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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUMRevision Date: 07/31/2013

Submitted by: Laura M Capriotti

7th Grade Integrated Science

Page 1 of 52

Table of Contents

Topic Page

Grade 7 Standards Overview 3

Standards of Science Practice 4

Scopes and Sequence 5-9

Critical area 1- Science Process Skills: 10-13

Critical area 2- Earth Science: 13-16

Critical area 3- Life Science: 17-24

Reading Standards Overview 24-25

Reading Standards for Literature Grades 6-8 25-35

Writing Standards Overview 35

Writing Standards for Grades 6-8

Grade 7 Mathematics Standards Overview

Mathematics Standards

37-42

43

44-52

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COURSE OVERVIEW

In 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 Hall

Copyright: 2009

Series Title If Applicable: Science Explorer

Supplemental/Other

Primary Resource(s)

TextbookTitle: Cells and Heredity

Publisher: Prentice Hall

Copyright: 2009

Series Title If Applicable: Science Explorer

Supplemental/Other

Page 3 of 52

Science 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

1. 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.

2. 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.

3. 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.

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Scope and Sequence

Unit DescriptionCommon Core

Standard(s)Domain & Standard

SuggestedTimeline

Pacing(must equal 165 days for full-year or 83 days for

half-year course)

Benchmarking SuggestedInterdisciplinary 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?

5.1.8.A.1-3,5.1.8.B.1-4,5.1.8.C.1-35.1.8.D.1-4

CCSCS: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 Days Screening Test(Course Pre-Test and Unit Test)

Writing responses

Labs

Unit Test

Lessons and Checkpoints

Quizzes

Projects

Career EducationShare scientific results through Public speaking as in politics

Health/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: www.sciencenewsforkids.org

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 inventor

Technical SubjectsUsing the Scientific Method

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http://www.sciencenewsforkids.org/

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?

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 Core

Standard(s)Domain & Standard

SuggestedTimeline


half-year course)

Benchmarking SuggestedInterdisciplinary

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,

5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2

CCSCS: 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 Days Screening Test(Unit Pre-Test)

Writing responses

Labs

Unit Test


Quizzes

Career 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

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or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.


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 eruptions What 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)?

ProjectsEnglish 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.

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Unit Description Common CoreStandard(s)

Domain & Standard

SuggestedTimeline


half-year course)

Benchmarking SuggestedInterdisciplinary 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.


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?

5.3.8.A.1-25.3.8.B.1-25.3.8.C.15.3.8.D.1-35.3.8.E.1-2

CCSCS: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 Days Screening Test(Course Pre-Test)

Writing responses

Labs

Unit Test


Quizzes

Projects

Career 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 – Health

English 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

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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?

Technical SubjectsBuild a microscope

World Languages

Explain the process of Mitosis in another language

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Critical area 1: Science Process Skills for 7th GradeDomain & Standard

Standard Student Learning Objectives (SLO)

References/Resources

Suggested Instructional

Activities

Suggested Student Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia Integration

Accommodation 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.1-4

To 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 ScientificExplanations: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 modelsand 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

Teacher Process skills Resource book with practice worksheets

Scientific ArticleAnalysis GradingRubric

Safety symbols/rulesPowerpoint

NJCCCS for Science,2009

Standardizedtest prepmaterials

Powerpoint presentation on Science Skills

Online Interactive

DiscoveryChannel videos

GuidedInstruction ofcontent 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 ASKexample testitems

Evaluate science relatedarticles and write a formalanalysis. Monthly requirementto promote reading andwriting across the curriculum

Analyze laboratory safetysymbols, safety rules andidentify good laboratory safetypractices.

Review scientific theory.

Demonstrate qualitative andquantitative observationalmethods on practice and labs

Write questions, make observations, construct hypothesis, make inference, identify difference variables and draw conclusions in

Written responses toquestionsrelating to BigIdeas andEssentialQuestions

Studentdaily warm-ups

Students monthly article analysis

Skill Benchmark

Teacher-Created Rubrics

Lesson QuizzesPerformanceTasks or hands-on activity labs

Science Process Resource Assessments anteacher-madetest

Utilize variouswebsites, includingbut not limited to:

Brain-Pop

www.sciencenewsforkids.org

www.sciencespot.net

Lab safety -http://designsuperhighway.com/Flash/flash_files/labsafety.html-

Mythbusters episodehttp://dsc.discovery.com/videos/mythbusters/

Provided by Special Education teacher:Lesson Plans foradditionalmodifications

Model article analysisusing Smartboardand supporting article

Read aloud as class

Modified gradingcriteria for articleanalysis rubric

Extended testingtime

Copy ofteacher’s class notes for modificationby special education teacher

Provide fill-in blankteacher class notes

Page 10 of 52

http://dsc.discovery.com/videos/mythbusters/



http://designsuperhighway.com/Flash/flash_files/labsafety.html-



http://www.sciencespot.net/







Activities







G&T)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 ScientificKnowledge: monitor one’s own thinking as understandings of scientific concepts are refined.

practice and labs.

