that other objects in space are rarely visible. At night, other objects in space, such as planets and stars, are often visible. The data table below contains information about the planets in our solar system.

Which of these changes on earth would be likely if Earth were farther from the sun?

A. lower temperatures B. higher temperatures C. more hours in the day D. fewer days in the year



Topic D. Astronomy

Indicator 1. Identify and compare properties, location, and movement of celestial objects in our solar system.

Objectives b. Identify the properties of the planet earth that make it possible for the survival of life, as we know it.


Key Concepts:



Strategies:


• www.digitaliseducation.com/curricula.html • http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/ • http://www.youtube.com/watch?v=ZRelpm6tWu4

http://www.digitaliseducation.com/curricula.html


The data table below compares four characteristics of the inner planets.

Which of these statements best explains why earth is the only inner planet that supports life?

A. The other planets have too much mass. B. The other planets are too close to the sun. C. The other planets are either too hot or too cold. D. The other planets are either too big or too small



Topic D. Astronomy

Indicator 2. Recognize and describe the causes of the repeating patterns of celestial events

Objectives b. Recognize and describe that the rotation of planet earth produces observable effects

• The day and night cycle. • The apparent movement of the sun, moon, planets, and stars

Key Concepts:


• Day and Night Cycle • Constellations • Temperature Units (Celsius and Fahrenheit) • Clarify the extreme temperatures (i.e., -405 F, temperatures on different planets)

Strategies:


• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/ • http://www.kidsastronomy.com/

The Little Dipper is a group of stars. During the night, the Little Dipper appears to change positions in the sky.

Which of these statements best explains why the Little Dipper appears to change positions in the night sky?

A. Earth rotates on its axis. B. Earth revolves around the stars. C. The Little Dipper moves around the sun. D. The stars in the Little Dipper move in the sky.

http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/



Topic D. Astronomy

Indicator 2. Recognize and describe the causes of the repeating patterns of celestial events

Objectives b. Recognize and describe that the rotation of planet earth produces observable effects

• The day and night cycle. • The apparent movement of the sun, moon, planets, and stars

Key Concepts: • Explain the difference between rotation and revolution as it pertain to the movement

of celestial objects • Explain the difference between rotation and revolution as it pertain to the movement

of celestial objects • Day and Night Cycle • Constellations • Temperature Units (Celsius and Fahrenheit) • Clarify the extreme temperatures (i.e., -405 F, temperatures on different planets)

Strategies:


• http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/ • http://www.kidsastronomy.com/ • http://www.beaconlearningcenter.com/weblessons/astheearthturns/default.htm

http://osr.org/en-us/articles/great-space-and-astronomy-lesson-plan-ideas/

http://www.kidsastronomy.com/


The sun appears to rise in the east and set in the west each day. During the day, the sun is so bright that other objects in space are rarely visible. At night, other objects in space, such as planets and stars, are often visible. The data table below contains information about the planets in our solar system.

Which of these actions is responsible for the sun appearing to rise and set?

A. Earth rotating on its axis B. The sun rotating on its axis C. Earth revolving around the sun D. The sun revolving around earth


3.A.1.d 3.0 Life Science

Topic A. Diversity of Life

Indicator 1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some less well, and some cannot survive at all.

Objective d. Research the kind of environment needed by the Maryland blue crab, the Black-eyed Susan (Maryland's state flower), or another Maryland native organism.

Key Concepts: • Bring in examples or use virtual examples native Maryland organisms • Environment

Strategies:

• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE (CLEAR BLUE TUB)

• Instead of cookbook labs, incorporate student-designed investigations with available lab equipment.

• http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper

• http://meny.weebly.com/unit-three---cells.html • http://sciencenetlinks.com/interactives/systems.html

Scientists group animals based on physical features. Trout are classified as fish because of what physical feature?

A. Fish have gills. B. Fish eat the same food. C. Fish live in the same area. D. Fish have the same predators



http://meny.weebly.com/unit-three---cells.html

http://sciencenetlinks.com/interactives/systems.html


3.B.2.b 3.0 Life Science

Topic B. Cells

Indicator 2. Investigate and provide evidence that living things are made mostly of cells that can be seen and studied only through a microscope.

Objective b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc. in animals.

Key Concepts: • Use microscopes to view different types of cells • Multicellular • Different types of cells

Strategies:



• www.classroom.jc-schools.net/sci-units/cells.htm • http://www.kbears.com/sciences/microscope.html



http://www.classroom.jc-schools.net/sci-units/cells.htm

http://www.kbears.com/sciences/microscope.html


Most organisms are made of many different types of cells. Each type of cell has a special role within the organism.

Which of these organisms would most likely contain cells shaped like a rectangle?

A. a cat B. a clam C. a fish D. a tree


3.B.2.b Standard 3.0 Life Science

Topic B. Cells


Objective b. Use microscopes and pictures to investigate, describe with drawings, and compare the cells in a variety of multicellular organisms, such as cells in elodea and onions; muscle cells, nerve cells, skin cells, etc. in animals.

