CurriculumEBECGrades7-8 · PDF fileFaria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle...

2011

Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-

Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi,

Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth

Small, Linda Tarantelli, Cheryl Tavares, Pamela Thacker, and Jackie Zahm

East Providence, Middletown and Newport School Districts

6/1/2011

SCIENCE CURRICULUM GRADES 7-8

SCIENCE CURRICULUM GRADES 7-8 Curriculum Writers: Kellie Sorel Ducharrne, Dean Eklof, Barbara Walton-Faria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle Larghi, Candace Lewia, Teresa Medeiros, David Nelson, George Shaffer, Beth Small, Linda Tarantelli,

Cheryl Tavares, Pamela Thacker, and Jackie Zahm

2/24/2012 East Bay Educational Collaborative: East Providence, Middletown, and Newport 1




GSEs/

STANDARDS

Kit Chpt. BENCHMARKS

East Providence, Middletown and Newport INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. PHYSICAL

SCIENCE

1.1. Properties

of Matter

Enduring

Knowledge • PS1 - All living

and nonliving

things are

composed of

matter having

characteristic

properties that

distinguish one

substance from

another

(independent of

size or amount

of substance).

PS1 (7-8) –1 Students demonstrate an understanding of characteristic

properties of matter by …

1.1.1 Understanding the units and prefixes of the metric system and using the

system to measure: volume, distance, mass, and temperature.

1.1.2 Measuring mass and volume of both regular and irregular objects and using those values as well as the relationship D=m/v to calculate

density. 1a

Grade 7

• Understand density as the ratio of an object’s mass to its volume

• Identifies and calculate the density of regular and irregular shape

objects

• Identify an unknown object by calculating its density

• Explain why some objects float while others sink

Grade 8

• Apply the concept of density to topics such as but not limited to

planets, e.g. composition of planets and other celestial objects

• Apply concepts related to weather, air pressure, air masses, and

wind. (Middletown only Weather and Water Kit)

1.1.3 BENCHMARK PROBLEMS

Grade 7

PS1 (5-8) INQ-1 Investigate the relationships among mass, volume and

density. (ASSESSMENT TARGET)

• Benchmark problems removed for public viewing

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas

• design, conduct,

and critique

investigations

• represent, analyze,

and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

Textbook TBD as a reference

Supplementary books/material • Bill Nye Friction, Motion, Momentum DVDs • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey

• Level trade books, e.g. National Geographic • Motion Forces and Energy, Prentice Hall • Physical Science - Concepts and Challenges, Pearson

• Science Day Book/ Physical Science • Sciencesaurus • Uncovering Student Ideas in Physical Science, Keeley, Harrington

Science Kits Grade 7

• Chemical Interaction Grade 8

• Energy, Machine and Motion

Technology • Laptops

• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com

• http://dsc.discovery.com/

• http://science-class.net/

• http://sciencenewsforkids.com/

• http://sciencespot.net/index.html

• http://scilinks.nasa.gov/

• http://smithsonianeducation.org/educators

• http://www.howstuffworks.com/ • http://www.middleschoolscience.com/index.html

• http://www.timeforkids.com/TFK/

• nces.ed.gov/nagtionsreportcard/itmrls

• pals.sr.com/tasks/indexhtml

• Tweentribune.com (student responding)

• www.sciencenetlinks.com (benchmarks and

lessons)

• www.windowsintowonderland.org (virtual

fieldtrips)

• www.beaconlearningcenter.com (lessons)

• www.brainpop.com

• www.ebecri.org

• www.discovery.com

REQUIRED

COMMON

ASSESSMENTS • Assessment Targets

• Benchmark Problems

• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS • Anecdotal records

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Multiple Intelligences

assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal

• Oral presentations

• Performance/problem-

based tasks

• Rubrics

• inquiry • informational report writing

• Tests and quizzes

• Writing (ELA Common

Core)

o arguments o informational




GSEs/ STANDARDS




EVIDENCE • www.educationworld.com/ (Laws of Motion)

• www.efieldtrips.org (energy field trips)

• www.eia.doc.gov/kids

• www.funderstanding.com/coaster (force and

motion)

• www.kids.nationalgeographic.com

• www.lessoncorner.com/science (lesson corner)

• www.nbclearn.com/olympics (force & motion)

• www.polleverywhere..com

• www.ride.ri.gov

• www.sciencespot.net

• www.thinkfinity.org

• www.unitedstreaming.com

Materials • Included in science kits

o narrative, o responding to

informational

text

1 PHYSICAL

SCIENCE

1.2. Properties of Matter

Enduring


and nonliving

things are

composed of

matter having

characteristic

properties that

distinguish one

substance from

another

(independent of

size or amount

of substance).

PS1 (5-8)–1 Students demonstrate an understanding of characteristic

properties of matter by …

1.2.1 Identifying an unknown substance given its characteristic properties. 2a

1.2.2 Classifying and comparing substances using characteristic properties

(e.g., solid, liquid, gas, metal, non-metal). 2b

Grade 7

• Identify simple physical properties of matter, e.g.

o color

o shape

o size

o texture

o phase of matter at a given temperature (solid, liquid, gas,

plasma)

o density

o melting and boiling points

o solubility

• Identify simple chemical properties of matter, e.g. reactivity in the

presence of air, sand, water, or other chemicals.

• Identify an unknown object given its physical and chemical

properties.

Grade 8 Covered in Grade 7

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the






• Chemical Interaction

Grade 8



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com



REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-




GSEs/ STANDARDS




EVIDENCE 1.2.3 BENCHMARK PROBLEMS

Grade 7

PS1 (5-8) INQ+POC –2 Given data about characteristic properties of

matter (e.g., melting and boiling points, density, solubility) identify,

compare, or classify different substances. (ASSESSMENT TARGET)


learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation











lessons)


fieldtrips)



• www.ebecri.org


• www.educationworld.com/ (Laws of Motion)




motion)





• www.ride.ri.gov





interpersonal



based tasks

• Rubrics




Core)

o arguments o informational o narrative, o responding to

informational

text

1. PHYSICAL

SCIENCE

1.3. Properties of Matter

Enduring


and nonliving

PS1 (7-8) –3 Students demonstrate an understanding of conservation of

matter by …

1.3.1 Citing evidence to conclude that the amount of matter before and

after undergoing a physical or a chemical change in a closed system

remains the same. 3a

Grade 7

• Understand that the total amount of mass in a closed system stays

the same, regardless of how substances interact (Law of

Conservation of Matter).

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations





• Science Day Book/ Physical Science • Sciencesaurus • Uncovering Student Ideas in Physical Science,

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE




GSEs/ STANDARDS




EVIDENCE things are

composed of

matter having

characteristic

properties that

distinguish one

substance from

another

(independent of

size or amount

of substance).

Grade 8

• Apply the Law of Conservation of Matter to topics such as but not

limited to comparing and contrasting with the Law of Conservation

of Energy.


Grade 7

PS1 (5-8) INQ+ SAE –3 Collect data or use data provided to infer or

predict that the total amount of mass in a closed system stays the same,

regardless of how substances interact (conservation of matter).

(ASSESSMENT TARGET)


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of • engagement

• exploration

• explanation

• elaboration

• evaluation

Keeley, Harrington



Grade 8



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com













lessons)


fieldtrips)



• www.ebecri.org






motion)





• www.ride.ri.gov






• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE 1 PHYSICAL

SCIENCE

1.4 States of

Matter

Enduring


and nonliving

things are

composed of

matter having

characteristic

properties that

distinguish one

substance from

another

(independent of

size or amount

of substance).

PS1 (7-8) – 4 Students demonstrate an understanding of states of matter by

1.4.1 Creating diagrams or models that represent the states of matter at the

molecular level. 4a

Grade 7 (see 1.4.2)


1.4.2 Explaining the effect of increased and decreased heat energy on the

motion and arrangement of molecules. 4b

Grade 7

• Compare and contrast the states of matter at the molecular level

o solids

o liquids

o gas

• Describe the effect of heating and cooling on the mass or volume of

a substance.

• Describe the effect of heating and cooling on the motion and

arrangement of molecules.

• Explain the motion of atoms and molecules of a substance during a

phase change (e.g. freezing, melting,).

• Predict the relative speeds of molecules at different temperatures

(e.g. phase changes).

Grade 8

• Apply an understanding of the states of matter such as but not

limited to kinetic energy. (Middletown and Newport only)

1.4.3 Observing the physical processes of evaporation and condensation, or

freezing and melting, and describe these changes in terms of molecular

motion and conservation of mass. 4c

Grade 7

• Describe the motion of molecules during the physical processes of:

o evaporation

o condensation

o freezing

o melting.

• Explain that the amount of matter (Conservation of Mass) does not

change as a result of a phase change in a closed system.

• Apply an understanding of the states of matter such as but not

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation







Grade 8



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com













lessons)


fieldtrips)



• www.ebecri.org



REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)

o arguments o informational o narrative,




GSEs/ STANDARDS




EVIDENCE limited to kinetic energy. (East Providence only)



Grade 7

• PS1 (5-8) SAE+MAS – 4 Represent or explain the relationship

between or among energy, molecular motion, temperature, and

states of matter). (ASSESSMENT TARGET)





motion)





• www.ride.ri.gov





o responding to informational

text

1. PHYSICAL

SCIENCE

1.5 Structure

of Matter

Enduring


and nonliving

things are

composed of

matter having

characteristic

properties that

distinguish one

substance from

another

(independent of

size or amount

of substance).