Use metric system,measure various items. Makeconversions from English tometric units and vice versa

Review steps of scientific methods steps and apply to solve problems

Work with partner

Modified lab reportgrading

Provide study guide

Extended/additionaltesting time

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Activities







G&T)Revise predictions orexplanations 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 inScience: 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

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Activities







G&T)model-building.

Demonstrate how to safely use tools, instruments, and supplies.

Handle and treat organisms humanely, responsibly, and ethically.

Critical area 2: Earth Science for 7th GradeDomain & Standard




Activities







G&T)5.4.8.B.1-25.4.8.C.1-3,5.4.8.D.1-35.4.8.G.1-2

To understand that Earth operates as a set of complex, dynamic, and interconnectedsystems, 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

Prentice Hall ~Science ExplorerSeries by PearsonEducation, Inc. or itsaffiliates, ©2000,©2009 (Inside theEarth)

Glencoe ~ EarthScience, Geology,the Environment, and


*daily warm-ups


*reinforcing and

Explain how fossils provideinformation about the Earth’spast.

Relate fossil record to Pangaea theory.

Investigate molds and casts in lab



Students monthly

Website resources:http://quake.abag.ca.gov/kids.html

http://maccallum.wikispaces.com/Lesson+6+Volcanoes+Online

Provided by Special Education teacher:Lesson Plans foradditionalmodifications

Layered Curriculum(Rocks & Mineral

Page 13 of 52




http://quake.abag.ca.gov/kids.html







Activities







G&T)increasing the humanpopulation 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 chemicalproperties 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 ofthe atmosphere using information from active and passive remote-sensing tools (e.g.,

the Universe byMcGraw HillCompanies, Inc.©2002 (Ch 4-6, 15-16, 17-19 and 21-24)

NJCCCS for Science,2009Uncovering StudentIdeas in Science – 25FormativeAssessment Probes– Volume 1 NSTApress ©2005New Jersey ASK7Coach ~ Science, by Triumph Learning©2009 (Chapter 1)

Blooms TaxonomyRevised, 2004Science gradingrubrics/projectsPrentice Hall InsideEarth Transparencies

Prentice Hall InsideEarth StudentWorkbookVideos:Brainpop“Crystal Gazing –Rocks and Minerals”“Earth’s Structures”

practice worksheets



*Labs

*Projects


* NJ ASK Practiceexample testitems

work.

Identify the major differencesof the Geological time scaleand its components.

Demonstrate Geological Time scale mapping.

Develop Fossils & Geologic timeline

Identify Earthquakes: Distinguishbetween the three types offaults and stresses. DiscussS, P, and L waves andproperties of each.

Discovery Lab:Model an Earthquake and itsmovement along faults.

Apply Earthquake-Safe house to construction building a safer building.




Skill Benchmark


Lesson QuizzesPerformanceTasks or hands-on activity labs

www.gps.com

www.nasa.com

www.fossils.com

www.smithsonian.org

www.seasky.org

http://earthquake.usgs.gov/earthquakes/

http://volcanoes.usgs.gov/

http://video.nationalgeographic.com/video/environment/environment-natural-disasters/volcanoes/volcanoes-101/

http://www.soil-net.com/

http://www.soils4teachers.org/lessons-and-activities

Units)

Textbook Audiotape– Read Along &Summaries

Provide copy ofteacher guide notes

Extendingtime/modified version


Handout foradditional note taking

Work with a partner

Modified version/timeextension

Extended computertime

Provide review study

Page 14 of 52














http://www.seasky.org/

http://www.smithsonian.org/

http://www.fossils.com/

http://www.nasa.com/

http://www.gps.com/





Activities







G&T)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, usingsea surface temperature maps, how ocean currentsimpact the climate of coastal communities.

Investigate a local or global environmental issue by defining the problem, researching possible causativefactors, understanding the

“Sea-floor spreading”Discovery Channel:“Earth”“The Core”Walking withPrehistoric BeastsPart OneWalking withDinosaurs

Explain thechemical makeup of lava andthe rocks formed from each.

Explore volcanic gases in a bottle

Rank hazardous volcanoesand determine whichvolcanoes pose the greatestrisk to human life andproperty.

Identify characteristics ofsoil and its properties for optimal gardening.

Identify the characteristics ofEarth’s layers.

Identify what geologist do

Discuss boundary types andtheir resulting landforms.

The Global

guideExtended/additionaltime for testing



Modified gradingcriteria/rubric forcrystal project





Provide review study guide

Page 15 of 52





Activities







G&T)underlying science, and evaluating the benefits and risks of alternative solutions.

Assess students’ knowledge gained regarding Earth.

Assess students’ knowledge gained regarding Earthsystems: Earth’s history, Earth’s material properties,Tectonics, and biogeochemicalcycles (multiple choice & open-ended responses format).

PositioningSystem. History of GPS andhow it operates. Impact ontoday’s lifestyle.

