CurriculumEBECGrades7-8 · PDF fileFaria, Renee Gamba, Elizabeth Gibbs, Laura Harris, Rochelle...
Transcript of 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
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 2
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
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 3
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
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 (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
• 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
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/
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-
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 4
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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)
• Benchmark problems removed for public viewing
learning cycle of
science through the
5 E’s of
• engagement
• exploration
• explanation
• elaboration
• evaluation
• 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
• 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
interpersonal
• Oral presentations
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
1. PHYSICAL
SCIENCE
1.3. Properties of Matter
Enduring
Knowledge • PS1 - All living
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
• design, conduct,
and critique
investigations
• represent, analyze,
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,
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
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 5
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
1.3.2 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
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
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
• 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
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 o narrative, o responding to
informational
text
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 6
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1 PHYSICAL
SCIENCE
1.4 States 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) – 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)
Grade 8 Covered in Grade 7
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
• 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
• www.educationworld.com/ (Laws of Motion)
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 o narrative,
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 7
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE limited to kinetic energy. (East Providence only)
Grade 8 Covered in Grade 7
1.4.4 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
• 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 responding to informational
text
1. PHYSICAL
SCIENCE
1.5 Structure
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) – 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.
Grade 8 Covered in Grade 7
� 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.
Grade 8 Covered in Grade 7
� Interpreting the symbols and formulas of simple
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
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/
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
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 8
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE chemical equations. 5c
Grade 7 (see 1.5.4)
Grade 8 Covered in Grade 7
� 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.
Grade 8 Covered in Grade 7
� 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.
Grade 8 Covered in Grade 7
� 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
• 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
• 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
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
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 9
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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)
• Benchmark problems removed for public viewing
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 7 Covered in Grade 8
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 7 Covered in Grade 8
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 7 Covered in Grade 8
Grade 8
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
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/
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
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 10
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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 7 Covered in Grade 8
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
• 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
• 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
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
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
• design, conduct,
and critique
investigations
• represent, analyze,
and interpret data
• experimental
design
• observe
• predict
• question and
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
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
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 11
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
1.7.3 BENCH MARK PROBLEMS
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)
• Benchmark problems removed for public viewing
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)
• Benchmark problems removed for public viewing
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
• 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
• 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
• 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 o narrative, o responding to
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
Textbook TBD as a reference
Supplementary books/material • Bill Nye Friction, Motion, Momentum DVDs
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
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 12
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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 7 Covered in Grade 8
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 7 Covered in Grade 8
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 7 Covered in Grade 8
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
• 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
• 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
• 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)
• 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 o narrative, o responding to
informational
text
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 13
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE objects change speed or direction of motion, or both. 8d
Grade 7 Covered in Grade 8
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 7 Covered in Grade 8
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 7 Covered in Grade 8
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).
1.8.7 BENCH MARK PROBLEMS
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)
• Benchmark problems removed for public viewing
• 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
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 14
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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 7 Covered in Grade 8
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 7 Covered in Grade 8
Grade 8
• Construct a model of the electromagnetic spectrum.
1.9.3 Differentiating between electromagnetic and mechanical waves. LAc
Grade 7 Covered in Grade 8
Grade 8
• Understands that electromagnetic waves are self propagating and
do not need a medium, while the opposite is true of mechanical
waves.
1.9.4 BENCHMARK PROBLEMS
Grade 7 Covered in Grade 8
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
• 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
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 15
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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 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
• 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
Textbook TBD as a reference
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
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
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 16
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
Grade 7 (Middletown and Newport only)
• 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)
2.1.3 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
5 E’s of
• engagement
• exploration
• explanation
• elaboration
• evaluation
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• Oral presentations
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
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 17
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2. LIFE
SCIENCE
2.2 Structure
and
Function
Survival
Enduring
Knowledge • LS1 - All living
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
Grade 7 (East Providence only)
• 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.
