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Fifth Grade 2011

BREVARD SCIENCE PACING AND SEQUENCE GUIDE 2.0

BREVARD SCIENCE

SCALING THE SUMMIT

“This is the best day of my life!”

-Seine NettingESE student during

Lagoon Quest

“Oh, now I get the difference between weathering and erosion.”

-23 yr. UF law student

after reading TASK-Force poster

“You don’t truly understand something unless you can explain it to your grandmother.”

-Einstein

“We could reach 2020 and find that the ability of the U.S. research and education institutions to regenerate has been damaged and that their preeminence has been lost to other ends of the world.”

National Science Board

“If your science lesson makes dinner conversation, you succeeded in creating an unforgettable learning experience.”

Steve Spangler

“Inquiry not only tests what students know, it presses students to put what they know to the test.”

John Glenn, U.S. Senator, Astronaut Commission Chairman of “Before It’s Too Late”

“I still remember the day we investigated surface tension with drops of water on a penny.”

Francis-a 21 year old to his former 6th grade teacher

“Give the pupils something to do; not something to learn; and if the doing is of such nature as to demand thining; learning naturally results.”

John Dewey

Brevard Public Schools

K-6 Pacing and Sequence Guide 2.0

Advisor:

Lynn Spadaccini, Ed. D. Director, Office of Elementary Programs

Coordinator:

Ed Short Elementary Science Resource Teacher,

Office of Elementary Programs

Committee Members:

Michelle Ferro West Melbourne School for Science

Chimene Rice Manatee Elementary School

Wendy Shelden Ralph M. Williams, Jr. Elementary School

Cover Design:

Ciarra Smith BPS Graphic Designer

Cover Illustrations: Printed with permission of Steve Spangler Science Inc.

Special thanks to the Summer 2011 Think Tank Members: Pam Aulakh Manatee Elementary School

Beth Conti Quest Elementary School

Kaycee Cook Palm Bay Elementary School

Rebecca Downey Hans Christian Andersen Elementary School

Beth Faulkner Apollo Elementary School

Jana Gabrielski Suntree Elementary School

Amanda Gayle Saturn Elementary School

Julie Hill Fairglen Elementary School

Scott Joyce Holland Elementary School

Danielle Kraus Manatee Elementary School

Nita Lent Robert Louis Stevenson School of the Arts

Sherri McGinn Christa McAuliffe Elementary School

Holly Mentillo Ocean Breeze Elementary School

Nancy Rehwoldt Surfside Elementary School

Robin Robb Indialantic Elementary School

Amber Thibedeau Sunrise Elementary School

Melissa Woods Sea Park Elementary School

Science Pacing and Sequence Overview for Grades K-6

BPS Science 2.0 Pacing and Sequence Guide page 2 Summer 2011

K Life (11 weeks**)

Life BOK Assessment

Earth/Space (14 weeks)

Earth/Space BOK Assessment

Physical (11 weeks)

Physical BOK Assessment

Whole Class Science Projects

1 Life (9 weeks**)

Life BOK Assessment Whole Class Science Projects



Physical (9 weeks)


2 Life (9 weeks**)

Life BOK Assessment Whole Class Science Projects



Physical (18 weeks)


3 Life (12 weeks**)

Life BOK Assessment

Individual/Team Science Projects



Physical (18 weeks)


4 Life (15 weeks**)

Life BOK Assessment




Physical (12 weeks)


5 Life (9 weeks**)

Life BOK Assessment




Physical (11 weeks)


See page 5 for FCAT review and end-of-year plan

6 Physical (6 weeks**)





Life (20 weeks)

Life BOK Assessment

BOK = Body of Knowledge **Number of weeks includes Nature of Science introduction and Science Start-up activities.

Please see page 4 for more information.

UNDERSTANDING SCIENCE INSTRUCTION


The Next Generation Sunshine State Standards (NGSSS) for Science ushered in a new way of thinking about science education. Students are now expected to master the concepts specific to each grade level, with gradually increasing complexity and depth. To ensure this mastery of content, teachers must teach their grade level benchmarks in depth.

Bodies of Knowledge (BOK)

Science concepts are divided into four general Bodies of Knowledge: Life Science, Earth and Space Science, Physical Science, and Nature of Science.

Big Ideas

Eighteen Big Ideas thread throughout all grade levels and the benchmarks under them build in rigor and depth as students advance from K-6. Each grade level includes benchmarks from all four Bodies of Knowledge, but not every grade level will teach concepts from every Big Idea.

Benchmarks

Each grade level has their own set of grade-specific benchmarks that students must master. Kindergarten benchmarks are very different from Grade 1 benchmarks. In some Big Ideas, the concept is taught once in a grade level and never touched on again for several years. As such, it is critical that students master each and every benchmark for their grade level.

Cognitive Complexity (Depth of Knowledge)

The DOE has provided the Cognitive Complexity for each benchmark and we have included it at the end of each benchmark. This rating system “reflects the relative complexity of thinking that a given benchmark demands of students” (adapted from “depth of knowledge” system by Dr. Webb, 1999). Low Complexity benchmarks rely heavily on recall and recognition of previously learned concepts and principles. Moderate Complexity involves more flexible thinking and choice when problem-solving. High Complexity involves heavy demands on student thinking (abstract, analysis, judgment, etc). The verb(s) used in the benchmark signify the depth to which the student is expected to master the concept. For example, if the verb of a benchmark is “observe,” the students are expected to make observations about scientific phenomena. If the verb is “investigate,” then students are expected to do an in-depth analysis for mastery of the concept. The important thing to keep in mind is that some benchmarks are intended to be taught more in-depth than others as they demand more complex thinking.

