benchmark and cross curricular key red: ela blue: math green: science orange: social...

Gloucester Township Public Schools

Science

Grades 6-8

Science-Grade: 6 Unit:Physical Science Unit Length: Approx. 30 days (revised 6.13.12)

Concepts/NJCCS/Book

Essential Questions Skills & Knowledge Activities/Resources

Matter5.2.6.A.3(K: 1-1,2)

Volume5.2.6.A.1(K: 1-1,2)

Density5.2.6.A.2(K: 1-1,2)

Melt/Boil. Pt5.2.6.A.3(K: 1-2)

Phys/Chem Prop.5.2.6.B.1(K: 1-1)

Sink/Float5.2.6.E.4(K: 1-1,2)

How do the properties of materials determine their use?

How does the absorption of energy affect melt/boil points?

How can you predict the way an object would act given its physical properties?

Matter has properties:(Basic equations/ concepts

and measuring)Mass,

Volume (L x W x H),Density (mass/vol),

sinking/floating

Melting/Boiling Points:Energy is needed to

convert

DEMO: Using the graduated cylinder w/different liquids (regular/diet soda) AND salt water egg suspension

ACTIVITY: Foldable or flip book for properties of matter

ACTIVITY: Design & Engineering “How many bears (or M&Ms) can your aluminum foil boat float?

LAB: Finding the mass of various objects

LAB: Volume/Density of regularly shaped objects

LAB: Measuring the boiling point of fresh/salt water OR of ice using hotplates

LAB: Get 6 different bags of snack chips & classify by characteristics

LAB: How do fluids of different densities behave?

LAB: Can eggs float?

Key Terms Assessments

Physical properties, chemical properties, melting point,boiling point, volume, density, mass, matter, chemistry, substance,

weight

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers,

Foldables

Science-Grade: 6 Unit: Physical Science Unit Length: Approx. 30 days

Concepts/NJCCS/Book Essential Questions Skills & Knowledge Activities/Resources

Motion/Forces

5.2.6.E.1(M: 1-1)

Gravity5.2.6.A.3(M: 2-2)

Friction5.2.6.E.3(M: 2-2)

How do we know that objects in motion have energy?

How will the motion of an object change when forces become unbalanced?

How is a reference point used to determine if an object is in motion?

How does friction affect the motion of an object?

How does the motion of the earth, moon, & sun define time?

What would happen to the planets if gravity did not exist?

Motion:Basic definitions of motion, relative motion, and

reference point

Planets rotate and revolve; this measures time

Measure movement related to reference pt

Measure motion of objects w/diff types of friction

Force:Calculating net force using Newton as the SI unit

4 types of Friction:Static, Sliding, Rolling, Fluid

DEMOS: Who is moving? Scenarios such as riding in a car, elevator

ACTIVITY: Moving a soda can without touching it (static with a balloon)

ACTIVITY: Static Kits---using a variety of materials to make static

LAB: Using a friction board (smooth, sandpaper, carpet); pulling cars across using a spring scale to measure force

LAB: Air Awareness Lab (parachute lab)

WEBSITE: Google websites that tell you age on each planet based on rotation.


Motion, balanced forces, unbalanced forces, rotation, revolution, friction, static friction, sliding friction, rolling friction, fluid friction, reference point, force, net force, Newton (as a unit only), astronomy, axis, orbit, calendar,

solstice, equinox, force, gravity,, maps weight, inertia

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables


Concepts/NJCCS/Book


Light Energy5.2.6.C.1

(O: 4-1; O: 3-3; 0 4-2)

Electricity5.2.6.D.1

(N: 2-2; N: 2-4)

What are the behaviors of light as it travels?

What are the characteristics of visible and invisible light?

How does electricity flow through a series/parallel circuit?

Characteristics of light:Travel in waves: refraction, reflection,

opaque, translucent, transparent

Visible vs. Invisible Light:(from least harmful to most harmful)

Radio, Micro, Infrared, X-Ray, Ultraviolet, Gamma

Light travels through a medium (any solid, liquid, or gas)

Electromagnetic Spectrum:ROY G BIV

Flow of electricity: Series/Parallel Circuits;

Insulators/Conductors

ACTIVITY: Creating a color wheel

ACTIVITY: Writing---how does each type of light relate to own life

ACTIVITY: Jigsaw activity to study the 6 major types of light

ACTIVITY: Learning Center Stations with activities on circuits, prisms, & light sources.