PS1 (7-8) – 5 Students demonstrate an understanding of the structure of

matter by …

� Using models or diagrams to show the difference

between atoms and molecules. 5a

Grade 7

• Identify the atom as the simplest form of an element

• Recognize that molecules are made up of two or more atoms bonded

together.


� Classifying common elements and compounds using

symbols and simple chemical formulas. 5b

Grade 7

• Identify an element as a substance composed of one type of atom.

• Identify the parts of an atom.

• Recognize that compounds are made up of two or more elements

bonded together.

• Classify a substance given a simple symbol/model/chemical formula

as an element or compound, e.g.

o 2H2 + O2� 2H2O

• Recognize that there is a logic behind the organization of the

periodic table, e.g. Elements organized by atomic number and other

common properties.


� Interpreting the symbols and formulas of simple

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of









• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com






REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal





GSEs/ STANDARDS




EVIDENCE chemical equations. 5c

Grade 7 (see 1.5.4)


� Using symbols and chemical formulas to show simple

chemical rearrangements that produce new

substances (chemical change). 5d

Grade 7

• Use chemical equations to represent the products and reactants of

a chemical reaction

o recognize the need for chemical equations to be balanced

according to the Law of Conservation of Matter, e.g. 2H2 + O2�

2H2O

o understand the formula of photosynthesis and respiration.

• Recognize that chemical changes produce new substances with new

physical and chemical properties.

• Given a chemical equation, deduce whether or not a chemical change

has occurred.


� Explaining that when substances undergo physical

changes, the appearance may change but the chemical

makeup and chemical properties do not. 5e

Grade 7

• Explain that a physical change is any change to matter that does not

result in a new substance being produced e.g. tearing paper, phase

changes etc.


� Explaining that when substances undergo chemical

changes to form new substances, the properties of

the new combinations may be very different from

those of the old. 5f

Grade 7

• Recognize that chemical changes produce new substances with new

physical and chemical properties.

• Grade 8 Covered in Grade 7

• engagement

• exploration

• explanation

• elaboration

• evaluation








lessons)


fieldtrips)



• www.ebecri.org






motion)





• www.ride.ri.gov






based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE 1.5.7 BENCH MARK PROBLEMS

Grade 7

PS1 (5-8) MAS –5 Given graphic or written information, classify matter

as atom/molecule or element/compound (Not the structure of an atom).

(ASSESSMENT TARGET)


1. PHYSICAL

SCIENCE

1.6 Energy

Enduring

Knowledge • PS 2 - Energy is

necessary for

change to occur

in matter.

Energy can be

stored,

transferred, and

transformed,

but cannot be

destroyed.

PS2 (7-8)- 6 Students demonstrate an understanding of energy by…

1.6.1 Using a real world example to explain the transfer of potential energy to

kinetic energy. 6a


Grade 8

• Understand that energy is the ability to do work.

• Explain potential energy as stored energy.

• Explain kinetic energy as the energy of motion.

• Use an example (e.g. roller coaster, swing or pendulum), to

illustrate the transformation of energy between potential and

kinetic.

1.6.2 Constructing a model to explain the transformation of energy from one

form to another. (e.g. an electrical circuit changing electrical energy to

light energy in a light bulb). 6b


Grade 8

• Understand that energy can be transformed from one form to

another.

• Differentiate between the types of energy (e.g. kinetic, potential,

electrical, heat, and light).

• Understand sources of electricity, e.g. wind power, hydro power,

solar panels, etc.

1.6.3 Explaining that while energy may be stored, transferred, or

transformed, the total amount of energy is conserved. 6c


Grade 8

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation







Grade 8



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com









REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks




GSEs/ STANDARDS




EVIDENCE • Understand that energy can be transformed from one form to

another.

• Understand that energy can be stored

• Understand that different devices use different amounts of

energy.

1.6.4 Describing the effect of changing voltage in an electrical circuit. 6d


Grade 8

• Understand that voltage is a measurement of the amount of energy

• Understand how to trace the flow of energy through an electrical

circuit.

• Identify the energy changes that take place when a battery is

connected to different devices.

1.6.5 BENCH MARK PROBLEMS

Grade 8

PS2 (5-8)-SAE+ POC- 6 Given a real-world example, show that within a

system, energy transforms from one form to another (i.e., chemical,

heat, electrical, gravitational, light, sound, mechanical). (ASSESSMENT

TARGET)

• elaboration

• evaluation





lessons)


fieldtrips)



• www.ebecri.org






motion)





• www.ride.ri.gov





• Rubrics




Core)


informational

text

1. PHYSICAL

SCIENCE

1.7 Heat

Energy

Enduring

Knowledge • PS 2 - Energy is

necessary for

change to occur

in matter.

Energy can be

stored,

transferred, and

transformed,

but cannot be

destroyed.

PS2 (7-8) – 7 Students demonstrate an understanding of heat energy by…

1.7.1 Designing a diagram, model, or analogy to show or describe the motion of

molecules for a material in a warmer and cooler state. 7a

Grade 7

• Understand that molecules that are warmer move faster.

• Explains that everything is made of molecules and unless at absolute

zero, they are always in motion.

Grade 8

• See above (Middletown only Weather and Water Kit)

1.7.2 Explaining the difference among conduction, convection and radiation and

creating a diagram to explain how heat energy travels in different

directions and through different materials by each of these methods.

7b

Grade 7

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and







Grade 8

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews




GSEs/ STANDARDS




EVIDENCE • Differentiate between the types of heat transfer as they relate to

the motion of molecules

o conduction

o convection

o radiation.

• Diagram how heat energy travels in different directions and

through different materials.

Grade 8

• Differentiate between the types of heat transfer as they relate to

the motion of molecules (Middletown only Weather and Water)

o conduction

o convection

o radiation.


Grade 7 (East Providence and Newport)

PS2 (5-8) INQ+SAE+POC – 7 Use data to draw conclusions about how

heat can be transferred (convection, conduction, radiation).

(ASSESSMENT TARGET)


Grade 8 (Middletown only)

PS2 (5-8) INQ+SAE+POC – 7 Use data to draw conclusions about how

heat can be transferred (convection, conduction, radiation).

(ASSESSMENT TARGET)


hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com













lessons)


fieldtrips)



• www.ebecri.org






motion)





• www.ride.ri.gov






• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

1 PHYSICAL

SCIENCE

1.8 Motion

PS3 (7-8) – 8 Students demonstrate an understanding of motion by…

1.8.1 Measuring distance and time for a moving object and using those values as

Facilitates the

scientific inquiry

method

• collect data


Supplementary books/material • Bill Nye Friction, Motion, Momentum DVDs

REQUIRED

COMMON





GSEs/ STANDARDS




EVIDENCE

Enduring

Knowledge • PS 3 - The

motion of an

object is

affected by

forces..

well as the relationship s=d/t to calculate speed and graphically represent

the data. 8a


Grade 8

• Describe the motion of an object

o frame of reference

o position

o speed

o direction.

• Understand that speed is a function of distance and time.

• Construct/interpret graphs that represent an object’s distance

traveled in a certain amount of time; understands the slope of this

graph represents speed.

1.8.2 Solving for any unknown in the expression s=d/t given values for the other

two variables. 8b


Grade 8

• Given the formula s = d/t and two of the variables, solve for

o speed

o distance

o time.

1.8.3 Differentiating among speed, velocity and acceleration. 8c


Grade 8

• Compare and contrast speed, velocity, and acceleration and identify

the relationship between them:

o speed is defined as the change of position divided by time

(35 mph)

o velocity is defined as a speed in a given direction (35 mph

north)

o acceleration is defined as an increase or decrease in an

object’s motion due to unbalanced forces.

Students demonstrate an understanding of force (e.g., friction, gravitational,

magnetic) by…

1.8.4 Making and testing predictions on how unbalanced forces acting on

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey





Grade 8



• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com













lessons)


fieldtrips)



• www.ebecri.org






motion)




• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE objects change speed or direction of motion, or both. 8d


Grade 8

• Recognize that unbalanced forces change the motion of objects

• Understand that a constant unbalanced force can make an object

steadily change its speed and/or direction

• Apply concepts of unbalanced forces to explain how friction

decreases speed

• Understand and apply Newton’s Three Laws of Motion.

1.8.5 Describing or graphically representing that the acceleration of an object

is proportional to the force on the object and inversely proportional to

the object’s mass. 8e


Grade 8

• Comprehend that objects with different masses accelerate at

different rates given the same applied force

• Understand the affect of mass on the acceleration of an object

• Understand and use Newton’s 2nd Law of Motion (F=ma).

1.8.6 Differentiating between mass and weight. 8f


Grade 8

• Understand the difference between mass and weight and the impact

of gravity.

• Understand that mass is the amount of matter in an object (SI =

grams).