FCAT 2.0 Science Test Item Specifications (grade 3-6)

In the grades 3-6 benchmark charts, information from the FL DOE FCAT 2.0 Science Test Item Specifications (grade 5 and grade 8) has been added. This information is intended as a guide to the types of questions that can be asked on FCAT 2.0 Science and should not be used to limit instruction. Teachers should always teach all benchmarks to mastery. In grades 3 and 4, the only Item Specifications that have been added are the benchmarks that are not taught in grade 5. In grade 6, the only Item Specifications that have been added are the benchmarks that are not taught in Grades 7 and 8. As these benchmarks will not be taught in their "tested" year, teachers must plan for enough time and practice for students to gain a solid understanding of these concepts. The complete FL DOE FCAT 2.0 Science Test Item Specifications are available at

http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdf (grade 5)

http://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdf (grade 8)

Topic Matrix (at the end of this guide)

Because each grade level has its own set of benchmarks, we’ve added a Topic Matrix to the end of the Pacing and Sequence Guide. This matrix shows the concepts taught at each grade level. It is intended to identify gaps in instructional flow. For example, instruction for the concept of weather patterns begins in grade 2, but is not addressed in grades 3 or 4. This signals a gap in instructional flow and shows the importance of teaching benchmarks to mastery. In other cases, the Topic Matrix shows the “FOCUS” of a grade level. For example, in Big Idea 10, grades 3, 4, and 5 all start with a similar energy benchmark. But in grade 3, the added focus is on light energy; in grade 4, it is heat and sound energy; and in grade 5, the focus is electrical energy.

https://exchange.brevardschools.org/exchweb/bin/redir.asp?URL=http://fcat.fldoe.org/fcat2/pdf/FL09G5Sci.pdf

http://fcat.fldoe.org/fcat2/pdf/FL09G8Sci.pdf



Best Practices

While benchmarks are grade specific, the instructional best practices remain the same. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction, assessments, and resources.

Students with Significant Cognitive Disabilities

Each school has complete copies of the K-8 Science Standards. Refer to them for Access Points to be used with students with significant cognitive disabilities—these Access Points only apply to students who take the FCAT Alternate Assessment (less than 1% of BPS population).

Pacing and Sequence Rationale

In determining the pacing and sequence of the Bodies of Knowledge for all grade levels, many different factors were taken into account. Teacher input, flow with other grade levels, timing of the FCAT, number and complexity of benchmarks, and district-wide field study trips (grades 4 and 6) influenced the placement of the Bodies of Knowledge. For grades K-5, science instruction follows the same sequence: Science Start-up (see below), Life Science, Earth and Space Science, Physical Science. This sequence has many benefits: It helps multi-grade teachers to better manage teaching two grade-specific sets of standards. It supports science events that cross grade levels (Science Family Nights, etc.). It streamlines planning and integration for Designated Science Classrooms, Science Buddies, and activity

classes. Grade 6 has a different sequence due to the demands of their benchmarks. This grade level begins with Science Start-up, then moves to Physical Science, Earth/Space Science, and finishes with Life Science. Life Science is the main focus of the grade 6 curriculum and these benchmark concepts are not taught

again before the grade 8 FCAT 2.0 Science. These benchmarks are so broad and comprehensive that teachers could easily spend much more time on them than has been allotted. With this pacing, they complete Physical Science and Earth/Space Science, then spend the rest of the year on Life Science.

Teaching Physical Science and Earth/Space Science prior to Space Week helps students prepare for this district-wide field study trip.

In all grade levels, the number of weeks dedicated to each Body of Knowledge is different. In most cases, the timeline does not follow the nine-week grading period schedule. Please refer to the Overview at the beginning of this guide or the top of each Body of Knowledge chart for the specific number of weeks to spend on each Body of Knowledge. While following a district-wide sequence is important to prevent learning gaps in our mobile/transient students, teachers should have the flexibility to respond to the teachable moment by integrating concepts from different BOKs when appropriate. Some flexibility also supports in-depth instruction and mastery of content as teachers need to present multiple opportunities and activities for students to explore and learn concepts.

Science Start-up

In each grade level, an additional two weeks has been allotted to the instructional time for the first Body of Knowledge. This time is intended as a “quick start” to teach the procedures and process skills needed for successful science instruction. Some topics to consider for this time are: Nature of Science: These benchmarks should be introduced at the beginning of the year, then explicitly

taught within content instruction throughout the year to ensure mastery. Science Notebooks: Using science notebooks in the science classroom is a research-based best

practice. This time should be used to teach notebooking procedures and expectations. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on implementation.

Lab Safety and the Use of Scientific Tools: The tools of a scientist require specific instruction and should be introduced at the beginning of the year and re-addressed continuously throughout the year.

Process Skills: These are a specific set of behaviors students use as they learn. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction.



Science Projects

Science projects are a natural application of the Nature of Science benchmarks. They are included in the first Body of Knowledge instructional time since many schools hold their Science Fairs by winter break, or shortly after. Primary grade levels may choose not to participate in Science Fair at all schools; however, each primary grade level should be teaching the science process skills. Whole class science projects are an appropriate way to teach these skills. (See CSI: BREVARD 2.0 for details). For all grades except Kindergarten, this has been included as part of the first BOK pacing timeline. For Kindergarten, it has been moved to the end of the year to give teachers the flexibility to choose when the students are ready for the demands of a full-length, whole-class science project.

Assessment

For all grade levels, the Pre-Assessment and Post-Assessment piece has been eliminated. In grade 5, the “Pre-FCAT Check-up” has been eliminated, as it was based on the old standards.

Three of the four Bodies of Knowledge (Life, Earth/Space, Physical,) are assessed with individual “Body of Knowledge (BOK) Assessments.” As you complete instruction in each Body of Knowledge, administer that BOK assessment. Time for these assessments was included in the number-of-week designation for each Body of Knowledge.

The benchmarks from the fourth Body of Knowledge (Nature of Science) are embedded in the other three BOK assessments.

As district-required tests, these BOK assessments are expected to be given differently from classroom assessments. They are intended as a snapshot of student mastery, program effectiveness, and district-wide growth. Therefore the following testing conditions should be in place: o They should not be given as open-book or open-note tests. o If a student does poorly on the DRA test, he/she should not be re-tested with the DRA after being re-

taught the concepts. The original grade should be entered on A3. NOTE: This does not imply that the teacher should not remediate the student in the area of difficulty—it’s the re-testing with the same assessment that is the issue.

o Tests should be administered at the conclusion of the instruction of that Body of Knowledge. Time for this is included in the pacing timeline for each grade level/Body of Knowledge. It is intended to be flexible within those weeks, but teachers must strive to stay within the pacing timeline to ensure adequate time for student mastery of all benchmarks at that grade level.

Grade 5 FCAT 2.0 Science Review and End-of-Year Plan

Due to FCAT 2.0 Science requirements, the grade 5 pacing timeline is compressed into 29 weeks of benchmark instruction. After that point, teachers should devote time to review all tested science content for FCAT. Teachers could also use the 2-week FCAT assessment window for additional science review. The remaining weeks of the school year should be used to go more in-depth on any benchmarks that the students have not yet fully mastered.

