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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 7

Topic 7A Topic Title: Physical Sciences – Energy (potential/kinetic)Big Idea(Cross Cutting Concepts)What overarching understandings are essential for application to new situations within or beyond this content?

Systems and System Models Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and energy and matter flows within systems. (07-PS3-2)

Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, and energy of motion). (07-PS3-5)

Essential Question(s) What questions will provoke and sustain student engagement while focusing learning?

How does potential and kinetic energy affect my life?

Enduring Standard(s)(Science and Engineering Practices)Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. - Develop a model to describe unobservable mechanisms. (07-PS3-2)

Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds. - Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. (07-PS3-5) ------------------------------------------------- Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations (07-PS3-4),(07-PS3-5)

Supporting Standard(s)(Disciplinary Core Ideas)Which related standards will be incorporated to support and enhance the enduring standards?

PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending on their relative positions. (07-PS3-2)

PS3.B: Conservation of Energy and Energy Transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (07-PS3-5)

PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (07-PS3-2)

Office of Curriculum, Instruction, and Assessment Revised 2017[Type here] August, 2017

FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for Science: Grade 7

Instructional OutcomesWhat must students learn by the end of the unit?

I am learning to… develop and use a model to show how changing the distance

in a system affects the amount of potential energy. construct, use and present an argument. use an argument to support that when an object’s kinetic

energy changes, energy is transferred and conserved within a system.

Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

07-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]

07-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]

Essential Vocabulary(Enduring Standards/Practices)What vocabulary must students know to understand and communicate effectively about this content?

model, test, predict, describe, plan, argument, empirical evidence, and scientific reasoning

Essential Vocabulary(Supporting Standards/Content)What vocabulary must students know to understand and communicate effectively about this content?

Energy, kinetic energy, potential energy, mass, matter, total energy, energy transformation (transfer), law of transformation of energy


FAYETTE COUNTY PUBLIC SCHOOLSInstructional Planning Guide: A Curriculum Map Companion for

TeachersSubject and Grade Level Science 7AUnit Title Physical Sciences – Energy (potential/kinetic)Summative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?

Instructional OutcomesHow will the instructional

outcomes be sequenced into a scaffolded progression of

learning?

Learning ActivitiesWhat well-designed progression

of learning tasks will intellectually engage students

in challenging content?

Formal Formative Assessments

What is the evidence to show students have learned the lesson

objective and are progressing toward mastery of the

instructional outcomes?

Integration StandardsWhat standards from other disciplines will enrich the learning experiences for the students?Resources What resources will be utilized to enhance student learning?


FAYETTE COUNTY PUBLIC SCHOOLSGlossary for Use with FCPS Curriculum Maps

Big IdeasBig Ideas are overarching understandings that are essential for application to new situations within and beyond the content. An idea is “big” if it helps students make sense of how the material fits into the broader context. When used effectively, Big Ideas have the power to guide inquiry-based learning, providing a lens through which students can formulate and explore questions. Grant Wiggins (2011) says, “An idea is ‘big’ if it helps us make sense of a lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of content.”

Resources

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 1, Component C: Setting Instructional OutcomesDomain 3, Component A: Communicating with Students




Enduring StandardsEnduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring Standards, also known as Power Standards or Essential Standards, meet three criteria:

1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?

2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?3. READINESS – Does it provide students with essential knowledge and skills that are

necessary for their success in the next grade level?Enduring Standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the Enduring Standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.

Enduring skills are found embedded within Enduring Standards. Enduring skills are what the Kentucky Department of Education has identified as the basis for setting annual local Student Growth Goals.

Resources

Ainsworth, L. (2003). Power standards: Identifying the standards that matter most. Englewood, CO: Lead+Learn Press.

Reeves, D. B. (2007). Power standards: How state leaders add value to state and national standards. The Jossey-Bass Reader on Educational Leadership (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

KDE Enduring Skills: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Domain 1, Component A: Knowledge of Content and Pedagogy


http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx

http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx


Essential QuestionsEssential Questions are designed to stimulate students’ thinking and to provoke inquiry and insight. They are provocative and do not have pat answers. McTighe and Wiggins (2013) offer seven defining characteristics of good Essential Questions:

(1) OPEN-ENDED – it does not have a single, final, or correct answer(2) THOUGHT-PROVOKING and INTELLECTUALLY ENGAGING – it sparks discussion and debate(3) HIGHER-ORDER THINKING – it requires analysis, inference, evaluation and/or prediction

and cannot be answered by recall alone(4) IMPORTANT, TRANSFERABLE IDEAS – relates to concepts within and often across

disciplines(5) ADDITIONAL QUESTIONS – it sparks further questioning and inquiry(6) SUPPORT AND JUSTIFICATION – it requires the student to defend their response(7) RECURS OVER TIME – the question can and should be revisited multiple times

Essential Questions spark curiosity, sustain engagement, and provide a focused means for students to explore and discuss the big ideas and enduring skills and standards. They motivate students to find the answers needed to achieve the learning outcomes and master the enduring standard.