Identify and locate the major oceans around the world.

Describe their compositionand temperature zone

Investigate a localenvironmental issue relatingto local marine life.

Extended/additional time for testing



Modified lab report/ grading

Fill in the blank note taking

Provide extendedtesting time

Work with partnerReview study guideExtended/additionaltime for testing

Additional editingduring Language Artsclass

Page 16 of 52

Critical area 3: Life Science for 7th GradeDomain & Standard




Activities







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.1-2

To 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’ priorknowledge and existing ideas ofLife 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 ofdevelopment and periods of maintenance.

Analyze the

Prentice Hall ~Science ExplorerSeries by PearsonEducation, Inc. or itsaffiliates, ©2000,©2009 (Cells andHeredity)text and resources books

Uncovering StudentIdeas in Science –25 FormativeAssessment Probes– Volume 1 NSTApress ©2005New Jersey ASK7Coach ~ Science,by TriumphLearning ©2009NJCCCS forScience, 2009Performance EssayAssessmentScoring Rubric

PerformanceProject AssessmentScoring Rubric


*daily warm-ups


*reinforcing and practice worksheets



*Labs

*Projects


* NJ ASK Practice

Explain how life is organizedand describe the differencebetween unicellular and multicellular organisms.

Compare-School building system -compared to an organsystem.Inquire about-Is It Made of Cells?(P.131-137)Assessment Probe Sheet

Imagine that theyare slime molds, which arecapable of living as singularor multi-cellular organisms.Write a persuasiveessay to the rest of the slimemolds, asking them to eitherunite or separate, using thebenefits and



Students monthly


StudentDaily warm-ups


Skill Benchmark


Lesson Quizzes

Performance

http://www.teachersdomain.org/resource/tdc02.sci.life.stru.single cell/

http://www.teachersdomain.org/resource/lsps07.sci.life.stru.celldivision/

http://www.teachersdomain.org/resource/tdc02.sci.life.stru.singlecell/

http://www.learner.org/resources/series179.html

http://www.thesimplehomeschool.com/cell-cycle-mitosis.html

Lesson Plans foradditionalmodifications

Layered Curriculum:Cells – Part 1Cells – Part 2

Provide fill-in blank teacher class notes


Possible editing time in Language Artsclass

Additional computertime/assistance from Computers class

modified lab report

Study guide notes

Page 17 of 52













http://www.teachersdomain.org/resource/tdc02.sci.life.stru.single%20cell/







Activities







G&T)components of a consumer’s diet and trace them back to plants and plant products.

Model the effect of positive andnegative changes in population size on a symbiotic pairing.

Identify and defend the principle that,through reproduction, genetic traits are passed from onegeneration to the next, usingevidence collected from observations of inherited traits.

Explain the source variationamong siblings.

Describe the environmentalconditions or factors that maylead to a change in a cell’s genetic information or to anorganism’s development, and

drawbacks livingas a singular or multi-celledorganism to guide their argument. Students make aclaim about the preferredlifestyle, and support it with evidence and reasoning.

Observe cork usingmicroscopes (lab).

Diagram a giant prokaryotic andeukaryotic cell

Calculate 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

Tasks or hands-on activity labs

Modified/extended testing time

Study guide notes


Provide fill-in blank teacher class notes

Handout foradditional note takingStudy guide notes


Textbook Audiotape– Read Along &Summaries

Work in groups to conduct experimentalcrosses using fruitflies.

Page 18 of 52





Activities







G&T)how these changes are passed on.

Organize and present evidenceto show how the extinction of aspecies is related to an inabilityto adapt to changingenvironmental conditions using quantitative and qualitative data.

Compare the anatomicalstructures of a living specieswith fossil records to derive aline of descent.

Assess students’ knowledgegained regarding Life science:

relate to function? There will be nowords accompanying the essay, just images. Students select the appropriate images(and sequence the images) todemonstrate to the viewer how cellular and tissue structures determine the function of these elements.

Investigate -Matter and EnergyTransformations:Start-Up Activity:Yeast & sugar test tube study(Holt, p.33)

Conduct and observe animal’s growth andCharacteristics with classroom pets: frog, fish, butterflies, etc.Discussion/Lecture:Exchange process of materials between cell and its environment.

Additional computertime/assistance fromComputers class

Project work in partners (optional).

Modified project grading rubric.

Video Handout

Extended computer time

Study guide notes

Modified/extendedtesting time



Provide fill-in

Page 19 of 52





Activities







G&T)Investigate Lab Activity:Odor diffusion (Holt, p.36)

Identify (lecture0Cell energy, photosynthesis, cellular respiration and fermentation.

Engage in Activity:Construct Mitosis yard string

Calculate-Cellular Division - Math and more (Holt, p.43). On a graph, compare number of cells produced by each type.

