Shelby County Schools



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.

An 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.

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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.

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Science Curriculum Maps Overview

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), 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 Maps

Tennessee State Standards

The 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.

Content

The 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.

Connections

District 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 Standards |Learning Outcome |Content |Connections |

|Standard 4 - Heredity |

|0507.4.1 Recognize that information is |I can explain how genetic information is transmitted from|Macmillan/McGraw-Hill-Closer Look Grade 5 Chapter 2, | Academic Vocabulary |

|passed from parent to offspring during |parents to offspring. |Lesson 1 Reproduction pp. 88-97 |Reproduction, vegetative propagation, Instinct, gene, |

|reproduction. |I can create a chart that compares hereditary and |Chapter 2, Lesson 2 Traits and Heredity pp 98-107 |dominant trait, recessive trait, pedigree, heredity, |

| |environmental traits. | |inherited trait |

|0507.4.2 Distinguish between inherited | |Lab investigations | |

|traits and those that can be attributed to| |Explore: p. 89 Can some flowering plants grow without | |

|the environment. | |seeds? |Explain: Students will create a poster explaining |

| |Essential Questions |Quick Lab p. 92 Asexual Reproduction poster |Heredity. Students present their posters to the class|

| |How is genetic material passed between generations? |Survey classmates to discover shared physical traits. |and invite follow-up questions. Share and critique |

|Scaffolded (Unpacked) Ideas |What is the difference between an inherited |(TE) p. 99 |each student or group’s submission using a rubric. |

| |characteristic and one that develops as a result of |Explore: Inherited Traits in Corn (TE) p. 103 |Techy Twist: Add QR codes with information about |

|1. Reproduction is a characteristic of all|interactions with the environment? | |Mendel, etc. |

|living things. | | | |

|2. Sexual reproduction typically occurs | |Online Resources | |

|through the union of gametes (egg and | |Mendel and Inheritance – this website gives information | |

|sperm) from two individuals of opposite | |on heredity, Mendel, and inheritance. |Explore: Share the science background about Dog |

|sex | | |Breeding on TE p. 102. Have students pick a dog breed |

|3. Gametes contain genetic information | |DNA and Mendel - this website gives information on |and research what diseases are specific to that breed. |

|that is transmitted from one generation to| |heredity and Mendel. |Then brainstorm a solution to help eliminate that |

|the next. | | |disease. Write a paragraph to explain the disease and |

|4. During sexual reproduction, offspring | |Pass the Genes, Please! – This game will show students |solution. |

|inherit a combination of genetic material | |what genes the Melonheads will pass to their child |(Science Practice 6 Constructing explanations and 7 |

|from both parents. | |Melvin. |Engaging in argument from evidence.) |

|5. Because offspring resemble their | | | |

|parents, there must be a means for | |Copy Cat – the students will choose a kitten to clone and|Students will read Cloned Canine, a 940L Lexile level |

|transmitting information between | |see if their DNA matches the cat. |passage that discusses how Snuppy was genetically |

|generations. | | |copied. |

|6. Offspring resemble their parents in | | | |

|some ways, but not others. | | |The paired text that students will read is entitled |

|7. The characteristics of organisms are | | |Cloning Around, a 610L Lexile level passage that poses |

|influenced by what they inherit and the | | |the question of cloning. These texts have been paired |

|environment. | | |because they both address the topic of cloning. |

|8. Similarities among the characteristics | | | |

|of offspring and parents are indicative of| | | |

|traits that are inherited. | | |Students will read How They Cloned Sheep, an 850L |

|9. Certain acquired traits result from | | |Lexile level passage courtesy of the American Museum of|

|interactions between an organism and its | | |Natural History, talks about the process of cloning |

|environment. | | |sheep. |

|10. Characteristics such as the ability to| | | |

|ride a bicycle are learned and cannot be | | | |

|passed on to the next generation. | | | |

|N Standards |Learning Outcome |Content |Connections |

|Standard 9 – Matter |

|GLE 0507.9.1 Observe and measure the |I can compare the simple chemical properties of common |Macmillan/McGraw-Hill-Closer Look Grade 5 | |