• Understand that weight is the measurement of the gravitational

pull acting on an object’s mass (SI = Newtons).


Grade 8

PS3 (5-8) INQ+ POC –8 Use data to determine or predict the overall

(net effect of multiple forces (e.g., friction, gravitational, magnetic) on

the position, speed, and direction of motion of objects. (ASSESSMENT

TARGET)




• www.ride.ri.gov








GSEs/ STANDARDS




EVIDENCE

1 PHYSICAL

SCIENCE

1.9 Spectrum of

light

Enduring

Knowledge • PS 3 - The

motion of an

object is

affected by

forces.

PS3 (7-8) – LA Students. demonstrate an understanding of the visible

spectrum of light by…

1.9.1 Experiment how light from the sun is made up of a mixture of many

different colors of light (e.g. using prisms, spectrometers, crystals).

LAa


Grade 8

• Explain how white light can be broken up into component parts

o ROYGBIV

• Understand that the color black is the absence of all color.

• Understand why certain objects appear to be the color that they

reflect.

1.9.2 Representing in words, diagrams, or other models the visible spectrum as

a part of the electromagnetic spectrum (consisting of visible light,

infrared, and ultraviolet radiation) and composed of all colors of light.

LAb


Grade 8

• Construct a model of the electromagnetic spectrum.

1.9.3 Differentiating between electromagnetic and mechanical waves. LAc


Grade 8

• Understands that electromagnetic waves are self propagating and

do not need a medium, while the opposite is true of mechanical

waves.



Grade 8

PS3 (5-8) SAE+INQ – Local Assessment Only

Experiment, observe, or predict how energy might be transferred by

means of waves.

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation









• LCD projectors

• Computer lab

• Gizmos™

• ebecri.org

• Googledocs.com













lessons)


fieldtrips)



• www.ebecri.org


REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)

o arguments




GSEs/ STANDARDS




EVIDENCE • www.educationworld.com/ (Laws of Motion)




motion)





• www.ride.ri.gov





o informational o narrative, o responding to

informational

text

2 LIFE

SCIENCE

2.1 Biodiversity

Enduring

Knowledge • LS1 - All living

organisms have

identifiable

structures and

characteristics

that allow for

survival

(organisms,

populations, &

species).

LS1 (7-8) – 1 Students demonstrate understanding of biodiversity by…

2.1.1 Giving examples of adaptations or behaviors that are specific to a niche

(role) within an ecosystem. 1a

Grade 7 (Middletown and Newport only)

• Identify how an organism can adapt, with variation, to its niche

using topics such as but not limited to:

o adaptations

o mutations

o variations

o traits

� acquired

� inherited.

• Recognize that organisms have various traits that allow them to

survive in an ecosystem using topics such as, but not limited to:

o Darwin’s different bird’s beaks, peppered moths.

• Differentiate between the roles of different organisms in an

ecosystem:

o producer

o consumer

o decomposer

o herbivore

o omnivore

o carnivore.

Grade 8 (East Providence only see grade 7)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the


Supplementary books/material • Bill Nye Populations Life cycles, Food Web,

Genes DVDs

• Current science magazines • Eye Witness

• Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey

• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National

Geographic, Looking at Cells, Science of You

and More Science of You

• Science Day Book/ Physical Science • Science Explorer, Cells and Heredity Prentice

Hall

• Science World Magazine

• Sciencesaurus • Uncovering Student Ideas in Life Science,

Keeley, Harrington


• Populations and Ecosystems Grade 8

• Populations and Ecosystems

Technology • Computer lab

• Discovery.com

• Gizmos™

• Laptops

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal




GSEs/ STANDARDS




EVIDENCE

2.1.2 Explaining how organisms with different structures and behaviors have

roles that contribute to each other’s survival and the stability of the

ecosystem. 1b


• Describe biodiversity and how it affects an ecosystem’s stability

o adaptations

o mutations

o variations

o traits: acquired and inherited.

• Define symbiosis and distinguish between three types:

o commensalism

o mutualism

o parasitism

• Explain predation and its role in balance within an ecosystem:

o predator

o prey

o predator prey relationship.

• Recognize the role of competition between organisms in an

ecosystem using topics such as, but not limited to:

o limiting factors, e.g. food, water, and space.

Grade 8 (East Providence only see grade 7)


Grade 7 (Middletown and Newport)

LS1 (5-8) – INQ+ SAE- 1 Using data and observations about the

biodiversity of an ecosystem make predictions or draw conclusions about

how the diversity contributes to the stability of the ecosystem..

(ASSESSMENT TARGET) (Middletown and Newport only)

• MCAS 2008, p. 452, # 39 (F,S)

• MCAS 2010, p. 281, # 20 (F,S)

Grade 8 (East Providence )

LS1 (5-8) – INQ+ SAE- 1 Using data and observations about the

biodiversity of an ecosystem make predictions or draw conclusions about

how the diversity contributes to the stability of the ecosystem.

(ASSESSMENT TARGET)


5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• LCD projectors

• ebecri.org

• Googledocs.com








• http://www.timeforkids.com/TFK/ • nces.ed.gov/nagtionsreportcard/itmrls



• www,sciencenetlinks.com (benchmarks and

lessons)


fieldtrips)


• www.brainpop.com • www.kids.nationalgeographic.com



• www.ride.ri.gov





Community • Museum of Natural History Collection



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE

2. LIFE

SCIENCE

2.2 Structure

and

Function

Survival

Enduring


organisms have

identifiable

structures and

characteristics

that allow for

survival

(organisms,

populations, &

species).

LS1 (7-8) – 2 Students demonstrate understanding of structure and function-

survival requirements by…

2.2.1 Explaining how the cell, as the basic unit of life, has the same survival

needs as an organism (i.e., obtain energy, grow, eliminate waste,

reproduce, provide for defense). 2a

Grade 7 (East Providence only)

• Identify the structure and function of parts of the cell

o nucleus

o cell wall

o organelles (chloroplasts)

o cell membrane.

• Recognize that a cell has certain needs for survival that are the

same as the needs of an organism

o obtain energy

o grow

o eliminate waste

o reproduce

o provide for defense.

Grade 8 (Middletown and Newport only see grade 7 above)

2.2.2 Observing and describing (e.g., drawing, labeling) individual cells as seen

through a microscope targeting cell membrane, cell wall, nucleus, and

chloroplasts. 2b


• Describe the parts of the cell as seen through microscope

o nucleus

o cell wall

o organelles (chloroplasts)

o cell membrane

• Observe the structures of a cell.


2.2.3 Observing, describing and charting the growth, motion, responses of

living organisms 2c,

Grade 7 (Newport and Middletown only)

o Follows a population study e.g. cricket, milkweed bugs, salmon

Grade 8 (East Providence and Middletown see grade 7 above)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the


• exploration

• explanation

• elaboration

• evaluation



Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)

o arguments




GSEs/ STANDARDS




EVIDENCE



LS1 (5-8) SAE+FAF –2 Describe or compare how different organisms

have mechanisms that work in a coordinated way to obtain energy, grow,

move, respond, provide defense, enable reproduction, or maintain internal

balance (e.g., cells, tissues, organs and systems). (ASSESSMENT

TARGET)


Grade 8 (Newport and Middletown)

• LS1 (5-8) SAE+FAF –2 Describe or compare how different

organisms have mechanisms that work in a coordinated way to obtain

energy, grow, move, respond, provide defense, enable reproduction,

or maintain internal balance (e.g., cells, tissues, organs and systems).

(ASSESSMENT TARGET)



fieldtrips)





• www.ride.ri.gov






o informational o narrative, o responding to

informational

text

2 LIFE

SCIENCE

2.3 Reproduction

Enduring


organisms have

identifiable

structures and

characteristics

that allow for

survival

(organisms,

populations, &

species).

LS1 (7-8)–3 Students demonstrate an understanding of reproduction by …

2.3.1 Explaining reproduction as a fundamental process by which the new

individual receives genetic information from parent(s). 3a

Grade 7 (Newport only)

• Differentiate between sexual and asexual reproduction

• Identify and explain (Middletown only)

o genes

o DNA

o chromosomes

o traits

• Explain the role of the nucleus in reproduction (Middletown only)


2.3.2 Describing forms of asexual reproduction that involve the genetic

contribution of only one parent (e.g., binary fission, budding, vegetative

propagation, regeneration). 3b


Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to



Genes DVDs







Hall



Keeley, Harrington



REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals




GSEs/ STANDARDS




EVIDENCE Grade 8 (East Providence and Middletown)

2.3.3 Describing sexual reproduction as a process that combines genetic

material of two parents to produce a new organism (e.g., sperm/egg,

pollen/ova). 3c


• Differentiate between sexual and asexual reproduction




LS1 (5-8) POC -3 Compare and contrast sexual reproduction with asexual

reproduction. (ASSESSMENT TARGET)


Grade 8 (East Providence and Middletown)

LS1 (5-8) POC -3 Compare and contrast sexual reproduction with asexual

reproduction. (ASSESSMENT TARGET)


draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

Grade 8



• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov







assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

2 LIFE

SCIENCE

2.4 Different-

iation

LS1 (7-8)–4 Students demonstrate understanding of differentiation by…

� Explaining that specialized cells perform specialized

functions. (e.g., muscle cells contract, nerve cells

transmit impulses, skin cells provide protection). 4a

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and



Genes DVDs


REQUIRED

COMMON



• Common Tasks

• Formative and

Summative




GSEs/ STANDARDS




EVIDENCE Enduring


organisms have

identifiable

structures and

characteristics

that allow for

survival

(organisms,

populations, &

species).