Identify- Discussion/Lecture:Symbiotic interactions amongorganisms of different speciescan be classified as: Producer/consumer, Predator/prey, Parasite/host, Scavenger/prey and Decomposer/prey

blankteacher class notesHandout foradditional note taking

Study guide notes

Modified/extendedtesting time

Page 20 of 52





Activities







G&T)Create 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 Punnettsquare for predicting theresults 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

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Activities







G&T)experimental crosses using fruit flies.

Examine- Activity:Can you crack the code? TheDNA Connection (PrenticeHall, p. 101)

Project:A Family Portrait (PrenticeHall, p. 111) to show imaginary pedigree of howhuman traits are passed from parents to children.

Video:Cloning and advances ingeneticsResearch:Explain why DDT(dichlorodiphenyltrichloroethane) was banned from use inthe United States, and how itaffected certain wildlifespecies.

Discussion/Lecture:

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Activities







G&T)Darwin’s Voyage, fossil records and other evidence from evolution.

Lab:Nature at Work: Investigatehow natural selection canlead to changes in speciesover a period of time. Explorehow both genetic andenvironmental factors play apart in natural selection(Prentice Hall, p.146-147).

Discussion:Review and explore life’shistory by taking a trip throughtime (Prentice Hall, p.156-157).

Lab Activity:“Tell-Tale Molecules”compares the

Page 23 of 52





Activities







G&T)structure of oneprotein in a variety of animalsand use the data to draw conclusions about howclosely related those animalsare (Prentice Hall, p.164).

Test: Evolution/DiversityChanging over Time

Reading Standards Overview

College 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.

Page 24 of 52

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 & Standard

Grade 6-8 Student Learning Objectives (SLO)



Activities





Accommodation of Special Needs Students (SE, ELL,

504, G&T)RST.6-8.1 Cite 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

In-text excerpts of primary sources

Additional sources available online i.e. www.nasa.org

Provide students with a multitude of texts (including reputable scientific journals) and have pairs or small groups work together to analyze

Describe the connection between the audience and the text

Supply strong

Open-ended journal writing prompts asking students to determine point of view, reliability and potential

Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to facilitate classroom

Modify instructional approach and/or assignments and evaluations as needed based on the individual

Page 25 of 52

http://www.nasa.org/





Activities






504, G&T)questions

Students must understand that authors of science texts make specific choices about the selection of sources and use of evidence

Students must realize that it is necessary to analyze the reliability of the information within a document/text

Students 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 lives

National Science Digital Library http://nsdl.org/refreshers/science/

www.mapquest.com

www.googleearth.com

www.airNow.gov(local air quality data)

www.weatherunderground.com

Extensive resources online www.pearsonschool.com

texts

Given 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.

and thorough textual support for analysis of a text

Identify/cite appropriate text support for inferences

Describe the connection between the author’s purpose and the text

Analyze sources for bias, credibility, point of view, perspective, purpose, date and origin of information

bias using a teacher-created rubric

Traditional assessment pieces asking students to analyze and apply technical texts and information

analysis of text in early stages of identifying textual evidence

Use of SMARTBoard and other technologies (Senteo remotes, AVER

needs, ability level, disabilities or 504/IEP of the student including but not limited to: Extended

time Re-teaching

worksheets and enrichment activities

Native language prompts

Preferential seating

ELL support materials

Additional graphic organizers

Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the

Students must understand that authors select organizational patterns and support to convey their central

In-text excerpts of sources available throughout text

Extensive resources online

Provide students with grade-level scientific articles to determine central idea of article

Create a graphic

Recognize how ideas are organized in an informational text

Determine the central idea of an

Open-ended journal writing prompts asking students to analyze a source and cite textual

Page 26 of 52

http://www.pearsonschool.com/


http://www.weatherunderground.com/

http://www.weatherunderground.com/

http://www.airNow.gov/

http://www.googleearth.com/

http://www.googleearth.com/

http://www.mapquest.com/

http://nsdl.org/refreshers/science/

http://nsdl.org/refreshers/science/





Activities






504, G&T)text distinct from prior knowledge or opinions.

idea(s)

Students must be able to develop accurate summaries that capture the central ideas of informational text that excludes bias

www.pearsonschool.com

organizer of key points and supporting details of an informational text

informational text Explain how

central ideas are supported by key details

Describe or graphically represent the relationship between central ideas and details/events

Summarize the central ideas of an informational text, capturing the most important parts of the piece without bias

Develop 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

evidence to determine central idea free from potential bias using a teacher-created rubric

Traditional assessment pieces asking students to cite textual evidence and information

pens, iPads, document camera) to facilitate classroom analysis of central ideas of an informational text

level, disabilities or 504/IEP of the student including but not limited to: Extended

time Re-teaching






Modify instructional approach and/or assignments and evaluations as needed based on the individual needs, ability

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking

Students must understand the protocols and procedures for safety purposes during lab activities


Extensive resources online

Have students write a multistep procedure and have partner follow & evaluate procedure with reflection.

Recognize the need for following multistep procedures for safety

Open-ended journal writing prompts asking students to critique a multistep

Page 27 of 52







Activities






504, G&T)measurements, or performing technical tasks.