|simple chemical properties of common |substances. |Explain: |Academic Vocabulary |

|substances. |I can investigate factors that affect the rate at which |Chapter 5 Lesson 1 pp. 260-266 |Element, atom, nucleus, proton, neutron, electron, |

|0507.9.2 Design and conduct an experiment |various materials freeze, melt, or evaporate. |Chapter 5 Lesson 2 pp. 272-278 |molecule, mass, weight, volume, density, buoyancy, |

|to demonstrate how various types of matter|I can use data from a simple investigation to determine |Chapter 5 Lesson 3 pp. 284-288 |conductor, flammability, corrosion, indicator, acid, |

|freeze, melt, or evaporate. |how temperature change affects the rate of evaporation |Chapter 5 Lesson 4 pp. 294-298 |base, neutralization, chemical property |

|0507.9.3. Investigate factors that affect |and condensation. | | |

|the rate at which various materials | |Lab investigations | |

|freeze, melt, or evaporate. | | |Explore: |

| | |Explore: |Students will read Matter is Everywhere, a 930L Lexile |

| |Essential Questions |How Can You Know What is “Inside” Matter? page 259 |level passage that talks about how matter is everywhere. |

|Scaffolded (Unpacked) Ideas | |Inside Atoms and Molecules page 263 | |

|Materials have certain physical properties|How are the non-observable physical properties of a |Which Has More Matter? page 271 |Students will read It's Elemental!, a K12 Reader passage |

|that cannot readily be observed, such as |material determined? |Quick Lab: Too Dense to Float page 275 |that discusses the states of matter and elements. |

|strength, hardness, flexibility, |What are some examples of a chemical change in matter? |What Happens When Ice Melts page 283 | |

|durability, buoyancy, response to magnets,|What distinguishes a physical change from a chemical |What is Rust page 293 |Students will read The Penny Experiment, a 800L, talks |

|degree of transparency, and ability to |change in matter? |Evaporation Investigation - Students conduct an |about oxidation through a penny experiment. Science |

|conduct heat. |What occurs when two or more substances are chemically |experiment to explore changes in the rate of evaporation|Practice 8: Students have opportunities to obtain, |

|During a physical change the physical |combined? |using a measured amount of water and paper towels. They | evaluate  and   |

|properties of a substance remain the same.|What factors are associated with how different materials |test variables that may affect the rate of evaporation |communicate  information through  reading  and  writing |

| |freeze, melt, or evaporate? |and relate these variables to weather conditions. | texts  as   |

|The physical properties of a substance can| | |well as communicating  orally. Scientific   |

|be determined without changing the | |Video Resources |information  needs  to  be  critically  evaluated |

|substance's structure. | | | and persuasively  communicated  as  it  supports  the   |

|When an object is broken into parts, the | |Bill Nye - Phases of Matter – Bill Nye the Science Guy |engagement  in  the  other  science  practices. |

|parts have the same total weight as the | |talks about the phases of matter. | |

|original object. | | | |

|A substance's internal structure must be | |Brainpop- States of Matter – Explore with Tim and Moby |Kids' Heating Experiments - This site provides four brief|

|affected for its chemical properties to be| |about the states of matter – Tim and Moby discusses how |activities related to movement of heat energy. Consider |

|investigated. | |matter change states. |replacing the science equipment in some of these |

|During a chemical change event, such as | |Brainpop- Matter Changing States – this video covers how|activities with common kitchen equipment if actually |

|rusting, tarnishing or burning, substances| |matter change states. |demonstrating the activity. These activities may also be |

|are altered chemically and display | | |discussed with students as examples of simple experiments|

|different physical and chemical properties| |Online Resources |prior to designing and conducting their own experiments. |

|after the change. | |Matter Interactive Games – This website has several | |

|Some materials are composed of a single | |interactive games that aligns to Standard 9. |What Makes Ice Melt Fastest? - This lesson plan is |

|substance; others are composed of more | |5th Grade Matter Scatter Game – this challenging game |designed to investigate the effect of four different |

|than one substance. | |allows students to match the specified vocabulary word |common household substances on the melting point of ice. |