LAB: Circuit Lab: practicing with series/parallel with 6 volt light bulbs.

LAB: Circuit Lab: Putting together a circuit using materials provided w/o a picture or directions.

LAB: Working with prisms (http://spaceplace.nasa.gov/en/kids/chandra_magic.shtml) ACTIVITY: Blobz guide- website for electricity


Reflection, refraction, waves, visible light, invisible light, electromagnetic spectrum, medium, series circuit, parallel circuit, insulator, conductor,

opaque, translucent, transparent, refraction, reflection, radiowaves, radar, infrared rays, thermogram, visible light, ultraviolet rays, x rays,

gamma rays

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

Science-Grade: 6 Unit: Earth Science Unit Length: Approx. 30 days

Concepts/NJCCS/Book


TectonicsEarthquakes

Volcanoes5.4.6.B.25.4.6.C.35.4.6.D.1

(F: 1-3,5; F: 2-1,2; F: 3-1,3)

Earth LayersRock TypesTime Eras

Fossils5.4.6.B.1, 5.4.6.B. 3

5.4.6.C.25.4.6.C.3

(F: 1-1,3,5; F: 5-1)

Using the theory of plate tectonics, how has the surface and geological structures changed throughout Earth’s history?

How does rock and fossil evidence support the theory of plate tectonics?

How does the fossil record support Pangaea?

Layers of the Earth:Crust, Core (inner, outer), Mantle,

PANGEA

Plate Movement:Faults

Boundaries (converge/diverge/transform)

Results of movement (weathering & erosion):

(definition and formation…see key terms below)

VolcanoesEarthquakes (also measurement

of)Transform fault lines

Different types of rocks:Igneous, Metamorphic,

Sedimentary; weathering & erosion of rocks (basic)

ACTIVITY: Paper Pangaea (cut and paste in stages/before & after)

ACTIVITY: Foldable for layer of the Earth (using circle shape)

ACTIVITY: Clay modeling for earth’s layers

ACTIVITY: Foldable for the types of rocks

VIDEO: United Streaming: Pangaea

VIDEO: Forces of Nature (National Geographic)

DEMO: Volcano demos

LAB: Diet Coke and Mentos (Google video on teachertube)

LAB: Slinky Lab (P/S-waves)

LAB: Snickers Lab (for the 3 different boundaries)

WEBSITE: Cosmeo


Seismic waves, pressure, crust, basalt, granite, mantle, lithosphere, asthenosphere, outer core, inner core, Pangaea, continental drift, fossil, mid-ocean ridge,

seafloor spreading, deep ocean trench, subduction, plate, plate tectonics, fault, divergent boundary, convergent boundary, transform boundary, rift valley, volcano,

magma chamber, pipe, vent, crater, lava flow, earthquake, epicenter, focus, seismograph, magnitude, igneous rock, sedimentary rock, metamorphic rock

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries,

Graphic Organizers, Foldables



Climate/Weather5.4.6.F.15.4.6.F.2

(I: 1-1; I: 2-4; I: 3-2; I: 4-1)

Water Cycle5.4.6.G.15.4.8.E.1(I: 1-2,4)

How does the transfer of water and energy in and out of the atmosphere affect weather and climate?

How do scientists use humidity, temperature, and air pressure to forecast the weather?

How does the water cycle work as a system?

How does the water cycle impact the climate globally?

Climate & Weather:Difference between weather & climate; basic

definition of atmosphere; NO layers of atmosphere (8th)

Water Cycle

Types of Storms:HurricaneTornado

Winter stormThunderstorm

Weather Tools:(basics definition, what they measure, how to use them)

PsychomotorBarometer

DEMO: demonstrate weather tools

LAB: Stations on different types of weather

ACTIVITY: Foldable on types of storms; brochure for storms

ACTIVITY: Water cycle diagram

WEBSITES: www.edheads.org


Weather, climate, atmosphere, water cycle, precipitation, evaporation, condensation, psychomotor, humidity, relative humidity, storm, thunderstorm, tornado, hurricane, air pressure, barometer

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events,

Journal Entries, Graphic Organizers, Foldables

Science-Grade: 6 Unit: Life Science Unit Length: Approx. 30 days


EcosystemsPopulations5.3.6.C.1-35.3.6.G.2

(E: 1-1; E: 2-1)

Food Chain/Web

5.3.6.B.15.3.6.B.2(E: 2-1)

What are the components of an ecosystem needed to support life?

