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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUMRevision Date: 07/31/2013Submitted by: Laura M Capriotti7th Grade Integrated ScienceTable of ContentsTopic PageGrade 7 Standards Overview 3Standards of Science Practice 4Scopes and Sequence 5-9Critical area 1- Science Process Skills: 10-13Critical area 2- Earth Science: 13-16Critical area 3- Life Science: 17-24Reading Standards Overview 24-25Reading Standards for Literature Grades 6-8 25-35Writing Standards Overview 35Writing Standards for Grades 6-8Grade 7 Mathematics Standards OverviewMathematics Standards 37-42 43 44-52COURSE OVERVIEWIn Grade 7, instructional time will focus on three critical areas in Integrated Science: (1) Science practices skills; (2) Life Science and (3) Earth Systems. Science 7-intergrated is an exploratory science course designed to enable our students to acquire knowledge of the natural world through understanding the systems that function within it. This course will place students in the role of a science explorer through a variety of inquiry activities and provide an in-depth coverage of all important concepts for today’s middle school grade student. It further builds on advancing processing skills and tools. Student understanding of the course will be enhanced by using in-lab activities, class discussions, textbook study, note-taking, along with videos and computer related activities.Primary Resource(s)TextbookTitle: Inside Earth Publisher: Prentice HallCopyright: 2009Series Title If Applicable: Science ExplorerSupplemental/OtherPrimary Resource(s)TextbookTitle: Cells and Heredity Publisher: Prentice HallCopyright: 2009Series Title If Applicable: Science ExplorerSupplemental/OtherScience Standards Overview7th Grade Science Practices (standard 5.1) embodies the idea of "knowledge in use" and include understanding scientific explanations, generating scientific evidence, reflecting on scientific knowledge, and participating productively in science. Science practices are integrated into each science domain in recognition that science content and processes are inextricably linked; science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. Science content is presented in Life Science (standard 5.3) embodies the knowledge of the natural world through understanding the systems that function within It, and Earth Systems (standard 5.4), embodies the energy flow and movement of materials from the Earth’s interior causing geologic events on Earth’s surface. Standards for Scientific Practice Science Practices.All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. Life Science. All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.Earth Systems Science. All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.Scope and SequenceUnit DescriptionCommon CoreStandard(s)Domain & StandardSuggestedTimelinePacing(must equal 165 days for full-year or 83 days forhalf-year course)BenchmarkingSuggestedInterdisciplinary ActivitiesExample for Each Subject Area(Unit 1)Science Practices Students build core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. They will master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. They will reflect on scientific knowledge building on itself over time. They will participate productively in science through critiquing and communicating, which are social practices that are governed by a core set of values and norms.Students will address these questions:What are lab rules and how are they represented? What is an observation?What is an inference?How do we observe/experience our world?What observations can we make with the five senses?What is a scientific question?What is a hypothesis?What is the difference between a hypothesis and a guess?What is the format in which a hypothesis should be written? (if/then statements)What are the steps in planning an experiment?What is a control?What is a variable?How will you make sure that you are controlling for variables?How do you choose which tools to use to gather data?What are the methods to measure and record data?Does the data collected support the conclusion?What will be measured during the experiment?Why is it important to measure the changes that occur or don’t occur during an experiment?What type of organizer will be used during data collection?How often will data need to be collected?How did you organize the results of the data collection?Did the data show any changes?What can you infer about any patterns or trends found in the data?What is a conclusion?Was your hypothesis supported by the data you collected?Do the results lead to new questions or new ideas?Based on your data, what conclusions can you make?What are the steps of the Scientific Method?5.1.8.A.1-3,5.1.8.B.1-4,5.1.8.C.1-35.1.8.D.1-4CCSCS: ELA-RST.1-10 (Grades 6-8), ELA-WHST.1, 2, 4-6, 8-10 (Grades 6-8) Math: M.7.NS, 7.SP & 7.G Sept. 15 DaysScreening Test(Course Pre-Test and Unit Test)Writing responsesLabsUnit TestLessons and CheckpointsQuizzesProjectsCareer EducationShare scientific results through Public speaking as in politicsHealth/PEDevelop a hypothesis to predict sporting events results on TV or Gym class and compare final scores. English Language Arts & LiteracyRead current science news article and write analysis (based on instruction and rubric) displaying the Scientific Method Format: MathCollect data during labs that will collect data through measuring physical properties (length, width height, mass and temp) and analysis data for conclusion. History/Social StudiesInvestigate the formation of the Scientific method and its inventorTechnical SubjectsUsing the Scientific Method devise a plan to build a new room. World LanguagesObserve, hypothesis, collect data, and then graph the different language spoken in our 7th grade class. Share a new word you learned. Unit DescriptionCommon CoreStandard(s)Domain & StandardSuggestedTimelinePacing(must equal 165 days for full-year or 83 days forhalf-year course)BenchmarkingSuggestedInterdisciplinary ActivitiesExample for Each Subject Area(Unit 2)Earth Sciences Students will understand that Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. Students’ will build on that and understanding that the theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth Additionally, understand that the biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.Students will address these questions:How have Geologist learned about Earth’s inner structure?What makes up the layers composition and characterizes of the Earth?How is heat transferred (the principle of Uniformitarianism)?What are convection currents?What causes convections currents in the Earth’s mantle?What was the original hypothesis about the continents and how did it change?How do fossils provide information about Earth’s past ()? What is the process of sea-floor spreading?How do ocean trenches support sea-floor spreading?What is the theory of plate tectonics?What are the three types of plate boundaries?How does stress in the crust change Earths structure? Where and how are faults found?What types of land features form from the forces of plate movement?How does the energy of an earthquake travel through Earth?How are earthquakes measured?What damage does Earthquakes cause?How can we increase safety during an earthquake?Where do most Volcanoes form?What is the difference between magma and lava?What factors determine the viscosity of magma?What are the different types of eruptionsWhat are the different stages of volcanic activity?What landforms from lava and ash?How does human impact affect environmental factors (e.g. global warming/recycling)? 