EARTH SCIENCE GRADE 8 - Foxborough Regional Charter School - Curriculum Map 38 Objectives Covered in Grade 8/38 Total Objectives Grades 6-8
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Foxborough Regional Charter School
EARTH SCIENCE
GRADE 8
Curriculum Map
38 Objectives Covered in Grade 8/38 Total Objectives Grades 6-8Introduction The purpose of curriculum is to focus instruction in a grade level content / skill area. The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the entire Teaching & Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers, paraprofessionals, special educators and other staff. This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able to do by the end of a given year in a specific subject or skill area. The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our curriculum is thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at FRCS and beyond! The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum articulation. The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior to entering this grade and what he or she will master upon promotion to the next grade level.
Vertical Curriculum Articulation What is vertical articulation? Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or skill area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students should master each standard in that subject. What is the purpose of vertical curriculum articulation? Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st century) How is this applicable for my classroom? No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next page outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and you begin your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
Vertical Articulation by Standards
Science: 2010-2011SY
Note: Science Standards are segregated K-2, 3-5, and 6-8. The Standards are grouped by topic with no commonality between numbers.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Earth Science (ES)
Earth Materials ES1 ES2 ES1, ES2 ES1, 3, 4 ES2-5 ES1-5 ES2
Weather ES3 ES3 ES3 ES7, 9 ES6 ES6, 7, 9
Earth/Solar System ES4 ES4 ES 13, 15 ES13-15 ES13-15 ES8-12
Patterns ES5 ES5 ES10, 11 ES10, 11 ES10, 11 ES3, 4
Earth History ES12 ES12 ES12 ES5-7
Mapping ES1
Life Science (LS)
Living Things LS1-3, 7 LS1, 3, 6 LS1-3, 6-8 LS1-3, 11 1, 2, 4, 11 LS1-4, 11 LS13-16
Heredity LS4 LS4 LS7-9
Evolution LS5 LS6, 8, 9 LS6, 8, 9 LS6, 8, 9 LS10-12
Environment LS17, 18
Classification LS1
Systems LS5, 6
Cells LS2-4
Physical Science (PS)
Properties PS1 PS1 PS1 PS1 PS1 PS1 PS1, 2, 4
Matter PS2 PS2 PS2 PS2, 3 PS2, 3
Energy 4, 7, 9-10 4-5, 7-10 PS4-12 PS13-16
Motion PS3 PS4 PS3-5 PS11, 12
Elements PS6-8, 10Tech.Eng. (TE) Materials and Tools TE1.1, 1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 TE1.1-1.3 Design TE2.2 TE2.1 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1, 2.2 TE2.1-2.6
Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
Each unit has the following elements and each element is described on the following pages
Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
Term 1
Mapping the Earth
Unit 1
How are the physical features of the earth portrayed differently in various mapping representations?