In what ways do organisms interact within an ecosystem?

What has impacted the different populations in an ecosystem?

How do biotic and abiotic factors interact within an ecosystem?

How is energy transferred through a food web?

What are the different roles organisms play in a food web?

How is the sun the original source of energy on Earth?

What classifies something as “living?”

Abiotic vs. Biotic Factors

Levels of Ecosystem:Ecosystem, Community,

Population, Species

Sun is the ultimate source of energy

Food Chain/Web:Producers/Consumers

Basics of Food Webs/Chains/Energy pyramids

Do NOT go into symbiotic relationships

ACTIVITY: Picture prompt to determine the abiotic/biotic factors observed.

ACTIVITY: Foldable for producers and different types of consumers.

ACTIVITY: “What’s for Dinner?” List all of the food eaten and where it came from…breaking it all down.

ACTIVITY: Research/recreate a food chain/web.

ACTIVITY: “Ball of Yarn”---Book E: page 44

VIDEO: BrainPOP videos for Ecosystems & Populations

LAB: Create a food chain mobile; food chain/web scramble stations.


Ecology, ecosystem, species, habitat, food web, food chain, energy pyramid, producer, consumer, herbivore, carnivore, omnivore, populations, communities, biotic factors, abiotic factors


Foldables



Cells5.3.6.A.15.3.6.A.2(C: 1-1,2)

Traits5.3.6.D.3(C: 3-1)

ReproductionVariation5.3.6.D.15.3.6.D.25.3.6.E.1(C: 5-1)

How do organelles work as a system within a cell?

How do specialized cells work together to form a system?

What are the differences between acquired and inherited traits?

How does genetic variation influence an organism’s ability to survive and reproduce?

Advantages/Disadvantages of unicellular and multicellular

Plant vs. Animal Cells:(these parts only)

Cell wall, cell membrane, cytoplasm, nucleus, mitochondria,

chloroplast, vacuole

Inherited vs. Acquired Traits (very basic)

Genetic Variation:Survival of the fittest

ACTIVITY: Foldable for cell parts

ACTIVITY: Venn-Diagram for Plant and Animal Cells/unicellular and multicellular organisms

ACTIVITY: Illustrate the types of cells with all their parts

ACTIVITY: Create a cell analogy to match organelles to their functions (city, government, school, etc)

LAB: Plant vs. Animal Lab (using microscope, prepared slides, or make slides)

ACTIVITY: Identify personal inherited traits using mirrors and compare with a partner


acquired traits, inherited traits, genetic variation, vacuole, cell, cell wall, cell membrane, chloroplast, mitochondria, nucleus, cytoplasm, unicellular, multicellular




Concepts/NJCCS/Book


Solids, Liquids, & Gases5.2.8.A.3(K: 2-1,2)

Physical/ Chemical

Properties & Change

5.2.8.A.55.2.8.A.75.2.8.B.15.2.8.B.2

(K: 1-1,3; 2-2)

Acids/Bases5.2.8.A.7(L: 3-3,4)

What are the physical properties of solids, liquids, and gases?

Why do all chemical changes coexist with physical changes?

How does energy affect the phase changes of solids, liquids, and gases?

What properties make a substance more acidic and basic?

Brief review of matter

Physical/Chemical Changes:Endothermic vs. exothermic reactions

Law of Conservation of Energy

Solids, Liquids, & Gases:Particle formation & Phase Changes

(Melting, boiling, freezing, evaporation, condensation, & sublimation)

Properties of chemical/physical changes in relation to solids, liquids, & gases

Conservation of matter in relation to the phase changes.

Acids/Bases:Basic definitions, differences, properties (pH, scale, strength,

reactivity), real life applications

ACTIVITY: Foldable: solids, liquids, & gasesACTIVITY: Sketch the pH scale (pictures/examples)LAB: Determine/observe melting/freezing/boiling pt. LAB: Making slime/GAKLAB: “Fast and Fizzy” Lab (using Alka-Seltzer tablets)LAB: Boiling point lab for fresh/salt water (bunson/hot plate)LAB: Liver Lab (measure temperature change when you put liver in a test tube of peroxide)LAB: Ice Cream Lab (rock salt, milk, sugar, etc)LAB: Popcorn Lab (finding change in mass, volume, etc)