Science Pacing and Sequence Grade 5—Nature of Science

These benchmarks should be introduced at the beginning of the year, then explicitly taught within content instruction throughout the year to ensure mastery.

**Benchmark Clarifications and Content Limits are adapted from FL DOE FCAT 2.0 Science Test Item Specifications, Grade 5

BPS Science 2.0 Pacing and Sequence Guide—grade 5 page 6 Summer 2011

Big Idea #1: The Practice of Science

BENCHMARK ALSO

ASSESSES BENCHMARK CLARIFICATIONS FOR FCAT 2.0

CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)

SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

(High)

SC.3.N.1.1 SC.4.N.1.1 SC.4.N.1.6 SC.5.N.1.2 SC.5.N.1.4

Students will evaluate a written procedure or experimental setup.

Students will identify appropriate forms of record keeping.

Students will interpret and analyze data to generate appropriate explanations based on that data. (SC.3.N.1.1 / SC.4.N.1.1)

Students will identify examples of or distinguish among observations, predictions, and/or inferences. (SC.4.N.1.6)

Students will explain the difference between an experiment and other types of scientific investigations. (SC.5.N.1.2)

Students will identify a control group and/or explain its importance in an experiment. (SC.5.N.1.4)

Items will not require identification or evaluation of a hypothesis or use the term hypothesis.

Items will not require the design of a procedure.

Items will not require mathematical computation.

Items will not assess the reason for differences in data across groups that are investigating the same problem.

Items referring to conclusions will not require the formation of a conclusion.

Scenarios describing a scientific experiment are limited to one control group.

Scenarios referring to observations will not use the term systematic observation.

SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.

(Moderate)

Assessed with

SC.5.N.1.1 grouping

see above see above

SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

(Moderate)

Assessed with

SC.5.N.2.2 grouping

see below see below

SC.5.N.1.4 Identify a control group and explain its importance in an experiment.

(Moderate)

Assessed with

SC.5.N.1.1 grouping

see above see above

Science Pacing and Sequence Grade 5—Nature of Science

These benchmarks should be introduced at the beginning of the year, then explicitly taught within content instruction throughout the year to ensure mastery.



SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.” (Moderate)

Assessed with

SC.5.N.2.1 grouping

see below see below

SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.

(Moderate)

Assessed with

SC.5.N.2.1 grouping

see below see below

Big Idea #2: The Characteristics of Scientific Knowledge

BENCHMARK ALSO



SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

(Moderate)


Students will identify and/or explain that science is grounded in verifiable observations (empirical) that are testable.

Students will distinguish between personal interpretation and verified observation. (SC.5.N.1.6)

Students will distinguish between examples of evidence or observations (empirical) and personal opinions. (SC.5.N.1.6)

Items will not assess steps or order of scientific method.

The term observation should be used rather than the phrases empirical observations or verified observations.

The term evidence should be used rather than the phrase empirical evidence.

SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.

(Moderate)


Students will identify and/or explain the need for replication of scientific investigations. (SC.5.N.1.3)

Students will explain the reason for differences in data across groups as a result of using different tools and/or procedures. (SC.4.N.1.2)

Students will identify and/or explain the need for repeated trials in a scientific investigation. (SC.5.N.1.3)

Items may use the terms accurate and/or valid in context but should not assess these terms or the difference between these terms.

Science Pacing and Sequence Grade 5—Life Science (9 weeks, includes Science Start-up,

Nature of Science introduction, and BOK assessment)



Nature of Science See Nature of Science page for specific benchmarks

Big Idea #14: Organization and Development of Living Organisms

BENCHMARK ALSO



SC.5.L.14.1 Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

(Moderate)

none

Students will identify organs in the human body and/or describe their functions.

Items will not assess human body systems. Items will not require specific knowledge of the

parts of organs. Items will not require memorization of the

names of muscles or bones. Items referring to muscles will only assess the

function of muscles as a group.

SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.

(Moderate)

SC.3.L.15.1 SC.3.L.15.2

Students will compare and/or contrast the function of organs and/or other physical structures of plants and/or animals.

Students will classify animals into major groups according to their physical characteristics and behaviors. (SC.3.L.15.1)

Students will classify flowering and/or nonflowering plants into major groups according to their physical characteristics. (SC.3.L.15.2)

Items will not require classification of animals beyond the initial invertebrates grouping.

Items referring to classification of vertebrates will only assess general physical characteristics and/or behaviors of mammals, birds, reptiles, amphibians, and fish.

Items assessing functions of organs are limited to brain, heart, lungs, gills, stomach, liver, intestines, pancreas, muscles, bones, exoskeleton, testes, ovaries, kidneys, bladder, skin or body covering, eyes, ears, nose, and tongue.

Items referring to the functions of plant structures are limited to flower, fruit, leaf, root, seed, and spore.

Comparing animal to plant will be limited to: ~skin compared to plant covering ~skeleton compared to stem ~reproductive organs compared to flower





Big Idea #15: Diversity and Evolution of Living Organisms

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. (High)

Assessed with SC.5.L.17.1

grouping see below see below

Big Idea #17: Interdependence

BENCHMARK ALSO



SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

(Moderate)

SC.3.L.17.1 SC.4.L.16.2 SC.4.L.16.3 SC.4.L.17.1 SC.4.L.17.4 SC.5.L.15.1

Students will explain, compare, and/or contrast how adaptations displayed by animals or plants enable them to survive in different environments.

Students will describe or explain how animals and/or plants respond to changing seasons. (SC.3.L.17.1)

Students will distinguish plant or animal characteristics that are inherited from those that are affected by the environment. (SC.4.L.16.2)

Students will identify characteristics of animals that are inherited or distinguish inherited characteristics from those that are shaped by learning. (SC.4.L.16.3)

Students will compare the seasonal changes in Florida plants and/or animals to those in other regions of the country. (SC.4.L.17.1)

Students will identify ways in which plants and/or animals can impact the environment. (SC.4.L.17.4)

Students will describe how, when the environment changes, differences between organisms allow some plants and animals to survive and reproduce while others die or move to new locations. (SC.5.L.15.1)

Items referring to the adaptation of organisms to different environments may address but will not assess the different stages of the organism’s life cycle.

Items may require knowledge of how animals living in a particular environment are adapted to survive the seasonal changes in that environment.

Items will not assess renewable or nonrenewable resources.