Students must be able to apply accurate measurement s for the collection and analysis of data

Students must be able to analyze the relationships between/among events in order to determine proper sequence of experimental procedure

www.pearsonschool.com

http://www.worldwidemetric.com/measurements.html

http://scientificmethod.com/index2.html

Revise procedure as needed

Provide 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 selected

Analyze in detail a series of events described in a text to determine proper sequence

Make and explain logical inferences concerning proper sequence of multistep procedure

Interpret graphic organizers (i.e. flowchart)

procedure for accuracy using a teacher-created rubric

Traditional assessment pieces asking students to follow a multistep procedure

level, disabilities or 504/IEP of the student including but not limited to: Extended

time Re-teaching






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

RST.6-8.4 Determine 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 concepts

Students must understand how authors make purposeful word choices to achieve and intended effect within



http://www.thesciencedictionary.com/

http://www.sci-culture.com/

Create a lab safety poster featuring and explaining common lab safety symbols

Given excerpts from informational text with previously unknown vocabulary, ask students to hypothesize the meaning of

Read and reread other sentences or paragraphs in an informational text to identify context clues that can be used to determine the meaning of unknown words

Open-ended journal writing prompts asking students to infer meaning of previously unknown terminology using context clues a source scored using a teacher-created rubric

Traditional Page 28 of 52

http://www.sci-culture.com/advancedpoll/GCSE/word%20roots%20in%20science.html



















Activities






504, G&T)informational text(s)

Students must be able to seek the meaning of unknown words/phrases to deepen their understanding of informational text(s)

advancedpoll/GCSE/word%20roots%20in%20science.html

http://chemistry.about.com/od/healthsafety/ig/Laboratory-Safety-Signs/

unknown words

Have students debate the word choice of an author and what effects a particular word may offer compared to other terms that could have been used

Use context clues to reveal meaning of words & phrases

Determine the meaning of words and phrases as they are used in a text

assessment pieces asking students to correctly identify meaning and context of a word used in a text

time Re-teaching







time

RST.6-8.5 Analyze 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 facts

Students must be able to understand and be able to identify how authors’ selections



http://www.literacyta.com/literacy-skills/analyzing-text-structure

Given 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

Identify and communicate how authors select specific arrangements of information to convey facts

Select an appropriate arrangement of information to convey facts

Open-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

Page 29 of 52















Activities






504, G&T)including arrangement of information, structure and features of text control the central idea and influence the perceptions of the reader

Students must be able to use their knowledge of specific arrangements of informational text in order to make meaning.

http://usd262.com/modules/groups/homepagefiles/cms/3550/File/Curriculum/Literacy/Comprehension/Textstructure_resources.pdf

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 pattern

Identify and communicate how authors’ selections including arrangement of information, structure and features of text control the central idea and influence the perceptions of the reader

Apply knowledge of specific arrangements of information in order to make meaning of an informational text

teacher-created rubric

Traditional assessment pieces asking students to correctly identify how the arrangement of information controls the central idea of an informational text

Re-teaching worksheets and enrichment activities






time

Page 30 of 52








Activities






504, G&T) Re-teaching







time Re-teaching


Native language

RST.6-8.6 Analyze 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 text

Students must be able to provide examples from the informational text to support their conclusion regarding the author’s purpose



http://wps.ablongman.com/long_henry_er_1/0,7989,1130503-,00.html

http://www.learner.org/jnorth/tm/ReadStrat8.html

Given samples of informational texts such as a procedure for a lab experiment, have students identify the author’s purpose and intended audience

Have students construct sample paragraphs and have a partner determine the author’s purpose

Have students critique an informational text to determine whether the purpose of the author was specifically stated

Explain the overall purpose for writing a text

Explain how an author’s choices can reflect viewpoint, attitude or bias

Provide examples from the text to support conclusions about the author’s purpose

Explain why an author wrote an informational text from a particular point of view

Determine whether an author of an informational text achieved his/her intended purpose

Open-ended journal writing prompts asking students to analyze the author’s purpose in writing an informational text scored using a teacher-created rubric

Traditional assessment pieces asking students to correctly analyze the purpose of an informational text

Page 31 of 52

Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to analyze the author’s purpose in a scientific or technical text

Use of SMARTBoard and













Activities






504, G&T)findings in order to promote their ideas

Students must be able to recognize when and why authors use false statements in their arguments

http://lstalessons.wikispaces.com/Scientific+Fact+vs.+Fiction+in+the+Movies

http://www.corestandards.org/assets/Appendix_B.pdf

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 http://www.corestandards.org/assets/Appendix_B.pdf for Common Core text exemplars

statements in a text and speculate why an author would use them

Recognize irrelevant or insufficient evidence

Traditional assessment pieces asking students to identify fact or fiction in a text and to identify reasons the author included such statements in a text

prompts Preferential

seating ELL support

materials Additional

graphic organizers


time Re-teaching


Native language

RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on

Students must understand how authors of scientific/technical informational texts often support written information with multimedia sources