State Standard Student Learning objective(s) Required vocabulary Learning Plan:
Activities, Resources & Experiences
Earth Sci. (6-8) #1: 1. Describe coordinates of latitude Cartography Measurement Unit rulers
Recognize, interpret, and and longitude Equator Information sheet-Latitude and Longitude
be able to create models 2. Identify differences in various Latitude Graphic Organizers-Mapping
of the earth’s common types of maps Longitude Atlases/Maps
physical features in 3. Describe how time zones vary Prime meridian Contour Mapping Lab
various representations, 4. Analyze topographic maps International Date Line Quiz
including contour maps Topographic Map Modeling Topographic Maps
Contour Line
Contour IntervalState Standard: Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area. Measurable Student Learning Objective: (“The Students Will Be Able To”): For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable objectives. The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor should communicate to students each day prior to the start of a lesson. Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between our expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’ core understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the minimum expectation for students and that by no means does this limit your ability to add additional content, activities and experiences for your students. However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning objectives for a given standard first. The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently measurable. Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the objective: TSWBAT: “Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (i.e.: exit slip) at the end of that lesson can be as simple as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or demonstrate the learning objectives for a specific standard, then the student demonstrates understanding of the objective. When a student demonstrates understanding of ALL of the associated objectives with a given standard, the student demonstrates understanding of the standard itself! At that point, if time permits, students can explore the topic greater depth through enrichment learning. To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school system, we use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be found at the end of this curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with
follow up questions. Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching activities. As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning objective indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and thus lends itself to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to compare and contrast two major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also greater; perhaps an open response or Venn Diagram explaining the two concepts. With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will be assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly identifying any learning gaps and addressing them so that every student successfully assesses our curriculum! Learning Plan: Resources, Activities and Experiences This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and experiences that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides instructors with resources and suggested lessons beyond the textbook. While the text is a resource, it is only one of many. The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our curriculum map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate an instructional approach to reach different populations of your students. . The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and classroom. If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students achieve a learning objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies,
ideas or even model a lesson for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and improved so please feel free to contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader any time! Vital Vocabulary: These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and within the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than memorizing a definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of these words and the underlying concepts is critical for students to understand and master the learning objective. Essential Question(s): This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction, this question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the essential question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to you as the classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential question as an open response question at the end of each unit.
4 Essential Questions EQ 1. How do you design and create a solution to a problem in relation to areas of science? EQ 2. How do structure and function of living things relate to other processes on earth? EQ 3. How are the driving forces for evolution interrelated? EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated? Science Curriculum Connections High School Earth Science Standards Green High School Biology Blue High School Physics Purple Science Curriculum Connection 6th grade physical science Orange Science Curriculum Connection 7th grade life science Dark Green Science Curriculum Connection High School Chemistry Brown Science Curriculum Connection Technology and Engineering Pink
Term 1
Mapping the Earth
Unit 1
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
EQ 2. How do structure and function of living things relate to other processes on earth?
How are the physical features of the earth portrayed differently in various mapping representations?
State Standard Student Learning objective(s) Required Learning Plan: SCC
vocabulary Activities, Resources &
Experiences
Earth Sci. (6-8) #1: 1. Describe coordinates of latitude Cartography Measurement Unit rulers Physical Science (6-8) #1:
Recognize, interpret, and and longitude Equator Information sheet-Latitude and Differentiate between weight
be able to create models 2. Identify differences in various Latitude Longitude and mass, recognizing that
weight is the amount of
of the earth’s common types of maps Longitude Graphic Organizers-Mapping
gravitational pull on an object.
physical features in 3. Describe how time zones vary Prime meridian Atlases/Maps
various representations, 4. Analyze topographic maps International Date Line Contour Mapping Lab
including contour maps Topographic Map Quiz
(EQ 2) Contour Line Modeling Topographic Maps
Contour Interval
Tech/Eng. (6-8) 3.1: 1. Identify and describe the parts Source Remote Sensing Notes- High School Physics 6.2
Identify and explain the of an electronic communications Encoder Electromagnetic Waves Describe the
components of a system Transmitter Group Project-Research/Present a electromagnetic
spectrum in terms of
communications system 2. Describe and compare audio, Receiver Satellite frequency and
(EQ 1) visual, printed, and mass Decoder Satellite Video and Questions wavelength, and identify
Tech/Eng. (6-8) 3.3: communication Storage HW-Research Satellite Television- the locations of radio
Identify and compare Retrieval Cox/DIRECTV waves, microwaves,
infrared radiation,
communication Destination
visible light (red,
technologies and systems Mass communication orange, yellow,
(EQ 1) green, blue, indigo, and
violet), ultraviolet rays,
x-rays, and gamma rayson the spectrum.
Term 1
Earth’s Structure
Unit 2
EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated?