The term characteristic should be used rather than the term trait.





Although not in grade 5 NGSSS, these items will be assessed on FCAT 2.0 Science. Ensure that your students have mastery of these prior Life Science concepts.

BENCHMARK ALSO

ASSESSES BENCHMARK CLARIFICATIONS FOR FCAT 2.0*


SC.3.L.14.1 Describe

structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

(Moderate)

SC.3.L.14.2 SC.4.L.16.1

Students will identify and/or describe the parts of plants and/or the part’s role.

Students will describe how plants respond to stimuli. (SC.3.L.14.2)

Students will describe processes of sexual reproduction in flowering plants. (SC.4.L.16.1)

Items will not assess cellular processes. Items assessing parts of plants are limited to stem,

leaf/needle, root, flower, seed, and fruit. Items assessing plant’s response to stimuli are limited

to heat, light, and gravity. Items describing sexual reproduction are limited to

stamen, pistil, ovary, petals, sperm, and egg.

SC.4.L.16.4 Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants.

(Moderate)

none

Students will identify, compare, and/or contrast the major life cycles of Florida plants and/or animals.

Items will only assess the life cycles of plants and animals commonly found in Florida.

Items assessing the life cycles of insects are limited to egg, larva, pupa, and adult (complete metamorphosis) or egg, nymph, and adult (incomplete metamorphosis).

Items assessing the life cycles of plants are limited to seed, seedling, and other stages of plant development.

Items assessing the life cycles of animals are limited to egg, embryo, infant, adolescent, and adult stages.

Items will not assess the major stages of the human life cycle.

SC.4.L.17.3 Trace the

flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.

(Moderate) SC.3.L.17.2 SC.4.L.17.2

Students will describe or explain how energy is transferred from the Sun through a food chain.

Students will explain that plants make their own food using carbon dioxide, water, and energy from the Sun. (SC.3.L.17.2)

Students will explain that animals obtain energy from the plants and/or animals they eat. (SC.4.L.17.2)

Items assessing the flow of energy from the Sun through a food chain are limited to the direction of energy flow. Items will not address or assess the amounts of energy flowing through the food chain or the efficiency of the energy transfers.

Items will not address cellular respiration or any other cellular process.

Items will not assess decomposers, food webs, trophic levels, or energy pyramids.

Items will not assess more than five links in a food chain.

Scenarios may, but are not required to include the Sun. Items may use the terms carnivore, herbivore, and

omnivore.

Science Pacing and Sequence Grade 5—Earth and Space Science (9 weeks, includes BOK assessment)




Big Idea #5: Earth in Space and Time

BENCHMARK ALSO

ASSESSES

BENCHMARK CLARIFICATIONS FOR FCAT 2.0


SC.5.E.5.1 Recognize that a galaxy consists of gas, dust, and many stars, including any objects orbiting the stars. Identify our home galaxy as the Milky Way

(Low)

SC.3.E.5.1 SC.3.E.5.2 SC.3.E.5.3

Students will identify the basic components of a galaxy.

Students will explain how stars can be different. (SC.3.E.5.1)

Students will identify the Sun as a star that emits energy. (SC.3.E.5.2)

Students will identify that the Sun’s appearance is due to its proximity to Earth. (SC.3.E.5.3)

Items will not assess the name of our galaxy in isolation. Items will not assess objects orbiting stars. Items that assess stars are limited to brightness, size, or

appearance in relation to distance, and that stars emit energy. Items that address energy emitted by a star are limited to

visible light. Items will not assess the effects of the Sun’s energy on Earth. Items will not assess numeric values for distance or number of

stars. Items may assess that stars are made of gasses but not the

specific chemical composition of stars.

SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.

(Moderate)

Assessed with

SC.5.E.5.3 grouping

see below see below

SC.5.E.5.3 Distinguish among the following objects of the Solar System—Sun, planets, moon, asteroids, comets—and identify Earth’s position in it.

(High)

SC.5.E.5.2

Students will distinguish among objects in our solar system based on their relative positions and/or their characteristics.

Students will identify common characteristics of all planets. (SC.5.E.5.2)

Students will compare and/or contrast the common characteristics of inner and outer planet groups. (SC.5.E.5.2)

Items will address a conceptual understanding of our solar system and the characteristics of objects in our solar system.

Items will not assess characteristics of the Sun. Items assessing inner and out planet groups are limited to:

surface composition (solid or mostly gas), presence of an atmosphere, size, relative position to the Sun, presence of moons or rings, relative temperature, and relative length of a year.

Items will not require specific knowledge of quantitative astronomical data.

Items will not assess interactions of objects in our solar system.

Items will not assess the force of gravity.




Big Idea #7: Earth Systems and Patterns

BENCHMARK ALSO



SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.

(High)

SC.5.E.7.2

Students will identify and/or explain the parts of the water cycle.

Students will identify the states of water associated with each part of the water cycle and/or explain the phase changes that occur as water moves from one part of the water cycle to another.

Students will identify and/or describe the role of the ocean in the water cycle.

Items will not address or assess transpiration, infiltration, or percolation as processes of the water cycle.

Items assessing the phases of water are limited to a water cycle context.

Scenarios will not use the term reservoir.

SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth’s water reservoirs via evaporation and precipitation processes.

(Moderate)

Assessed with

SC.5.E.7.1 grouping

see above see above




SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

(Moderate)

SC.5.E.7.4 SC.5.E.7.5 SC.5.E.7.6

Students will identify and/or describe how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation describe weather in a particular place and time.

Students will identify or distinguish the forms of precipitation (rain, snow, sleet, and hail) and their related weather conditions. (SC.5.E.7.4)

Students will distinguish weather conditions among different environments. (SC.5.E.7.5)

Students will describe the temperature and precipitation of different climate zones as they relate to latitude, elevation, and/or proximity to bodies of water. (SC.5.E.7.6)

Items will not assess the difference between climate and weather.

Items will not address or assess the interpretation of specific characteristics used to forecast weather.

Items addressing the types of clouds are limited to cumulus, cirrus, stratus, and cumulonimbus as they relate to weather but will not require differentiation among these types of clouds.

Items assessing climate zones are limited to polar, tropical, and temperate.

Items assessing weather-related differences among different environments may include desert, grassland, rainforest, tundra, and wetland.

Items will not require knowledge of specific geographic locations.

Items will not assess fronts. Items may refer to common tools used to

measure air temperature, barometric pressure, humidity, wind speed and direction, and precipitation but will not assess specific knowledge of the tools.