LAB: Acids/Bases with Litmus paper

VIDEO: www.BrainPOP.com

WEBSITES: cosmeo & teacher’s domain (Google)


Matter, atom, molecule, atomic theory, proton, neutron, electron, evaporation, condensation, sublimation, solid, liquid, gas, physical change, chemical change, acids, bases, pH scale, indicator, corrosive


Foldables


Concepts/NJCCS/Book


Kinetic/Potential

Energy5.2.8.D.15.2.8.D.2(M: 5-1,3)

Thermal Energy5.2.8.D.15.2.8.D.2(M: 5-1,2)

Conduction, Convection,

Radiation5.2.8.C.2

(M: 1-1,3)

How is potential energy related to kinetic energy?

Explain why energy is neither created nor destroyed?

How can energy change forms?

How does thermal energy change through conduction, convection, and radiation?

Properties of Kinetic/Potential energy

Law of Conservation of Energy:(Very basic/definition)

Gravitational potential energy: explanation only; no formula

6 types of energy:Thermal, chemical, nuclear, electrical, electromagnetic,

mechanical

Thermal Energy:Heat energy (definition); nuclear energy from sun

(photosynthesis)

Conduction, Convection, & Radiation:These are the 3 types of thermal energy transfers

(definitions); Law of Conservation of energy; relate to current technologies (solar panels to electrical energy)

ACTIVITY: Foldable or jigsaw activity for the 6 types of energy

ACTIVITY: Tri-fold for conduction, convection, & radiation

LAB: Bouncing Ball Lab (Forces & Motion textbook)

LAB: Building roller coasters with ball bearing and tubing

WEBSITE: Jason Project: designing a roller coaster (Google)


conduction, convection, radiation, law of conservation of energy, law of conservation of matter, nuclear energy, chemical energy, thermal energy, mechanical energy, electromagnetic energy, electrical energy

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests,

Projects, Current Events, Journal Entries, Graphic Organizers, Foldables


Concepts/NJCCS/Book


SeasonsEarth’s Tilt5.4.8.A.2(J: 1-1)

Tide Cycles5.4.8.A.1(J: 1-2,3)

Moon Phases5.4.8.A.1(J: 1-3)

Weather/Climate/

Atomosphere5.4.8.F.15.4.8.F.25.4.8.C.35.4.8.C.4

(I: 1-3; 3-1,2,3; E-4)

How does the Earth’s axis and tilt affect the seasons?

What is the relationship between the Earth and the moon’s forces?

How do the characteristics of air masses affect global/local climates as well as weather patterns?

Relative positions of Earth, Sun, & Moon

Moon Phases: touch on all of them

Eclipses: very basic and tie into seasons/tides

Gravity & Tides:How gravity affects tides & relation to high/low

tides

Earth’s Tilt:rotation, and revolution around the Sun combine

to form seasons/tides(no Newton/Kepler’s Laws)

Weather/Climate/Atomosphere:Fronts, reading weather maps & how to predict

weather, air and land masses interact to produce specific climates; layers of the atmosphere

ACTIVITIY: Foldable on moon phases/seasons

ACTIVITY: Create a weather map on poster board

VIDEOS: www.BrainPOP.com

WEBITES: www.edheads.org & Glencoe Online Interactive Weather Map.


Astronomy, axis, rotation, revolution, orbit, calendar, solstice, equinox, force, gravity, mass, weight, inertia, phases, eclipse, solar eclipse, lunar eclipse, tide, air mass, tropical, polar, maritime,

continental, front, occluded, cyclone, anticyclone, meteorologist, isobar, isotherm, atmosphere, altitude, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere


Foldables



WeatheringErosion

5.4.8.C.2(G: 2-1; F: 5-6)

Rock Cycle5.4.8.C.1(F: 5-6)

Uniformitarianism5.4.8.B.2(G: 2-1)

How is weathering (physical/chemical changes) responsible for creating a variety of landforms?

How does weathering and erosion affect the composition of soil and the rock cycle?

How can you prove that the same Earth’s processes that occurred in the past occur today?

Weathering:Mechanical and chemical; how it

affects landforms

Rock Cycle:Cycle, soil composition, weathering,

erosion

Uniformitarianism:Discuss that this means there are

predicable patterns

ACTIVITY: “Journey Through the Rock Cycle” (stations about the rock cycle)

ACTIVITY: Illustrate the rock cycle.