• Compare and contrast the different cells of an individual that allows

them to perform specific functions such as, but not limited to e.g.

o muscle cells

o nerve cells

o blood cells, red/white cells

o skin cells


� Comparing individual cells of tissues and recognizing

the similarities of cells and how they work together

to perform specific functions. 4b


• Compare and contrast the cells in various tissues of an individual

that allow them to perform specific functions.


� Explaining how each type of cell, tissue, and organ has

a distinct structure and set of functions that serve

the organism as a whole. 4c


• Compare and contrast the cells in various tissues and organs such as:

o heart

o lungs

o muscle

o digestive tract.




LS1 (5-8) FAF – 4 Explain relationships between or among the structure

and function of the cells, tissues, organs, and organ systems in an

organism. (ASSESSMENT TARGET)



LS1 (5-8) FAF – 4 Explain relationships between or among the structure

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation






Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov



Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE and function of the cells, tissues, organs, and organ systems in an

organism. (ASSESSMENT TARGET)


•




2 LIFE

SCIENCE

2.5 Equilibrium

Enduring

Knowledge • LS2 - Matter

cycles and

energy flows

through an

ecosystem.

LS2 (7-8) –5 Students demonstrate an understanding of equilibrium in an

ecosystem by …

2.5.1 Identifying which biotic (e.g., bacteria, fungi, plants, animals) and abiotic

(e.g., weather, climate, light, water, temperature, soil composition,

catastrophic events) factors affect a given ecosystem. 5a


• Compare an contrast biotic and abiotic factors.

• Describe the various biotic and abiotic factors in an ecosystem, e.g.

o disease

o drought

o sun

o light

o temperature

o competition

o nutrients

• Explain what is meant by an ecosystem.

• Identify relationship between the characteristics of an ecosystem:

o species

o population

o community

o limiting factors.

Grade 8 (East Providence only see grade 7 above)

2.5.2 Analyzing how biotic and abiotic factors affect a given ecosystem. 5b


• Investigate the various biotic and abiotic factors and their role in

an ecosystem.

• Analyze given data to determine the effect of various biotic and

abiotic factors on an ecosystem.


2.5.3 Predicting the outcome of a given change in biotic and abiotic factors in

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation



Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com







• http://www.howstuffworks.com/

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics





GSEs/ STANDARDS




EVIDENCE an ecosystem. 5c


• Predict the effect of various biotic and abiotic factors and their

role in an ecosystem.


2.5.4 Using a visual model (e.g., graph) to track population changes in an

ecosystem. 5d


• Analyze given data to determine the effect of various biotic and

abiotic factors on an ecosystem.




LS2 (5-8) INQ+SAE - 5 Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem. (ASSESSMENT TARGET)

• NECAP 2010, p. 4, #9 (S)

• NECAP 2010, P.4 #8 (I,F)

• Keeley, vol. 2, p. 143 (Habitat change)

Grade 8 (East Providence)

LS2 (5-8) INQ+SAE -5 Using data and observations, predict outcomes when abiotic/biotic factors are changed in an ecosystem. (ASSESSMENT TARGET)


• http://www.middleschoolscience.com/index.html





lessons)


fieldtrips)





• www.ride.ri.gov








Core)


informational

text

2 LIFE

SCIENCE

2.6 Energy Flow

Enduring


cycles and

energy flows

LS2 (7-8) –6 Students demonstrate an understanding of energy flow in an

ecosystem by …

� Explaining the transfer of the sun’s energy

through living systems and its effect upon them.

6a


• Explains the food web

o producer

o consumer

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations



Genes DVDs





REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/




GSEs/ STANDARDS




EVIDENCE through an

ecosystem.

o decomposer

• Explains an energy pyramid

o photosynthesis

o trophic levels (energy loss)


� Describing the basic processes and recognizing

the names and chemical formulas of the

substances involved in photosynthesis and

respiration. 6b


• Compares and contrast photosynthesis and respiration

• Understands the role of chlorophyll in photosynthesis

• Identifies the products and reactants of the photosynthesis and

respiration equations


� Explaining the relationship between

photosynthesis and respiration. 6c


• Compare and contrast photosynthesis and respiration

Grade 8 (East Providence see grade 7 above)

Students demonstrate an understanding of food webs in an ecosystem by

� Creating or interpreting a model that traces the

flow of energy in a food web. 6d


• Create a food web.

• Given a food web, describe how energy flows through the

ecosystem.




LS2 (5-8) SAE– 6 Given a scenario trace the flow of energy through an

ecosystem, beginning with the sun, through organisms in the food web,

and into the environment (includes photosynthesis and respiration).

(ASSESSMENT TARGET)


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation



Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov





SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE



LS2 (5-8) SAE– 6 Given a scenario trace the flow of energy through an

ecosystem, beginning with the sun, through organisms in the food web,

and into the environment (includes photosynthesis and respiration).

(ASSESSMENT TARGET)



2 LIFE

SCIENCE

2.7 Recycling in an

Ecosystem

Enduring


cycles and

energy flows

through an

ecosystem.

LS2 (7-8)-7 Students demonstrate an understanding of recycling in an

ecosystem by …

� Diagramming or sequencing a series of steps

showing how matter cycles among and between

organisms and the physical environment. 7a


• Create a food web

• Given a food web, describe how matter cycles through the

ecosystem.


� Developing a model for a food web of local

aquatic and local terrestrial environments. 7b



� Explaining the inverse nature or complementary

aspects of photosynthesis/respiration in relation

to carbon dioxide, water and oxygen exchange.

7c


• Identify the products and reactants of the photosynthesis and

respiration equations

• Explain the process of photosynthesis and respiration including

products and reactants


Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of



Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal





GSEs/ STANDARDS




EVIDENCE

� Conducting a controlled investigation that shows

that the total amount of matter remains

constant, even though its form and location

change as matter is transferred among and

between organisms and the physical environment

(e.g., bottle biology, mass of a closed system

over time). 7d


• Explain the Law of Conservation of Matter, matter cannot be

created or destroyed


� BENCHMARK PROBLEMS


LS2 (5-8) SAE-7 Given an ecosystem, trace how matter cycles among

and between organisms and the physical environment (includes water,

oxygen, food web, decomposition, recycling but not carbon cycle or

nitrogen cycle). (ASSESSMENT TARGET)



LS2 (5-8) SAE-7 Given an ecosystem, trace how matter cycles among

and between organisms and the physical environment (includes water,

oxygen, food web, decomposition, recycling but not carbon cycle or

nitrogen cycle). (ASSESSMENT TARGET)


• engagement

• exploration

• explanation

• elaboration

• evaluation

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov







based tasks

• Rubrics




Core)


informational

text

2 LIFE

SCIENCE

2.8 Classifica-tion of

Organisms

LS3 (7-8) – 8 Students demonstrate an understanding of classification of

organisms by …

2.8.1 Sorting organisms with similar characteristics into groups based on

internal and external structures. 8a


• Given descriptions and diagrams of various animals be able to sort

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas



Genes DVDs


• Formative and Summative Probes, vol. 1-4

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments




GSEs/ STANDARDS




EVIDENCE

Enduring

Knowledge • LS3 - Groups of

organisms show

evidence of

change over time

(structures,

behaviors, and

biochemistry).

into groups based upon internal and external features.


2.8.2 Explaining how species with similar evolutionary histories/characteristics

are classified more closely together with some organisms than others

(e.g., a fish and human have more common with each other than a fish and

jelly fish). 8b


• Explain the main types of information that scientists rely on to

determine a species’ evolutionary history, e.g. DNA, embryonic

development and anatomy.

• Interpret a dichotomous key to differentiate between organisms


• Explain how the similarities and differences seen in Galapagos

finches led Darwin to conclude that they had evolved from a

common ancestor.

2.8.3 Recognizing the classification system used in modern biology. 8c


Grade 8 (East Providence only )



LS3 (5-8) MAS+FAF – 8 Use a model, classification system, or

dichotomous key to illustrate, compare, or interpret possible

relationships among groups of organisms (e.g., internal and external

structures, anatomical features). (ASSESSMENT TARGET)


Grade 8 (East Providence )

LS3 (5-8) MAS+FAF – 8 Use a model, classification system, or

dichotomous key to illustrate, compare, or interpret possible

relationships among groups of organisms (e.g., internal and external

structures, anatomical features). (ASSESSMENT TARGET)



and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

Keeley, Eberle, Dorsey





Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov




SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE


Community Museum of Natural History Collection

2 LIFE

SCIENCE

2.9 Natural Selection/

evolution

Enduring

Knowledge • LS3 - Groups of

organisms show

evidence of

change over time

(structures,

LS3 (7-8) -9 Students demonstrate an understanding of Natural Selection/

evolution by …

2.9.1 Explaining that genetic variations/traits of organisms are passed on

through reproduction and random genetic changes. 9a


• Define heredity as the passing of traits from parents to offspring

• Comprehend that an individual’s traits are determined by the

relationship between two alleles.