How are the layers of the earth different?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Earth Sci. (6-8) #2: 1. Describe the layers of the Lithosphere Information packet on the earth’s High School Physics 4.5 Recognize
Describe the layers of earth Rigid Mantle layers and composition that
the earth, including the Asthenosphere Journey to the center of the earth- mechanical waves
generally move faster
lithosphere, the hot Stiffer Mantle Create a Story and share with a through a solid than
convecting mantle, and Outer Core lower school classroom. through a liquid and
the dense metallic core Inner Core Quiz faster through a liquid
(EQ 4) than through a gas.Term 1
Heat Transfer in Earth Systems
Unit 3
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
EQ 2. How do structure and function of living things relate to other processes on earth?
EQ 3. How are the driving forces for evolution interrelated?
How are the three mechanisms by which heat is transferred through the earth’s system different?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources & Experiences
Earth Sci. (6-8) #3: 1. Differentiate among Radiation Warm-up’s/Homework assignments Physical Science (6-8) #16: Give
Differentiate among radiation, conduction, Conduction Graphic organizer examples of how heat moves in
radiation, and convection Convection Information packet predictable ways, moving from
warmer objects to cooler ones until
conduction, and Exam 1
they reach equilibrium.
convection, the Demonstration of Conduction and demonstration of
three mechanisms convection currents (Peter G.?).
High School Physics 3.1
by which heat is Radiation Lab using Sun Sensitive Photo Paper- Explain how heat energy
transferred through http://www.stevespanglerscience.com/product/1354 is transferred by
the earth’s system convection, conduction,
(EQ 3) and radiation.
High School Physics 3.2
Explain how heat energy
will move from a higher
temperature to a lower
temperature until
equilibrium is reached.
Earth Sci. (6-8) #4: 1. Describe the makeup of Ozone Warm-up’s/Homework assignments
Explain the the atmosphere Stratus Graphic Organizerrelationship of the 2. Identify the basic Troposphere Natural Disaster- 5 Labs (Earthquakes, Volcanoes,
energy provided by characteristics of Nimbus Hurricanes, Tornadoes, Severe Weather).
sun, global patterns different cloud groups Stratosphere Weather Maps-PowerPoint
of atmosphere 3. Describe the water cycle Mesosphere Coast Guard Guest Speaker- HW Research the
movement, and the Thermosphere relationship between wind and ocean currents
temperature Exosphere
differences among Cirrus
water, land, and Cumulus
atmosphere
(EQ 2)
(EQ 3)
Tech/Eng. (6-8) 3.4: 1. Identify and describe Air Masses Weather Maps Continued-PowerPoint and Activity- High School Physics 4.6
Identify and explain how symbols and icons Fronts Reading weather maps Describe the apparent
how symbols and are used to High Pressure Learn about how to make a station model. change in frequency of
waves due to the motion
icons are used to communicate Low Pressure NOAA-Guest Speaker-Weather maps. of a source or a receiver
communicate (the Doppler effect).
(EQ 1)Term 1
Earth’s History
Unit 4A
EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated?
How can the movement of the earth’s crustal plates be different in causing changes in the earth’s surface?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Earth Sci. (6-8) #5: 1. Explain the theory of plate Theory of plate Natural Disaster Continued- 5 Life Sci. 17.Identify ways in
Describe how the tectonics tectonics Labs (Earthquakes, Volcanoes, which ecosystems have
movement of the 2. Compare and contrast the Divergent boundary Hurricanes, Tornadoes, Severe changed throughout geologic
earth’s crustal plates three types of plate Rift valley Weather).
time in response to physical
causes both slow boundaries and the features Convergent boundary Weather Maps Continued-
conditions, interactions
changes in the earth’s associated with each Subduction PowerPoint
among organisms, and the
surface (e.g., formations 3. Contrast the volcanism that Transform boundary
of mountains and ocean occurs at plate boundaries Convergent volcanism actions of humans. Describe
basins) and rapid ones 4. Distinguish among the three Divergent volcanism how changes may be
(e.g., volcanic eruptions types of faults Hot spots catastrophes such as volcanic
and earthquakes) 5. Discuss the evidence of Magnitude eruptions or ice storms.