WEBSITES: www.BrainPOP.com


weathering, erosion, uniformitarianism, acid rain, mechanical weathering, abrasion, ice wedging, chemical weathering, oxidation, rock cycle, sedimentary rock, metamorphic rock,

igneous rock, magma, lava




Concepts/NJCCS/Book


PhotosynthesisRespiration

5.3.8.B.1(C: 2-1,2)

Cell Cycle5.3.8.A.2

(D: 1-2,4,5; B: 1-1; C: 3-3)

Asexual/sexual Reproduction

5.3.8.D.15.3.8.D.2(C: 2-1,2)

DNA5.3.8.D.2(C: 3-4)

In what ways do living things depend on photosynthesis and cellular respiration for life on Earth?

What is the importance of DNA in cell division?

What are the benefits and limitations of single-celled organisms vs. multi-cellular organisms?

Brief review of cell organelles(chloroplast & mitochondria)

Photosynthesis/Cellular Respiration:

Raw materials, products, equations, interdependency,

transfer of energy

Cell Cycle: basicInterphase (what happens)

Mitosis (brief overview)Cytokinesis

Asexual vs. Sexual Reproduction:Differences/benefits/limitations

DNA: Discovery & basic structure only

DEMO: Using a live plant and foil/construction paper to prevent sunlight absorption on random leaves (observe changes)

DEMO: Elodea leaves in water (20 min) vs. plain beaker of water

ACTIVITY: Create a cycle diagram to connect photosynthesis to cellular respiration.

ACTIVITY: Use large equation cards & ask students to arrange themselves into the proper equations.

ACTIVITY: Construct model of DNA

LAB: Stomata Lab: observe microscopic stomata using thin layers of a lettuce leaf.

LAB: Respiration Lab:--”Exercise Lab” (in text)

LAB: Live Microscopic Specimens (ameba, paramecium, etc)

LAB: DNA extraction lab (using split peas or onions)


Chloroplast, mitochondria, chlorophyll, stomata, pigments, photosynthesis, respiration, cell, sexual reproduction, asexual reproduction, mitosis,

cytokinesis, interphase, heterotroph, autotroph, DNA, organelle,


Foldables


Concepts/NJCCS/Book


Cellular Organization

5.3.8.A.15.3.8.A.2(B: 1-1)

Body Systems5.3.8.A.15.3.8.A.2

(D: 1-2,4,5)

What are the levels of cellular organization?

How do specialized cells work together in a multicellular organism?

How are the systems of the human body interdependent?

Cellular organization: cell, tissue, organ, organ system

Body Systems:Brief discussion on different human body systems & interdependency

Comparative anatomy with live microscopic/dissection specimens

No environmental issues

LAB: Owl Pellet Investigation

LAB: Live Dissections Lab (earthworm, perch, frog, etc)

PROJECT: Students develop and teach mini-lesson on a body system.

PROJECT: Trace human body and fill in the body systems.

VIDEO: Osmosis Jones


Cell, tissue, organ, organ system, various body system terminology




Concepts/NJCCS/Book


Atomic Theory5.2.8.A.1

(K: 1-1; K: 3-1; L: 1-2)

Atoms & Molecules5.2.8.A.1

(K: 1-1; K: 2-1,3; K: 3-1)

Periodic TableElements5.2.8.A.25.2.8.A.45.2.8.A.5(K: 3-2)

CompoundsMixtures5.2.8.A.55.2.8.A.6(K: 1-1)

Why is the atom the basic building block of all matter?

What are the atomic components of an atom?

What useful information does the periodic table display about a given element and its properties?

What are the properties of compounds and mixtures; how do they differ?

Atomic Theory:Review of protons, electrons, neutrons; stability, & valence;

atomic mass, isotopes

Atoms:Neutron, proton, electron,

electron configuration(location and charge within the atom; stability/valence, atomic

mass or isotopes)

Molecules (basics)Atoms build molecules

Periodic Table:History/evolution; predicting

properties based on groups/periods; uses of elements

Compounds/Mixtures:Homogeneous vs. Heterogeneous

Mixtures; separating both

ACTIVITY: Foldable on periodic table families/properties

ACTIVITY: Drawing electron configurations/calculating neutrons

ACTIVITY/LAB: Build models of atoms/molecules (various materials)

ACTIVITY: Element BINGO

LAB/DEMO: Working with dry ice (sublimation)

ACTIVITY: Stations for learning the Periodic Table, calculations, etc.