Key Concepts: • Use microscopes to view different types of cells • Multicellular • Different types of cells

Strategies:



• www.iknowthat.com • www.classroom.jc-schools.net/sci-units/cells.htm • www.cellsalive.com • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F

mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper • www.kbears.com/sciences/microscope.html

http://www.iknowthat.com/


http://www.cellsalive.com/




Several different types of cells are shown below.

Which two types of cells are most similar in shape?

A. skin cells and bone cells B. nerve cells and skin cells C. bone cells and nerve cells D. muscle cells and skin cells


3.B.2.c Standard 3.0 Life Science

Topic B. Cells


Objective c. Select information gathered from readings that provide evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism.

Key Concepts: • Cells parts and function • Difference between various types of cells • BCR-Writing Skills and Reading Techniques

Strategies:


• http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-the-microscope_v1.html

• www.classroom.jc-schools.net/sci-units/cells.htm • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F

mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper • www.cellsalive.com




http://www.cellsalive.com/


Most organisms are made of many different types of cells. Each type of cell has a special role within the organism.

Multicellular organisms are made of groups of cells working together to do one job. These are called specialized cells. The diagrams show four types of specialized cells. Not all multicellular organisms need the same specialized cells.

Explain why multicellular organisms only need certain specialized cells. In your explanation, be sure to include

• a type of specialized cell not found in a plant • why this specialized cell is not needed by a plant


Write your answer on the space provided.


3.B.2.c Standard 3.0 Life Science

Topic B. Cells


Objective c. Select information gathered from readings that provides evidence that some organisms' cells vary greatly in appearance and perform very different roles in the organism

Key Concepts: • Cells parts and function • Difference between various types of cells • BCR-Writing Skills and Reading Techniques

Strategies:



• http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-the-microscope_v1.html

• www.firefly.org • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2F

mdPALPLayout&cid=1175826727300&pagename=mdPALPWrapper

http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-the-microscope_v1.html

http://www.fupa.com/game/Action-flash-games/fever-frenzy-under-the-microscope_v1.html




Fireflies release light from specialized cells in a part of their body called the lantern. The light produced releases very little heat. The firefly signals attract other fireflies and also warn predators that they taste bad. Some female fireflies produce “false signals” to attract male fireflies. These “false signals” are a response to a male light signal. The attracted male firefly comes to the light of the female firefly. The female firefly then eats the male firefly.

Explain why fireflies have different types of specialized cells. In your explanation, be sure to include

• How these specialized cells help the fireflies survive


Write your answer in the space provided.


3.E.1.a Standard 3.0 Life Science

Topic E. Flow of Matter and Energy

Indicator 1. Recognize that some source of energy is needed for all organisms to grow and survive.

Objective a. Identify the sun as the primary source of energy for all living organisms.

• Plants use sunlight to make food • Plants and animals use food for energy and growth

Key Concepts: • Food Chains • Food Webs • Trophic Levels

Strategies:


• www.science.pppst.com/energy.html • www.education.jlab.org/vocabhangman/ • www.sciencegames.4you4free.com/matter_energy.html • http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

http://www.science.pppst.com/energy.html

http://www.sciencegames.4you4free.com/matter_energy.html

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm


The drawing below shows a field habitat.

Which of these organisms is a producer in the field habitat?

A. bird B. butterfly C. grass D. mouse


3.E.1.a Standard 3.0 Life Science



Objective a. Identify the sun as the primary source of energy for all living organisms.

Plants use sunlight to make food Plants and animals use food for energy and growth

Key Concepts: • Food Chains • Food Webs • Trophic Levels

Strategies:


• www.science.pppst.com/energy.html • www.education.jlab.org/vocabhangman/ • www.sciencegames.4you4free.com/matter_energy.html • http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

http://www.science.pppst.com/energy.html

http://www.sciencegames.4you4free.com/matter_energy.html

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm


Use the information below to answer the following.

A scientist studied an estuary, the area where fresh water from a river empties into salty ocean water. The scientist classified nine estuary organisms into the three groups shown below.

Which organism in the estuary relies on the sun to make food?

A. horseshoe crab B. hard clam C. salt grass D. osprey


3.E.1.b Standard 3.0 Life Science



Objective b. Cite evidence from observations and research that some insects and various other organisms depend on dead plant and animal material for food.

Key Concepts: • Decomposition • Food Chains • Food Webs

Strategies:


• www.nhptv.org/natureworks/nwepecosystems.htm • www.sciencenetlinks.com/lessons/cycle-of-life-2-food-webs/ • www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index/cfm

Animals use resources in the environment to survive. Which of the following resources does an animal use for energy?

A. air B. food C. shelter D. water

http://www.nhptv.org/natureworks/nwepecosystems.htm

http://www.sciencenetlinks.com/lessons/cycle-of-life-2-food-webs/

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index/cfm


4.B.1.b Standard 4.0 Chemistry

Topic B. Conservation of Matter

Indicator 1. Cite evidence to support the statement that, "No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts."