• Differentiate between

o Dominant – mask recessive traits

o Recessive – are masked by dominant traits

o Describe that individuals have two alleles for every gene

and/or trait

o Heterozygous – Tt - hybrid

o Homozygous – TT or tt – pure.

• Define genotype as the alleles an individual has for a given trait.

• Define phenotype as the physical trait that an individual has or

exhibits.

• Construct a Punnett Square to determine the probability of

offspring having certain traits given the genotypes of the parents.

Grade 8 (East Providence and Newport see grade 7 above)

2.9.2 Gathering evidence that demonstrates evolutionary relationships among

organisms (e.g., similarities in body structure, early development, traits).

9b


• Draw conclusions, from given sketches and data, as to the

relationship between various organisms.

• Compare and contrast different organisms to identify possible

anatomical relationships.

Grade 8 (East Providence see grade 7 above)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation



Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com







REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics

• inquiry • informational




GSEs/ STANDARDS




EVIDENCE

2.9.3 Differentiating between acquired and inherited characteristics and giving

examples of each. 9c


• Explain that an inherited characteristic is a genetic trait that an

individual has as the result of the combination of genetic

information from both parents, e.g. cleft chin, attached earlobes,

Widow’s peak.

• Define an acquired characteristic as a behavior or physical

characteristic that an individual has gained as the result of

environmental pressures or personal choice, e.g. pierced ears,

tattoos, and large muscles.


2.9.4 Explaining how natural selection leads to evolution (e.g., survival of the

fittest). 9d


• Define natural selection as the process by which organisms change

over time.

• Explain how those with traits best suited to an environment live to

pass their traits to the new generation.

• Explain that as mutations occur and new traits are established,

those traits that best help the individual survive in its environment

are added to the gene pool and thus make the species stronger.


2.9.5 Describing how scientists’ understanding of the way species originate or

become extinct has changed over time. 9e


Grade 8 (East Providence only )

2.9.6 BENCHMARKPROBLEMS


LS3 (5-8) POC-9 Cite examples supporting the concept that certain

traits of organisms may provide a survival advantage in a specific

environment and therefore, an increased likelihood to produce offspring.

(ASSESSMENT TARGET)







lessons)


fieldtrips)





• www.ride.ri.gov






report writing



Core)


informational

text




GSEs/ STANDARDS




EVIDENCE


LS3 (5-8) POC-9 Cite examples supporting the concept that certain

traits of organisms may provide a survival advantage in a specific

environment and therefore, an increased likelihood to produce offspring.

(ASSESSMENT TARGET)


2 LIFE

SCIENCE

2.10 Human Body Systems

Enduring

Knowledge • LS 4 - Humans

are similar to

other species in

many ways, and

yet are unique

among Earth’s

life forms.

LS4 (7-8)-10 Students demonstrate an understanding of human body systems

by …

2.10.1 Predicting and explaining the effects of biotic factors (e.g., microbes,

parasites, food availability, aging process) on human body systems. 10a



2.10.2 Predicting and explaining the effect of abiotic factors (e.g., drugs,

environmental conditions) on human body systems. 10b Grade 7 (East Providence only)


Students demonstrate an understanding patterns of human health/disease by …

2.10.3 Researching and reporting on how biotic (e.g., microbes, parasites, food

availability, aging process) and abiotic (e.g., radiation, toxic materials,

carcinogens) factors cause disease and affect human health. 10c





LS4 (5-8) INQ-10 Use data and observations to support the concept

that environmental or biological factors affect human body systems

(biotic & abiotic). (ASSESSMENT TARGET)

Grade 8 (Newport and Middletown)

LS4 (5-8) INQ-10 Use data and observations to support the concept

that environmental or biological factors affect human body systems

(biotic & abiotic). (ASSESSMENT TARGET)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation



Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com




REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks




GSEs/ STANDARDS




EVIDENCE • elaboration

• evaluation









lessons)


fieldtrips)





• www.ride.ri.gov






• Rubrics




Core)


informational

text

2 LIFE

SCIENCE

2.11 Human heredity

Enduring


are similar to

other species in

many ways, and

yet are unique

among Earth’s

life forms.

LS4 (7-8)-11 Students demonstrate an understanding of human heredity by

11a

� Recognizing that characteristics of an organism

result from inherited traits by tracing a genetic

characteristic through a given pedigree (e.g.,

genealogical chart, Queen Victoria – hemophilia

or hypothetical example) to demonstrate the

passage of traits. 11a


• Define an inherited characteristic as a genetic trait that an

individual has as the result of the combination of genetic

information from both parents, e.g.

� attached earlobes

� widow’s peak

� tongue rolling.


Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and



Genes DVDs







Hall



Keeley, Harrington

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews





GSEs/ STANDARDS




EVIDENCE

� Tracing a genetic characteristic through a given

pedigree (e.g., genealogical chart, Queen Victoria

– hemophilia or hypothetical example) to

demonstrate the passage of traits. (11b)


Grade 8 (East Providence and Newport only)

� Identifying that genetic material (i.e.

chromosomes and genes) is located in the cell’s

nucleus. 11c


• Recognize the nucleus as the location of all genetic material

• DNA

• Chromosomes

• Genes



Grade 7 (Middletown)

LS4 (5-8) INQ+POC-11Using data provided, select evidence that

supports the concept that genetic information is passed on from both

parents to offspring. (ASSESSMENT TARGET)



LS4 (5-8) INQ+POC-11Using data provided, select evidence that

supports the concept that genetic information is passed on from both

parents to offspring. (ASSESSMENT TARGET)


hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)





• www.ride.ri.gov






• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

2 LIFE

SCIENCE

LS4 (7-8) -12 Students demonstrate an understanding of patterns of human

development by…

Facilitates the

scientific inquiry

method


Supplementary books/material

REQUIRED

COMMON

ASSESSMENTS




GSEs/ STANDARDS




EVIDENCE 2.12 Human

Development

Enduring


are similar to

other species in

many ways, and

yet are unique

among Earth’s

life forms.

2.12.1 Identifying and sequencing the stages of human embryonic development.

12a


• Identify and describe the major changes that occur over time in

human development from single cell, through embryonic

development, to new born, e.g.. 1st Trimester, 2nd Trimester, 3rd

Trimester.

Grade 8 (Middletown see grade 7 above)

2.12.2 Describing the changes from one stage of embryonic development to the

next. 12b


• Identify and describe the major changes that occur over time in

human development from single cell, through embryonic

development, to new born, e.g.. 1st Trimester, 2nd Trimester, 3rd

Trimester.

Grade 8 (Middletown see grade 7 above)

2.12.3 Comparing and contrasting embryonic development in various life forms

(e.g., humans, frogs, chickens, sea urchins). 12c



2.12.4 Comparing the patterns of human development after birth to life stages

of other species 12d





LS4 (5-8) POC-12 Describe the major changes that occur over time in

human development from single cell through embryonic development to

new born (i.e., trimesters: 1st – group of cells, 2nd - organs form, 3rd -

organs mature. (ASSESSMENT TARGET)


LS4 (5-8) POC-12 Describe the major changes that occur over time in

human development from single cell through embryonic development to

new born (i.e., trimesters: 1st – group of cells, 2nd - organs form, 3rd -

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• Bill Nye Populations Life cycles, Food Web,

Genes DVDs







Hall



Keeley, Harrington





• Discovery.com

• Gizmos™

• Laptops

• LCD projectors

• ebecri.org

• Googledocs.com












lessons)


fieldtrips)




• Assessment Targets


• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE organs mature. (ASSESSMENT TARGET)


• www.ride.ri.gov






3 EARTH

AND SPACE

SCIENCE

3.1 Processes

and Change

Enduring

Knowledge • ESS1 - The

earth and earth

materials as we

know them today

have developed

over long periods

of time, through

continual change

processes.

ESS1 (7-8)–1 Students demonstrate an understanding of processes and

change over time within Earth systems by …

3.1.1 Citing evidence and developing a logical argument for plate movement

using fossil evidence, layers of sedimentary rock, location of mineral

deposits, and shape of the continents. 1a


• Develop an argument for the existence of Pangaea using evidence

o fossil

o rocks

o mountains

o glacial evidence

o shapes of continents

Grade 8 (Newport see grade 7 above)



ESS1 (5-8) INQ+ POC –1 Use geological evidence provided to support the

idea that the Earth’s crust/lithosphere is composed of plates that move.

(ASSESSMENT TARGET)


Grade 8 (Newport)

ESS1 (5-8) INQ+ POC –1 Use geological evidence provided to support the

idea that the Earth’s crust/lithosphere is composed of plates that move.