5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2CCSCS: ELA-RST.4-6 (Grades 6-8), ELA-WHST.1, 2, 4-6, 8-10 (Grades 6-8) Math: M.7.RP & 7.G Oct-Jan 70 DaysScreening Test(Unit Pre-Test)Writing responsesLabsUnit TestLessons and CheckpointsQuizzesProjectsCareer EducationResearch a tool a Geologist uses. Diagram a poster that demonstrates is parts and functions. Health/PEModel the different rates of volcanic material eruption based on its viscosity but running laps in gym at different rates English Language Arts & LiteracyDesign a Concept Picture using Science Terms- using to play charades. MathDetermine the physical and chemical properties of different liquids and make comparison to the velocity of volcanic materials. History/Social StudiesTechnical SubjectsUse computers/internet to research global positioning programs. World LanguagesWrite a persuasive/informative essay about local environmental issues that affect your area and its living organisms. Make a recommendation for change. Unit Description Common CoreStandard(s)Domain & StandardSuggestedTimelinePacing(must equal 165 days for full-year or 83 days forhalf-year course)BenchmarkingSuggestedInterdisciplinary ActivitiesExample for Each Subject Area(Unit 3)Life Sciences Student’s will build an understanding that living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. They will understand that food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. Also that all animals and most plants depend on both other organisms and their environment to meet their basic needs. Additional, organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.Students will address these questions:What are cells?How did the invention of the microscope contribute to knowledge about living things?What is cell theory?What are the function of the organelles in cells?How is an animal and plant cell similar and different than each other?How do bacterial cells differ from animal and plant cells?What is the cell environment like and what does it need to survive?How does living things get their energy? How does one population of organisms affect other plants and/or animals in an ecosystem?What effects (positive and negative changes) happen on population size of a symbiotic pairing?What is the cell cycle and how does it occur?How does cell cycle relate to disease?What controls the inheritance of traits in organism?How does genetic crossing occur?What is Meiosis and what role does chromosomes play in this process?What role does genes and environment play? What are the major causes of genetic disorders in humans?What are ways of producing organisms with desired traits?What is evolution?How does natural selection lead to evolution? How do fossil form and how do we determine its age?What is the Geological Time Scale? 5.3.8.A.1-25.3.8.B.1-25.3.8.C.15.3.8.D.1-35.3.8.E.1-2CCSCS: ELA-RST.4-6 (Grades 6-8) ELA-WHST.1, 2, 4-6, 8-10 (Grades 6-8) Math: M.7.RP &7. G Feb-June 80 DaysScreening Test(Course Pre-Test)Writing responsesLabsUnit TestLessons and CheckpointsQuizzesProjectsCareer EducationJob qualifications_ Imagine you’re a leaf applying for a job in a photosynthesis factory – given a set of words summarize your qualifications and practice the interview in front of the class Health/PETrace and Track your daily eating habits. Records nutritional values and draw conclusion for improvement – HealthEnglish Language Arts & LiteracyWhat would you do? Provide story to read- “When New Medicines should be made available?”- Research by identifying the problem, analyzing options and finding a solution. Write a conversation between patient and doctor discussing pros and cons of new drug. MathWhat are Genotypes analyzing data problems-Probability History/Social StudiesTrace the history of disease your students family and make a family tree- Social Studies Technical SubjectsBuild a microscope World LanguagesExplain the process of Mitosis in another language Critical area 1: Science Process Skills for 7th Grade Domain & StandardStandardStudent Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)5.1.8.A.1-3,5.1.8.B.1-4,5.1.8.C.1-35.1.8.D.1-4To understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines and revises knowledge. The four science practice stands encompass the knowledge and reasoning skills that students must acquires to be proficient in science. Students will be able to: Understand Scientific Explanations:Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and considerations of alternative explanations. Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.Use scientific principles and models to frame and synthesize scientific arguments and pose theories.Generate Scientific Evidence Through Active Investigations:Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations. Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. Use qualitative and quantitative evidence to develop evidence-based arguments.Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. Reflect on Scientific Knowledge: monitor one’s own thinking as understandings of scientific concepts are refined. Revise predictions or explanations on the basis of discovering new evidence, learning new information, or using models. Generate new and productive questions to evaluate and refine core explanations. Students will be able to: Participate productively in Science: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building. Demonstrate how to safely use tools, instruments, and supplies.Handle and treat organisms humanely, responsibly, and ethically.Teacher Process skills Resource book with practice worksheets Scientific Article Analysis Grading Rubric Safety symbols/rules Powerpoint NJCCCS for Science, 2009Standardized test prep materials Powerpoint presentation on Science Skills Online Interactive Discovery Channel videosGuided Instruction of content using:*daily warm-ups*notebook note taking and diagramming*reinforcing and practice worksheets*Text and storybook reading*Open-ended questions *Labs *Projects*Problem-solving activities * NJ ASK example test itemsEvaluate science related articles and write a formal analysis. Monthly requirement to promote reading and writing across the curriculumAnalyze laboratory safety symbols, safety rules and identify good laboratory safety practices.Review scientific theory. Demonstrate qualitative and quantitative observational methods on practice and labsWrite questions, make observations, construct hypothesis, make inference, identify difference variables and draw conclusions in practice and labs. Use metric system, measure various items. Make conversions from English to metric units and vice versaReview steps of scientific methods steps and apply to solve problems Written responses to questions relating to Big Ideas and Essential Questions Student daily warm-upsStudents monthly article analysis Skill Benchmark Teacher-Created RubricsLesson Quizzes Performance Tasks or hands-on activity labs Science Process Resource Assessments anteacher-madetestUtilize various websites, including but not limited to:Brain-PopLab safety - Mythbusters episode by Special Education teacher:Lesson Plans for additional modifications Model article analysis using Smartboard and supporting article Read aloud as class Modified grading criteria for article analysis rubricExtended testing time Copy of teacher’s class notes for modificationby special education teacherProvide fill-in blank teacher class notes Work with partner Modified lab report gradingProvide study guide Extended/additional testing time Critical area 2: Earth Science for 7th Grade Domain & StandardStandardStudent Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2To understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.Correlate the evolution of organisms and the environmental conditions on Earth as they changed throughout geologic time.Evaluate the appropriateness of increasing the human population in a region (e.g., barrier islands, Pacific Northwest, Midwest United States) based on the region’s history of catastrophic events, such as volcanic eruptions, earthquakes, and floods.Determine the chemical properties of soil samples in order to select an appropriate location for a community garden. Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms. Model the vertical structure of the atmosphere using information from active and passive remote-sensing tools (e.g., satellites, balloons, and/or ground-based sensors) in the analysis.Model the interactions between the layers of the Earth. Present evidence to support arguments for the theory of plate motion. Explain why geomagnetic north and geographic north are at different locations.Represent and explain, using sea surface temperature maps, how ocean currents impact the climate of coastal communities. Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions. Assess students’ knowledge gained regarding Earth.Assess students’ knowledge gained regarding Earth systems: Earth’s history, Earth’s material properties, Tectonics, and biogeochemical cycles (multiple choice & open-ended responses format).Prentice Hall ~ Science Explorer Series by Pearson Education, Inc. or its affiliates, ?2000, ?2009 (Inside the Earth)Glencoe ~ Earth Science, Geology, the Environment, and the Universe by McGraw Hill Companies, Inc. ?2002 (Ch 4-6, 15-16, 17-19 and 21-24)NJCCCS for Science, 2009 Uncovering Student Ideas in Science – 25 FormativeAssessment Probes– Volume 1 NSTA press ?2005 New Jersey ASK7 Coach ~ Science, by Triumph Learning ?2009 (Chapter 1) Blooms Taxonomy Revised, 2004 Science grading rubrics/projects Prentice Hall Inside Earth TransparenciesPrentice Hall Inside Earth Student Workbook Videos: Brainpop “Crystal Gazing – Rocks and Minerals” “Earth’s Structures” “Sea-floor spreading” Discovery Channel: “Earth” “The Core” Walking with Prehistoric Beasts Part One Walking with DinosaursGuided Instruction of content using:*daily warm-ups*notebook note taking and diagramming*reinforcing and practice worksheets*Text and storybook reading*Open-ended questions *Labs *Projects*Problem-solving activities * NJ ASK Practiceexample test itemsExplain how fossils provide information about the Earth’s past. Relate fossil record to Pangaea theory.Investigate molds and casts in lab work. Identify the major differences of the Geological time scale and its components.Demonstrate Geological Time scale mapping.Develop Fossils & Geologic timeline Identify Earthquakes: Distinguish between the three types of faults and stresses. Discuss S, P, and L waves and properties of each. Discovery Lab: Model an Earthquake and its movement along faults. Apply Earthquake-Safe house to construction building a safer building. Explain the chemical makeup of lava and the rocks formed from each.Explore volcanic gases in a bottleRank hazardous volcanoes and determine which volcanoes pose the greatest risk to human life and property. Identify characteristics of soil and its properties for optimal gardening. Identify the characteristics of Earth’s layers.Identify what geologist doDiscuss boundary types and their resulting landforms.The Global Positioning System. History of GPS and how it operates. Impact on today’s lifestyle.Identify and locate the major oceans around the world. Describe their composition and temperature zoneInvestigate a local environmental issue relating to local marine life.Written responses to questions relating to Big Ideas and Essential Questions Student daily warm-upsStudents monthlyWritten responses to questions relating to Big Ideas and Essential Questions Student daily warm-upsStudents monthly article analysis Skill Benchmark Teacher-Created RubricsLesson Quizzes Performance Tasks or hands-on activity labs Website resources: by Special Education teacher:Lesson Plans for additional modifications Layered Curriculum (Rocks & Mineral Units) Textbook Audiotape – Read Along & Summaries Provide copy of teacher guide notesExtending time/modified version Provide copy of teacher guide notes Handout for additional note taking Work with a partner Modified version/time extensionExtended computer time Provide review study guide Extended/additional time for testing Provide fill-in blank teacher class notes Handout for additional note taking Modified grading criteria/rubric for crystal project Provide copy of teacher guide notes Handout for additional note takingProvide copy of teacher guide notes Handout for additional note taking Provide review study guide Extended/additional time for testing Provide copy of teacher guide notes Handout for additional note takingModified lab report/ grading Fill in the blank note taking Provide extended testing time Work with partnerReview study guide Extended/additional time for testingAdditional editing during Language Arts classCritical area 3: Life Science for 7th Grade Domain & StandardStandardStudent Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)5.3.8.A.1-25.3.8.B.1-25.3.8.C.15.3.8.D.1-35.3.8.E.1-2To understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the Physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.Assess students’ prior knowledge and existing ideas of Life science. Students will be able to: Organize and develop and compare the benefits and limitations of existing as a single-celled organism and as a multi-cellular organism. Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance. Analyze the components of a consumer’s diet and trace them back to plants and plant products. Model the effect of positive and negative changes in population size on a symbiotic pairing. Identify and defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits. Explain the source variation among siblings. Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information or to an organism’s development, and how these changes are passed on. Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative pare the anatomical structures of a living species with fossil records to derive a line of descent. Assess students’ knowledge gained regarding Life science:Prentice Hall ~ Science Explorer Series by Pearson Education, Inc. or its affiliates, ?2000, ?2009 (Cells and Heredity)text and resources booksUncovering Student Ideas in Science –25 Formative Assessment Probes– Volume 1 NSTA press ?2005 New Jersey ASK7 Coach ~ Science, by Triumph Learning ?2009 NJCCCS for Science, 2009Performance Essay Assessment Scoring RubricPerformance Project AssessmentScoring Rubric Guided Instruction of content using:*daily warm-ups*notebook note taking and diagramming*reinforcing and practice worksheets*Text and storybook reading*Open-ended questions *Labs *Projects*Problem-solving activities * NJ ASK Practice Explain how life is organized and describe the difference between unicellular and multicellular pare-School building system -compared to an organ system. Inquire about-Is It Made of Cells? (P.131-137) Assessment Probe Sheet Imagine that they are slime molds, which are capable of living as singular or multi-cellular organisms. Write a persuasive essay to the rest of the slime molds, asking them to either unite or separate, using the benefits and drawbacks living as a singular or multi-celled organism to guide their argument. Students make a claim about the preferred lifestyle, and support it with evidence and reasoning. Observe cork using microscopes (lab). Diagram a giant prokaryotic and eukaryotic cellCalculate Surface-to-Volume Ratio to describe shape of cells. (Holt, p.13) Diagram and label parts of cell and construct an edible cell. Create a pictorial essay using cell images addressing: How does structure relate to function? There will be no words accompanying the essay, just images. Students select the appropriate images (and sequence the images) to demonstrate to the viewer how cellular and tissue structures determine the function of these elements. Investigate -Matter and Energy Transformations:Start-Up Activity: Yeast & sugar test tube study (Holt, p.33) Conduct and observe animal’s growth and Characteristics with classroom pets: frog, fish, butterflies, etc. Discussion/Lecture:Exchange process of materials between cell and its environment.Investigate Lab Activity: Odor diffusion (Holt, p.36) Identify (lecture0Cell