Objective b. Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.

Key Concepts: • Law of Conservation • Change of matter without the loss of mass • Mass

Strategies:

• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT C PHYSICAL SCIENCE (CLEAR BLUE TUB)

• Use Legos® to demonstrate how mass stays the same (Legos® being assembled and disassembled)

• www.jc-schools.net/sci-units/matter.htm • www.havefunteching.com/songs/science-songs/matter-song/

A container is filled with 250 milliliters of water. The total mass of the container and the water is 300 grams.

What is the total mass of the container and the water after being in a freezer for two hours?

A. 50 grams B. 250 grams C. 300 grams D. 550 grams

http://www.jc-schools.net/sci-units/matter.htm


4.B.1.b Standard 4.0 Chemistry

Topic B. Conservation of Matter

Indicator 1. Cite evidence to support the statement that, "No matter how many parts of an object are assembled, the mass of the whole object made is always the same as the sum of the parts."

Objective b. Use evidence from investigations with a variety of materials, such as water to describe how matter can change from one form to another without the loss of any mass.

Key Concepts:

• Law of Conservation • Change of matter without the loss of mass • Mass • Writing Skills

Strategies:


• Use Legos® to demonstrate how mass stays the same (Legos® being assembled and disassembled)

• Use triple beam balances to measure mass • www.jc-schools.net/sci-units/matter.htm • www.havefunteching.com/songs/science-songs/matter-song/

A student wants to compare the amount of matter in a scoop of frozen ice cream to that of a scoop of melted ice cream.

Explain how the student might make this comparison. In your explanation, be sure to include

• the equipment needed • the likely outcome of the comparison

http://www.jc-schools.net/sci-units/matter.htm


4.C.1.a Standard 4.0 Chemistry

Topic C. States of Matter

Indicator 1. Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.

Objective a. Observe and describe the changes heating and cooling cause to the different states in which water exists.

• Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).

• Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.

Key Concepts:

• Heating and cooling cause changes in the properties of materials. When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or a solid if cooled below the freezing point of water. Water turns from a solid to a liquid when it absorbs enough heat. If it absorbs even more heat, the water will turn to a gas (steam or vapor). Melting and boiling points are the temperatures at which matter changes state.

• Evaporation • Condensation • Freezing • Cooling Sublimation

Strategies:


• www.chem4kids.com/files/matter_states.html • www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm • Activity: CHANGE OF STATE • Put several spoonfuls of crushed ice in a glass beaker. • Determine the temperature of the ice and record. • Place the beaker of ice on a hot plate. • Measure and record the temperature every 3 minutes. • Continue to heat the water until it boils and becomes water vapor. • Construct a line graph (temperature vs. time) using the data collected. • Label changes in state of matter. • Discuss the results.

[Water is a solid (ice) at 0° C, and remains at 0° C as the ice melts. After the ice has completely changed to a liquid, the temperature begins to rise, and at 100° C the water begins to boil and starts to turn into gas (vapor). Students should adhere to all local school system safety guidelines during investigations.

http://www.chem4kids.com/files/matter_states.html


Seawater contains a number of different salts. The water can be separated by a process called distillation. A simple distillation setup is shown below.

The water in the flask evaporates. Water vapor (gas) rises, leaving the salt in the flask. The water vapor is cooled in the condensing tube and drips into the beaker.

During the process shown in the diagram, water vapor (gas) changes into liquid water by

A. cooling B. evaporating C. freezing D. warming


4.C.1.a Standard 4.0 Chemistry

Topic C. States of Matter

Indicator 1. Provide evidence from investigations to identify the processes that can be used to change materials from one state of matter to another.

Objective a. Observe and describe the changes heating and cooling cause to the different states in which water exists.

o Heating causes: ice (solid) to melt forming liquid water; liquid water to evaporate forming water vapor (gas).

o Cooling causes: liquid water to freeze forming ice (solid); water vapor (gas) to form liquid water.

Key Concepts: • Heating and cooling cause changes in the properties of materials. When liquid water

disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or a solid if cooled below the freezing point of water. Water turns from a solid to a liquid when it absorbs enough heat. If it absorbs even more heat, the water will turn to a gas (steam or vapor). Melting and boiling points are the temperatures at which matter changes state.

• Evaporation • Condensation • Freezing • Cooling Sublimation

Strategies:


• www.chem4kids.com/files/matter_states.html • www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm • Activity: CHANGE OF STATE • Put several spoonfuls of crushed ice in a glass beaker. • Determine the temperature of the ice and record. • Place the beaker of ice on a hot plate. • Measure and record the temperature every 3 minutes. • Continue to heat the water until it boils and becomes water vapor. • Construct a line graph (temperature vs. time) using the data collected. • Label changes in state of matter. • Discuss the results.