LAB: Separating a Mixture Lab (sand, salt, iron filings)

LAB: Chex Mix Lab (mixtures…make their own/compare with each others)/Make lemonade or ice tea for homogeneous mixtures.

WEBSITE: www.cosmeo.org (periodic table)

PROJECT: Element research/brochure/poster

Key Terms AssessmentsAtom, molecule, neutron, proton, electron, isotope, valence, atomic number, atomic mass, atomic weight, electron cloud, mass number, periodic, groups, periods, rows, element, chemical symbol, chemical formula, metal, nonmetal, metalloid, families,

compound, mixture, heterogeneous, homogeneous





Law of Conservation of Energy

5.2.8.D.1(M: 5-3)

Potential/Kinetic Energy

5.2.8.D.1(M: 5-1)

Speed, Velocity,Acceleration

5.2.8.E.15.2.8.E.2

(M: 1-1,3)

Newton’s Law5.2.8.E.15.2.8.E.2(M: 2-3)

Why can’t energy be created or destroyed?

How does the motion of an object demonstrate the transfer of potential to kinetic energy and back?

How can analyzing the motion of an object demonstrate Newton’s Laws?

How can you describe the motion of an object using speed and velocity?

How does acceleration affect the speed of an object?

Potential/Kinetic Energy:Review potential & kinetic energy for introduction to

Newton’s Laws

Review topic of speed and reference point

Calculations:Speed/velocity, average

speed, acceleration

Acceleration: positive/negative

Newton’s 3 Laws

ACTIVITY: Paper Towel Towers (cardstock to create tower of certain dimensions with something heavier on top to see which towers survive)

ACTIVITY: Racing activities between students to calculate speed, acceleration, etc

LAB: Paper Airplane Lab (calculating speed)

LAB: Balloon Rocket Lab (incline, decline, straight)

LAB: Toy Cars/Ramp Lab (can also implement graphing)

LAB: Water Rockets (fill soda bottles with various levels of water & use bike pump to launch the rockets to calculate speed)

ACTIVITY: Circle foldable for Newton’s Laws

PROJECT: Seatbelt Safety Project (researching seatbelt safety relating to Newton’s Law)

DEMO: Newton’s Cradle


Momentum, inertia, potential energy, kinetic energy, Law of Conservation of Energy, Newton, speed, average speed, constant speed, velocity, acceleration, positive acceleration, negative acceleration, centripetal motion, free fall, air resistance,

terminal velocity, projectile motion





Earth, Moon, Sun System

5.4.8.A.15.4.8.A.2(J: 1-3)

Law of Universal Gravitation

5.4.8.A.3(M: 2)

Newton’s Laws5.4.8.A.1(M: 2-3)

Kepler’s Law5.4.8.A.4

(J: 3)

What predictable, observable patterns occur as a result of the interaction between the Earth, moon, and sun?

What causes the patterns between the Earth, moon, and sun?

Review of earth, moon, & sun system

Universal Gravitation: all objects are attracted to each other.

Newton’s Laws: describing motion of tides

Kepler’s Law: elliptical motion/space travel

VIDEO: Bill Nye video clips/Tides CSI Video Clip

ACTIVITY: Eclipse cut and paste/Moon phases cut and paste


Tides, spring tide, neap tide, inertia, Newton’s first law of motion, phases, eclipse, solar eclipse, umbra, lunar eclipse, rotation, revolution, orbit, ellipse, Kepler


Foldables



Plate Tectonics5.4.8.D.15.4.8.D.2(F: 1-5)

Atmosphere5.4.8.C.45.4.8.C.3

(I: 1-3; E: 4)

Climate Change5.4.8.F.15.4.8.F.2(E: 4-5)

What are the dynamic processes within and on the Earth?

What are the physical and chemical characteristics of Earth’s atmosphere and how do they affect life?

What influences affect climate change?