Grade 8 (Middletown and Newport only see grade 7 above)
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
• 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 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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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)
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
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 18
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2.2.4 BENCHMARK PROBLEMS
Grade 7 (East Providence only)
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)
• Benchmark problems removed for public viewing
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)
• Benchmark problems removed for public viewing
• www.windowsintowonderland.org (virtual
fieldtrips)
• www.beaconlearningcenter.com (lessons)
• www.brainpop.com • www.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
o informational o narrative, o responding to
informational
text
2 LIFE
SCIENCE
2.3 Reproduction
Enduring
Knowledge • LS1 - All living
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)
Grade 8 (East Providence and Middletown see grade 7 above)
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
Grade 7 (Newport only)
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
Textbook TBD as a reference
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
Science Kits Grade 7
• Populations and Ecosystems
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
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 19
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
Grade 7 (Newport only)
• Differentiate between sexual and asexual reproduction
Grade 8 (East Providence and Middletown see grade 7 above)
2.3.4 BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
LS1 (5-8) POC -3 Compare and contrast sexual reproduction with asexual
reproduction. (ASSESSMENT TARGET)
• Benchmark problems removed for public viewing
Grade 8 (East Providence and Middletown)
LS1 (5-8) POC -3 Compare and contrast sexual reproduction with asexual
reproduction. (ASSESSMENT TARGET)
• Benchmark problems removed for public viewing
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
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• 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 o narrative, o responding to
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
Textbook TBD as a reference
Supplementary books/material • Bill Nye Populations Life cycles, Food Web,
Genes DVDs
• Current science magazines • Eye Witness
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
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 20
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Enduring
Knowledge • LS1 - All living
organisms have
identifiable
structures and
characteristics
that allow for
survival
(organisms,
populations, &
species).
Grade 7 (East Providence only)
• 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
Grade 8 (Middletown and Newport only see grade 7 above)
� Comparing individual cells of tissues and recognizing
the similarities of cells and how they work together
to perform specific functions. 4b
Grade 7 (East Providence only)
• Compare and contrast the cells in various tissues of an individual
that allow them to perform specific functions.
Grade 8 (Middletown and Newport only see grade 7 above)
� 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
Grade 7 (East Providence only)
• Compare and contrast the cells in various tissues and organs such as:
o heart
o lungs
o muscle
o digestive tract.
Grade 8 (Middletown and Newport only see grade 7 above)
2.4.4 BENCHMARK PROBLEMS
Grade 7 (East Providence only)
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)
• Benchmark problems removed for public viewing
Grade 8 (Middletown and Newport)
LS1 (5-8) FAF – 4 Explain relationships between or among the structure
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
• 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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
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 o narrative, o responding to
informational
text
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 21
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE and function of the cells, tissues, organs, and organ systems in an
organism. (ASSESSMENT TARGET)
• Benchmark problems removed for public viewing
•
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
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
Grade 7 (Middletown and Newport only)
• 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
Grade 7 (Middletown and Newport only)
• 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.
Grade 8 (East Providence only see grade 7 above)
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
• 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 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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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/
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
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 22
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE an ecosystem. 5c
Grade 7 (Middletown and Newport)
• Predict the effect of various biotic and abiotic factors and their
role in an ecosystem.
Grade 8 (East Providence only see grade 7 above)
2.5.4 Using a visual model (e.g., graph) to track population changes in an
ecosystem. 5d
Grade 7 (Middletown and Newport only)
• Analyze given data to determine the effect of various biotic and
abiotic factors on an ecosystem.
