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Purpose of Science Curriculum Maps?This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides?suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.??Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.2365375107950An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. . How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.TN StandardsLearning OutcomeContentConnections Standard 4-Life Science- Heredity – 3 weeksGLE 0207.4.1 Compare the life cycles of various organisms.GLE 0207.4.2 Realize that parents pass along physical characteristics to their offspringScaffolded (unpacked) ideasThe life cycle of living things include being born, growing, changing into adults, reproducing, and finally dying.Different living things have different stages that they pass though from birth to death.Many of an offspring’s physical characteristics were inherited from their parents.Plants and animals are very much, but not exactly like their parents.Some characteristics such as the ability to ride a bicycle are learned and cannot be passed on to the next generation.I can observe & record observations of the life cycle I can make a sequence of the stages of a life cycle I can compare the physical structures of a variety of animals I can describe the functions of the physical structures of a variety of animals I can tell the similarities & differences between animal parents & their offspring . Essential Question(s)What are the stages that are common to the life cycle of all living things?What are the similarities and differences among the life cycles of some common animals?What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?Why do offspring tend to resemble their parents?What are some examples of physical traits that are passed along from parents to their offspring?Why are offspring not exactly the same as their parents?What is the difference between an inherited characteristic and one that develops as a result of interactions with the environment?MacMillan/McGraw-Hill: A Closer Look Explore/ EngageChapter 2 Lesson 2 Animals Grow and Change pp. 84-89Evaluate: Think, Talk, and Write p. 89 what will the butterfly do when it is an adult?Lab and investigations: Inquiry Investigation: Be A Scientist pp.90-91 “How Does a Mealworm Grow?” Online Resources HYPERLINK "" Life Cycle Game : During this interactive game the students put the life cycle stages of different plants and animals in the correct order. The animals included are ladybug, brine shrimp, abalone, fern, coconut, snake, butterfly, and mosquito. This game could be used for practice or assessment. After the students put the life cycle in the correct order they can check themselves and correct missed stages. When the student gets the life cycle in the correct order and checks their work the name of the animal in each stage pops under the picture. When returning to the home page, the student will see a short description of the animal. To enrich the activity, choose level two which adds more stages from which to choose.Life Cycle Interactive Games: This link will open to several interactive websites that will deepen the students’ understanding about life cycles.Chapter 2 Lesson 2 Interactive Vocabulary GameVideo ResourcesThe Life Cycle of a Panda Bear/ChickenThe Life Cycle of a Pine TreeBeing a Mosquito: This video from Curious George introduces students to the life cycle of mosquitoes. The students in the video observe mosquitoes in their early stages of development—as larvae and pupae—in a typical breeding ground: a birdbath. They also have a chance to view adult mosquitoes under a microscope to learn which mosquito species are responsible for certain diseases. This short video clip shows a class visiting a mosquito control station and learning about the life cycle of mosquitoes. ?There is a background essay for teachers, discussion questions to use with students, and correlations to your state standards, all of which can be printed if needed. The discussion questions for the video are the following:How does getting rid of standing water help cut down on the number of mosquitoes in an area?What do you think happens to mosquito populations if it doesn't rain?Do you think the life cycle of a mosquito is like the life cycle of a butterfly? Explain your answer.What kinds of tools do scientists use to study insects?Metamorphosis: Change of Plans: This video segment explores the developmental process called metamorphosis, in which an animal's body changes form dramatically on its way to becoming an adult.Butterfly Life Cycle Fitness: Science and exercise unite in this Kindergarten through 5th grade video! Students learn about the life cycle of a butterfly while performing certain physical tasks at each stage. Following along with their teacher, students perform exercises and stretches such as knee taps and crunches as they move their way through the life cycle of a butterfly. This video is great for engaging students in psychomotor and cognitive skills. Academic VocabularyObservation, parent, offspring, physical characteristic, larva, pupa, life stageStrategies for teaching science vocabulary Performance TaskElaborate/ EvaluateLife Stages Cards This document illustrates some of the stages of each of these creature's transformation from egg, to larva, to adult, and gives students the opportunity to place them in their proper order.Birth, Growth, and Development Lesson Plan In this lesson, students