Students must be able to make meaning



http://www.nextgenscience

After 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

Develop strategies to compare and contrast information gained from a variety of sources

Identify corroborating or

Open-ended journal writing prompts asking students to compare and contrast information gathered from a variety of sources scored using a teacher-

Page 32 of 52

Use of SMARTBoard and

Use of SMARTBoard and other technologies (Senteo reotes, AVER pens, iPads, document camera) to compare and contrast factual information provided in a text

Use 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 text

http://www.nextgenscience.org/sites/ngss/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf














http://chemistry.armstrong.edu/nivens/Chem2300/flowchart.pdf






Activities






504, G&T)the same topic. 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 methods

.org/sites/ngss/files/Appendix%20M%20Connections%20to%20the%20CCSS%20for%20Literacy_061213.pdf

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 rubric

conflicting facts provided by multimedia sources and experimental data to informational texts

Analyze reliability of information from multimedia sources and experimental data

Compare and contrast treatments of the same topic from informational texts and information from multimedia sources and experimental data

created rubric

Traditional assessment pieces asking students to compare and contrast information gathered from a variety of sources


seating ELL support


graphic organizers


time Re-teaching


Native language

RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently

Students will be able to infer and make connections among information that may not be explicit in the text

Students will be able to challenge the ideas presented in the text



http://learni.st/users/

Divide 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

Demonstrate proficiency in reading various samples of informational texts and inferring meaning, the author’s perspective, intended audience and tone.

Open-ended journal writing prompts asking students to read a variety of informational texts and summarize the multiple sources scored using a

Page 33 of 52

Use of SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera) to increase reading and comprehension skills of science/technical texts


time Re-

teaching worksheets and enrichment activities





http://learni.st/users/60/boards/2219-science-technical-reading-comprehension-common-core-standard-6-8-rst-10









Activities






504, G&T)and consider those ideas from multiple points of view

Students will understand the relationships between various parts of the text and make connections between the various details presented in the text

60/boards/2219-science-technical-reading-comprehension-common-core-standard-6-8-rst-10

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?

Compare multiple points of view presented by different authors.

teacher-created rubric

Traditional assessment pieces asking students to demonstrate knowledge gathered from multiple informational text sources


seating ELL support


graphic organizers

Writing Standards Overview

College 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 KnowledgePage 34 of 52



7. 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.

Page 35 of 52

Writing Standards for Grade 6-8Domain & Standard




Activities






504, G&T)WHST.6-8.1 Write 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 context

Students 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.


Writing a Scientific Argument:http://serc.carleton.edu/eet/writing_tectonics/case_study_x.html

http://undsci.berkeley.edu/article/howscienceworks_07

After 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 opinion

Identify a debatable issue

Select and develop a position of a debatable position

Use informational texts and multimedia sources and select reasons based on facts or evidence for both sides of debate

Select an appropriate writing format and integrate scientific/ technical terminology

Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

Extended 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 texts

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 time Re-teaching






WHST.6-8.2 Write informative/explanatory texts, including the

Students will be able to introduce a

Extensive resources online www.pearsonschool

Have students design an experiment and

Recognize correct written procedures in a lab experiment


Page 36 of 52





http://serc.carleton.edu/eet/writing_tectonics/case_study_x.html









Activities






504, G&T)narration of historical events, scientific procedures/ experiments, or technical processes.

topic and organize ideas, concepts and information to make important connections; include proper formatting and appropriate graphics

Students will be able to develop a topic with appropriate and sufficient facts, details and other information consistent with the intended audience

Students will be able to use varied sentence structure to link text components and have a cohesive written product

Students will utilize appropriate scientific/

.com

http://www.sciencebuddies.org/

http://writingcenter.unc.edu/handouts/scientific-reports/

write procedural details in order for a classmate to follow the procedure. Pending teacher approval, have students implement each other’s lab experiments

Provide students with sample experiments that have procedural errors and ask students to edit and correct.

Recognize and edit procedural errors found in lab experiments

Write a sample scientific procedure or experiment utilizing proper format and integrating scientific/ technical terms

Have students write a procedure to test Newton’s Law of Motion or write an informative text about the validity of climate change


Use of






Additional graphic

Page 37 of 52












Activities






504, G&T)technical terms SMARTBoard and

other technologies (Senteo remotes, AVER pens, iPads, document camera)

\


organizers







WHST.6-8.3 N/AWHST.6-8.4 Produce 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 purpose

Students will include scientific/ technical terms in writing samples

Students will utilize proper and varied sentence structure in a writing sample


http://www.teachersdomain.org/special/kmedia07-ex/scitech.sciwrite/

Provide 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 audience

Identify samples of texts that are unclear or misleading


Have students write an essay on how a tornado is formed and what a tornado does

WHST.6-8.5 With 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 peers

Students will be able to provide writing samples that are appropriate in purpose and


http://voices.yahoo.com/7-science-fiction-writing-projects-kids-16076.html

Have 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 audience

Edit and revise provided written samples that have errors


Have students write an essay about a time-traveling machine. What do they see, who do they meet? Compare and contrast society and available