energy, photosynthesis, cellular respiration and fermentation. Engage in Activity: Construct Mitosis yard stringCalculate-Cellular Division - Math and more (Holt, p.43). On a graph, compare number of cells produced by each type. Identify- Discussion/Lecture: Symbiotic interactions among organisms of different species can be classified as: Producer/consumer, Predator/prey, Parasite/host, Scavenger/prey and Decomposer/preyCreate your own Mnemonic device to remember levels of classification Skill Builder Lab: Shape Island (Holt, p.172-173) Identify Discussion/Lecture: Introduce Mendel’s genetic experiments. Calculate- Use a Punnett square for predicting the results of genetic crosses.Investigate- Virtual On-line Lab: Pearson’s LabBench program studies genetics of organisms by breeding virtual fruit flies. Document patterns of inheritance, and draw conclusions about the patterns, citing evidence after conducting experimental crosses using fruit flies.Examine- Activity: Can you crack the code? The DNA Connection (Prentice Hall, p. 101) Project: A Family Portrait (Prentice Hall, p. 111) to show imaginary pedigree of how human traits are passed from parents to children. Video: Cloning and advances in genetics Research: Explain why DDT (dichlorodiphenyltrichloroethane) was banned from use in the United States, and how it affected certain wildlife species. Discussion/Lecture: Darwin’s Voyage, fossil records and other evidence from evolution.Lab: Nature at Work: Investigate how natural selection can lead to changes in species over a period of time. Explore how both genetic and environmental factors play a part in natural selection (Prentice Hall, p.146-147). Discussion:Review and explore life’s history by taking a trip through time (Prentice Hall, p.156-157). Lab Activity: “Tell-Tale Molecules” compares the structure of one protein in a variety of animals and use the data to draw conclusions about how closely related those animals are (Prentice Hall, p.164). Test: Evolution/Diversity Changing over TimeWritten responses to questions relating to Big Ideas and Essential Questions Student daily warm-upsStudents monthlyWritten responses to questions relating to Big Ideas and Essential Questions Student Daily warm-upsStudents monthly article analysis Skill Benchmark Teacher-Created RubricsLesson Quizzes Performance Tasks or hands-on activity labs cell/ Plans for additional modifications Layered Curriculum: Cells – Part 1 Cells – Part 2 Provide fill-in blank teacher class notes Handout for additional note takingPossible editing time in Language Arts class Additional computer time/assistance from Computers classmodified lab report Study guide notes Modified/extended testing timeStudy guide notes Modified/extended testing time Provide fill-in blank teacher class notes Handout for additional note takingStudy guide notes Modified/extended testing time Textbook Audiotape – Read Along & Summaries Work in groups to conduct experimental crosses using fruit flies. Additional computer time/assistance from Computers classProject work in partners (optional). Modified project grading rubric.Video Handout Extended computer timeStudy guide notes Modified/extended testing time Provide fill-in blank teacher class notes Handout for additional note takingProvide fill-in blank teacher class notes Handout for additional note taking Study guide notes Modified/extended testing timeReading Standards OverviewCollege and Career Readiness Anchor Standards for ReadingThe grades 6-8 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.Note on range and content of student readingTo become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.Reading Standards for Literature for Grade 6-8Domain & StandardGrade 6-8Student Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts.Students must understand that authors include key details in informational texts which can help a reader ask & answer questionsStudents must understand that authors of science texts make specific choices about the selection of sources and use of evidenceStudents must realize that it is necessary to analyze the reliability of the information within a document/textStudents must realize that is necessary to differentiate between strong and weak textual evidence Students must be able to respond to a variety of texts by drawing conclusions and citing textual evidence to show an understanding of what they read and how it connects to their livesIn-text excerpts of primary sourcesAdditional sources available online i.e. National Science Digital Library (local air quality data)Extensive resources online Provide students with a multitude of texts (including reputable scientific journals) and have pairs or small groups work together to analyze textsGiven one or more sources, ask students to work together to gather evidence that either supports of opposes a theory of science. Facilitate class discussion of opinions. Describe the connection between the audience and the textSupply strong and thorough textual support for analysis of a textIdentify/cite appropriate text support for inferences Describe the connection between the author’s purpose and the textAnalyze sources for bias, credibility, point of view, perspective, purpose, date and origin of informationOpen-ended journal writing prompts asking students to determine point of view, reliability and potential bias using a teacher-created rubricTraditional assessment pieces asking students to analyze and apply technical texts and informationUse of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to facilitate classroom analysis of text in early stages of identifying textual evidenceUse of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to facilitate classroom analysis of central ideas of an informational textModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersRST.6-8.2Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.Students must understand that authors select organizational patterns and support to convey their central idea(s)Students must be able to develop accurate summaries that capture the central ideas of informational text that excludes biasIn-text excerpts of sources available throughout text Extensive resources online Provide students with grade-level scientific articles to determine central idea of articleCreate a graphic organizer of key points and supporting details of an informational textRecognize how ideas are organized in an informational textDetermine the central idea of an informational textExplain how central ideas are supported by key detailsDescribe or graphically represent the relationship between central ideas and details/eventsSummarize the central ideas of an informational text, capturing the most important parts of the piece without biasDevelop the central ideas or information of sources and provide an accurate summary of how key events or ideas develop over the course of the text Open-ended journal writing prompts asking students to analyze a source and cite textual evidence to determine central idea free from potential bias using a teacher-created rubricTraditional assessment pieces asking students to cite textual evidence and informationRST.6-8.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.Students must understand the protocols and procedures for safety purposes during lab activitiesStudents must be able to apply accurate measurement s for the collection and analysis of dataStudents must be able to analyze the relationships between/among events in order to determine proper sequence of experimental procedureIn-text excerpts of sources available throughout text Extensive resources online students write a multistep procedure and have partner follow & evaluate procedure with reflection. Revise procedure as neededProvide students with sample recipe instructions that are out of sequence and have students rearrange into a logical order. As a possible extension, have students implement the recipe steps in the sequence selectedRecognize the need for following multistep procedures for safetyAnalyze in detail a series of events described in a text to determine proper sequence Make and explain logical inferences concerning proper sequence of multistep procedureInterpret graphic organizers (i.e. flowchart)Open-ended journal writing prompts asking students to critique a multistep procedure for accuracy using a teacher-created rubricTraditional assessment pieces asking students to follow a multistep procedureRST.6-8.