Plate Tectonics:Motion of the earth’s plates causing

volcanoes & earthquakes(the characteristics of

volcanoes/earthquakes are done in 6th)

Physical/Chemical Changes of Atmosphere:

(Review of layers, if necessary)acid rain, pollution, ozone, smog, etc

Climate Change:Determine the difference in temperatures

in varying regions

ACTIVITY: Fortune cookie foldable for earth’s plates

ACTIVITY: Calculating epicenters

LAB: Mapping Volcanoes and Boundaries

LAB: Building Earthquake Safe Houses


Stress, tension, compression, shearing, normal fault, hanging wall, foot wall, reverse fault, strike slip fault, syncline, anticline, plateau, earthquake, seismic wave, epicenter, focus,

volcano, boundary, divergent, convergent, transform, atmosphere, altitude, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere

Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events,

Journal Entries, Graphic Organizers, Foldables


Concepts/NJCCS/Book


Genetic Variation/Survival

5.3.8.D.1-3(C: 3-3; C: 4-2)

Punnett Squares5.3.8.D.1-3

(C: 3-2)

How is the survival of living things affected by heredity?

Genetics:Mendel & pea plants, probability;

inherited/acquired, Punnett squares, chromosomes, inherited disease &

causes

ACTIVITY: Sponge Bob Punnett squares/word problem

ACTIVITY: Paper Pet (in textbook)

ACTIVITY: Coin Toss activity for probability

LAB: Class Survey Lab (in textbook)


DNA, genes, traits, probability, Punnett square, heredity, genetics, allele, dominant allele, recessive allele, chromosome, heterozygous, homozygous, genotype,

phenotype, codominance, inherited traits, acquired traits, genetic disorder, smog, ozone, pollution, global warming, greenhouse affect




Concepts/NJCCS/Book


Ecosystems5.3.6.C.2(E: 2-1)

Symbiotic Relationships

5.3.8.C.1(E: 1-3)

Evolution5.3.8.E.1-25.4.8.B.1(C: 5-1)

Environmental Factors

5.3.8.E.15.3.8.D.35.4.8.G.2(E: 3-1)

How does symbiotic pairing affect populations?

How have species evolved throughout geological time?

What environmental factors affect living things?

Ecosystems:Changes in population sizes, immigration/emigration , limiting factors, carrying capacity, endangered/extinct

Symbiotic Relationships:Adaptations, niche, natural selection,

competition/predation, commensalism, mutualism, parasitism

Evolution/Geologic Time:Plant/animal adaptation throughout time, common

ancestors, extinction, endangered

Environmental Factors:Human impact, global warming, pollution, air currents

relating to pollution, natural influences, climate change, smog

ACTIVITY: Predator/prey graphing

LAB: Predator Prey Lab-Hawk and Mice (using hawk and mice cards)

PROJECT: Endangered Species Research Paper

VIDEO: Over the Hedge/Ferngully

LAB: Bird Beak Adaptation Lab

WEBSITES: edheads.com

VIDEO: Arctic Tale (global warming); The Day After Tomorrow

ACTIVITY: Read The Lorax

LAB: Oil Spill Lab


Adaptation, niche, natural selection, symbiosis, birth rate, death rate, emigration, immigration, ecosystem, mutualism, producer, omnivore, carnivore, herbivore, competition, predation, biotic

factors, abiotic factors, endangered, extinct, habitat, carrying capacity, limiting factors, commensalism, scavenger, decomposer, predator, prey, community, population, parasitism,

host, parasite, food web, food chain, fossil, evolution


Foldables

Appendix A

Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Teacher will implement Adaptations for Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)

APPENDIX B Learning Styles

Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons in Power point presentations Highlight key tems /references materials in power point to refocus students on what is important Watch videos to learn information and concepts - BrainPop Encourage students to visulaize events as they read Study key terms from a word wall, flash cards Model by demonstrating tasks or showing a finished product - Labs Have written directions available for student Visual aides of symbols and meanings Visual References (bold words, new words, unfamiliar, etc) Use more document camera to model. Puzzles to help students match key terms with concepts

Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Study Jams Utilize read alouds Utilize songs, rhymes, chants and choral response, Example – King Henry Died Monday Drinking Chocalate Milk – use for memorizing metric units Pearsonsuccessnet.com – audio textbook of our science series.