|When a new substance is made by chemically| |to its meaning. As each level progress, the level |It provides good background information in the |

|combining two or more materials, it has | |becomes rigorous. |introduction and clear directions for completing the |

|properties that are different from the | | |experiment. Consider using this as a demonstration of a |

|original substance | |Interactive Periodic Table – this website allows |well-designed experiment prior to letting students design|

|Solid, liquids, and gases have their own | |students to get to know their favorite element and make |their own experiments. You may replace the electronic |

|unique properties such as the relative | |learning fun. |kitchen balance with a small classroom scale. All other |

|ability to be compressed and the shape | | |materials and equipment are readily available in most |

|they assume when placed in a container. | | |homes. Some of the language may not be grade appropriate.|

|Materials can change from one state to | | | |

|another by gaining or losing heat. | | | |

|Heating and cooling can cause a change in | | | |

|the properties of a single substance. | | | |

|Not all substances respond the same way to| | | |

|being heated or cooled. | | | |

|Materials may consist of parts that are | | | |

|too small to be seen without | | | |

|magnification. | | | |

|Changes of state are explained by a model | | | |

|of matter composed of tiny particles that | | | |

|are in motion. | | | |

|The total mass of the system remains the | | | |

|same when substances undergo changes of | | | |

|state. | | | |

|Standard 10 – Heat |

|GLE 05007.10.1 Design an experiment to | |Macmillan/McGraw-Hill-Closer Look Grade 5 |Academic vocabulary |

|illustrate the difference between |Essential Questions |Explain: |energy, law of conservation of energy, potential |

|potential and kinetic energy | |Chapter 6, Lesson 3: pp. 338-342 |energy, kinetic energy, heat, temperature, thermal |

| |What are the essential differences between potential and |Chapter 6, Lesson 4: pp. 348-354 |conductivity, conduction, convection, radiation |

|SPi 0507.10.1 Differentiate between |kinetic energy? | | |

|potential and kinetic energy. | |Lab Investigations |Explore: |

| |What are the basic principles that explain heat transfer | | |

|GLE 0507.10.2 Conduct experiments on the |between objects? |Explore: |Potential and Kinetic energy Lesson Plan - In this |

|transfer of heat energy through | |What happens to energy? p. 337 |lesson, students will observe and record the amount of |

|conduction, convection, and radiation. | |The Energy of a Pendulum p. 341 |work done by marbles rolling down a plane and more |

| | |Thermal Differences p. 353 |fully understand the relationship between potential and|

|SPi 0507.10.2 – Use data from an | | |kinetic energy. This lesson directly addresses the |

|investigation to determine the method by | |Investigating Kinetic and Potential Energy - In this |learning expectation of teaching the student how to |

|which heat energy is transferred from one | |lesson, students use a variety of resources to explore |understand the difference between potential and kinetic|

|object or material to another. | |the concepts of potential, kinetic, and total energy |energy.   |

| | |within different types of systems. Students watch a video| |

| | |that explains the transfer of energy in a trebuchet's |The Mummy’s Tomb Raceways - Through this lesson plan, |

|Scaffolded (Unpacked) Ideas | |release, use an interactive activity to determine the |the students create an experiment to understand the |

|All forms of energy are classified into | |types of energy involved in different parts of a roller |concepts of kinetic and potential energy. The materials|

|two categories: potential and kinetic. | |coaster ride, do an in-class investigation that |needed are listed and are not expensive. The resource |

|Gravitational potential energy is | |demonstrates the effect of mass and gravity on energy |is a basic experiment for potential and kinetic energy.|

|associated with the position of an object.| |systems, explore the difference between gravitational and| It is a way to introduce the concept at the beginning |

|Objects can have elastic potential energy | |elastic potential energy, and finally, use the formulas |of a unit or to use as an assessment piece during a |

|due to their compression, or chemical | |for kinetic and potential energy to examine the path of a|unit. |

|potential energy due to the arrangement of| |projectile. This lesson provides the media resources and | |

|their atoms. | |teacher materials necessary to walk students through the |Students will read Free Transfer, an 850L Lexile level |