[Water is a solid (ice) at 0° C, and remains at 0° C as the ice melts. After the ice has completely changed to a liquid, the temperature begins to rise, and at 100° C the water begins to boil and starts to turn into gas (vapor). Students should adhere to all local school system safety guidelines during investigations.




A student is investigating changes in the states of matter. The student fills a graduated cylinder with 50 milliliters of packed snow. The graduated cylinder has a mass of 50 grams when empty and 95 grams when filled with the snow.

The packed snow changes to liquid water when the snow is put in a warm room.

Which statement best describes this process?

A. Cooling causes the snow to melt. B. Cooling causes the snow to freeze. C. Heating causes the snow to freeze. D. Heating causes the snow to melt.


4.D.1.a Standard 4.0 Chemistry

Topic D. Physical and Chemical Changes

Indicator 1. Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.

Objective a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk

Key Concepts: • When materials are physically combined, they form a mixture. In mixtures, the parts

blend together without forming a new substance. The materials in a mixture keep their original properties.

• A solution is a mixture that is blended completely and can be separated into the original substances using one or more properties (color, shape, density, boiling point, solubility).

• Saltwater is a mixture of salt dissolved in water. This is an example of a physical change since no new materials were formed in the process. This mixture could be separated by evaporating the water, leaving the salt behind.

Strategies:


• www.chem4kids.com/files/matter_states.html • www.chem4kids.com/files/matter_mixture.html • Separating a Mixture: Materials needed: Mixture of sand, salt, iron filings, and tiny

foam pellets (optional), bowl, spoon, water, magnet, filter paper, hand lenses Activity Directions 1. Give each group or pair of students a sample of the mixture, a magnet, filter

paper, water, and a spoon. Tell them that one of the substances is salt. Have students examine the mixture and determine how many substances are in the mixture.

2. Have each group write a procedure explaining how they will separate the parts of the mixture.

3. Have each group follow their procedure to separate the mixture. Sample procedure:

• Use the magnet to remove the iron filings. • Add water to make foam pieces float. • Stir to dissolve salt. • Sand will sink so salt water can be poured through filter to separate sand

and salt water. • Evaporate water to leave salt behind.

4. Discuss as a class which methods were most successful


http://www.chem4kids.com/files/matter_mixture.html


Science students observed the physical properties of different materials. They recorded their observations in the data table below.

The students then combined baking soda with some of the materials. Their observations are in the data table below.

What happened to the properties of the baking soda and the salt after the two materials were mixed together?

A. The properties of the baking soda and salt changed. B. The properties of the baking soda and salt did not change. C. The properties of the baking soda changed, but the properties of the salt

did not change. D. The properties of the baking soda did not change, but the properties of salt

changed.


4.D.1.a Standard 4.0 Chemistry

Topic D. Physical and Chemical Changes

Indicator 1. Provide evidence to illustrate that when a new material is made by combining two or more materials, its properties are different from the original materials.

Objective a. Investigate and describe what happens to the properties of materials when several materials are combined to make a mixture, such as table salt and pepper; various kinds of nuts, chocolate pieces, and coconut; sugar dissolved in milk

Key Concepts: • Mixture • Solutions

Strategies:


• www.chem4kids.com/files/matter_states.html • www.chem4kids.com/files/matter_mixture.html • Separating a Mixture

Materials needed: Mixture of sand, salt, iron filings, and tiny foam pellets (optional), bowl, spoon, water, magnet, filter paper, hand lenses Activity Directions 1. Give each group or pair of students a sample of the mixture, a

magnet, filter paper, water, and a spoon. Tell them that one of the substances is salt. Have students examine the mixture and determine how many substances are in the mixture. (4)

2. Have each group write a procedure explaining how they will separate the parts of the mixture.

3. Have each group follow their procedure to separate the mixture. 4. Discuss as a class which methods were most successful.

Students should follow all school system safety guidelines during investigations.


http://www.chem4kids.com/files/matter_mixture.html


A student mixes water, a powdered drink mix, and sugar to make a flavored drink.

Explain what happens when the materials are combined to make a mixture. In your explanation, be sure to include

A. the properties before they are mixed B. how the properties were affected


Properties Before Mixing

________________________________________________________________________

________________________________________________________________________

Properties After Mixing

________________________________________________________________________

________________________________________________________________________


6.A.1.a Standard 6.0 Environmental Science

Topic A. Natural Resources and Human Needs

Indicator 1. Recognize and explain how renewable and nonrenewable natural resources are used by humans in Maryland to meet basic needs.

Objective a. Identify and compare Maryland's renewable resources and nonrenewable resources.

Key Concepts: • Define and Distinguish between Renewable Natural Resources • Nonrenewable Natural Resources • Maryland’s Renewable and Nonrenewable Resources

Strategies:

• USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and UNIT B EARTH SCIENCE


• www.conmserve-energy-future.com • www.youtube/com/watch?v=kVskMh0Etcs • www.classroom.jc-schools.net/sci-units/resources.htm

How do coal and the sun compare as sources of energy?