NOTE: The Essential Questions provided in the FCPS curriculum maps are examples and are not all-inclusive lists. Essential Questions are most powerful when they are developed in collaboration with the students. Teachers are encouraged to go beyond this list of essential questions and work with students to develop your own! (See the link to the Wordpress.com article and the Brainstorming Essential Questions PD360 link below for more ideas).

Resources

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development


http://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/

PD 360 Video Links

The Guiding/Essential Question Elementary: http://www.pd360.com/index.cfm?ContentId=2514

The Guiding/Essential Question Secondary: http://www.pd360.com/index.cfm?ContentId=2523

Brainstorming Ideas/Essential Questions: http://www.pd360.com/index.cfm?ContentId=1910


Domain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component C: Engaging Students in Learning


http://www.pd360.com/index.cfm?ContentId=1910







Essential VocabularyEssential Vocabulary words are content-related terms for which students must have a deep understanding if they are to comprehend and master the enduring standards and instructional outcomes. There may be other words students need to know, but the Essential Vocabulary provide a priority list of words to incorporate in instruction. These vocabulary provide a common language for both teachers and students across content areas and grade levels. According to Robert Marzano (2013), “Students’ vocabulary knowledge is directly tied to their success in school . . . Knowing what words mean and how they interconnect creates networks of knowledge that allow students to connect new information to previously learned information.” Marzano outlines six steps of effective vocabulary instruction in his books Building Academic Vocabulary and Vocabulary for the Common Core:

(1) Provide a description, explanation, or example of the new term.(2) Ask students to restate the description in their own words.(3) Ask students to construct a picture, symbol, or graphic representing the term.(4) Engage students periodically in activities that help them add to their knowledge of the

terms.(5) Periodically ask students to discuss the terms with one another.(6) Involve students periodically in games that allow them to play with terms.

Resources

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA. Association for Supervision and Curriculum Development.

Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Bloomington, IN: Marzano Research Laboratory.

Silver, Strong & Associates. (n.d.) Word works: Cracking vocabulary’s CODE. The Thoughtful Classroom Portfolio Series. Thoughtful Education Press.


Domain 1, Component A: Knowledge of Content and PedagogyDomain 3, Component A: Communicating with Students



Formative Assessment for LearningFormative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative Assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal Formative Assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative Assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between instructional outcomes, lesson activities, and the formative assessment measures used to gauge learning progress.

Resources

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-148.

Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Clarke, S. (2008). Active learning through formative assessment. London: Hodder Education.

Clarke, S. (2005). Formative assessment in action: Weaving the elements together. London: Hodder Education.

Clarke, S. (2005). Formative assessment in the secondary classroom. London: Hodder Education.

Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder Education.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component B: Demonstrating Knowledge of StudentsDomain 1, Component F: Designing Student AssessmentsDomain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component D: Using Assessment in InstructionDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Instructional OutcomesInstructional Outcomes are clear statements of intended learning that lead to the development of sound formative and summative assessments. They describe what students are expected to learn after successfully completing a lesson(s) or learning experience. Instructional Outcomes reflect important learning and are written in terms of what students will learn rather than do. Outcomes are congruent to the big ideas and enduring standards of the discipline and represent a range of knowledge, including factual, conceptual, reasoning, social, management, communication, and dispositions. Over the progression of a unit or course, the outcomes should be logically sequenced to scaffold over time, connect to previous and future learning, and become progressively more complex as students’ knowledge builds.

The terms “Learning Targets” and “Instructional Outcomes” are synonymous and are used interchangeably in PGES support materials created by the Kentucky Department of Education. “Outcome” is the term used throughout the Framework for Teaching, so FCPS opted to adopt this terminology for use in the curriculum maps. NOTE: The Instructional Outcomes provided in the FCPS curriculum maps are meant to serve as examples and are not all-inclusive lists. Teachers are encouraged to add, revise, break apart and/or combine Instructional Outcomes based on the formative assessment results and needs of the students.

Resources


Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component C: Setting Instructional OutcomesDomain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent InstructionDomain 1, Component F: Designing Student AssessmentsDomain 3, Component A: Communicating with StudentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction



Integration StandardsIntegration Standards are related standards from disciplines other than the primary focus of the unit of the study. 21st Century skills demand that students be able to integrate, assimilate, and apply knowledge from a variety of disciplines in order to solve problems and be successful in the workplace. Content knowledge and learning cannot exist in isolated pockets; it must be assimilated and integrated for the purpose of problem-solving and application. Integration Standards allow the students to make cross-disciplinary connections and to better understand the interrelationship among multiple content areas. When determining which standards to integrate into the current unit of study, teachers should consider content from interpersonal skills, the arts, PLCS, math, civics and culture, and literacy that naturally enhances the enduring standards and big ideas.

Resources

Beers, S. Z. (2011). Teaching 21st century skills. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory.