(ASSESSMENT TARGET)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration


Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey

• Level trade books, e.g. Delta, National Geographic


• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington


Earth Science Mini Kit

Grade 8

Catastrophic Events (TBD)


• Discovery.com • Gizmos™

• Laptops

• LCD projectors

• Googledocs.com • http://dsc.discovery.com/ • http://science-class.net/ • http://sciencenewsforkids.com/ • http://sciencespot.net/index.html • http://scilinks.nasa.gov/ • http://smithsonianeducation.org/educators • http://spaceweather.com/ • http://spaceweather.com/ • http://www.howstuffworks.com/ • http://www.middleschoolscience.com/index.ht

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks




GSEs/ STANDARDS




EVIDENCE • Benchmark problems removed for public viewing

• explanation

• elaboration

• evaluation

ml

• http://www.nasa.gov/ • http://www.nationalgeographic.com/ • http://www.spacegrant.hawaii.edu/classacts/i

ndex.html/ • http://www.timeforkids.com/TFK/ • http://www.windows2universe.org/ • janus.astroumd.edu/solarsystems/ • listardate.org/nightsky/moon/astronomy • nces.ed.gov/nagtionsreportcard/itmrls • pals.sr.com/tasks/indexhtml • Tweentribune.com (student responding) • www,sciencenetlinks.com (benchmarks and

lessons)

• www.beaconlearningcenter.com (lessons) • www.brainpop.com • www.ebecri.org • www.geolsoc.org.uk/ (rock cycle) • www.kids.nationalgeographic.com • www.learningdemo.com/noaa (tides) • www.lessoncorner.com/science (lesson corner) • www.polleverywhere..com • www.powersof10.com (astronomy) • www.ride.ri.gov

• www.saltwatertides.com (tides) • www.sciencespot.net • www.thinkfinity.org • www.unitedstreaming.com • www.windowsintowonderland.org (virtual

fieldtrips)


Community • Planetarium

• Rubrics




Core)


informational

text

3 EARTH

AND SPACE

SCIENCE

3.2 Processes

and Change

Enduring


earth and earth

ESS1 (7-8)–3 Students demonstrate an understanding of processes and change

over time within Earth systems by …

3.2.1 Evaluating slow processes (e.g. weathering, erosion, mountain building, sea

floor spreading) to determine how the earth has changed and will

continue to change over time. 3a


• Differentiate between mechanical and chemical weathering/erosion.

• Recognize that sea floor spreading is caused by oceanic divergent

boundaries.

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations







REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE




GSEs/ STANDARDS




EVIDENCE materials as we

know them today

have developed

over long periods

of time, through

continual change

processes.

• Recognize that mountain building is the result of colliding

convergent plates.


3.2.2 Evaluating fast processes (e.g. erosion, volcanoes and earthquakes) to

determine how the earth has changed and will continue to change over

time. 3b


• Describe how fast processes have changed the landscapes of the

Earth, e.g. volcanoes, erosion, earthquakes, lahar (mud slide),

pyroclastic flow, ash fall.

• Explain the different types of plate boundaries, e.g. convergent,

divergent, transform.

• Explain how plate boundaries affect the landscape, e.g. mountains,

valleys, earthquakes.

• Explain the causes of earthquakes and how they are evaluated, e.g.

seismic waves, Richter scale, Mercalli scale.


3.2.3 Investigating the effect of flowing water on landforms (e.g. stream

table, local environment). 3c


• Understands that erosion occurs due to weathering of Earth’s crust


3.2.4 BENCHMRK PROBLEMS


ESS1 (5-8) POC –3 Explain how Earth events (abruptly and over time) can

bring about changes in Earth’s surface: landforms, ocean floor, rock

features, or climate. (ASSESSMENT TARGET)


Grade 8 (Newport)

ESS1 (5-8) POC –3 Explain how Earth events (abruptly and over time) can

bring about changes in Earth’s surface: landforms, ocean floor, rock

features, or climate. (ASSESSMENT TARGET)


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the


• exploration

• explanation

• elaboration

• evaluation


Earth Science Mini Kit Grade 8




• Laptops

• LCD projectors


ml



lessons)




• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE fieldtrips)


Community Planetarium

3 EARTH

AND SPACE

SCIENCE

3.3 Processes

and Change

Enduring


earth and earth

materials as we

know them today

have developed

over long periods

of time, through

continual change

processes.

ESS1 (7-8)–4 Students demonstrate an understanding of processes and

change over time within earth systems by …

3.3.1 Explaining cause and effect relationships between global climate and

energy transfer. 4a


• Evaluate the affect of differential heating on Earth’s global climate

o El Nino

o ocean currents

o wind patterns

o air masses

o uneven heating of the Earth’s surface.

Grade 8 (Newport see above grade 7)

3.3.2 Using evidence to make inferences or predictions about global climate

issues. 4b

Grade 7 (East Providence and Middletown )

• Use given data to predict changes in global climate o changing ocean temperatures o receding glaciers o increased Green House Gases

Grade 8 (Newport see above grade 7)


Grade 7 (East Providence and Middletown )

ESS1 (5-8) SAE+ POC –4 Explain the role of differential heating or

convection in ocean currents, winds, weather and weather patterns,

atmosphere, or climate. (ASSESSMENT TARGET)


Grade 8 (Newport)

ESS1 (5-8) SAE+ POC –4 Explain the role of differential heating or

convection in ocean currents, winds, weather and weather patterns,

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation








Grade 8




• Laptops

• LCD projectors


ml


ndex.html/ • http://www.timeforkids.com/TFK/ • http://www.windows2universe.org/ • janus.astroumd.edu/solarsystems/

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics






GSEs/ STANDARDS




EVIDENCE atmosphere, or climate. (ASSESSMENT TARGET)


• listardate.org/nightsky/moon/astronomy • nces.ed.gov/nagtionsreportcard/itmrls • pals.sr.com/tasks/indexhtml • Tweentribune.com (student responding) • www,sciencenetlinks.com (benchmarks and

lessons)



fieldtrips)




Core)


informational

text

3 EARTH

AND SPACE

SCIENCE

3.4 Technological

Advances

Enduring


earth is part of

a solar system,

made up of

distinct parts

that have

temporal and

spatial

interrelationship

s.

ESS2 (7-8) -7 Students demonstrate an understanding of how technological

advances have allowed scientists to re-evaluate or extend existing ideas about

the solar system by…

� Identifying major discoveries from different

scientists and cultures and describing how these

discoveries have contributed to our understanding of

the solar system (e.g. timeline, research project,

picture book). 7a

Grade 7 Covered in grade 8

Grade 8

� BENCHMARK PROBLEMS

Grade 8

• ESS2 (5-8) NOS –7 Explain how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system. (ASSESSMENT TARGET)

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and








Grade 8


Technology

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews





GSEs/ STANDARDS




EVIDENCE


hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• Computer lab


• Laptops

• LCD projectors


ml



lessons)



fieldtrips)



• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE 3 EARTH AND

SPACE

SCIENCE

3.5 Temporal or

Positional

Relationships

Enduring


earth is part of

a solar system,

made up of

distinct parts

that have

temporal and

spatial

interrelationship

s.

ESS2 (7-8) -8 Students demonstrate an understanding of temporal or

positional relationships between or among the Earth, sun, and moon by …

3.5.1 Using or creating a model of the Earth, sun and moon system to show

rotation and revolution. 8a


Grade 8

• Review the relationship of the Earth, Sun, and Moon.

• Differentiate between rotation and revolution.

3.5.2 Explaining night/day, seasons, year, and tides as a result of the regular

and predictable motion of the Earth, sun, and moon. 8b


Grade 8

3.5.3 Using a model of the Earth, sun and moon to recreate the phases of the

moon. 8c


Grade 8

ESS2 (7-8) -8 Students demonstrate an understanding of gravitational

relationships between or among objects of the solar system by…

3.5.4 Describing the relationship between mass and the gravitational force

between objects. 8d


Grade 8

3.5.5 Describing the relationship between distance and the gravitational force

between objects. 8e


Grade 8

3.5.6 Explaining that the sun’s gravitational pull holds the Earth and other

planets in their orbits, just as the planet’s gravitational pull keeps their

moons in orbit 8f


Grade 8

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation











• Laptops

• LCD projectors


ml



lessons)

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)





GSEs/ STANDARDS




EVIDENCE


Grade 8

ESS2 (5-8) SAE+ POC –8 Explain temporal or positional relationships

between or among the Earth, sun, and moon (e.g., night/day, seasons,

year, tides) or how gravitational force affects objects in the solar

system (e.g., moons, tides, orbits, satellites). (ASSESSMENT TARGET)




fieldtrips)



o responding to informational

text

3 EARTH

AND SPACE

SCIENCE

3.6 Structure of

the Universe

Enduring


origin and

evolution of

galaxies and the

universe

demonstrate

fundamental

principles of

physical science

across vast

distances and

time

ESS3 (7-8)-9 Students demonstrate an understanding of the structure of the

universe by…

3.6.1 Describing the universe as containing many billions of galaxies, and each

galaxy containing many billions of stars. 9a


Grade 8


Grade 8


Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques








Grade 8




• Laptops

• LCD projectors

• Googledocs.com

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –




GSEs/ STANDARDS




EVIDENCE

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• http://dsc.discovery.com/ • http://science-class.net/ • http://sciencenewsforkids.com/ • http://sciencespot.net/index.html • http://scilinks.nasa.gov/ • http://smithsonianeducation.org/educators • http://spaceweather.com/ • http://spaceweather.com/ • http://www.howstuffworks.com/ • http://www.middleschoolscience.com/index.ht

ml



lessons)



fieldtrips)



bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

4 CONSTRUCT

OF INQUIRY

4.1 Formulating

Students demonstrate an understanding of the scientific inquiry method by:

4.1.1 Analyze scientific data and use that information to generate a testable

Facilitates the

scientific inquiry

method

• collect data


Supplementary books/material • Current science magazines

REQUIRED

COMMON





GSEs/ STANDARDS




EVIDENCE Questions

and

Hypothesiz-

ing

question or a prediction that includes a cause

and effect relationship:

• Generate a question or a prediction which is reasonable in terms of

available evidence,

• Support their question or prediction with a scientific explanation.