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.Students must understand how authors of informational text(s) use domain-specific vocabulary to clarify conceptsStudents must understand how authors make purposeful word choices to achieve and intended effect within informational text(s)Students must be able to seek the meaning of unknown words/phrases to deepen their understanding of informational text(s)In-text excerpts of sources available throughout text Extensive resources online a lab safety poster featuring and explaining common lab safety symbolsGiven excerpts from informational text with previously unknown vocabulary, ask students to hypothesize the meaning of unknown wordsHave students debate the word choice of an author and what effects a particular word may offer compared to other terms that could have been usedRead and reread other sentences or paragraphs in an informational text to identify context clues that can be used to determine the meaning of unknown wordsUse context clues to reveal meaning of words & phrasesDetermine the meaning of words and phrases as they are used in a text 1316355746760Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to determine meaning of symbols used in a scientific or technical text00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to determine meaning of symbols used in a scientific or technical textOpen-ended journal writing prompts asking students to infer meaning of previously unknown terminology using context clues a source scored using a teacher-created rubricTraditional assessment pieces asking students to correctly identify meaning and context of a word used in a textRST.6-8.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.Students must understand and be able to explain how authors select specific arrangements of information to convey factsStudents must be able to understand and be able to identify how authors’ selections including arrangement of information, structure and features of text control the central idea and influence the perceptions of the readerStudents must be able to use their knowledge of specific arrangements of informational text in order to make meaning.In-text excerpts of sources available throughout text Extensive resources online multiple excerpts from an informational text, have students group excerpts by a specific arrangement to logically convey information Have students read and identify “shifts” in a sample of informational text and combine similar paragraphs. Rewrite a paragraph or passage using a different text structure than original sample. Compare the two and analyze why the author might have selected original patternIdentify and communicate how authors select specific arrangements of information to convey factsSelect an appropriate arrangement of information to convey factsIdentify and communicate how authors’ selections including arrangement of information, structure and features of text control the central idea and influence the perceptions of the readerApply knowledge of specific arrangements of information in order to make meaning of an informational text1319530502285Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the structure an author uses in a scientific or technical text00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the structure an author uses in a scientific or technical textOpen-ended journal writing prompts asking students to explain the relationship between an author’s arrangement of information can impact the perceptions of the reader scored using a teacher-created rubricTraditional assessment pieces asking students to correctly identify how the arrangement of information controls the central idea of an informational textRST.6-8.6Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.Students must be able to explain why an author wrote an informational text Students must be able to identify the intended audience of an author by analyzing an informational textStudents must be able to provide examples from the informational text to support their conclusion regarding the author’s purposeIn-text excerpts of sources available throughout text Extensive resources online samples of informational texts such as a procedure for a lab experiment, have students identify the author’s purpose and intended audienceHave students construct sample paragraphs and have a partner determine the author’s purposeHave students critique an informational text to determine whether the purpose of the author was specifically statedExplain the overall purpose for writing a textExplain how an author’s choices can reflect viewpoint, attitude or bias Provide examples from the text to support conclusions about the author’s purposeExplain why an author wrote an informational text from a particular point of viewDetermine whether an author of an informational text achieved his/her intended purpose1301750601345Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the author’s purpose in a scientific or technical text00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the author’s purpose in a scientific or technical textOpen-ended journal writing prompts asking students to analyze the author’s purpose in writing an informational text scored using a teacher-created rubricTraditional assessment pieces asking students to correctly analyze the purpose of an informational textRST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Students must be able to incorporate visual cues that support informational textStudents must understand and be able to apply the notion that creators and presenters of written and visual text select details to present a particular topic or idea relevant for a specific audience and purposeIn-text excerpts of sources available throughout text Extensive resources online quantitative or technical information in written text, have students convert into a visual representationDevelop a visual representation based on quantitative or technical information expressed in words in a text and have a partner critique Identify the various visual expressions for informational textCompare and contrast the information represented as words in a text to that of visual expressionIdentify how quantitative and technical information can be expressed both as words in a text and visuallyIntegrate visual cues to support and clarify information expressed as words in a text1334135208280Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to integrate quantitative or technical information with visual cues00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to integrate quantitative or technical information with visual cuesOpen-ended journal writing prompts asking students to integrate a visual version of information of quantitative or technical information scored using a teacher-created rubricTraditional assessment pieces asking students to interpret visual version of information of quantitative or technical informationRST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.Students must understand that authors sometimes use fallacious reasoning, irrelevant or insufficient evidence or skewed data to support their arguments and findings in order to promote their ideasStudents must be able to recognize when and why authors use false statements in their argumentsIn-text excerpts of sources available throughout text Extensive resources online a “fact or fiction” game. Show a picture of a book, journal or magazine