Grade 8 (East Providence only see grade 7 above)
2.5.5 BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
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)
• Benchmark problems removed for public viewing
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
2 LIFE
SCIENCE
2.6 Energy Flow
Enduring
Knowledge • LS2 - Matter
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
Grade 7 (Middletown and Newport only)
• Explains the food web
o producer
o consumer
Facilitates the
scientific inquiry
method
• collect data
• communicate
understanding and
ideas
• design, conduct,
and critique
investigations
Textbook TBD as a reference
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
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
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 23
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE through an
ecosystem.
o decomposer
• Explains an energy pyramid
o photosynthesis
o trophic levels (energy loss)
Grade 8 (East Providence only see grade 7 above)
� Describing the basic processes and recognizing
the names and chemical formulas of the
substances involved in photosynthesis and
respiration. 6b
Grade 7 (Middletown and Newport only)
• Compares and contrast photosynthesis and respiration
• Understands the role of chlorophyll in photosynthesis
• Identifies the products and reactants of the photosynthesis and
respiration equations
Grade 8 (East Providence only see grade 7 above)
� Explaining the relationship between
photosynthesis and respiration. 6c
Grade 7 (Middletown and Newport)
• 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
Grade 7 (Middletown and Newport only)
• Create a food web.
• Given a food web, describe how energy flows through the
ecosystem.
Grade 8 (East Providence only see grade 7 above)
2.6.5 BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
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)
• 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
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
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 o narrative, o responding to
informational
text
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 24
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Benchmark problems removed for public viewing
Grade 8 (East Providence)
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)
• Benchmark problems removed for public viewing
Community • Museum of Natural History Collection
2 LIFE
SCIENCE
2.7 Recycling in an
Ecosystem
Enduring
Knowledge • LS2 - Matter
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
Grade 7 (Middletown and Newport only)
• Create a food web
• Given a food web, describe how matter cycles through the
ecosystem.
Grade 8 (East Providence only see grade 7 above)
� Developing a model for a food web of local
aquatic and local terrestrial environments. 7b
Grade 7 (Middletown and Newport only)
Grade 8 (East Providence only)
� Explaining the inverse nature or complementary
aspects of photosynthesis/respiration in relation
to carbon dioxide, water and oxygen exchange.
7c
Grade 7 (Middletown and Newport only)
• Identify the products and reactants of the photosynthesis and
respiration equations
• Explain the process of photosynthesis and respiration including
products and reactants
Grade 8 (East Providence only see grade 7 above)
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
Textbook TBD as a reference
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• ebecri.org
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
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 25
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
Grade 7 (Middletown and Newport only)
• Explain the Law of Conservation of Matter, matter cannot be
created or destroyed
Grade 8 (East Providence only see grade 7 above)
� BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
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)
• Benchmark problems removed for public viewing
Grade 8 (East Providence)
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)
• Benchmark problems removed for public viewing
• engagement
• exploration
• explanation
• elaboration
• evaluation
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
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
Grade 7 (Middletown and Newport only)
• Given descriptions and diagrams of various animals be able to sort
Facilitates the
scientific inquiry
method
• collect data
• communicate
understanding and
ideas
Textbook TBD as a reference
Supplementary books/material • Bill Nye Populations Life cycles, Food Web,
Genes DVDs
• Current science magazines • Eye Witness
• Formative and Summative Probes, vol. 1-4
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
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 26
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
Grade 8 (East Providence only see grade 7 above)
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
Grade 7 (Middletown and Newport only)
• 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
Grade 8 (East Providence only)
• 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 7 (Middletown and Newport only)
Grade 8 (East Providence only )
2.8.4 BENCHMARK PROBLEMS
Grade 7 (Middletown and Newport)
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)
• Benchmark problems removed for public viewing
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)
• Benchmark problems removed for public viewing
• 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
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
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 o narrative, o responding to
informational
text
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 27
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
Materials • Included in science kits
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
Grade 7 (Middletown only)
• 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
Grade 7 (Middletown and Newport only)
• 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
• 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 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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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
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
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 28
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2.9.3 Differentiating between acquired and inherited characteristics and giving
examples of each. 9c
Grade 7 (Middletown only)
• 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.
Grade 8 (East Providence and Newport see grade 7 above)
2.9.4 Explaining how natural selection leads to evolution (e.g., survival of the
fittest). 9d
Grade 7 (Middletown and Newport only)
• 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.