The phrase air pressure should be used rather than the phrase barometric pressure.

Wind speeds will be shown in miles per hour.

SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

(High)

Assessed with

SC.5.E.7.3 grouping

see above see above




SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.

(Moderate)

Assessed with

SC.5.E.7.3 grouping

see above see above

SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.

(High)

Assessed with

SC.5.E.7.3 grouping

see above see above

SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.

(Moderate)

Not assessed on FCAT

2.0 Science

This benchmark can be better assessed using classroom observations and

activities.




Although not in grade 5 NGSSS, these items will be assessed on FCAT 2.0 Science. Ensure that your students have mastery of these prior Earth and Space Science concepts.

BENCHMARK ALSO

ASSESSES BENCHMARK CLARIFICATIONS FOR

FCAT 2.0* CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)

SC.4.E.5.4 Relate that the rotation of Earth (day and night) and apparent movements of the Sun, Moon, and stars are connected.

(High)

SC.4.E.5.1 SC.4.E.5.2 SC.4.E.5.3

Students will describe how the rotation of Earth and apparent movement of the Sun, Moon, and/or stars are related.

Students will identify that the pattern of stars appears to shift across the sky nightly or that different stars can be seen in different seasons. (SC.4.E.5.1)

Students will describe the visual changes in the appearance of the Moon. (SC.4.E.5.2)

Students will explain that Earth revolves around the Sun in a year, and that Earth rotates on its axis in a 24-hour day. (SC.4.E.5.3)

Items will assess a conceptual understanding of the apparent movements of the Sun, Moon, and stars and resulting patterns.

Items will not assess the causes of moon phases. Items will not assess or use vocabulary associated with

moon phases, such as waning, waxing, and gibbous. Items will not require the identification of specific

constellations. Items will not require specific knowledge of quantitative

astronomical data. Items will not assess the causes of seasons, directness

of sunlight, or Earth’s tilt. Items will not assess solar or lunar eclipses. Scenarios referring to patterns of stars in the sky will

not use the term constellation.

SC.4.E.6.2 Identify the physical properties of common earth-forming minerals, including hardness, color, luster, cleavage, and streak color, and recognize the role of minerals in the formation of rocks.

(Moderate)

SC.4.E.6.1

Students will identify and/or describe the physical properties of common minerals.

Students will describe and/or explain the role of minerals in the formation of rocks.

Students will identify the three categories of rocks and how they were formed. (SC.4.E.6.1)

Items will not assess the identification of a specific mineral based on its properties.

Items addressing common minerals are limited to quartz, feldspar, mica, calcite, talc, pyrite, and graphite.

Items will not require the identification of specific mineral composition of any type of rock.

Items will not require knowledge of Moh’s hardness scale.

Items will not assess the rock cycle.

SC.4.E.6.3 Recognize that humans

need resources found on Earth and that these are either renewable or nonrenewable.

(Moderate)

SC.4.E.6.6

Students will identify and/or distinguish between renewable and nonrenewable resources found on Earth.

Students will identify resources naturally found in Florida. (SC.4.E.6.6)

none

SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).

(Moderate)

none

Students will identify and/or describe the processes of physical weathering and/or erosion.

Students will compare and contrast the agents and/or the processes of physical weathering and erosion.

Items may address but will not assess specific landforms resulting from physical weathering and erosion.

Science Pacing and Sequence Grade 5—Physical Science (11 weeks, includes BOK assessment)




Big Idea #8: Properties of Matter

BENCHMARK ALSO

ASSESSES BENCHMARK CLARIFICATIONS FOR FCAT

2.0 CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)

SC.5.P.8.1 Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature.

(Moderate) SC.3.P.8.1 SC.3.P.8.2 SC.3.P.8.3 SC.4.P.8.1

Students will compare and/or contrast the physical properties of solids, liquids, and/or gases.

Students will describe or classify a material as a solid, liquid, or gas.

Items will not address or assess particle behavior in each state of matter or between states of matter.

Items for this benchmark will not address or assess the water cycle.

Items may refer to common tools used to measure basic properties of solids, liquids, and gases but will not assess specific knowledge of the tools.

Items will not assess the difference between weight and mass.

Items will not asses unit of measure. Items will not require unit conversions to

compare data. Items will not address or assess density as a

property.

SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.

(High)

Assessed with SC.5.P.8.3 grouping

see below see below

SC.5.P.8.3 Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction.

(Moderate)

SC.5.P.8.2

Students will describe and/or explain how mixtures of solids can be separated.

Students will identify common materials that dissolve in water. (SC.5.P.8.2)

Students will identify or describe conditions that will speed up or slow down the dissolving process. (SC.5.P.8.2)

Items assessing conditions used to speed up or slow down the dissolving process are limited to temperature, stirring, and/or surface area.

Items will not use the terms solution, solvent, solute, saturation, or catalyst.

Items will not assess the difference between a mixture and a solution.




SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification.

(Low)

Not assessed on FCAT 2.0

Science

This benchmark can be better assessed using classroom observations and

activities.

Big Idea #9: Changes in Matter

BENCHMARK ALSO


FCAT 2.0 CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)

SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature.

(High)

SC.3.P.9.1 SC.4.P.9.1

Students will describe how physical and/or chemical changes are affected by temperature.

Students will describe the physical changes water undergoes as it is heated and/or cooled. (SC.3.P.9.1)

Students will describe how some familiar changes in materials result in other materials with different characteristics. (SC.4.P.9.1)

Items will not assess particle motion in changes of states of matter.

Big Idea #10: Forms of Energy

BENCHMARK ALSO



SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

(Moderate)

SC.3.P.10.1 SC.3.P.10.3 SC.3.P.10.4 SC.3.P.11.1 SC.3.P.11.2 SC.4.P.10.1 SC.4.P.10.3

Students will identify and/or describe some basic forms of energy.

Students will describe that light travels in a straight line until it strikes an object or travels from one material to another. (SC.3.P.10.3)

Students will explain that heat is produced when two objects are rubbed against each other. (SC.3.P.11.2)

Students will explain that sound is produced by vibrations and/or that pitch depends on how fast/slow the object vibrates. (SC.4.P.10.3)

Items assessing basic forms of energy are limited to light, heat (thermal), sound, electrical, chemical, and mechanical energy.