Page 38 of 52















Activities






504, G&T)intended audience

technologies to today. Use of

SMARTBoard and other technologies (Senteo remotes, AVER pens, iPads, document camera)







Additional graphic

WHST.6-8.6 Use 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 samples

Students will utilize proper protocols for communicating online

Students will communicate written information competently and clearly


http://www.teachscienceandmath.com/tag/why-create-a-class-blog/

http://see.ludwig.lajuntaschools.org/?p=442

Have students create a blog to post research, experimental procedures and data, and conclusions

Have students either in pairs or individually create a multimedia presentation (Prezi, PowerPoint) and demonstrate it to the class

Create a written text utilizing appropriate use of technology

Recognize the relationship between ideas in science and technology and the methods to convey accurate information


Multimedia presentation using the Periodic Table as a way to organize information

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Students will complete research project and write paper in proper format

Students will utilize appropriate resources and include correct science/ technical terms


http://www.glencoe.com/sites/common_assets/workbooks/language_arts/rprw/68rprw.pdf

Provide 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

Develop a research project that is continuous and can be added to or modified with additional research

Recognize that research is a continuous process and suggest further avenues of investigation as part of a research


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

Page 39 of 52


















Activities






504, G&T) Students will

understand that science is a process and research is continuous

own questions to research and answer

project predict/prevent weather disasters, etc


organizers






Additional

WHST.6-8.8 Gather 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 sources

Students will understand that sources vary in credibility and will be able to assess the validity of a source

Students will understand how to properly cite sources


http://citationmachine.net/index2.php

http://www.edweek.org/dd/articles/2008/03/06/04curriculum_web.h01.html

Provide 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 sources

Evaluate a source for credibility

Paraphrase or use proper citation to give credit to an author


How do solar flares affect us on Earth?How do natural disasters affect environmental health?What challenges exist for astronauts regarding their health?

WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

Students will collect data from informational texts to promote research project

Students will reflect on research project topic including error analysis and ideas for


http://writingcenter.unc.edu/handouts/evidence/

Have students utilize both primary and secondary sources when conducting research project

Provide students with sample sources to critique for usefulness for research

Recognize the differences between a primary and secondary source

Cite a variety of informational texts as part of a research project


What role do clouds play in the water cycle?What are the interactions between ocean waves and the shore?How do climate and

Page 40 of 52


















Activities






504, G&T)further exploration

Compare and contrast primary and secondary sources

Provide students with access to online databases for research

extreme weather events affect people’s lives?

graphic organizers





ELL support

WHST.6-8.10

Write 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 audiences

Students 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 audiences


http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%20PROCESS.htm

http://www.writingprocessforkids.com/course/

http://www.nj.gov/education/assessment/ms/sample/test_book_sci.pdf

Have students journal write daily in response to sample NJ ASK 8 Science prompts

Pair students to review, revise and edit writing samples

Have students write and maintain a science notebook in which to review and revise written samples

Recognize the range of purpose for writing

Recognize the different types of audiences intended for a writing sample

Create written texts within a class period or longer time frames that permit time for self-evaluation and modification of writing samples

Daily journal writing

Maintain a science notebook to write lab procedures, record and analyze data and draw conclusions

Research project dedicated to currentunit of study scored by a teacher created rubric

Traditional assessment pieces asking students to write answers to open-ended prompts

Page 41 of 52
















Activities






504, G&T)materials


Page 42 of 52

Grade 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 Relationshipso Analyze proportional relationships and use them to solve real-world and mathematical problems.

The Number Systemo Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Expressions and Equationso Use properties of operations to generate equivalent expressions.

o Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Geometryo Draw, construct and describe geometrical figures and describe the relationships between them.

o Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Statistics and Probabilityo Use random sampling to draw inferences about a population.

o Draw informal comparative inferences about two populations.

o Investigate chance processes and develop, use, and evaluate probability models.

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Math Standards for Grade 7: Ratios and Proportional RelationshipsDomain

&StandardStandard Student Learning

Objectives (SLO)

Students will be able to:



Activities







G&T)7.RP.17.RP.27.RP.3

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Compute 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 text

Practice Worksheets

Standardized test prep materials

PH presentation slideshow

PH Homework Video Tutors

PH Presentation Panel - Discovery Channel films

Guided Instruction of content using:

Interactive Notebook – student response to concept

Open-ended questions

Activity Labs

Guided problem solving

Math Puzzles

Literacy activities

Manipulatives

PH Active Math Exploration interactive computer models

Problem of the Week

NJ ASK example test

Decide 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.