Grade 8 (East Providence only)
2.9.5 Describing how scientists’ understanding of the way species originate or
become extinct has changed over time. 9e
Grade 7 (Middletown and Newport only)
Grade 8 (East Providence only )
2.9.6 BENCHMARKPROBLEMS
Grade 7 (Middletown and Newport)
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)
• Benchmark problems removed for public viewing
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
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 29
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
Grade 8 (East Providence)
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)
• Benchmark problems removed for public viewing
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
Grade 7 (East Providence only)
Grade 8 (Newport and Middletown only)
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)
Grade 8 (Newport and Middletown 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
Grade 7 (East Providence only)
Grade 8 (Newport and Middletown only)
2.10.4 BENCHMARK PROBLEMS
Grade 7 (East Providence)
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
• 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
Textbook TBD as a reference
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• ebecri.org
• Googledocs.com
• http://dsc.discovery.com/
• http://science-class.net/
• http://sciencenewsforkids.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
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 30
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • elaboration
• evaluation
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
2 LIFE
SCIENCE
2.11 Human heredity
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)-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
Grade 7 (Middletown only)
• 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.
Grade 8 (East Providence and Newport see grade 7 above)
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
Textbook TBD as a reference
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
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
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 31
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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 7 (Middletown only)
Grade 8 (East Providence and Newport only)
� Identifying that genetic material (i.e.
chromosomes and genes) is located in the cell’s
nucleus. 11c
Grade 7 (Middletown only)
• Recognize the nucleus as the location of all genetic material
• DNA
• Chromosomes
• Genes
Grade 8 (East Providence and Newport see grade 7 above)
2.11.4 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
Grade 8 (East Providence and Newport)
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)
• Benchmark problems removed for public viewing
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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
• 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 o narrative, o responding to
informational
text
2 LIFE
SCIENCE
LS4 (7-8) -12 Students demonstrate an understanding of patterns of human
development by…
Facilitates the
scientific inquiry
method
Textbook TBD as a reference
Supplementary books/material
REQUIRED
COMMON
ASSESSMENTS
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 32
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 2.12 Human
Development
Enduring
Knowledge • LS 4 - Humans
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
Grade 7 (East Providence and Newport only)
• 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
Grade 7 (East Providence and Newport only)
• 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
Grade 7 (East Providence and Newport only)
Grade 8 (Middletown only)
2.12.4 Comparing the patterns of human development after birth to life stages
of other species 12d
Grade 7 (East Providence and Newport only)
Grade 8 (Middletown)
2.12.5 BENCHMARK PROBLEMS
Grade 7 (East Providence and Newport)
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)
Grade 8 (Middletown)
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
• 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
• 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
Science Kits Grade 7
• Populations and Ecosystems Grade 8
• Populations and Ecosystems
Technology • Computer lab
• Discovery.com
• Gizmos™
• Laptops
• LCD projectors
• 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.kids.nationalgeographic.com
• www.lessoncorner.com/science (lesson corner)
• 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 o narrative, o responding to
informational
text
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 33
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE organs mature. (ASSESSMENT TARGET)
• www.polleverywhere..com
• www.ride.ri.gov
• www.sciencespot.net
• www.thinkfinity.org
• www.unitedstreaming.com
Materials • Included in science kits
Community • Museum of Natural History Collection
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
Grade 7 (East Providence and Middletown)
• 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)
3.1.2 BENCHMARK PROBLEMS
Grade 7 (East Providence and Middletown)
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)
• Benchmark problems removed for public viewing
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
• 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
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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
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 34
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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)
Materials • Included in science kits
Community • Planetarium
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
3 EARTH
AND SPACE
SCIENCE
3.2 Processes
and Change
Enduring
Knowledge • ESS1 - The
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
Grade 7 (East Providence and Middletown)
• 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
• design, conduct,
and critique
investigations
• represent, analyze,
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
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 35
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
Grade 8 (Newport see grade 7 above)
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
Grade 7 (East Providence and Middletown)
• 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.