Kinesthetic Act out concepts and dramatize events – sing alongs of concepts Hands on lab activities Study Jam Foldables Stations activities – each station should have a different type of activity(math, reading, mini lab, poster/diagram/artistic station, Demo station – Get students moving around the classroom. Real life experiences checklist Reinforcement packets as a chapter review to prepare for tests. Assign first day you start chapter and collect the day of the test. Reflection questions from Essential questions of chapter. Interactive websites Brain Breaks – mini excersises to do in class to keep attention and re-energize. Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Give a handout of an outline of the chapter concepts Repeat/rephrase directions on a daily basis Provide a checklist or step by step written directions Break assignments in to chunks – provide deadlines for each section or chunk when certain parts of project are to be completed by to keep student focused and moving on the assignment. Provide samples of desired products of both acceptable and not acceptable projects Provide a rubric of expectations and point value Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists and rubrics of desired results and point values Model expectations and examples of desired possible answers Provide frequent feedback and encouragement Proofread rough copies and provide feedback Have students provide peer review and feedback Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Relate all material to real life situations –“What would you do if?” Ask students about their personal point of view and how they relate to a situation. Complete Webquest.com activities. These are individual tasks performed on the computer. Review games Give alternative assignments to dive deeper into the concepts Individual Research Will be likely to respond to intrinsic motivators, and may not be motivated by grades Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments Stations activities – Timing them at each station to keep them focused and moving on the task Scavenger Hunts - make a sheet with 20 blank squared numbered 1-20. Have an index card with a question posted on it that is assigned a specific number. Answer the question in the blank. If correct pick another card. Extra credit to teams that come in 1st 2nd, 3rd. Learning menu – Student picks their won activity to complete a task – Learning Tic-tac-Toe. Review Jeopardy More video added to class notes and power point presentations to break up information. Complete – students must answer questions from movie they are watching. Questions are usually in order of the movie. Design your own review game – Have students design a board game that goes with chapter concepts. Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX C

Universal Design for Learning Adaptations Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation-make sure to use graphics in presentation to keep students focused on material.

Provide real world examples as you move through information.

Do not put too much info on each powerpoint slide.

Hand on lab activities. Cut and paste

Foldables

Stations activities – moving around the room to perform different tasks teaching the same type of information.

Closure Activities – Edhelper.com

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size Highlight important parts of text. Have students also highlight key words in their notes. Annotate reference materials together. Re-type materials on instructional cards Acrostic method Mnemonic Sentences Venn Diagrams Mapping focusing on keys, legends, scales Creating collage. Example – food webs Creating games

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions Word Walls with key terms. Could have students come up with the words for the wall. Make sure Essential Questions are posted and visible for all students to see. Make sure Daily objective of students goals are also posted so students know what is expected as their outcome for class that day. Graphic organizers and concept maps Creating Brochures, foldables, concept maps. Construct News Reports Have students create and teach powerpoint. Design a story in first person(from the perspective of the object being taught) Trading cards – come up with 3 facts about topic

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization Provide Study Guides Review and practice packets.(crosswords, word search, etc.) Change in Font size Foldables Provide copy of notes Access to teacher website to download class materials and videos. Create Mobiles Display posters/student work related to topics. Learning stations with examples of topics Provide Review packet at the beginning of each chapter. Should be turned in the day of the test. To be used as a study guide/reference. Make fortune teller for reviewing concepts.

Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in different ways

Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations, posters, brochures, etc. Hands on lab activities

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product(Both good and bad projects so students can see what is acceptable and not.) Chunk longer assignments into manageable parts Teach and practice organizational skills Flip Books Design a Cartoon / Comic Strip Provide Timeline and deadlines. Provide library/computer research and use time

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities(competition between groups for extra credit) Field trips Provide positive reinforcement for effort Bring in guest speakers. Relate topics to students lives. Have students bring in examples from home to share with the class. Have students pick their own partners.

Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans Offer extra credit rewards. Homework coupons Monthly drawings for prizes. School wide recognition program (Renaissance)

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort Behavior contract. Model good behavior and manners Talk to students with respect and as an adult. Be specific in what you likes about their behavior. ( I really liked…..) Visual cues such as colored cards, popsicle sticks. Reminder cards on why they are here. Incentive days. Students must earn a certain amount of points to participate in a certain activity.

Appendix D Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete information Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently

using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual

Science Instruction:

Assign a buddy (who might speak same language) Pre-teach difficult vocabulary Simplify language, clarify or explain directions. Provide translated test items. Translated test items can be read by the student and/or another bilingual

individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment

to make the text meaningful. Highlight key words or phrases. Read aloud questions and possible answers, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response: Allow flexibility in oral presentations (e.g. presentation aides, or small group settings). Allow for oral response instead of written response (Provide bilingual directions). Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label) Allow the use of word walls and vocabulary banks.

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