(EQ 4) continental drift Richter scale
6. Explain the process of seafloor Moment magnitude
spreading scale
7. Summarize how convection in Modified Mercalli scale
the mantle is related to the
movements of tectonic platesTerm 2
Christa McAuliffe Center - FSU
Unit 4B
EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated?
How can we learn by experiencing many different facets of Science?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Science (3-5): Inquiry 1. Ask questions and make Scientific Method • Experiential learning in
Skills predictions that can be Steps many different unique
tested. Question opportunities in a space
2. Keep accurate records while
Hypothesis simulator
conducting simple
investigations or Procedure
experiments. Conclusion/Results
3. Conduct multiple trials to Analysis
test a prediction. Compare
the result of an
investigation or experiment
with the prediction.
4. Recognize simple patterns
in data and use data to
create a reasonable
explanation for the results
of an investigation or
experiment.Term 2
Materials, Tools, and Machines
Unit 5
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
How are different tools and materials chosen, given a specific design task?
State Standard Student Learning objective(s) Required Learning Plan: SCC
vocabulary Activities, Resources &
Experiences
Tech/Eng. (6-8) 1.1: 1. Identify and describe the Aggregates Bird houses-Handout and Unit
Given a design task, properties and characteristics Ceramics Project (Need Kits).
identify appropriate of various materials Solvents Quiz
materials based on Strength
specific properties and Hardness
characteristics Flexibility
(EQ 1)
Tech/Eng. (6-8) 1.2: 1. Identify and describe various Measuring Tools Bird houses-Handout and Unit
Identify and explain measuring, hand, and power Hand Tools Project (Need Kits)Tools Slideshow-
appropriate measuring tools Power Tools safety and tools
tools, hand tools, and Safety Visit to a tech/machine Shop
power tools and explain Use a variety of hand tools to
their safe and proper use change materials into a different
(EQ 1) form through forming, separating,
and combining
Tech/Eng. (6-8) 1.3: 1. Identify and describe the safe Bird houses-Handout and Unit
Identify and explain the and proper usage of Project (Need Kits)
safe and proper use of measuring, hand, and power
machines needed to tools
construct a prototype ofan engineering design (EQ 1)
Term 2
Engineering Design
Unit 6
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
How can different engineering strategies be used to develop a technological solution to a problem?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Tech/Eng. (6-8) 2.1: 1. Identify and describe the Steps of the Egg drop project
identify and explain the steps of the engineering Engineering and Exam
steps of the design process Design Process Given a prototype, design a test to
engineering design evaluate whether it meets the
process design specifications
(EQ 1) Using test results, modify the
prototype to optimize the solution
Communicate the results of an
engineering design through a
written, oral, or visual presentation
Tech/Eng. (6-8) 2.2: 1. Use sketches, orthographic Egg drop project
Demonstrate methods projections, or multi-view Develop plans, including drawings
of representing drawings to represent with measurements and details of
solutions to a design solutions to a problem construction, and construct a model
problem of the solution to a problem,
(EQ 1) exhibiting a degree of
craftsmanship
Tech/Eng. (6-8) 2.6: 1. Identify and describe the five Egg drop project
Identify the five elements of a universal
elements of a universal systems model
systems model: goal,inputs, processes, outputs, and feedback (EQ 1)
Term 2
Construction Technologies
Unit 7
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
How do different forces affect the design of structures?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Tech/Eng. (6-8) 3.2: 1. Identify and describe the Strength Conduct tests for strength,
Identify and explain the drawing tools, computer- Hardness hardness, and flexibility of various
appropriate tools, aided design, and cameras Flexibility materials (wood, paper, plastic,
machines, and used to produce design ceramic, metal)
electronic devices used solutions Toothpick Bridge project
to produce design Exam
solutions
(EQ 1)
Tech/Eng. (6-8) 5.2: 1. Describe arch, beam, and Arch Toothpick Bridge project
Identify and describe suspension bridges along with Beam
three major types of a discussion of appropriate Suspension
bridges and their site, span, resources, and load Bridge
appropriate use for each Appropriate Site
(EQ 1) Span
Load
Resources
Tech/Eng. (6-8) 5.3: 1. Describe tension, Tension Toothpick Bridge project
Explain how the forces compression, torsion, Compression
of tension, compression, bending, and shear along with Torsion
torsion, bending, and a discussion of how each of Bendingshear affect the these forces affects bridge Shear performance of bridges performance (EQ 1)
Term 2
Manufacturing Technologies
Unit 8
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
How do different industrial processes contribute to manufacturing?