Grade 8 (Newport see grade 7 above)
3.2.3 Investigating the effect of flowing water on landforms (e.g. stream
table, local environment). 3c
Grade 7 (East Providence and Middletown)
• Understands that erosion occurs due to weathering of Earth’s crust
Grade 8 (Newport see grade 7 above)
3.2.4 BENCHMRK PROBLEMS
Grade 7 (East Providence and Middletown)
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)
• Benchmark problems removed for public viewing
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)
• Benchmark problems removed for public viewing
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
Science Kits Grade 7
Earth Science Mini Kit Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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
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 o narrative, o responding to
informational
text
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 36
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE fieldtrips)
Materials • Included in science kits
Community Planetarium
3 EARTH
AND SPACE
SCIENCE
3.3 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)–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
Grade 7 (East Providence and Middletown)
• 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)
3.3.3 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
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
• 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 • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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/
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
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 37
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE atmosphere, or climate. (ASSESSMENT TARGET)
• Benchmark problems removed for public viewing
• 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)
Materials • Included in science kits
Community • Planetarium
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
3 EARTH
AND SPACE
SCIENCE
3.4 Technological
Advances
Enduring
Knowledge • ESS2 - The
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
• design, conduct,
and critique
investigations
• represent, analyze,
and interpret data
• experimental
design
• observe
• predict
• question and
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
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 38
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Benchmark problems removed for public viewing
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
• 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
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)
Materials • Included in science kits
Community • Planetarium
• 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 o narrative, o responding to
informational
text
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 39
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 3 EARTH AND
SPACE
SCIENCE
3.5 Temporal or
Positional
Relationships
Enduring
Knowledge • ESS2 - The
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 7 Covered in grade 8
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 7 Covered in grade 8
Grade 8
3.5.3 Using a model of the Earth, sun and moon to recreate the phases of the
moon. 8c
Grade 7 Covered in grade 8
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 7 Covered in grade 8
Grade 8
3.5.5 Describing the relationship between distance and the gravitational force
between objects. 8e
Grade 7 Covered in grade 8
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 7 Covered in grade 8
Grade 8
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 • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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)
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 o narrative,
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 40
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
3.5.7 BENCHMARK PROBLEMS
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)
• Benchmark problems removed for public viewing
• 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)
Materials • Included in science kits
Community • Planetarium
o responding to informational
text
3 EARTH
AND SPACE
SCIENCE
3.6 Structure of
the Universe
Enduring
Knowledge • ESS3 - The
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 7 Covered in grade 8
Grade 8
3.6.2 BENCHMARK PROBLEMS
Grade 8
• 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
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• Discovery.com • Gizmos™
• Laptops
• LCD projectors
• Googledocs.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 –
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 41
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• 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)
Materials • Included in science kits
Community • Planetarium
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 o narrative, o responding to
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
Textbook TBD as a reference
Supplementary books/material • Current science magazines
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
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 42
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• 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
• Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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
• 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 o narrative, o responding to
informational
text
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 43
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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)
Materials • Included in science kits
Community • Planetarium
4 CONSTRUCT
OF INQUIRY
4.2 Planning and Critiquing
Investiga-
tions
Students demonstrate an understanding of the scientific inquiry method by:
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
• 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
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit
Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• Discovery.com • Gizmos™
• Laptops
• LCD projectors
• Googledocs.com • http://dsc.discovery.com/ • http://science-class.net/ • http://sciencenewsforkids.com/ • http://sciencespot.net/index.html
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,
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 44
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• 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)
Materials • Included in science kits
Community • Planetarium
collaboration-
interpersonal
• Oral presentations
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
informational
text
4 CONSTRUCT
OF INQUIRY
4.3 Conducting Investiga-
tions
Students demonstrate an understanding of the scientific inquiry method by:
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
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
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 45
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• 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
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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)
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 o narrative, o responding to