A. Coal is renewable, and the sun is renewable. B. Coal is renewable, and the sun is nonrenewable. C. Coal is nonrenewable, and the sun is renewable. D. Coal is nonrenewable, and the sun is nonrenewable.

http://www.conmserve-energy-future.com/

http://www.youtube/com/watch?v=kVskMh0Etcs



Many natural resources are found in Maryland and the surrounding area. Some of these natural resources are renewable and some are nonrenewable. People use both kinds of resources in daily activities. Using natural resources often produces waste products.

Which of these natural resources found in Maryland is nonrenewable?

A. coal B. soil C. water D. wood

6.A.1.a Standard 6.0 Environmental Science



Objective a. Identify and compare Maryland's renewable resources and nonrenewable resources.

Key Concepts: • Define and Distinguish between Renewable Natural Resources • Nonrenewable Natural Resources • Maryland’s Renewable and Nonrenewable Resources

Strategies:



• USE PROVIDED SCIENCE IN BLUE TUB • http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Maryland%2FmdPAL

PLayout&cid=1175826727300&pagename=mdPALPWrapper • www.conmserve-energy-future.com • www.youtube/com/watch?v=kVskMh0Etcs • www.classroom.jc-schools.net/sci-units/resources.htm

http://www.conmserve-energy-future.com/

http://www.youtube/com/watch?v=kVskMh0Etcs


6.A.1.b Standard 6.0 Environmental Science



Objective b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.

Key Concepts: • Natural Resources • Human impact on the Environment

Strategies:


• www.dnr.state.md.us

Trees are a renewable natural resource.

Which of these industries has the least need for trees?

A. automobile manufacturing B. home building C. landscaping D. newspaper

http://www.dnr.state.md.us/


6.A.1.b Standard 6.0 Environmental Science



Objective b. Describe how humans use renewable natural resources, such as plants, soil, water, animals.

Key Concepts: • Examples of renewable natural resources •

Strategies: • USE MATERIALS PROVIDED IN THE SCIENCE KIT for UNIT A LIFE SCIENCE and

UNIT B EARTH SCIENCE • www.dnr.state.md.us

People use water in different ways.

Which of these activities wastes water?

A. filling a glass with water B. leaving a faucet on C. soaking vegetables in water to clean them D. adding cups of water as directed by a recipe



6.A.1.c Standard 6.0 Environmental Science



Objective c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals.

Key Concepts: • Examples of nonrenewable natural resources (i.e., oil use, natural gas, mineral

extraction)


UNIT B EARTH SCIENCE • www.classroom.jc-schools.net/sci-units/resources.htm • www.waterwiseeducation.org/file.php/ • http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CE8QF

jAG&url=http%3A%2F%2Fwaterwiseeducation.org%2Ffile.php%2F6%2Flesson_plan_resources%2FReneworNonrenew.pdf&ei=nOY7T66zFrKE0QGOx5iTCw&usg=AFQjCNGVqJlgkAYIsfGK2P50P_UK64ci4A

Students are learning about the natural resources in Maryland. One group of students researches information about renewable natural resources in the state. The other group researches information about nonrenewable natural resources in the state. The resources the students investigate include plants, animals, soil, minerals, water, coal, and oil.

Which nonrenewable natural resource heats homes?

A. sunlight B. aluminum C. natural gas D. ocean waves

http://www.waterwiseeducation.org/file.php/


6.A.1.c Standard 6.0 Environmental Science



Objective c. Describe how humans use nonrenewable natural resources, such as oil, coal, natural gas, minerals, including metals

Key Concepts:

• Examples of nonrenewable natural resources (i.e., oil use, natural gas, mineral extraction)


UNIT B EARTH SCIENCE • www.earthguide.ucsd.edu/earthquake/diagrams/greenhouse • http://www.dnr.state.md.us • http://www.msa.md.gov/msa/mdmanual/01glance/html/natural.html


A Green Community

Many cities in the United States are developing “green communities.” A green community is intended to reduce the use of energy and consists of houses, apartments, and nearby businesses. Grocery stores, restaurants, and movie theaters are all within walking distance of the homes in the community. People travel shorter distances to their schools and jobs.

Many of the buildings in a green community are made of renewable and recycled materials. Solar energy keeps the buildings at a comfortable temperature. Natural landscape features, such as trees and plants, are carefully located to provide shade and to control temperatures. Community gardens allow residents to grow food and flowers.

People in green communities are using a nonrenewable resource when they

A. heat their homes with wood B. wash vegetables before cooking C. drive gasoline-powered automobiles D. grow flowers in the community garden

http://www.earthguide.ucsd.edu/earthquake/diagrams/greenhouse


http://www.msa.md.gov/msa/mdmanual/01glance/html/natural.html


6.B.2.a Standard 6.0 Environmental

Topic B. Environmental Issues

Indicator 2. Recognize and describe that consequences may occur when Earth's natural resources are used.