State Standard Student Learning Required vocabulary Learning Plan: SCC
objective(s) Activities, Resources &
Experiences
Tech/Eng. (6-8) 4.1: 1. Describe custom and mass Custom Production Ford assembly line movie
Describe and explain the production Mass Production Invention Project-
manufacturing systems
of custom and mass
production
(EQ 1)
Tech/Eng. (6-8) 4.2: 1. Describe and give examples of Interchangeable Parts Ford assembly line movie
Explain and give the impact of interchangeable Components of mass produced Invention Project-
examples of the impacts parts, components of mass- parts
of interchangeable produced products, and the Automation
parts, components of use of automation
mass-produced
products, and the use of
automation, e.g.,
robotics
(EQ 1)
Tech/Eng. (6-8) 4.4: 1. Describe the basic processes Cutting Ford assembly line movie
Explain basic processes in manufacturing systems Shaping Invention Project-
in manufacturing Assembling
systems, e.g., cutting, Joining
shaping, assembling, Finishingjoining, finishing, quality Quality Control control, and safety Safety (EQ 1)
Term 2
Transportation Technology
Unit 9
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated?
How do different transportation systems contribute to our country’s movement of goods and services?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Tech/Eng. (6-8) 6.1: 1. Describe examples of Transport Systems Zoom machines Physical Science (6-8) #13:
Identify and compare transportation systems that Universal Systems Graphic organizer Differentiate between potential and
examples of operate on land, air, water, Model Paper Airplane Project kinetic energy. Identify situations
where kinetic energy is transformed
transportation systems and space
into potential energy and vice versa.
and devices that
operate on or in each of
the following; land air,
water, and space
(EQ 1)
(EQ 4)
Tech/Eng. (6-8) 6.3: 1. Describe three subsystems of Structural Zoom machines
Identify and describe a transportation vehicle or Propulsion Graphic organizer
three subsystems of a device Guidance Paper Airplane Project
transportation vehicle Suspension
or device, i.e., Control
structural, propulsion, Support
guidance, suspension, Lift
control, and support Drag
(EQ 1) FrictionThrust Gravity in a vehicle or device
Term 2
Bioengineering Technologies
Unit 10
EQ 1. How do you design and create a solution to a problem in relation to areas of science?
How do different bioengineering technologies contribute to a better quality of life?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Tech/Eng. (6-8) 7.1: 1. Describe examples of Adaptive Devices Medical Devices speaker
Explain examples of prosthetic devices, different Assistive Devices Field Trip-physical therapy
adaptive or assistive types of wheelchair guidance Prosthetic speaker and visit a physical dept.
devices, e.g., prosthetic systems, hearing aids, lifts, at a hospital.
devices, wheelchairs, and braces
eyeglasses, grab bars,
hearing aids, lifts,
braces
(EQ 1)
Tech/Eng. (6-8) 7.2: 1. Describe foods, bio-fuels, and Biofuels Debate on biofuels vs. the fuels
describe and explain integrated pest management Pest Management that are currently being used.
adaptive and assistive schemes that have been Irradiation Debate about pest management
bioengineered products, bioengineered Integrated pest natural vs. Chemical pest
e.g., food, bio-fuels, management management.
irradiation, integrated
pest management
(EQ 1)Term 3
Earth’s History
Unit 11
EQ 2. How do structure and function of living things relate to other processes on earth?