Items will not assess the transfer of energy. Items assessing light reflection, refraction, or

absorption should use the terms reflect, bend, or absorb to describe light’s behavior.

The terms material or substance should be used rather than the terms medium or media.

Scenarios referring to mechanical energy should not use the terms kinetic energy or potential energy.




SC.5.P.10.2 Investigate and explain that energy has the ability to cause motion or create change.

(High)

SC.3.P.10.2 SC.4.P.10.2 SC.4.P.10.4

Students will explain that energy has the ability to cause motion or create change.

Students will identify and/or describe examples where energy has caused motion or created change.

Students will describe and/or explain how water and/or air are sources of energy. (SC.4.P.10.4)

Items will not assess sound and chemical energy.

Comparative words such as greater than, less than, faster, or slower should be used when describing motion.

Scenarios will not use weathering and/or erosion as a context.

SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects.

(High)

Assessed with SC.5.P.10.4

grouping see below see below




SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.

(High)

SC.3.E.6.1 SC.4.P.11.1 SC.4.P.11.2 SC.5.P.10.3 SC.5.P.11.1 SC.5.P.11.2

Students will explain that electrical energy can be transformed into heat, light, and/or sound energy, as well as the energy of motion.

Students will explain that energy from the Sun can be used to heat objects, and that when sunlight is not present, heat may be lost. (SC.3.E.6.1)

Students will identify the flow of heat between hot and cold objects and/or that heat may cause objects to change temperature. (SC.4.P.11.1)

Students will identify common materials that conduct heat well or poorly. (SC.4.P.11.2)

Students will explain that an electrically charged object can attract an uncharged object and/or either attract or repel another charged object without any contact between the objects. (SC.5.P.10.3)

Students will determine that the flow of electricity requires a closed circuit. (SC.5.P.11.1)

Students will identify and/or classify materials that conduct electricity and materials that do not. (SC.5.P.11.2)

Items will not assess parallel and series circuits.

Items assessing electricity will not refer to electrons or the movement of electrons in producing electrical charge.

Items that refer to positive and negative charges in attraction and repulsion properties must be in the context of static electricity.

Items will not use more than two energy conversions.

Scenarios are limited to abiotic systems. Scenarios referring to energy from the Sun

will not use the term radiant.

Big Idea #11: Energy Transfer and Transformations

BENCHMARK ALSO



SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).

(Moderate)


grouping see above see above

SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not.

(Moderate)






Big Idea #13: Forces and Changes in Motion

BENCHMARK ALSO



SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

(Low) SC.3.E.5.4 SC.4.P.8.4

Students will identify familiar forces that affect how objects move.

Students will identify scenarios whereby gravity is overcome (SC.3.E.5.4)

Students will identify and/or describe examples of magnetic attraction and repulsion. (SC.4.P.8.4)

Items assessing familiar forces are limited to pushes, pulls, friction, gravity, and magnetic force.

Items may only require the interpretation of two forces at a time.

Items referring to friction will only assess the force of friction as a resistance to movement.

Items that assess magnetic attraction will not use the context of separating mixtures and solutions.

SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object.

(Moderate) SC.4.P.12.1 SC.4.P.12.2 SC.5.P.13.3 SC.5.P.13.4

Students will describe the relationship among mass, force, and motion.

Students will identify and/or describe that an object in motion always changes its position and may change its direction. (SC.4.P.12.1)

Students will describe that the speed of an object is determined by the distance an object travels and the time it takes the object to travel that distance. (SC.4.P.12.2)

Students will describe that objects can move at different speeds. (SC.4.P.12.2)

Items assessing relationship between mass, force, and motion are limited to a conceptual understanding. Items will not involve mathematical calculations or formulas.

Items will address a conceptual understanding of speed and not require mathematical computations.

Items may require the identification of the direction of motion but not the magnitude of motion.

Items may refer to balanced forces and/or unbalanced forces but not net force.

Items assessing forces, applied to objects of different masses are limited to pushes, pulls, and friction.

Scenarios should use newtons (N) as the unit of measure for forces.

SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the object’s motion.

(Moderate)






SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.

(High)

Assessed wtih SC.5.P.13.2


This matrix is not intended as a comprehensive list of concepts to teach. Instead, it shows how a Big Idea is built from grade level to grade level and shows interruptions in that sequence. The topics listed were pulled from each grade level’s benchmarks. Please refer to your grade level benchmarks for the specifics of “what to teach.”


In this matrix, the word Adds is used if a benchmark includes material that was addressed at an earlier grade level. It only lists the new material to be addressed at that grade level. Teachers still need to teach the entire benchmark, not just the new material. In the matrix, the word FOCUS is used for material that is targeted at a specific grade level by the benchmarks.

NGSSS Science Topic Matrix—Nature of Science Body of Knowledge

Grade Big Idea 1—The Practice of Science Big Idea 2—The Characteristics of

Scientific Knowledge Big Idea 3—The Role of Theories, Laws,

Hypotheses, and Models

K observations

keeping records (pictorial) not addressed not addressed

Grade 1

Adds:

keeping records (written)

compare observations with others

draw conclusions based on evidence (“How do you know?”)

not addressed not addressed

Grade 2

Adds:

raise questions

use systematic observations

justify conclusions based on evidence

observations vs. inferences


Grade 3

Adds:

seek reasons to explain differences in data

keeping records (charts/graphs)

infer based on evidence

empirical evidence is used to validate explanations

not addressed

ScienceSpeak is different from common usage

using models / models do not perfectly account for all observations

Grade 4

Adds:

use of references with bibliographic information

not always “scientific method,” but always observation + empirical evidence

science involves creativity in designing experiments

science focuses on natural world Adds:

types of models

Grade 5

Adds:

define a problem

plan and carry out a systematic investigation/repeated trials

identify variables/control group

interpret data

opinion vs. verified observation

Adds:

science is grounded in empirical observations that are testable

explanations must always be linked with evidence

results are replicable

not addressed

Grade 6

Adds:

define a problem in sixth grade curriculum

Adds:

distinguish science from other activities

science is open to change as new evidence/interpretations are presented

scientists come from all walks of life

Adds:

“theory” in science vs. everyday life

“law” in science vs. societal laws

role of models in science (in context of sixth grade curriculum)


NGSSS Science Topic Matrix Earth and Space Science Body of Knowledge

Grade Big Idea 5—Earth in Space and Time Big Idea 6—Earth Structures Big Idea 7—Earth Systems and Patterns