• Refine or refocus a question or hypothesis using experimental data,

research, or scientific knowledge.

4.1.2 Construct a coherent argument in support of a question, hypothesis,

prediction.

• Identify evidence that that supports or does not support a question,

hypothesis or prediction.

• Explain the cause and effect relationship within the hypothesis or

prediction.

• Use a logical argument to explain how the hypothesis or prediction is

connected to a scientific concept, or observation.

4.1.3 Make and describe observations in order to ask questions, hypothesize,

make predictions

• Connect observations to a question or prediction.

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation







Grade 8




• Laptops

• LCD projectors


ml



lessons)

• www.beaconlearningcenter.com (lessons) • www.brainpop.com • www.ebecri.org • www.geolsoc.org.uk/ (rock cycle) • www.kids.nationalgeographic.com


• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE • www.learningdemo.com/noaa (tides) • www.lessoncorner.com/science (lesson corner) • www.polleverywhere..com • www.powersof10.com (astronomy) • www.ride.ri.gov

• www.saltwatertides.com (tides)

• www.sciencespot.net • www.thinkfinity.org • www.unitedstreaming.com • www.windowsintowonderland.org (virtual

fieldtrips)



4 CONSTRUCT

OF INQUIRY

4.2 Planning and Critiquing

Investiga-

tions


4.2.1 Identify information/evidence that needs to be collected in order to

answer the question, hypothesis, prediction

• Answer the question, or support or refute the prediction.

• Identify the variables that may affect the outcome of the

experiment or investigation.

• Design an appropriate format for recording data.

• Evaluate multiple data sets to determine which data are relevant to

the question, hypothesis or prediction.

4.2.2 Develop an organized and logical approach to investigating the question,

including controlling variables

• Develop a procedure to gather sufficient evidence (including

multiple trials) to answer the question, or test the hypothesis, or

prediction.

• Develop a procedure that lists steps sequentially and logically.

• Explain which variable will be manipulated or changed (independent)

and which variable will be affected by those changes (dependent).

• Identify variables that will be kept constant throughout the

investigation.

• Use scientific terminology that supports the identified procedures

• Evaluate the organization and logical approach of a given procedure

including variables, controls, materials, and tools.

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of








Grade 8




• Laptops

• LCD projectors

• Googledocs.com • http://dsc.discovery.com/ • http://science-class.net/ • http://sciencenewsforkids.com/ • http://sciencespot.net/index.html

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,




GSEs/ STANDARDS




EVIDENCE • Evaluate investigation design, including opportunities to collect

appropriate and sufficient data.

4.2.3 Provide reasoning for appropriateness of materials, tools, procedures,

and scale used in the investigation

• Explain why the materials, tools, procedure, or scale for a task are

appropriate or are inappropriate for the investigation.

• Evaluate the investigation for the safe and ethical considerations of

the materials, tools, and procedures.

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• http://scilinks.nasa.gov/ • http://smithsonianeducation.org/educators • http://spaceweather.com/ • http://spaceweather.com/ • http://www.howstuffworks.com/ • http://www.middleschoolscience.com/index.ht

ml



lessons)




fieldtrips)



collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

4 CONSTRUCT

OF INQUIRY

4.3 Conducting Investiga-

tions


4.3.1 Follow procedures for collecting and recording qualitative or quantitative

data, using equipment or measurement devices accurately •record

precise data and observations that are consistent with the procedure of

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and



REQUIRED

COMMON



• Common Tasks

• Formative and




GSEs/ STANDARDS




EVIDENCE the investigation

• Include appropriate units of all measurements.

• Use appropriate measurement tools correctly to collect data.

• Record and label relevant details within a scientific drawing.

4.3.2 Use accepted methods for organizing, representing, and manipulating

data

• Represent data accurately in an appropriate graph/table/chart.

• Include titles, labels, keys or symbols as needed.

• Select a scale appropriate for the range of data to be plotted.

• Use scientific terminology to label representations.

• Identify relationships among variables based upon evidence.

4.3.3 Collect sufficient data to study question, hypothesis, or relationships

• Show understanding of the value of multiple trials.

• Relate data to original question, hypothesis or prediction.

• Determine if the quantity of data is sufficient to answer the

question or support or refute the hypothesis or prediction.

4.3.4 Summarize results based on data

• Consider all data when developing an explanation/conclusion.

• Identify patterns and trends in data.

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation









• Laptops

• LCD projectors


ml



lessons)

• www.beaconlearningcenter.com (lessons) • www.brainpop.com • www.ebecri.org • www.geolsoc.org.uk/ (rock cycle) • www.kids.nationalgeographic.com • www.learningdemo.com/noaa (tides) • www.lessoncorner.com/science (lesson corner)

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE • www.polleverywhere..com • www.powersof10.com (astronomy) • www.ride.ri.gov



fieldtrips)



4 CONSTRUCT

OF INQUIRY

4.4 Developing and

Evaluating

Explanations


4.4.1 Analyze data, including determining if data are relevant, artifact,

irrelevant, or anomalous.

• Identify data relevant to the task or question.

• Identify factors that may affect experimental results (e.g.

variables, experimental error, environmental conditions)

• Classify data into meaningful categories.

• Compare experimental data to accepted scientific data provided as

part of the task.

• Use mathematical and statistical techniques to analyze data.

• Provide a reasonable explanation that accurately reflects data.

• Use content understanding to question data that might seem

inaccurate.

• Evaluate the significance of experimental data.

4.4.2 Use evidence to support and justify interpretations and conclusions or

explain how the evidence refutes the hypothesis

• Identify and explain data, interpretations or conclusions that seem

inaccurate.

• Use evidence to support or refute question or hypothesis.

• Use evidence to justify an interpretation of data or trends.

• Identify and explain differences or similarities between predictions

and experimental data.

• Provide a reasonable explanation that accurately reflects data.

Facilitates the

scientific inquiry

method

• collect data

• communicate

understanding and

ideas


and critique

investigations


and interpret data

• experimental

design

• observe

• predict

• question and

hypothesize

• use evidence to

draw conclusions

• use tools, and

techniques

Facilitates the

learning cycle of

science through the











• Laptops

• LCD projectors

• Googledocs.com • http://dsc.discovery.com/ • http://science-class.net/ • http://sciencenewsforkids.com/ • http://sciencespot.net/index.html • http://scilinks.nasa.gov/ • http://smithsonianeducation.org/educators

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal




GSEs/ STANDARDS




EVIDENCE • Use mathematical computations to determine or support conclusions.

4.4.3 Communicate how scientific knowledge applies to explain results, propose

further investigations, or construct and analyze alternative explanations

• Explain how experimental results compare to accepted scientific

understanding.

• Recommend changes to procedures to produce data that would

provide sufficient data and more accurate analysis.

• Identify and justify additional data that would strengthen an

investigation.

• Connect the investigation or model to an authentic situation.

• Propose and evaluate new questions, predictions, next steps or

technology for further investigations or alternative explanations.

• Account for limitations and/or sources of error within the

experimental design.

• Apply experimental results to a new problem or situation.

5 E’s of

• engagement

• exploration

• explanation

• elaboration

• evaluation

• http://spaceweather.com/ • http://spaceweather.com/ • http://www.howstuffworks.com/ • http://www.middleschoolscience.com/index.ht

ml



lessons)



fieldtrips)





based tasks

• Rubrics




Core)


informational

text

5 LITERACY

IN

SCIENCE/

READING

5.1 Key Ideas

and Details

Students

5.1.1 Cite specific textual evidence to support analysis of scientific and

technical texts., e.g.

Models the following reading

strategies

• using prior knowledge

• sampling a page for

readability

• summarizing

• predicting and making

text based inferences

• determining importance

• generating literal,




REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments




GSEs/ STANDARDS




EVIDENCE

• using claims and evidence

• two column notes

• MVP (most valuable points)

• determining importance, highlighting. 5.1. 2 Determine the central ideas or conclusions of a text; provide an accurate

summary of the text distinct from prior knowledge or opinions , e.g.


• graphic organizers

• concept maps.

5.1.3 Follow precisely a multistep procedure when carrying out

experiments, taking measurements, or performing technical tasks, e.g.