cover and ask the students to raise their hands if, based solely on appearance, the source contains factual or fictional material. Have students read text excerpts to support their claim. For a possible extension have students rewrite fictional passages into facts after conducting research. Discuss how discrepancies occur in factual and fictional material. Refer to historical fiction or science fiction novels as examples. See for Common Core text exemplarsIdentify fact and fiction in a textIdentify reasons or evidence that support the author’s claimsIdentify false statements in a text and speculate why an author would use themRecognize irrelevant or insufficient evidenceOpen-ended journal writing prompts asking students to distinguish fact from fiction in a text scored using a teacher-created rubric13227053089910Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the information gathered from experiments and multimedia sources and compare to informational text00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the information gathered from experiments and multimedia sources and compare to informational text1322705123190Use of SMARTBoard and other technologies (Senteo reotes, AVER pens, iPads, document camera) to compare and contrast factual information provided in a text00Use of SMARTBoard and other technologies (Senteo reotes, AVER pens, iPads, document camera) to compare and contrast factual information provided in a textTraditional assessment pieces asking students to identify fact or fiction in a text and to identify reasons the author included such statements in a textRST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.Students must understand how authors of scientific/technical informational texts often support written information with multimedia sourcesStudents must be able to make meaning of informational texts and compare information provided to a variety of sources including experiments and multimedia to determine how information can be interpreted and presented in a variety of methodsIn-text excerpts of sources available throughout text Extensive resources online reading an informational text, have students view a video that addresses the same topic. For example, have students read excerpts of a book about global warming and then view a clip of An Inconvenient Truth. Students can work in pairs to compare and contrast information presented from both sources.After reading an informational text, have small groups of students create a multimedia project that demonstrates topic and present project to class. Other student groups will score project for accuracy using teacher created rubricDevelop strategies to compare and contrast information gained from a variety of sourcesIdentify corroborating or conflicting facts provided by multimedia sources and experimental data to informational textsAnalyze reliability of information from multimedia sources and experimental dataCompare and contrast treatments of the same topic from informational texts and information from multimedia sources and experimental dataOpen-ended journal writing prompts asking students to compare and contrast information gathered from a variety of sources scored using a teacher-created rubric2705735216535Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizers00Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizers13639802087880Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to increase reading and comprehension skills of science/technical texts00Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to increase reading and comprehension skills of science/technical textsTraditional assessment pieces asking students to compare and contrast information gathered from a variety of sourcesRST.6-8.10By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficientlyStudents will be able to infer and make connections among information that may not be explicit in the textStudents will be able to challenge the ideas presented in the text and consider those ideas from multiple points of viewStudents will understand the relationships between various parts of the text and make connections between the various details presented in the textIn-text excerpts of sources available throughout text Extensive resources online class into small groups. Have each group read a different informational text sample that has a similar theme but will have differing sources of support and possibly different viewpoints. Have groups analyze each text to determine meaning and critique sources. Of the differing texts, which is most closely aligned with the viewpoint of the group? Demonstrate proficiency in reading various samples of informational texts and inferring meaning, the author’s perspective, intended audience and pare multiple points of view presented by different authors.Open-ended journal writing prompts asking students to read a variety of informational texts and summarize the multiple sources scored using a teacher-created rubricTraditional assessment pieces asking students to demonstrate knowledge gathered from multiple informational text sourcesWriting Standards OverviewCollege and Career Readiness Anchor Standards for WritingThe grades 6-8 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.Note on range and content of student writingFor students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative— to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.Writing Standards for Grade 6-8Domain & StandardGrade 6-8Student Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)WHST.6-8.1Write arguments focused on discipline-specific content.Students will be able to establish and maintain a formal style and objective tone Students will be able to use scientific/ technical words and phrases in the correct contextStudents will be able to introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims and create a document that establishes relationships among claims, reasons and evidence.Extensive resources online Writing a Scientific Argument: reviewing sample informational text(s), have students journal write initial opinion regarding controversial issue in science (theory of evolution, global warming, stem cell research). After further research, students should construct an argumentative essay including their opinion and support for their opinionIdentify a debatable issueSelect and develop a position of a debatable positionUse informational texts and multimedia sources and select reasons based on facts or evidence for both sides of debateSelect an appropriate writing format and integrate scientific/ technical terminologyWrite arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidenceExtended open-ended writing tasks such as:After researching the plausibility of global climate change, write an essay that explains the possible reasons for climate change (human activity, natural phenomenon, etc). Be sure to include support position with evidence from textsUse of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)\Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersModify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability level, disabilities or 504/IEP of the student including but not limited to:Extended timeRe-teaching worksheets and enrichment activitiesNative language promptsPreferential seatingELL support materialsAdditional graphic organizersWHST.6-8.