K

explore gravity—dropped things fall

pattern of day/night

Sun during day/ moon mostly at night

perspective from Earth


Grade 1

Adds:

gravity works even though nothing is touching object

stars are infinite

magnifiers (telescopes)

benefits/dangers of Sun

things found on Earth’s surface (living and nonliving)

water is a basic need/water safety

some things happen fast, some things happen slowly

not addressed

Grade 2 not addressed

Adds:

Earth composed of rocks of many shapes/sizes

process of soil formation/composition of soil

classify soil

patterns of nature—compare/describe

Sun’s energy directly/indirectly warms water, land, air

process of evaporation/ways to prevent it

air is all around us/moving air is wind

severe weather preparation is essential

Grade 3 stars/telescopes

Sun

gravity is a force that can be overcome

Sun heats Earth in day, Earth loses heat at night

not addressed

Grade 4

seasonal patterns of stars

phases of the Moon

rotation/revolution

Earth/Sun/Moon system

effects of space research on economy (FL)

weathering/erosion (physical)

categories of rocks/rock cycle

physical properties of minerals

resources (FL)

telescopes/microscopes

not addressed

Grade 5 galaxies

planets

Solar System objects

not addressed

water cycle / ocean is “engine”

weather

climate


Adds:

chemical weathering

deposition

how landforms in Florida are made

Adds:

Earth’s spheres, how they work together, and effects on Earth, global patterns

heat transfer: radiation/conduction/convection


NGSSS Science Topic Matrix Physical Science Body of Knowledge

Grade Big Idea 8—Properties of Matter Big Idea 9—Changes in Matter Big Idea 10—Forms of Energy

K

sort by:

size

shape

color

temperature (hot/cold)

weight (heavy/light)

texture

physical changes to paper and clay (cutting, tearing, crumpling, smashing, rolling)

things that make sounds vibrate

Grade 1 Adds:

sort by sink and float not addressed not addressed

Grade 2

Adds:

sort by attraction to magnets

measuring properties (especially temperature and volume)

states of matter (especially water)

Adds:

physical changes don’t always affect objects in the same ways

people use energy to improve their lives

Grade 3

compare based on properties (adds hardness)

measure/compare temps of solids and liquids

measure/compare mass/volume

Adds:

water changes state + terminology (melting, freezing, boiling, evaporation, condensation)

basic forms of energy (light, heat, sound, electrical, mechanical)

energy can cause/change motion

FOCUS: light energy

Grade 4

Adds measurement/compare based on:

odor/taste/attraction to magnets

properties/uses of water in each state

Law of Conservation of Mass

magnets attract and repel other magnets

Adds:

chemical changes (decomposition, rusting, burning, cooking)

FOCUS: decomposition and rusting

basic forms of energy (adds energy of motion)

FOCUS: sound energy (pitch)

wind/water are sources of energy and can be used to move objects

Grade 5

compare/contrast properties of solids, liquids, gases

dissolution in water (why/why not/how to speed up or slow down)

separation of mixtures

atomic theory—ONLY that objects are composed of particles too small to see without magnification

Adds:

physical/chemical changes affected by temperature

basic forms of energy (adds chemical) Adds: energy can create change

FOCUS: electrical energy (especially charges attracting or repelling without contact)

electrical energy can be transformed into heat, sound, light, motion

Grade 6 not addressed not addressed not addressed


NGSSS Science Topic Matrix Physical Science Body of Knowledge

Grade Big Idea 11—Energy Transfer and

Transformations Big Idea 12—Motion of Objects Big Idea 13—Forces and Changes in Motion

K not addressed things move in different ways (fast, slow, etc.)

push/pull causes change in motion


Adds:

ways objects move: straight line, zig-zag, back-and-forth, round-and-round

Adds:

ways to change motion is to apply push/pull

Grade 2 not addressed not addressed

effects of pushes/pulls

magnets can work without direct contact

gravity pulls toward the ground unless something else holds it up

greater the force applied, the greater the change in motion

Grade 3 light energy also gives off heat

friction produces heat not addressed not addressed

Grade 4 heat flow/changes in temperature

conductors/insulators for heat energy

object in motion has positional/directional changes

speed of objects

not addressed

Grade 5 closed circuits

conductors/insulators of electrical energy not addressed

familiar forces: pushes/pulls/gravity

more mass = less effect from given applied force

balanced forces

Grade 6

Law of Conservation of Energy (potential converting to kinetic and vice versa)

Adds:

measure and graph distance vs. time of a constant speed

Adds:

describes types of forces (contact forces, forces acting at a distance—electrical, magnetic, gravitational)

Law of Gravity (adds effects of force dependent on how far apart objects are)

unbalanced forces change speed, direction, or both


NGSSS Science Topic Matrix Life Science Body of Knowledge

Grade Big Idea 14—Organization and Development of Living Organisms Big Idea 15—Diversity and Evolution of Living Organisms

K 5 senses and related body parts

no personification

differences in plants and animals (structure and behavior)

not addressed

Grade 1

Adds: using senses to make observations

major parts of plants

living vs. non-living

not addressed

Grade 2 human body parts (brain, heart, lungs, stomach, muscles, skeleton) and

functions not addressed

Grade 3

Adds: structures in plants and functions (support, reproduction, nutrient transport,

food production

plants respond to stimuli (heat, light, gravity)

classification of animals by physical characteristics (vertebrates/invertebrates, major classes—mammals, reptiles, arthropods, etc.)

classification by behavior

classification of plants by physical characteristics (flowering/non-flowering, seed-producer/spore producer)


Grade 5 14 specific human body organs and functions

compare/contrast plant and animal structures and functions (including humans): example—skeleton/ exoskeleton/stems

adaptations lead to survival/change in location/extinction when conditions change

Grade 6

patterns in hierarchical organization of organisms

scientific theory of cells

processes of cells (homeostasis)

structure and function of organelles

human body systems / interaction to maintain homeostasis

infectious agents

Linnaean system of classification + Domains


NGSSS Science Topic Matrix Life Science Body of Knowledge

Grade Big Idea 16—Heredity and Reproduction Big Idea 17—Interdependence

K not addressed not addressed

Grade 1 plants and animals resemble their parents, but variations occur basic needs of plants and animals

Grade 2

major stages in life cycles of plants and animals (butterflies and beans) Adds: basic needs of humans compared to other animals and plants

living things are all over Earth, but each must have a habitat that meets its basic needs