Objective a. Explain how human activities may have positive consequences on the natural environment.

• Recycling centers • Native plantings • Good farming practice

Key Concepts: • Recycling Centers • Native Plants • Farming as it relates to Maryland

Strategies:


• www.science-class.net/Ecology/human_impact.htm • www.classroom.jc-schools.net/sci-units/living-things.htm • www.justkids.games.com • www.epa.gov/recyclecity/

In 2004, Maryland recycled more than 35% of all of the waste the state produced.

Which of these benefits does recycling provide to Maryland?

A. fewer wild animals B. decreased farm crops C. less trash sent to landfills D. decreased use of electricity

http://www.science-class.net/Ecology/human_impact.htm

http://www.justkids.games.com/

http://www.epa.gov/recyclecity/


The American Oyster

Oysters, native to the Chesapeake Bay are filter feeders. As oysters take in water, they remove (filter) algae and nutrients from the bay for food. They then get rid of what they don’t need. Often the waste from oysters becomes food for other aquatic animals.

Unfortunately, a serious decline in the oyster population has taken place in the Chesapeake Bay. Some of the causes for this decrease in population size are due to years of disease, over harvesting of oysters, and loss of habitat.

People have tried to increase the oyster population through oyster gardening. Specially designed floats are attached to docks and other places in habitat areas preferred by oysters. As the oysters

grow and mature, they continue to filter feed. Many years ago, when the oyster populations were large in numbers, scientists believe that oysters removed unwanted algae and nutrients every three to four days from the entire Chesapeake Bay.

When humans interact with the environment, these changes may be harmful or beneficial to the environment. Explain how humans have brought about change in the Chesapeake Bay.

In your response, be sure to include: • a specific human activity in the Chesapeake Bay region • how this activity is beneficial or harmful to the environment


6.B.2.a Standard 6.0 Environmental



Objective a. Explain how human activities may have positive consequences on the natural environment.

• Recycling centers • Native plantings • Good farming practice

Key Concepts: • Recycling Centers • Native Plants • Farming as it relates to Maryland

Strategies:


• www.science-class.net/Ecology/human_impact.htm • classroom.jc-schools.net/sci-units/living-things.htm


Aluminum is a nonrenewable natural resource.

Which of these methods of aluminum disposal is best for the environment?

A. burning it B. recycling it C. burying it in landfills D. crushing it before throwing it away



6.B.2.b Standard 6.0 Environmental



Objective b. Explain how human activities may have a negative consequence on the natural environment.

• Damage or destruction done to habitats • Air, water, and land pollution

Key Concepts: • Human impact on the environment • Habitats • Pollution

Strategies:


• www.science-class.net/Ecology/human_impact.htm • classroom.jc-schools.net/sci-units/living-things.htm • bayville.thinkport.org/default_noflash.aspx


Which of the following human activities negatively affects a natural resource?

A. fishing in a lake B. using water to produce electricity C. planting native plants along a lakeshore D. directing runoff from cropland into a lake



6.B.2.b Standard 6.0 Environmental



Objective b. Explain how human activities may have a negative consequence on the natural environment.

• Damage or destruction done to habitats • Air, water, and land pollution

Key Concepts: • Human impact on the environment • Habitats • Pollution

Strategies:


• www.science-class.net/Ecology/human_impact.htm • classroom.jc-schools.net/sci-units/living-things.htm • www.cbf.org/ • www.youtube.com/watch?v=_H0nrhM21cw


http://www.cbf.org/


Large populations of sea nettles have been observed during the summer in parts of the Chesapeake Bay. The Chesapeake Bay is a mixture of salt water and fresh water. During the summer, the bay has a moderately high salt content. The amount of salt in the water, the salinity, depends on the amount of fresh water that flows into the bay. Additionally, some studies suggest that human activities have caused an increase in the sea nettle population.

The salinity level of the bay is changed when pollutants enter the bay. Salinity is also affected by extreme temperatures, drought conditions, and floods.

Which of these events would have the most negative effect on the sea nettle population in the bay?

A. fossil fuel burning cars drive across the bay on a bridge B. farmland fertilizers enter a river that flows into a nearby bay C. a thunderstorm dumps rain along a shoreline of a nearby bay D. overflow from a waste water treatment plant empties directly into the

bay


Black Bears of Maryland

The black bear population is increasing in some parts of Maryland. Back in the early 1600’s, when Captain John Smith sailed up the Chesapeake Bay, large numbers of black bears living in the thick forests, which surrounded the bay. Native American tribes also inhabited the area and as more Europeans arrived, settlements grew. Today, there are more than 16 million people living in the region.


The black bear population was nearly wiped out in the early 1900s. By 1958, only 12 bears have been counted in the entire state. Maryland’s black bear was listed as an endangered species by 1972. Black bear populations have risen since then with the majority of them being found in forest and woodland environments of Western Maryland.

A bear’s territory in these particular environments could range from three to ninety kilometers. This animal is always in search of different types of foods to eat, such as nuts, fruits, insects, young mammals and carrion (dead animals).