• performance tasks (independently).

clarifying, and inferential

questions

• constructing sensory

images (making pictures

in one’s mind)

• making connections (text

to self, text to text, and

text to world)

• taking notes

• locating, using and

analyzing text features

e.g. transition words,

subheadings,

bold/italicized

• using text structure clues,

e.g. chronological,

cause/effect,

compare/contrast,

proposition and support,

description, classification,

logical sequential

• metacognition strategies

for understanding text Models the use of graphic

organizers:

• sequence organizers

(chains, cycle),

• concept development

(mind map),

• compare/contrast

organizers (Venn

diagrams, comparison

charts),

• organizers (word web,

concept map),

• evaluation organizers

(charts, scales),

• categorize/classify

organizers (categories,

tree)

• relational organizers

(fish bone, pie chart)

Geographic

• Science Explorer, Cells and Heredity Prentice Hall



Science Kits All kits

Technology • Computer lab • Discovery.com • Gizmos™ • Laptops • LCD projectors • ebecri.org • Googledocs.com • Tweentribune.com (student responding) • www.corestandards.org • www.polleverywhere.com • www.ride.ri.gov


School library resources

Community • Museum of Natural History Collection • Planetarium

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

5 LITERACY

IN

SCIENCE/

READING

Students

5.2.1 Determine the meaning of symbols, key terms, and other domain-specific

words and phrases as they are used in a specific scientific or technical


strategies



readability


Supplementary books/material • Current science magazines

REQUIRED

COMMON





GSEs/ STANDARDS




EVIDENCE

5.2 Craft and

Structure

context relevant to grades 6–8 texts and topics, e.g. • Frayer model

• memory cue

• prefix. suffix

• word maps/KIM

• pocket mod.

5.2.2 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.

e.g.


• graphic organizers

• concept maps. 5.2.3 Analyze the author’s purpose in providing an explanation, describing a

procedure, or discussing an experiment in a text. using scientific inquiry

method

• formulating questions and hypothesis

• planning and critiquing investigations

• conducting investigations

• developing and evaluating explanations.

• summarizing






questions



in one’s mind)



text to world)

• taking notes




subheadings,

bold/italicized


e.g. chronological,

cause/effect,

compare/contrast,



logical sequential


for understanding text

Models the use of graphic

organizers:


(chains, cycle),


(mind map),


organizers (Venn


charts),


concept map),


(charts, scales),



tree)




• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic










• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text




GSEs/ STANDARDS




EVIDENCE 5 LITERACY

IN

SCIENCE/

READING

5.3 Integration

of

Knowledge

and Ideas

Students

5.3.1 Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually

• flowchart

• diagram

• model

• graph table. 5.3.2 Distinguish among facts, reasoned judgment based on research findings,

and speculation in a text. through the scientific inquiry method

• formulating questions and hypothesis

• planning and critiquing investigations

• conducting investigations

• developing and evaluating explanations. 5.3.3 Compare and contrast the information gained from experiments,

simulations, video, or multimedia sources with that gained from reading a

text on the same topic, e.g.

• video vs. reading • simulations vs. reading • researched based information vs. media-based.


strategies



readability

• summarizing






questions



in one’s mind)



text to world)

• taking notes




subheadings,

bold/italicized


e.g. chronological,

cause/effect,

compare/contrast,



logical sequential




organizers:


(chains, cycle),


(mind map),


organizers (Venn


charts),


concept map),


(charts, scales),



tree)














REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)





GSEs/ STANDARDS




EVIDENCE o responding to

informational

text

5 LITERACY

IN

SCIENCE/

READING

5.4 Range and

Level of

Text

Complexity

Students

5.4.1 Read and comprehend science/technical texts in the grades 6–8 text

complexity band independently and proficiently., e.g. using leveled trade

books.


strategies



readability

• summarizing






questions



in one’s mind)



text to world)

• taking notes




subheadings,

bold/italicized


e.g. chronological,

cause/effect,

compare/contrast,



logical sequential




organizers:


(chains, cycle),


(mind map),


organizers (Venn


charts),


concept map),


(charts, scales),












REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics






GSEs/ STANDARDS




EVIDENCE • categorize/classify


tree)




Core)


informational

text

6. WRITING

6.1 Text Types

and

Purposes

Students

6.1.1 Write arguments focused on discipline-specific content in which they: • Introduce a claim(s) about a topic or issue, acknowledge and

distinguish the claim(s) from alternate or opposing claims, and

organize the reasons and evidence logically.

• Support the claim(s) with logical reasoning and relevant, accurate

data and evidence that demonstrate an understanding of the topic

or text, using credible sources.

• Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), counterclaims, reasons, and evidence.

• Establish and maintain a formal style.

• Provide a concluding statement or section that follows from and

supports the argument presented.

6.1.2 Write informative/explanatory texts, including the narration of

historical events, scientific procedures/ experiments, or technical

processes.

• Introduce a topic clearly, previewing what is to follow; organize

ideas, concepts, and information into broader categories as

appropriate to achieving purpose; include

o formatting (e.g., headings)

o graphics (e.g., charts, tables)

o multimedia when useful to aiding comprehension.

• Develop the topic with relevant, well-chosen facts, definitions,

concrete details, quotations, or other information and examples.

Models the writing

process: prewriting,

drafting, revising,

editing, and publishing

Models the use of

graphic organizers:

• sequence

organizers

(chains, cycle),

• concept

development

(mind map),


organizers (Venn

diagrams,

comparison

charts),

• organizers (word

web, concept

map),

• evaluation

organizers

(charts, scales),

• categorize/classif

y organizers

(categories, tree)

• relational

organizers (fish

bone, pie chart)












REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics

• inquiry




GSEs/ STANDARDS




EVIDENCE • Use appropriate and varied transitions to create cohesion and

clarify the relationships among ideas and concepts.

• Use precise language and domain-specific vocabulary to inform

about or explain the topic.

• Establish and maintain a formal style and objective tone.

• Provide a concluding statement or section that follows from and

supports the information or explanation presented.

6.1.2 Incorporate narrative elements effectively into arguments and

informative/explanatory texts.

• descriptions of the step-by-step procedures they use in their

investigations that others can replicate them and (possibly) reach

the same results.

• informational report writing



Core)


informational

text

6. WRITING

6.2 Production

and

Distribution

of Writing

Students

6.2.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience, e.g. lab reports.

6.2.2 With some guidance and support from peers and adults, strengthen writing

as needed by

• planning

• revising

• editing

• rewriting

or trying a new approach after rethinking how well questions of purpose

and context have been addressed.

6.2.3 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and

efficiently, e.g.

• Power Point™

• Photo stories


• Googledocs.com

Models the writing


drafting, revising,


Models the use of

graphic organizers:

• sequence

organizers

(chains, cycle),

• concept

development

(mind map),


organizers (Venn

diagrams,

comparison

charts),


web, concept

map),








Technology • Computer lab • Discovery.com • Gizmos™ • Laptops • LCD projectors • ebecri.org

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews


• Journals


assessments e.g.




GSEs/ STANDARDS




EVIDENCE • www.polleverywhere.com

• evaluation

organizers

(charts, scales),


y organizers

(categories, tree)

• relational

organizers (fish

bone, pie chart)

• Googledocs.com • Tweentribune.com (student responding) • www.corestandards.org • www.polleverywhere.com • www.ride.ri.gov




role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

6. WRITING

6.3 Research to

Build

Knowledge

Students

6.3.1 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. e.g. lab research using primary and secondary sources.

6.3.2 Gather relevant information from multiple print and digital sources

• using effectively tailored searches

• assessing the credibility and accuracy of each source

• quoting or paraphrasing the evidence, avoiding plagiarism

• following a standard format for citation. 6.3.3 Draw evidence from informational texts to support analysis reflection,

and research.

Models the writing


drafting, revising,


Models the use of

graphic organizers:

• sequence

organizers

(chains, cycle),

• concept

development

(mind map),


organizers (Venn

diagrams,

comparison








Technology • Computer lab • Discovery.com

REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE


• Exhibits

• Interviews





GSEs/ STANDARDS




EVIDENCE charts),


web, concept

map),

• evaluation

organizers

(charts, scales),


y organizers

(categories, tree)

• relational

organizers (fish

bone, pie chart)

• Gizmos™ • Laptops • LCD projectors • ebecri.org • Googledocs.com • Tweentribune.com (student responding) • www.corestandards.org • www.polleverywhere.com • www.ride.ri.gov




• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

6. WRITING

6.4 Range of

Writing

Students

6.4.1 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 tasks, purposes, and audiences.

Models the writing


drafting, revising,


Models the use of

graphic organizers:

• sequence

organizers

(chains, cycle),

• concept

development

(mind map),









REQUIRED

COMMON



• Common Tasks

• Formative and

Summative

Assessments

SUGGESTED

FORMATIVE/

SUMMATIVE





GSEs/ STANDARDS




EVIDENCE organizers (Venn

diagrams,

comparison

charts),


web, concept

map),

• evaluation

organizers

(charts, scales),


y organizers

(categories, tree)

• relational

organizers (fish

bone, pie chart)





• Exhibits

• Interviews


• Journals


assessments e.g.

role playing –

bodily kinesthetic,

graphic organizing

– visual,

collaboration-

interpersonal



based tasks

• Rubrics




Core)


informational

text

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