Grade 3 not addressed animals/plants response to changing seasons

plants use energy from Sun to make own food (producers)

Grade 4

reproduction of flowering plants (pollination, fertilization, seed dispersal, germination)

inherited traits vs. characteristics based on environment (plants and animals)

animal behaviors: inherited and learned

major stages in life cycles/ FOCUS: FL plants/animals

complete/incomplete metamorphosis

flowering/non-flowering seed-bearing plants (flowers vs. conifers or spore producers)

Adds: seasonal changes in plants and animals: FL vs. other regions

flow of energy in a living system

animals are consumers

food chain

how animals (including humans) impact the environment

Grade 5 not addressed how adaptations (variations in life cycle, behavior, physical characteristics)

help plants/animals survive


TEACHER NOTES

SCHOOL BOARD OF BREVARD COUNTYEducational Services Facility

2700 Judge Fran Jamieson WayViera, FL 32940-6601

SCHOOL BOARD MEMBERSDr. Barbara A. Murray, Chairman

Amy Kneessy, Vice ChairmanDr. Michael KruppKaren Henderson

Andy Ziegler

SUPERINTENDENTDr. Brian T. Binggeli

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT

Cyndi Van Meter

OFFICE OF ELEMENTARY PROGRAMSDr. Lynn Spadaccini, Director

NONDISCRIMINATION NOTICE

It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.

A student having a grievance concerning discrimination may contact:

Dr. Brian T. Binggeli Ms. Cyndi Van Meter Dr. Walter Christy, Director Ms. Pamela TreadwellSuperintendent Associate Superintendent, Office of Secondary Programs DirectorBrevard Public Schools Division of Curriculum ESE Administrative Support Services and Instruction, ADA/Section 504 Coordinator Equity Coordinator

School Board of Brevard County2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601(321) 633-1000

It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.

An employee or applicant having a grievance concerning employment may contact:

Ms. Susan Standley, Director Ms. Joy Salamone, Director Office of Human Resources Services Compensation & Benefits and Labor Relations

School Board of Brevard County2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601(321) 633-1000

This Publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written request should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 633-1000, ext. 535, at least two (2) weeks prior to the time you need the publication.

Next Generation Sunshine State Standards for Science (February 2008)• Providetheframeworkforoursciencecurriculum,instruction,assessment,andprofessionaldevelopment;

• Shiftfrom“covering”thematerialtomasteringtheconcepts;

• Replacedgradelevelbandswithgrade-specificbenchmarksemphasizingeachgrade’sresponsibility;

• Threadthebigideasbetweengradelevels,graduallyincreasingincomplexityanddepth;

• Ensurethescientificliteracyofourstudents,asteachersinstructgradelevelbenchmarksin-depth.

TO HELP YOU “SCALE THE SUMMIT”

CurriCulum“The real object of education is to have students in the condition of continually asking questions.”

—BishopCreighton

• CurriculumisdefinedbyNGSSSforScience—the“WHATtoteach.”

• District-adoptedprogramsareONLYONEresourceforqualitylessons.

• Useavarietyofresourcesandapproachestoreachallstudentsbycreatingcommonexperiencesthatleveltheplayingfieldforthoselackinglifeexperiences.

• FLDOEprovidesvaluablesupportthrough:TestItemSpecifications,keyvocabulary,andsampletestitems.

instruCtion“It is not the answer that enlightens, but the question.”

—EugeneIonescoDecouvertes

• Teachersuseresearched-basedbestpracticestodecidethe“HOWtoteach.”

• Emphasizethereal-liferelevanceofscienceandconnectnewconceptstowhatstudentsalreadyknow.

• ABC/CBV:ActivityBeforeConcept/ConceptBeforeVocabulary

• EngagestudentsinscientificprocessesandInquirybyseekinganswerstotheirquestionsthroughfreeexploration,investigation,andexperiments.

• Guidelearningbyencouragingandaskingprobingquestionstofacilitatestudentdiscussion,discoveryandunderstanding.

Assessment“Leave lasting imprints on children’s lives…do not get distracted from the real focus of assessment: to help students learn and grow.”

—Authorunknown

• Alignallassessmentstotherequiredcurriculumandteachingstrategiesused.

• Useformativeassessmenttoinforminstructionandsummativeassessmenttoevaluatelearning.

• Utilizeformativeassessmentstoprobeforpreconceivedideasandtoaddressspecificbenchmarks.

• Summativeassessments,suchasdistrict-requiredBOKtests,canprovidefeedbackastowhethermasterywasachievedandwherere-teachingneedstotakeplace.

ProfessionAl DeveloPment“Take the attitude of a student, never be too big to ask questions, never know too much to learn something new.”

—OgMandino

• EveryPDDincludesworkshopsonsciencestandardsandinstructionalbestpractices.

• ElementaryProgramsandtheScienceLeadershipandTrainingCadrehosttrainingsthroughouttheyear.

• Eachschool’sSciencePoint-of-Contactisavaluableresourceforscienceinformationandclarification.

• Informalscienceeducationgroupsprovideongoingtrainingandsupport:BrevardZoo,FloridaSolarEnergyCenter,BCCPlanetarium,NASA,etc.

resourCes“If I have been able to see farther than others, it was because I stood on the shoulders of giants.”

—SirIsaacNewton

• ScienceHands-onAllocation

• Adoptedinstructionalmaterials

• CSI:BREVARD2.0ResourceGuideandK-6District-RequiredAssessments

• BuildingYoungScientistsResourceGuides(K-2)

• BPSinitiatives:LagoonQuest(grade4)andSpaceWeek(grade6)

• Supplementalmaterialssuchas:FOSSkits,CPALMS,ScienceSaurus,MaxAxiom,ScienceCourt

• BPSElementaryScienceResources—availableonline

sCienCe noteBooKs“Learning is not a spectator sport.”

—ChickeringandGamson

• Throughnotebooking,studentsareemulatingtheactionsofscientists.

• Usenotebooksastoolstohelpstudentsinteractwithnewcontent,recordtheirexperiences,anddocumenttheirscientificthinking.

• NotebooksprovideopportunitiestorecordobservationaldataanddevelopInquiryskills.

• Notebookingfocusesontheprocess,nottheproduct.

• Notebooksprovideopportunitiesforteacherstoevaluatecontinuouslyforpreconceptions/misconceptionsandmasteryofconceptsandskills.

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