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.Students will be able to introduce a topic and organize ideas, concepts and information to make important connections; include proper formatting and appropriate graphicsStudents will be able to develop a topic with appropriate and sufficient facts, details and other information consistent with the intended audienceStudents will be able to use varied sentence structure to link text components and have a cohesive written productStudents will utilize appropriate scientific/ technical termsExtensive resources online students design an experiment and write procedural details in order for a classmate to follow the procedure. Pending teacher approval, have students implement each other’s lab experimentsProvide students with sample experiments that have procedural errors and ask students to edit and correct.Recognize correct written procedures in a lab experimentRecognize and edit procedural errors found in lab experimentsWrite a sample scientific procedure or experiment utilizing proper format and integrating scientific/ technical termsExtended open-ended writing tasks such as:Have students write a procedure to test Newton’s Law of Motion or write an informative text about the validity of climate changeWHST.6-8.3N/AWHST.6-8.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Students will be able to write clearly and appropriate for audience and purposeStudents will include scientific/ technical terms in writing samplesStudents will utilize proper and varied sentence structure in a writing sampleExtensive resources online students with sample science writing prompts (i.e. ask to students to explain what needs to be considered if alternative energy sources are used or explain how acceleration, mass, momentum and velocity are involved in athletic performance)Provide a coherent writing sample that displays organization and format consistent with purpose and audienceIdentify samples of texts that are unclear or misleadingExtended open-ended writing tasks such as:Have students write an essay on how a tornado is formed and what a tornado doesWHST.6-8.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Students will be able to critique their own writing samples and those of their peersStudents will be able to provide writing samples that are appropriate in purpose and intended audienceExtensive resources online students create a science fiction story. Students will conduct research on topic of choice and write a short story based on research. Student pairs can read and critique each other’s work. Write text samples that have a clear purpose and audienceEdit and revise provided written samples that have errorsExtended open-ended writing tasks such as:Have students write an essay about a time-traveling machine. What do they see, who do they meet? Compare and contrast society and available technologies to today.WHST.6-8.6Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.Students will utilize technology to publish and share writing samplesStudents will utilize proper protocols for communicating onlineStudents will communicate written information competently and clearlyExtensive resources online students create a blog to post research, experimental procedures and data, and conclusionsHave students either in pairs or individually create a multimedia presentation (Prezi, PowerPoint) and demonstrate it to the classCreate a written text utilizing appropriate use of technology Recognize the relationship between ideas in science and technology and the methods to convey accurate informationExtended open-ended writing tasks such as:Multimedia presentation using the Periodic Table as a way to organize informationWHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Students will complete research project and write paper in proper formatStudents will utilize appropriate resources and include correct science/ technical terms Students will understand that science is a process and research is continuousExtensive resources online students with a choice of sample questions to research. Have students use a variety of print and online sources to write a brief research paper. As the school year progresses, have students not only select topics but also create their own questions to research and answerDevelop a research project that is continuous and can be added to or modified with additional researchRecognize that research is a continuous process and suggest further avenues of investigation as part of a research projectExtended open-ended writing tasks such as:Research projects that relate to current unit of study for example: Should space exploration continue, what if the Earth had no moon, what kind of technology is needed to predict/prevent weather disasters, etc WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Students will use a variety of print and online sourcesStudents will understand that sources vary in credibility and will be able to assess the validity of a sourceStudents will understand how to properly cite sourcesExtensive resources online sample sources about the same topic including trustworthy and disreputable sources. Have student pairs evaluate sources for validity and usefulness.Provide students with informational text excerpts and ask them to cite and paraphrase the text Complete a written task that is in student’s own words but still conveys the information accurately from a multitude of sourcesEvaluate a source for credibilityParaphrase or use proper citation to give credit to an authorExtended open-ended writing tasks such as:How do solar flares affect us on Earth?How do natural disasters affect environmental health?What challenges exist for astronauts regarding their health?WHST.6-8.9Draw evidence from informational texts to support analysis reflection, and research.Students will collect data from informational texts to promote research projectStudents will reflect on research project topic including error analysis and ideas for further exploration Compare and contrast primary and secondary sources Extensive resources online students utilize both primary and secondary sources when conducting research projectProvide students with sample sources to critique for usefulness for research Provide students with access to online databases for researchRecognize the differences between a primary and secondary sourceCite a variety of informational texts as part of a research projectExtended open-ended writing tasks such as:What role do clouds play in the water cycle?What are the interactions between ocean waves and the shore?How do climate and extreme weather events affect people’s lives?WHST.6-8.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiencesStudents will understand that writing is a process that involves reading, editing and revising Students will understand that written texts serve a variety of purposes and reach a variety of audiencesExtensive resources online students journal write daily in response to sample NJ ASK 8 Science promptsPair students to review, revise and edit writing samplesHave students write and maintain a science notebook in which to review and revise written samplesRecognize the range of purpose for writingRecognize the different types of audiences intended for a writing sampleCreate written texts within a class period or longer time frames that permit time for self-evaluation and modification of writing samplesDaily journal writingMaintain a science notebook to write lab procedures, record and analyze data and draw conclusionsResearch project dedicated to current unit of study scored by a teacher created rubricTraditional assessment pieces asking students to write answers to open-ended promptsGrade 7 Math Standards OverviewKey math concepts studied in Grade 8 mathematics class will be reinforced in the science curriculum, especially in the areas of functions, geometry, statistics and probability, and math practices. Teachers of mathematics and science will collaborate and coordinate instruction to emphasize the math applications in the science topics of study. The list below itemizes the Common Core mathematics critical areas of study and practice:Ratios and Proportional RelationshipsAnalyze proportional relationships and use them to solve real-world and mathematical problems.The Number SystemApply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.Expressions and EquationsUse properties of operations to generate equivalent expressions.Solve real-life and mathematical problems using numerical and algebraic expressions and equations.GeometryDraw, construct and describe geometrical figures and describe the relationships between them.Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.Statistics and ProbabilityUse random sampling to draw inferences about a population.Draw informal comparative inferences about two populations.Investigate chance processes and develop, use, and evaluate probability models.Math Standards for Grade 7: Ratios and Proportional RelationshipsDomain &StandardStandard Student Learning Objectives (SLO)Students will be able to:References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)7.RP.17.RP.27.RP.3Analyze proportional relationships and use them to solve real-world and mathematical pute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.Recognize and represent proportional relationships between quantities.Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsDecide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.Math Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsDiagnostic pre-assessmentWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsPerformance Tasks or hands-on activity labsUtilize various websites, including but not limited to:Prentice Hall National Library of Virtual ManipulativesFutures Films – Defined STEM LearningBrain PopAAA StudyCore Math tools at:Smart Board presentations - Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level, disabilities or 504/IEPs including but not limited to: Extended time.Re-teaching worksheets and enrichment activities.Native language prompts.Preferential seating.ELL support materials.Graphic organizersVisual VocabularyHands-On Activity labs and modeling activitiesAcellus online course offeringsSpanish glossary, video tutors, practice worksheets, & vocabulary and literacy worksheetsEnrichment activities and worksheetsAlgebra readiness puzzlesMath Standards for Grade 7: GeometryDomain & StandardStandardStudent Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)7.G.17.G.27.G.3Draw construct, and describe geometrical figures and describe the relationships between them.Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsVirtual Math ManipulativesNJ ASK Test Prep Materials and NJ ASK Reference SheetGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsClassify triangles by the number of congruent sides it has or by its angle measures. For example, scalene triangles have no congruent sides. Additionally display knowledge the sum of measures of the angles of a triangle is 180?. Reproduce a scale drawing that is proportional to a given geometric figure using a different scaleClassify polygons by the relationships among sides and angles. For example, parallelograms are quadrilaterals with both pairs of opposite sides parallel.Construct specified geometric figure given specific angle and or side length measurements on graph paper. For example, construct a regular hexagon. (regular = all angles and sides are congruent)Describe and illustrate the shapes resulting from a cross-section of a three-dimensional figure.Math Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsDiagnostic pre-assessmentWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsPerformance Tasks or hands-on activity labsUtilize various websites, including but not limited to:Prentice Hall National Library of Virtual ManipulativesFutures Films – Defined STEM LearningBrain PopAAA StudyCore Math tools at:Smart Board presentations - Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level, disabilities or 504/IEPs including but not limited to: Extended time.Re-teaching worksheets and enrichment activities.Native language prompts.Preferential seating.ELL support materials.Provide:Additional graphic organizers and Algebra tile manipulatives.Grade 7 NJ ASK Reference SheetHomework Video Tutor (Available in Spanish)Enrichment activities & worksheetsSpanish version of worksheetsAlgebra readiness puzzles7.G.47.G.57.G.6Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsApply formulas to problems regarding real-world scenarios and understanding the relationship between circumference, area, and PiUse a protractor to measure angles and confirm the measures of supplementary, complementary, vertical and adjacent angles. Write an equation to find a missing measure.Apply strategies, such as Drawing a Diagram or Making a Table, to solve real-world problems involving area, surface area and volume. Understand objects can be comprised of multiple geometric shapes (complex figures). Math Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsDiagnostic pre-assessmentWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsPerformance Tasks or hands-on activity labsMath Standards for Grade 7: Statistics and ProbabilityDomain & StandardGrade…Student Learning Objectives (SLO)References/ResourcesSuggested Instructional ActivitiesSuggested Student OutputAssessments: Portfolios, Evaluations, & RubricsMultimedia IntegrationAccommodation of Special Needs Students (SE, ELL, 504, G&T)7.SP.17.SP.2Use random sampling to draw inferences about a population.Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsApply statistics to gain information about a population from a sample of the population. Understand key statistics terms; population, sample, sample size, random sampling, generalizations, valid, biased and unbiased.Analyze and interpret data from a random in order to draw inferences about a population.Produce simulated samples of a similar size to compare and contrast results and determine variations in estimates or predictions.Math Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsLesson QuizzesPerformance Tasks or hands-on activity labsUtilize various websites, including but not limited to:Prentice Hall National Library of Virtual ManipulativesFutures Films – Defined STEM LearningBrain PopAAA StudyCore Math tools at:Smart Board presentations - Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level, disabilities or 504/IEPs including but not limited to: Extended time.Re-teaching worksheets and enrichment activities.Native language prompts.Preferential seating.ELL support materials.Provide:Spinners, die, playing cardsRe-Teaching worksheetsSpanish version of worksheetsHomework Video Tutor (Available in Spanish)Enrichment activities & worksheets7.SP.37.SP.4Draw informal comparative inferences about two rmally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsCompare two numerical data distributions on a graph and visually compare data displays to assess similarity or data overlapAnalyze and interpret data using measures of central tendency and variabilityMath Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsDiagnostic assessmentWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsLesson QuizzesPerformance Tasks or hands-on activity labsPrentice Hall Assessments (chapter tests, cumulative tests, ExamView tests)7.SP.57.SP.67.SP.77.SP.8Investigate chance processes and develop, use, and evaluate probability models.Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.Prentice Hall Course 2 textPractice WorksheetsStandardized test prep materialsPH presentation slideshowPH Homework Video TutorsPH Presentation Panel - Discovery Channel filmsGuided Instruction of content using:Interactive Notebook – student response to conceptOpen-ended questionsActivity LabsGuided problem solving Math PuzzlesLiteracy activitiesManipulativesPH Active Math Exploration interactive computer modelsProblem of the WeekNJ ASK example test itemsDevelop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?Math Journal entriesMath Manager – Problem Solving Journal entriesPractice worksheetsMath labs and hands-on activity labsDiagnostic assessmentWritten responses to questions relating to Big Ideas and Essential QuestionsStudent SummariesSkill BenchmarkTeacher-Created RubricsLesson QuizzesPerformance Tasks or hands-on activity labs ................
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