|Objects can gain or lose potential energy.| |process of understanding the difference between kinetic |passage that discusses ways energy can be transferred. |

|When an object falls, a spring is | |and potential energy. | |

|released, or a substance is changed | | |Students can build a Solar Oven to show how energy can |

|chemically, its potential energy decreases| | |transfer from one place to another. |

|and its kinetic energy increases. | |Online resources | |

|Kinetic energy is associated with the | | | |

|motion of an object. | |Interactive Roller Coaster Simulation - In this media | |

|When energy moves from one system to | |demonstration, students can clearly see where the kinetic| |

|another it always gets transferred from | |and potential energy exist on a roller coaster. This is a| |

|the place where there is more energy to | |great resource for showing students how kinetic and | |

|where there is less energy. | |potential energy apply on a roller coaster. | |

|When energy moves from one system to | | | |

|another, the total amount of energy before| |Heat Transfer Simulation - Through this media simulation,| |

|transfer equals the quantity of energy | |students are shown the difference between radiation, | |

|after the transfer. | |conduction, and convection. This resource directly | |

|Heat results when substances burn, when | |addresses the three types of heat transfer:  radiation, | |

|materials rub against each other, and when| |conduction, and convection. | |

|electricity flows though a wire. | | | |

|Unless it produces its own heat, the heat | |Heat Energy Review - This website provides a brief | |

|of an object depends upon the environment | |overview of the three forms of heat transfer, convection,| |

|in which it is found. | |conduction, and radiation.  After reading through the | |

|Heat can be transferred from one place to | |review there is an assessment piece with 5 questions. | |

|another in three ways: conduction in | | The assessment piece can be accessed by clicking on the | |

|solids, convection in liquids or gases, | |review game link. This is a way for students to assess | |

|and radiation through anything that will | |their understanding of the concept of transfer of heat | |

|allow radiation to pass. | |energy through convection, conduction, and radiation. | |

|Materials themselves do not have any | | There is a brief review and questions that follow. | |

|particular warmth or coldness. | |Transfer of Heat Energy - This website is 6 pages of | |

|The heat energy of an object is associated| |information on convection and conduction.  The website is| |

|with the motion of its molecules. | |written with children as the audience.  There are | |

|Different solid materials have different | |thermograms, animations, and diagrams to aid in the | |

|abilities to conduct heat. | |understanding of the concepts of heat transfer.  The | |

|When warm and cool objects come into | |website does go on into the issue of heat loss and | |

|contact, warmer objects get cooler and | |reducing heat/energy loss | |

|cooler objects get warmer until they all | | | |

|are the same temperature. | |Video Resources | |

|Convection occurs when warmer areas of a | | | |

|liquid or gas rise to cooler areas. | |Studyjams - Heat - Type in 'energy & matter' in the | |

|Heat spreads from one object to another; | |search box.  This is an animated video (approx. 3 | |

|cold is not transferred. | |minutes) describing the difference between potential and | |

|A warmer object can heat a cooler one from| |kinetic energy.  There is also a quiz the students can | |

|a distance without any direct contact. | |take individually or as a class review over potential and| |

|Increasing the temperature of any | |kinetic energy.  | |

|substance requires the addition of energy.| |This resource can be used as a tool to introduce the | |

| | |difference between potential and kinetic energy or as a | |

| | |review after instruction. | |

| | | | |

| | |Energy Skate Park - This is an interactive simulation of | |

| | |a skateboarder at a skate park showing the kinetic and | |

| | |potential energy as the skater travels up and down a | |

| | |skate ramp.  The student can build a tracks and ramps and| |

| | |observe the changes in energy as well as friction.  This | |

| | |site also provides a teacher instructional guide. This | |

| | |resource allows students to design a skate park to | |

| | |illustrate the difference between potential and kinetic | |

| | |energy | |

| | | | |

| | |Science in Focus: Energy - Scroll down and click on | |

| | |workshops 3 and 4.  These videos give teachers an in | |

| | |depth knowledge of the conversion of potential to kinetic| |

| | |energy and could trigger ideas on creative ways to teach | |

| | |this topic. These videos give teacher additional content | |

| | |knowledge on this GLE | |

| |

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