Diagnostic pre-assessment

Written responses to questions relating to Big Ideas and Essential Questions

Student Summaries

Skill Benchmark


Performance Tasks or hands-on activity labs

Utilize various websites, including but not limited to: Prentice Hall

www.Successnet.com

National Library of Virtual Manipulatives

Futures Films – Defined STEM Learning

Brain Pop

AAA Study

www.Math.com

www.Mathisfun.co m

www.Ixl.com

www.Coolmath.co m

Core Math tools at: www.nctm.org

Smart Board

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 organizers

Visual

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http://www.nctm.org/

http://www.Coolmath.com/


http://www.Ixl.com/

http://www.Mathisfun.com/


http://www.Math.com/

http://www.Successnet.com/


itemsMath Journal entries

Math Manager – Problem Solving Journal entries

Practice worksheets

Math labs and hands-on activity labs

presentations -www.Smartech.com

Vocabulary

Hands-On Activity labs and modeling activities

Acellus online course offerings

Spanish glossary, video tutors, practice worksheets, & vocabulary and literacy worksheets

Enrichment activities and worksheets

Algebra readiness puzzles

Math Standards for Grade 7: GeometryDomain & Standard




Activities







G&T)7.G.17.G.27.G.3

Draw 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.


Practice Worksheets


PH presentation



Classify 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



Utilize various websites, including but not limited to: Prentice Hall

www.Successnet.com

National Library

Modify instructional approach and/or assignments and evaluations as needed based on students individual needs, ability level,

Page 45 of 52



http://www.Smartech.com/

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.

slideshow



Virtual Math Manipulatives

NJ ASK Test Prep Materials and NJ ASK Reference Sheet


Activity Labs


Math Puzzles

Literacy activities

Manipulatives


Problem of the Week

NJ ASK example test items

a triangle is 180ᵒ.

Reproduce a scale drawing that is proportional to a given geometric figure using a different scale

Classify 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 entries


Practice worksheets


Student Summaries

Skill Benchmark



of Virtual Manipulatives


Brain Pop

AAA Study

www.Math.com

www.Mathisfun.c om

www.Ixl.com

www.Coolmath.c om

Core Math tools at: www.nctm.org

Smart Board presentations -www.Smartech.com

disabilities or 504/IEPs including but not limited to:

Extended time.





Provide:

Additional graphic organizers and Algebra tile manipulatives.

Grade 7 NJ ASK Reference Sheet

Homework Video Tutor (Available in Spanish)

Enrichment activities & worksheets

Spanish version of worksheets

Algebra readiness

7.G.47.G.57.G.6

Solve real-life and mathematical problems

Know the formulas for the area and circumference of a circle and use them to solve


Practice Worksheets


Apply formulas to problems regarding real-world scenarios and understanding the


Written responses

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http://www.Smartech.com/

http://www.nctm.org/



http://www.Ixl.com/



http://www.Math.com/

involving angle measure, area, surface area, and volume.

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.







Activity Labs


Math Puzzles

Literacy activities

Manipulatives


Problem of the Week


relationship between circumference, area, and Pi

Use 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).



Practice worksheets


to questions relating to Big Ideas and Essential Questions

Student Summaries

Skill Benchmark



puzzles

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Math Standards for Grade 7: Statistics and ProbabilityDomain & Standard

Grade… Student Learning Objectives (SLO)



Activities







G&T)7.SP.17.SP.2

Use 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


Practice Worksheets








Activity Labs


Math Puzzles

Literacy activities

Manipulatives

PH Active

Apply 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.



Practice worksheets


Student Summaries

Skill Benchmark


Lesson Quizzes


Utilize various websites, including but not limited to:

Prentice Hall www.Successnet.com

National Library of Virtual Manipulatives


Brain Pop

AAA Study

www.Math. com

www.Mathis fun.com

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.



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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.

Math Exploration interactive computer models

Problem of the Week



www.Ixl.co m

www.Coolm ath.com

Core Math tools at: www.nctm.

org

Smart Board presentations -www.Smartech.com



Provide:Spinners, die, playing cards

Re-Teaching worksheets

Spanish version of worksheets

Homework Video Tutor (Available in Spanish)

Enrichment activities & worksheets

7.SP.37.SP.4

Draw informal comparative inferences about two populations.

Informally 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


Practice Worksheets








Activity Labs


Math Puzzles

Literacy activities

Compare two numerical data distributions on a graph and visually compare data displays to assess similarity or data overlap

Analyze and interpret data using measures of central tendency and variability



Practice worksheets


Diagnostic assessment


Student Summaries

Skill Benchmark


Lesson Quizzes


Prentice Hall Assessments

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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.

Manipulatives


Problem of the Week


(chapter tests, cumulative tests, ExamView tests)

7.SP.57.SP.67.SP.77.SP.8

Investigate 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


Practice Worksheets








Activity Labs


Math Puzzles

Develop 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

Diagnostic assessment


Student Summaries

Skill Benchmark


Lesson Quizzes

Performance Tasks or hands-

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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.

Literacy activities

Manipulatives


Problem of the Week


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:

on activity labs

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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?



Practice worksheets


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