EQ 3. How are the driving forces for evolution interrelated?
EQ 4. How are the many natural events that occur due to forces on earth and in space interrelated?
How do different natural processes contribute to changes in the earth’s surface?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Earth Sci. (6-8) #6: 1. Analyze the rock cycle Sediment Lab-Explore different kinds of Physical Science (6-8) #13:
Describe and give 2. Describe the formation of Clastic rocks and classify and identify the Differentiate between potential and
examples of ways in sedimentary rocks Deposition type of rock. kinetic energy. Identify situations
where kinetic energy is transformed
which the earth’s 3. Distinguish among the Lithification DVD-weathering and erosion
into potential energy and vice versa.
surface if built up and processes of weathering and Cementation
torn down by natural erosion Bedding
processes, including 4. Identify variables that affect Weathering
deposition of the rate of weathering Erosion
sediments, rock Mechanical
formation, erosion, and weathering
weathering Frost wedging
(EQ 4)
Earth Sci. (6-8) #7: 1. Distinguish among different Mass movement DVD-Glaciers, Caves
Explain and give types of mass movements Creep
examples of how 2. Describe conditions that Slump
physical evidence, such contribute to mass Deflation
as fossils and surface movements Abrasionfeatures of glaciations, 3. Explain how glaciers form Ventifact
support theories that 4. Explain the effects of wind Loess
the earth has evolved erosion Valley glacier
over geologic time Continental glacier
(EQ 4) Moraine
CirqueTerm 3
Earth in the Solar System
Unit 12
EQ 3. How are the driving forces for evolution interrelated?
How do different natural processes contribute to changes in the earth’s surface?
State Standard Student Learning Required Learning Plan: SCC
objective(s) vocabulary Activities, Resources &
Experiences
Earth Sci. (6-8) #8: 1. Describe how planets form Planetisimal DVD-Meteoroids and Comets High School Physics 1.7
Recognize the gravity Asteroid Describe Newtons’s Laws of
plays a major role in the Meteoroid universal gravitation in
terms of the attraction
formation of the planets, Meteor between two objects, their
stars, and solar system Meteorite masses, and the distance
and in determining their Comet between them.
motions Coma
(EQ 3) Meteor shower High School Physics 6.1
Recognize that
electromagnetic waves
are transverse waves
and travel at the speed
of light through a
vacuum.
Earth Sci. (6-8) #10: 1. Describe the properties of Terrestrial planet Chart on each planet characteristics- High School Chemistry 2.7
Compare and contrast the terrestrial and gas giant Gas Giant planet mass, size, distance from the sun, Compare and contrast
properties and conditions planets Precession etc... nuclear fission and
nuclear fusion.
of objects (i.e., sun, 2. Identify the unique nature Liquid metallic Lab-Classify stars using the HR
planets, stars) in the solar of our planet, Pluto, and hydrogen diagram.
system to those on Earth other bodies from the Belt Mini-research project on a
(EQ 3) Keiper Belt Zone constellation3. Summarize the properties Variable star
of the solar system Spiral density
wave
Earth Sci. (6-8) #11: 1. Describe how the seasons Elliptic Interactive Lab-demonstrating the
Explain how the tilt of the are associated with the tilt Summer solstice moon phases and seasons
earth and its revolution and solar revolution of the Winter solstice Visit a planetarium or Wheaton
around the sun result in an Earth Autumnal college observatory.
uneven heating of the equinox
earth, causing seasons Vernal equinox
(EQ 3) Synchronous
rotationAppendix A: Assessing Student Learning
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objectives. We don’t
want to teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state.