Characteristics of Four Habitats

Habitat Climate Surface Features Main Plant Types Plant Eaters Found in Habitat

Q hot sand dunes cacti, grasses field mice, tortoise R warm low lying areas, water grasses, cattails deer, muskrat S cool mountains trees, blueberry

bushes, nuts rodents, insects

T cold snowdrifts algae, mosses lemmings, hares We know an animal’s survival depend on whether it is well suited for its environment. Why do you think the black bear population declined in the Chesapeake Bay region in the 1900s?

In your response, be sure to:

• Explain how the black bear is suited for its environment • Describe how its survival was affected by environmental change


6.B.2.c Standard 6.0 Environmental



Objective c. Identify and describe that an environmental issue affects individual people and groups of people differently.

Key Concepts: • Pesticide Use • Chicken Farms • Fertilizer

Strategies:


• http://en.wikipedia.org/wiki/List_of_environmental_issues • www.theteachersguide.com/Environment.html • www.eelink.net/pages/Lesson+Plans

Chemical pesticides are sometimes sprayed on crops to kill insects that eat the crops. People have different viewpoints about the use of pesticides on crops.

What might be a concern about using pesticides on the crops?

A. Will the food ripen? B. Will the food stay fresh? C. Will the food harm humans? D. Will the food harm bugs in the home?

http://en.wikipedia.org/wiki/List_of_environmental_issues

http://www.theteachersguide.com/Environment.html


6.B.2.c Standard 6.0 Environmental



Objective c. Identify and describe that an environmental issue affects individual people and groups of people differently.

Key Concepts: • Pesticide Use • Chicken Farms • Fertilizer

Strategies:


• http://en.wikipedia.org/wiki/List_of_environmental_issues • www.theteachersguide.com/Environment.html • www.eelink.net/pages/Lesson+Plans •

Maryland air quality is reported daily using the color codes from the data table below.

AIR QUALITY Color Code Condition Suggested Action

Green Good None Yellow Moderate Very sensitive people should limit outdoor exercise.

Orange Unhealthy for sensitive people

People with trouble breathing should limit being outdoors for long periods.

Red Unhealthy Everyone should limit outdoor exercise.

Which group of people would most likely be affected when the color code is yellow?

A. adults who exercise regularly B. athletes in good physical shape C. teenagers who play soccer and football D. young children with breathing problems

http://en.wikipedia.org/wiki/List_of_environmental_issues

http://www.theteachersguide.com/Environment.html

http://www.eelink.net/pages/Lesson+Plans


Teacher Answer Key Page Number Answer

11 C 12 C 14 BCR 16 B 17 D 19 D 21 A 22 C 23 C 24 A 26 C 27 C 29 A 31 C 32 A 34 A 35 A 37 D 39 A 42 BCR 45 BCR 47 C 49 C 50 B 51 C 53 BCR 55 A 57 D 59 B 61 BCR 62 C 63 A 64 A 65 B 66 C 67 C 68 C 69 BCR 70 B 71 D 73 D 74 BCR 75 C 76 D


Brief Constructed Response (BCR) Rubric Print: Scoring Rubric Score 3 There is evidence in this response that the student has a full and complete understanding of the question or problem.

• The supporting scientific evidence is complete and demonstrates a full integration of scientific concepts, principles, and/or skills.

• The response reflects a complete synthesis of information, such as data, cause-effect relationships, or other collected evidence.

• The accurate use of scientific terminology strengthens the response. • An effective application of the concept to a practical problem or real-world situation reveals a

complete understanding of the scientific principles. 1

Score 2 There is evidence in this response that the student has a general understanding of the question or problem.

• The supporting scientific evidence is generally complete with some integration of scientific concepts, principles, and/or skills.

• The response reflects some synthesis of information, such as data, cause-effect relationships, or other collected evidence.

• The accurate use of scientific terminology is present in the response. • An application of the concept to a practical problem or real-world situation reveals a general

understanding of the scientific principles. 1

Score 1 There is evidence in this response that the student has minimal understanding of the question or problem.

• The supporting scientific evidence is minimal. • The response provides little or no synthesis of information, such as data, cause-effect

relationships, or other collected evidence. • The accurate use of scientific terminology may not be present in the response. • An application, if attempted, is minimal. 1

Score 0 There is evidence that the student has no understanding of the question or problem.

• The response is completely incorrect or irrelevant or there is no response.1 2

Note 1: On the Maryland School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Brief Constructed Response (BCR) Rubric

http://mdk12.org/share/rubrics/msa/science/pdf/msa_science_BCR_rubric.pdf


For Page 47 Sample Student Response #1

Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is completely incorrect (a specialized cell is not founde in a plant…they don't have cells).

Sample Student Response #2

Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is completely irrelevant to the question (A leaf cell needs to have sun too grow, a nerve cell needs to have blood).


Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question The student provides little synthesis of information by minimally explaining why organisms

Brief Constructed Response (BCR) Samples: Student Responses

http://mdk12.org/share/rubrics/msa/science/popups/BCR_0.html





Samples Responses for Page 47 Continued


Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student provides minimal supporting scientific evidence of a type of cell not found in a plant (A type of cell that is not found in a plant is a nerve cell).


Score for Sample Student Response #5: Rubric Score 2 Annotation, Using the Rubric: There is evidence in this response that the student has a general understanding of the question. The student provides generally complete supporting scientific evidence to address a type of cell not found in a plant and why it is not needed (A plant does not have a nerve cell…because [it] does not think).


Score for Sample Student Response #6: Rubric Score 3 Annotation, Using the Rubric: There is evidence in this response that the student has a full and complete understanding of the question. The student provides synthesis of information to explain why multicellular organisms only need certain specialized cells (Multicellular organisms only need certain specialized cells because not all specialized cells do the function that organism needs). The student also provides integration of scientific concepts to explain why a plant does not need a certain type of cell (a muscle cell is not needed in a plant because a plant has no muscles).







Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant. The student simply identifies body parts of the firefly (Lantern…wings…Legs). Sample Student Response #2

Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant (there is different kind of Firefly). Sample Student Response #3

Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The supporting scientific evidence is minimal (to give signals to each other) as the student addresses how specialized cells are used to aid in survival. Sample Student Response #4

Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student minimally explains how specialized cells are used to aid in survival (warn their predators not to eat them because they taste bad…predators don’t eat them).







Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the question. The response is completely incorrect (the ice cream that is frozen might have more matter because it is frozen into a solid and the melted ice cream has less matter). Sample Student Response #2

Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence in this response that the student has no understanding of the question. The response is completely irrelevant (he/she could test the amount of time it takes for a scoop of ice cream to melt). Sample Student Response #3

Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student provides no synthesis of information and only lists equipment needed to make a comparison (a scoop, ice cream and a bowl). Sample Student Response #4

Score for Sample Student Response #4: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The response uses minimal scientific evidence to explain how a student might make the comparison (take a scale and put the bowl of frozen ice cream on one side and the bowl of melted ice cream on the other) but provides an incorrect outcome of the comparison (the bowl with the frozen ice cream would be heavier than the bowl with the melted ice cream). The equipment needed to make this comparison is included (a bowl of frozen ice cream and a bowl of melted ice cream, a scale), although inaccurate terminology is present (scale).







Score for Sample Student Response #1: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant to the question (…make sure you have the sugar…enough sugar…enjoy). Sample Student Response #2

Score for Sample Student Response #2: Rubric Score 0 Annotation, Using the Rubric: There is evidence that the student has no understanding of the question. The response is irrelevant to the question, providing no observable properties before or after mixing. Sample Student Response #3

Score for Sample Student Response #3: Rubric Score 1 Annotation, Using the Rubric: There is evidence in this response that the student has minimal understanding of the question. The student provides an observable property for each of the ingredients before mixing (liquid, solid, and solid) and a property after mixing (liqiud). The student provides no synthesis of information to explain what happens when the materials are combined to make a mixture.





CURRICULUM GUIDE EVALUATION FORM This form is to be used by individual teachers to provide a reaction to the curriculum guide currently being used. At the end of each unit taught or after teaching from the entire document, please complete the form and send it to the content area supervisor. Your input is necessary in order to assess what revisions must be made in the document. Thank you for helping to review and revise your curriculum so that it is meaningful to your teaching. PGIN: 7690-_______ __________________________________ Name of Document _____________________________________________ Name of Unit/Chapter Evaluated ______________________ __________________ Instructional/Grade Level Publication Date

1. In-service was received on this publication. Yes ______ No ________

2. The in-service was (adequate, inadequate) for using this document.

3. Teachers could use further in-service on the following topics/chapters/units: __________________________________________________________________

__________________________________________________________________

4. The errors/omissions noted in the document are on page(s)___________________

__________________________________________________________________

5. The best written and most helpful sections or pages of this document are:

__________________________________________________________________

__________________________________________________________________

6. Information needs to be revised on the following: __________________________________________________________________

__________________________________________________________________

7. The attached material (outline, lesson plan, etc.) should be added to the document.

__________________________________________________________________ __________________________________________________________________

8. Did the format of the guide make it easy to use? Yes _____ No _____

9. What changes would you like to see included? ____________________________

__________________________________________________________________


10. Do the lessons contain realistic teaching time frames? Yes _____ No ____

11. Are there a sufficient number of teaching lessons/activities? Yes ____ No ____

12. Are there a sufficient number of available resources listed? Yes ____ No ____

13. Was the content appropriate for the level of teaching? Yes ____ No ____

14. Does the content adequately provide for Title IX (sex equality) guidelines?

Yes ____ No ____

15. Does the content adequately provide for inclusion of information about

multicultural and multiracial relationships? Yes ____ No ____

16. The following suggestions would improve this document: __________________

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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