Framework for 21st Century Learning: http://www.p21.org/our-work/p21-framework


Domain 1, Component A: Knowledge of Content and PedagogyDomain 2, Component B: Establishing a Culture for LearningDomain 3, Component C: Engaging Students in LearningDomain 4, Component D: Participating in a Professional Community


http://www.p21.org/our-work/p21-framework


Learning ActivitiesLearning Activities refer to the series of thoughtfully constructed and cognitively engaging learning tasks. Learning Activities should incorporate the use of appropriate resources and materials, high-yield instructional strategies, and consistent structures including opportunities for literacy development, differentiation, modeling, practice time, and constructive feedback. Learning Activities are punctuated by informal formative assessment measures throughout the lesson to see how well students are progressing in their learning. Learning Activities should be directly aligned to the instructional outcomes with a broader focus on eventual mastery of the related enduring standard.

Resources

Dean, C. B., Ross Hubbell, E., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H.F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.


Domain 1, Component E: Designing Coherent InstructionDomain 3, Component C: Engaging Students in LearningDomain 3, Component E: Demonstrating Flexibility and Responsiveness



Performance ExpectationsPerformance Expectations are measurable criteria that describe what proficiency looks like when the instructional outcomes are reached. These criteria define the minimum expectations for rigor at that point in the learning progression and should require application of the knowledge at higher cognitive levels. The Performance Expectations are congruent to the big ideas and enduring standards of the discipline and provide an outline for the development of summative assessments of learning. Performance Expectations may encompass traditional multiple-choice and constructed response assessments but also must go beyond such measures to include appropriate product-, project-, or performance-based options.

Resources

Hallerman, S. & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools, and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. New York: Routledge.

National Academy Foundation. (n.d.). Project-based learning: A resource for instructors and program coordinators. Pearson Foundation. Retrieved July 5, 2014 from http://naf.org/files/PBL_Guide.pdf


Domain 1, Component F: Designing Student AssessmentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction


http://naf.org/files/PBL_Guide.pdf


ResourcesResources are the key materials utilized by teachers. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide non-instructional assistance to students. Resources include such things as books and other print material, technology, community and professional organizations, and people. Resources for lessons should be selected to enhance the lesson activities and engage the students.


Domain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent Instruction



Summative Assessment of LearningSummative Assessment, also referred to as “assessment of learning,” is a formal means for determining how much a student has learned, and to what level, at the end of a unit or course. Summative Assessments are typically used for the purposes of monitoring accountability and assigning grades or performance levels. These assessments can and should take on a variety of formats, from traditional paper/pencil assessments to projects to performance tasks. Summative Assessments are designed to measure mastery of instructional outcomes and should be congruent with enduring standards. The performance expectations provide additional clarification around the content and intended purpose of the Summative Assessment.

Resources


Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Pearson.


Domain 1, Component F: Designing Student Assessments



Supporting StandardsSupporting Standards are Kentucky Core Academic Standards that have not been identified as Enduring Standards. They are important because they provide foundational support, scaffolding, and enhancement for the Enduring Standards and may come from a variety of disciplines. In some instances, students cannot demonstrate mastery of an instructional outcome or enduring standard without incorporating their knowledge of a Supporting Standard(s). Supporting Standards are typically more heavily assessed through formative measures, but can also be included in summative assessment measures. In addition, it is likely that Supporting Standards may only be introduced, instructed and assessed one time throughout the course (unless the teacher deems otherwise), whereas enduring standards are likely to show up multiple times throughout the course.


Domain 1, Component A: Demonstrating Knowledge of Content and Pedagogy


FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Enduring Skill Reference to Standards

Use scientific thinking to question the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18

Use scientific thinking to define problems within the natural and designed world.

Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56.

NGSS Appendix F, pages 4, 17-18Develop and refine models to explain, predict, and investigate the natural and designed world.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20Use models to explain, predict, and investigate the natural and designed world, including identifying the limitations of the models.

Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59.

NGSS Appendix F, pages 19-20

Plan and carry out investigations.

Framework for K-12 Science Education, Practice 3: Planning and Carrying Out Investigations, pages 59-61.

NGSS Appendix F, page7, 21

Organize and use data to support claims or conclusions.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63

NGSS Appendix F, pages 9, 23-24Analyze data to make sense of phenomena or determine an optimal design solution.

Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63

NGSS Appendix F, pages 9, 23-24

Construct explanations based on scientific evidence.

Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28


FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Science – Student Growth Goals

Design and refine solutions to problems. Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages 67-71

NGSS Appendix F, pages 11-12, 27-28

Argue using scientific evidence. Framework for K-12 Science Education, Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, , pages 13-14, 29-30Use evidence to evaluate claims. Framework for K-12 Science Education,

Practice 7: Engaging in Argument from Evidence, pages 71-74

NGSS Appendix F, pages 13-14, 29-30Obtain information to determine patterns in and/or evidence about the natural or designed world.

Framework for K-12 Science Education, Practice 8: Obtaining, Evaluation, and Communicating Information, pages 74-77.

NGSS Appendix F, pages 31-32.Evaluate information to determine usefulness and value.


NGSS Appendix F, pages 31-32.Communicate information in a variety of developmentally appropriate formats.


NGSS Appendix F, pages 31-32.


Documents

FAYETTE COUNTY PUBLIC SCHOOLS - blogs.fcps.netblogs.fcps.net/.../Science-7A-Energy-potential-kinetic-re… · Web viewFAYETTE COUNTY PUBLIC SCHOOLS. ... Grade 7 . FAYETTE COUNTY