informational
text
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 46
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • 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)
Materials • Included in science kits
Community • Planetarium
4 CONSTRUCT
OF INQUIRY
4.4 Developing and
Evaluating
Explanations
Students demonstrate an understanding of the scientific inquiry method by:
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
• 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
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Level trade books, e.g. Delta, National Geographic
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits Grade 7
Earth Science Mini Kit Grade 8
Catastrophic Events (TBD)
Technology • Computer lab
• 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
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
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 47
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• 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)
Materials • Included in science kits
Community • Planetarium
• Oral presentations
• Performance/problem-
based tasks
• Rubrics
• inquiry • informational report writing
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
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,
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
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 48
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
• two column notes
• 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 World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
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 o narrative, o responding to
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
Models the following reading
strategies
• using prior knowledge
• sampling a page for
readability
Textbook TBD as a reference
Supplementary books/material • Current science magazines
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
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 49
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
• two column notes
• 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
• predicting and making
text based inferences
• determining importance
• generating literal,
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)
• Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
• 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 o narrative, o responding to
informational
text
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 50
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
Models the following reading
strategies
• using prior knowledge
• sampling a page for
readability
• summarizing
• predicting and making
text based inferences
• determining importance
• generating literal,
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)
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
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 o narrative,
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 51
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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.
Models the following reading
strategies
• using prior knowledge
• sampling a page for
readability
• summarizing
• predicting and making
text based inferences
• determining importance
• generating literal,
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),
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
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
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 52
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • categorize/classify
organizers (categories,
tree)
• relational organizers
(fish bone, pie chart)
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
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),
• compare/contrast
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)
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
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
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 53
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
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
• Tests and quizzes
• Writing (ELA Common
Core)
o arguments o informational o narrative, o responding to
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
• Tweentribune.com (student responding)
• Googledocs.com
Models the writing
process: prewriting,
drafting, revising,
editing, and publishing
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),
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits All kits
Technology • Computer lab • Discovery.com • Gizmos™ • Laptops • LCD projectors • ebecri.org
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.
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 54
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • www.polleverywhere.com
• evaluation
organizers
(charts, scales),
• categorize/classif
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
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 o narrative, o responding to
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
process: prewriting,
drafting, revising,
editing, and publishing
Models the use of
graphic organizers:
• sequence
organizers
(chains, cycle),
• concept
development
(mind map),
• compare/contrast
organizers (Venn
diagrams,
comparison
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits All kits
Technology • Computer lab • 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
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 55
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE charts),
• organizers (word
web, concept
map),
• evaluation
organizers
(charts, scales),
• categorize/classif
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
• 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 o narrative, o responding to
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
process: prewriting,
drafting, revising,
editing, and publishing
Models the use of
graphic organizers:
• sequence
organizers
(chains, cycle),
• concept
development
(mind map),
• compare/contrast
Textbook TBD as a reference
Supplementary books/material • Current science magazines • Formative and Summative Probes, vol. 1-4 Keeley, Eberle, Dorsey
• Human Body Systems, Glencoe • Level trade books, e.g. Delta, National Geographic
• Science Explorer, Cells and Heredity Prentice Hall
• Science World Magazine
• Sciencesaurus • Uncovering Student Ideas in Earth and Space Science, Keeley, Harrington
Science Kits All kits
REQUIRED
COMMON
ASSESSMENTS • Assessment Targets
• Benchmark Problems
• Common Tasks
• Formative and
Summative
Assessments
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • Anecdotal records
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 56
GSEs/ STANDARDS
Kit Chpt. BENCHMARKS
East Providence, Middletown and Newport INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 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)
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
Materials • Included in science kits
School library resources
Community • Museum of Natural History Collection • Planetarium
• 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 o narrative, o responding to
informational
text