come to understand that all living things have a life cycle. The goal of this introductory lesson is to engage students in the study of the developmental stages of animals. By watching the births of a variety of animals, they discover that different species begin life in different ways. Next, students study photographs of humans at different developmental stages, then measure their own height and compare it to their height at birth. These exercises help them understand that living things grow and change -- albeit at different rates -- during their life cycle. Finally, students examine images that highlight the development of different kinds of animal young and learn that many animals develop much faster than humans. This helps students begin to understand that the developmental stages of life vary from one species to another -- a concept that is further developed in?Life Cycles of Frogs, Dragonflies, and Butterflies and Plant Life Cycles.Changing Cicada : This lesson is for students to study how offspring are very much, but not exactly, like their parents in the context of the periodical cicadas.Life Cycles/Traits This resource provides a lesson that includes data collection and inquiry. ?Students will collect data from family member and draw conclusions about inherited traits. ?The result is that students will understand that physical traits can come from family members. Students will define the terms "genes" and "heredity", identify learned and inherited behaviors, and describe and compare family traits and characteristics.Life Cycle Unit a project based unit for primary grades.Exploring Plants A complete plant unit geared towards second and third grade scientists.? Includes reading and vocabulary activities along with science labs for hands on learning.Aligned with the common core English Language Arts and Math standards for the second gradeStandard 5 -Life Science – Biodiversity and Change- 3 weeksGLE 0207.5.1 Investigate the relationship between an animal’s characteristics and the features of the environment where it lives.GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past.Scaffolded (unpacked) ideasSome plants and animals that once existed have completely disappeared.Many of the plants and animals that disappeared look like organisms that are alive today.Fossils are the preserved parts of plants and animals that are no longer found on earth.Some animals are very alike in how they look and in what they do; others are very different from one another.Within any one kind of animal, no two individuals are exactly the same.Different kinds of plants and animals are found in different places. There is a relationship between the external features of animals and where they lives that helps them to survive.I can compare and contrast the characteristics of organisms from two different environments.I can infer the characteristics needed by an organism to survive in a particular environment.I can observe fossils or picture of fossils and make inferences about the organisms from which they originated. I can compare pictures of fossils with animals or plants that are living today. Essential QuestionsDescribe similarities and differences among different types of animals?What are some similarities and differences found animals from the same “family”?What is the connection between the characteristics of an animal and the place where it lives?How do the external features of an animal help it to survive in the place where it lives?What are some examples of animals that once lived on earth but have disappeared?What are some animals that exist today that resemble those that disappeared in the past?How do fossils provide evidence of plants and animals that lived in the past?MacMillan/McGraw-Hill: A Closer LookChapter 3 Lesson 1 pp. 112-117 (GLE 0207.5.1)Chapter 3 Lesson 2 pp. 120-125 (GLE 0207.5.1)Chapter 3 Lesson 3 pp. 130-133 (GLE 0207.5.1)Chapter 3 Lesson 3 pp.134-135 ( GLE 0207.5.2)Lab and investigations Explore: p. 113 (Lesson 1) How do living things survive in a forest? Think, Talk, and Write p. 117 How are a bird and a cave salamander alike? How are they different? (Lesson 2) p. 121 How do animals survive in a water habitat? Think, Talk, and Write p. 125 How do plants and animals live in water?(Lesson 3) p. 129 What happens when habitats change? Think, Talk, and Write p. 135 What happens to plants and animals when their habitats change?Fossil Fun Investigation- The student will investigate and understand that living things are part of a system. Key concepts include fossils provide information about living systems that were on Earth years ago.Bird Beak Investigation – The purpose of this investigation is to explore the relationship between a bird's beak and its ability to find food and survive in a given environment. The following materials go with this lesson:Bird BeaksEsheet Choosing Your Food WiselyStudent Activity Sheet Bird Beaks Record SheetStudent Activity Sheet Bird Beaks Record Sheet Teacher SheetTeacher Sheet Premineralization Fossils are remnants of once living things. One way fossils form is by permineralization. This is when the pore spaces of a bone are filled with mineral rich water and internal crystals begin to form. Eventually the whole bone becomes rock. The activity uses a sponge dipped in wax to imitate permineralization.Online Resources Dinosaur Cove See how many fossils you can find amongst the rocks on the beach in Dinosaur Cove before the tide comes in.Dino Dig