This section standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they
should attain and the means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning
goal of your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of
measurable action verbs used in this document as well as a description of what level of understanding students should be able to demonstrate
to achieve such objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check
for understanding of each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding.
You don’t need to give nearly as many questions and students are required to really show what they know.
Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what
DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards
and objectives
Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
“Skill definition” is the action verb for a given objective. It’s what the student should be able to do
“Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understandingAnalytical & Evaluative Skills
Skills Definition Assessment format expectations and suggestions
Analyze: Given or collect information or data to support a Expectations for analysis are some form of explanation based on given or collected data.
conclusion. Written assessments are usually in the form of a lab report (i.e.: conclusions section)
Categorize / Rank: Students are given or collect a set of Students usually test the examples or specimen to determine their characteristics.
examples or specimens and must sort them into appropriate Students organize their categorization in a table and support with data and written or oral
groups or classes based on their characteristics. explanation.
Compare & Contrast: Identify and explain the similarities and Expectations for this skill focuses on writing about science concepts: essay or graphic
differences of two or more concepts organizer form (i.e.: Venn Diagram)
Differentiate Between: Students describe the differences This can be done using a ‘T-chart’ or other graphic organizer. This can also be
between two or more concepts, specimen, examples or items. incorporated into a written response
Simplify: Summarize Written or oral explanation of a concept in students’ own words
Evaluate: Determine the significance Usually assessed in written form. Students support their evaluation with data or
background knowledge
Synthesis & Application Skills
Skills Definition Assessment format expectations and suggestions
Determine: Decide upon or identify Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Diagram / Illustrate: Students create a drawing that includes Expectations are that students can generate scientific diagrams or illustrations. Labels and
labels and written explanation. explanation should be included.
Solve / Calculate: find the answer or solution (usually Given some data set, students find the answer or solution. Include work and units.
mathematically) Formulas are provided by instructor
Design / Create / Develop / Construct: Make or build This is very broad, but the expectation is that a performance assessment of some kind is
given
Demonstrate: show The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.Comprehension Skills
Skills Definition Assessment format expectations and suggestions
Classify: Arrange and assign to a category The assessment expectation is that students can arrange examples into appropriate categories.
This may be matching or listing and may or may not include a brief explanation
Describe: Students’ written or oral description Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Explain: Written explanation, usually with a diagram Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
Predict: Forecast or hypothesize an outcome based on This is usually done as the hypothesis for a lab or sci. fair project. The expectation is that
supporting data or background knowledge students support hypotheses with ‘why’.
Summarize: Paraphrase content into simpler terms Summaries are usually written and often act as follow up assessments to a passage that is read.
Distinguish Between: Determine differences between The expectation is that students can accomplish ½ of the compare-contrast essay by identifying
key differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skills Definition Assessment format expectations and suggestions
Define: Provide a definition. Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
Label / Name: Provide or choose a name for an item, The expectation is either to match or write in a label for a given diagram or fill in the blank
object or concept.
Recognize: pick out from a variety of possible choices Multiple choice is the most common recognition skill assessment
Sequence: Place the concepts or items in a specific, Expectations are that students can either select or write a series of concepts in an appropriate
relevant order and accurate sequence
Identify Select or list (usually characteristics) label, list Students should be able to select or write in the appropriate concept or vocabulary word
or identify
Organize / List: Put associated concepts in order Students create an order that may or may not be based on a standard criterion. This can be
written, oral or physically doneAppendix B: FRCS Unit Plan Template
FRCS Unit Plan Teacher __________________________ Grade Level _______________ Unit Title ___________ Length of Unit ______________ Essential Question(s): _________________________________________________________________ Student Learning Outcomes/Objectives (SWBAT): Assessments: Learning Experiences: Reflection:
Appendix C: Content Specific Terminology Glossary
Grade 8 Glossary Describe Summarize Identify Explain Distinguish Analyze Diagram Compare and Contrast Differentiate Discuss
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