Complete 2 digs to become a junior paleontologist. Finish all 5 to become a pro. The higher the number, the harder the dig.How animals meet their needs-online gameNational Geographic animals (Info & Pics)Animal Adaptations Interactive GamesDinomight: A Fossil Study Interactive Study and GameVideo Resources How Fossils Form This is a short video that teaches students how fossils are formedFossils for Kids A video on fossils Animals Adaptation video- a Smartschool module on animals and their adaptation.Academic vocabularyOrganism, adaptation, antenna, cave, river, stream, drought, endangered, fossil, extinct, dinosaur, prehistoricPerformance TasksEngage/EvaluatePractice 3 Planning and carrying out investigations/ CCSS.ELA-Literacy.SL.2.6Plant Life Cycles A passage and related questions about plant life cycles. Cross-Curricular Focus: Life Science. This worksheet is in line with Common Core Standards for 2nd and 3rd grade Key Ideas and Details, but may also be used for other grades. The passage’s Lexile Level is 610.What Lives in a Pond? This 560L Lexile level informational passage discuss things that live in a pond. Fossils and Dinosaurs- Fossils This 670L Lexile level passage discusses about fossil and dinosaurs. Writing idea and Details: Write a paragraph explaining what fossils are, how they are found, and what they tell us about life long ago using the provided word bank. Include facts and details that describe and explain your main ideas.(Distinguish among facts, reasoned judgment based on research findings, and speculation in a text and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)Resources for GLE 0207.5.1Animal AdaptationsAnimal CornerAnimal Fact MonsterAnimal Fact SheetsAnimal Facts and picturesAnimal info and PicsAnimal information-jungle walkAnimal Websites for kidsAnimals and their habitatsCreature FeaturesHabitat definitions and animalsWorld Book for KidsStandard 6- Life Science – The Universe – 3 weeksGLE 0207.6.1 Realize that the sun is our nearest star and that its position in the sky appears to change.GLE 0207.6.2 ?Make observations of changes in the moon’s appearance over timeScaffolded (unpacked) ideas Some parts of the sky have more stars than others.Some stars are brighter than others and seem to have different colors.The sun is the nearest star and can be seen only in the daytime.The sun appears to move slowly across the sky in the same way each day. The moon appears to change its shape a little every day. After about four weeks the moon appears to look the same as it did originallyI can observe and collect data on the sun’s position at different times of the day (aligns with GLE 0207.6.1).I can use science journals to draw and record changes in the moon over a period of time (aligns with GLE 0207.6.2). Essential Question(s)As a class discuss general observations about the stars in the sky?Why do stars seem to have different colors and brightness?How does the sun appear to move each day?Why is the sun visible only during the day?What are the changes in the moon’s shape that appear to be happening from day to day?How long does it take for the moon to return to its original shape?MacMillan/McGraw-Hill: A Closer Look Lesson 1The Sun and the Earth pp. 158-165Think, Talk, and Write p. 165 Write about how the Sun or the Moon Seems to move. Labs and investigationExplore: Inquiry Activity p. 159 “Why can’t we see the Sun at night?”Sunrise, Sunset: The Apparent Motion of the Sun This lesson plan leads students through an observation and recording activity that shows the sun's apparent change in position during the day. Online Resources The Sun Song This song describes the sun as a ball of burning gas. Songs are an effective way to introduce or reinforce concepts. This one can be used with lessons that teach GLE's relating to the sunLight and Shadow: The Sun Moves in the Sky In this lesson, the class records observations of the Sun’s apparent motion or path through the daytime sky. Students will use landmarks as a basis for their recordings and to help make predictions about the Sun’s changing position. This activity should be repeated three times during different seasons.Here Comes the Sun This activity will have students predict, measure and record temperatures This investigation will provide evidence showing that the sun is the source of heat and light for Earth.Sun and Moon Interactive GamesFun with the Sun unitSun, Moon, and Stars unitGLE 0207.6.2 Suggested LinksVideo Resources Moon Interactive LessonThe Sun SongAcademic vocabulary: axis, rotation, Sun’s position, orbit, phase, starPerformance Task.Engage/ EvaluatePractice 4 Analyzing and interpreting data/ CCSS.ELA-Literacy.SL.2.1.bThe Sun is My Favorite Star! Children will read common high-frequency words on their own and engage in an art and writing activity to expand language and creative-thinking skills, and relate the story to real-life experiences.(Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (Practice 8/ Literacy.RI.3.3)The MoonExplore Space This 450L Lexile level discusses beyond 6.1 and 6.2 by exploring space. There are questions that align with this passage. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) (Practice 8/ Literacy.RI.3.3)The Sun This is an interactive passage that gives immediate feedback once the passage questions are answered.(Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) (Practice 8/ Literacy.RI.3.3) ................
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